Move for Hauora

Overview

In today’s PE lesson, ākonga explore a short choreographed movement and cooperative game challenge that includes travelling, turning, and brief stillness. They create and perform movement pathways at different speeds, then discuss how the activities strengthen Te Whare Tapa Whā for themselves and others. Focus words for relationships: respectful communication, cooperative play, and no blaming.

Learning intentions

• WALT participate in enjoyable movement activities and describe how this strengthens our hauora.
• WALT create, modify, and participate in movement pathways using cues (speed changes, travelling, turning, and holding stillness).
• WALT reflect on enjoyment and explain how our choices help taha tinana, taha hinengaro, taha whānau, and taha wairua.

Success criteria

• I can name the four elements of Te Whare Tapa Whā: taha tinana, taha hinengaro, taha whānau, taha wairua.
• I can describe Tōku Whare by sharing what helps my hauora stay strong.
• I can identify a creative, regular, enjoyable movement and explain how it strengthens one or more parts of my hauora.
• I can participate cooperatively, use respectful communication, and avoid blaming others.

Curriculum links

• Physical Education (te ao kori/choreographed movement): actions and pathways combined to show different speeds; body actions/shapes communicate ideas and emotions; travelling, jumping/turning, and holding stillness in response to cues.
• Physical Education (participation and enjoyment): participate in and create variety of games/activities and discuss enjoyment for self and others.
• Health (Te Whare Tapa Whā as a hauora framework): connect movement to taha tinana, taha hinengaro, taha whānau, taha wairua.
• Key competencies: participating and contributing; managing self; relating to others; communicating ideas.

Lesson structure (60 minutes)

1. 0–5 min · Settling and relationship goal. Teacher greets and sets a clear behaviour focus (“We play cooperatively, we communicate respectfully, we do not blame”). Students repeat the goal and choose one “helpful voice” strategy (kind words, calm tone, turn-taking).

2. 5–12 min · Warm-up: Mirror Pathways. Teacher demonstrates a simple pathway: walk → turn → reach up → small stillness (1 beat) → walk again, then changes speed (slow/medium/fast). Students pair up as “Mirror” (Partner A leads, Partner B mirrors), practising speed cues and stillness without bumping.

3. 12–20 min · Direct teach: Choreo pieces. Teacher shows 3 movement “building blocks” on the floor with tape markers:

• Block 1 (Travel): “Step-step-glide” forward
• Block 2 (Turn): quarter turn or half turn to face a new direction
• Block 3 (Still): freeze shape (choose: wide legs / tall reach / curled child pose) Students practise in groups of 3, repeating the same pathway, then teachers calls “Speed change!” and “Freeze!” to build control.

4. 20–33 min · Cooperative game: Build-a-Pathway Relay. Teacher explains: teams of 4 create a pathway sequence using the building blocks, then perform it for another team to copy at the same speed and stillness.

• Round A: teacher gives starting speed (medium).
• Round B: teams modify with one faster part and one slower part. Students take turns as Leader, Recorder (describes sequence), and Performer, using sentence frames: “We changed the speed by…”, “Our freeze shows…”.

5. 33–45 min · Hauora link: Te Whare Tapa Whā mini-task. Teacher displays the four labels and reads a short prompt: “In our movement today, what helped you feel… strong, calm, connected, or full of spirit?” Students choose one element (taha tinana/hinengaro/whānau/wairua) and complete a quick “Tōku Whare” note:

• “My movement choice was…”
• “It helps my (taha ___) because…”
• “It helps others because…” Dyslexia-friendly option: allow spoken recording or a single colour-coded sticky note with a symbol (e.g., body = tinana, brain = hinengaro, people = whānau, heart/sun = wairua).

6. 45–55 min · Whole-class share and reflection. Teacher leads a structured share: “What was enjoyable and who did it help?” Students do a “Glow and Grow” round: one thing enjoyed, one improvement for cooperative play (e.g., “We will say ‘my turn/your turn’” or “We will give ideas instead of blame.”). Teacher acknowledges respectful communication.

7. 55–60 min · Exit ticket (quick check). Students circle or say (one-on-one if needed):

• Name one Te Whare element.
• Write/dictate one enjoyable movement activity and one sentence on how it supports hauora.

Suggested activities for larger spaces

• Outdoor relay races: teams run or move through a sequence of movement blocks over a larger area, promoting teamwork and speed control.
• Obstacle courses: incorporate travel, turn, and stillness blocks into a course that challenges balance, coordination, and spatial awareness.
• Nature walks: encourage mindful movement connecting to taha wairua and taha hinengaro by observing surroundings and moving freely.

These activities support hauora by integrating physical movement with mental and social wellbeing, while allowing freedom of movement and sensory engagement.

Resources

• Tape for floor markers and turn points
• Cones/safety zones for teams
• Te Whare Tapa Whā cards (four elements)
• “Building block” picture cards (travel/turn/still)
• Team roles cards (Leader/Recorder/Performer)
• Sentence frames and symbol cue cards
• Clipboards or cards with sentence stems
• Timer for rounds
• Optional: music track for cueing speed and stillness

Assessment

• Teacher observation checklist: cooperative play (sharing roles, turn-taking, no blaming) and ability to follow cues for speed/turn/stillness.
• Mid-lesson formative check during relay: can students explain what they changed (speed/pathway) using the sentence frame?
• Exit ticket: identify one Te Whare element and connect an activity to hauora.

Differentiation

• Support for students below expectations: provide pre-made pathway cards; reduce sequence length (3 steps instead of 5); offer extra visual cues (numbers for blocks); allow extra practice with teacher/TA before performing.
• Support for wriggly learners (undiagnosed): give a “Recorder” or “Marker Handler” role briefly; use short, timed repetitions (20–40 seconds); clear reset cue (“Freeze, check hands, look”).
• Language support: provide sentence starters and allow dictation to scribe; use colour-coded options instead of full writing.
• Extension for advanced learners: add a second still shape or a “jump or step” variation; design a pathway that communicates a feeling (e.g., “excited”/“calm”) and explain which Te Whare element it shows.
• Dyslexia-friendly reading options: teacher reads all prompts aloud; use icons/symbols; provide audio/teacher reciting for the “Tōku Whare” prompts.
• Adaptations for larger spaces and movement freedom: offer activities such as outdoor relay races, obstacle courses, or nature walks that encourage big movements and connect to hauora elements.
• Emphasize movement freedom and provide sensory breaks to support focus and engagement for all learners.

Extension (optional)

• N/A