Move to Music

Lesson Overview

In this culminating session of the "Move and Groove: PE Fun" unit, Year 1 students will engage actively with music and movement challenges at different stations. The lesson integrates rhythm, creativity, and physical coordination, reinforcing previously learned fundamental movement skills through playful, musical activity. Students will rotate in small groups across movement stations designed to align with the New Zealand Curriculum Refresh focus on holistic well-being through physical education, incorporating the key competencies and learning outcomes.

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Curriculum Links

Learning Area: Health and Physical Education Level: Level 1 (Year 1) Strands and Achievement Objectives:

• Movement Concepts and Motor Skills: Develop fundamental movement skills and apply them with coordination, control, and confidence in various contexts.
• Relationships with Other People: Develop skills for interacting positively during shared physical activities.
• Healthy Communities and Environments: Explore the connection between physical activity, enjoyment, and personal well-being.

Key Competencies Developed:

• Managing Self: Students demonstrate perseverance and confidence in participating in physical challenges.
• Relating to Others: Students cooperate and share space and equipment during movement activities.
• Thinking: Students respond to musical cues and make decisions about movement patterns.
• Using Language, Symbols, and Texts: Interpret simple instructions tied to movement challenges.
• Participating and Contributing: Engage actively and creatively with peers in physical activity.

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Learning Objectives

By the end of the lesson, students will be able to:

1. Demonstrate the ability to move rhythmically and in time to music with control and coordination.
2. Use a range of fundamental motor skills (like hopping, skipping, balancing) in response to musical prompts.
3. Express creativity through movement challenges, incorporating personal ideas within structured activities.
4. Cooperate and transition smoothly between activity stations, showing awareness of others in shared spaces.
5. Reflect briefly on their enjoyment and experiences of moving with music.

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Equipment and Preparation

• Music player with a selection of rhythmic, upbeat songs of varied tempos appropriate for young learners.
• Six activity stations spaced apart to manage 10 students per station (total 60 students), with clear visual labels and simple instructions.
• Station equipment (e.g., scarves, bean bags, cones, balance beams, hoops).
• Timer or bell for transitions.

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Lesson Breakdown (45 minutes)

Time	Activity	Details
0–5 min	Warm-Up Circle	Gather students in a circle. Begin with simple rhythmic clapping and marching to a slow, steady beat. Briefly review previous skills from the unit (e.g., skipping, balancing). Emphasise listening and moving in time.
5–7 min	Instructions and Expectations	Clearly explain the six stations and movement challenges. Demonstrate one station’s activity briefly. Share expectations for behaviour and cooperation.
7–38 min	Music and Movement Stations	Students split into six groups of 10 and rotate every 5 minutes. At each station: Use music to time movements (e.g., hop on both feet to the beat). Encourage varying movement styles or creative additions (e.g., adding arm movements). Focus on rhythm and control, following musical cues. Stations examples:

1. Hop and Freeze: Hop in time; freeze when music stops.
2. Scarf Sway: Use scarves to move fluidly to slow and fast rhythms.
3. Bean Bag Balance: Balance bean bag on head or hand while moving to music.
4. Skipping Strings: Skip along a taped path on the floor.
5. Hoop Spin: Spin and step in hoops following the beat.
6. Balance Beam Beat: Walk the beam, synchronising footsteps to music. | | 38–43 min | Group Reflection and Sharing | Bring students back to a circle. Ask: "How did moving with music make you feel?" "What was your favourite movement?" Encourage a few students to share their ideas or movements they created. | | 43–45 min | Cool Down and Closure | Gentle stretches with slow music, guiding breaths to calm the body. Remind students about the importance of moving their bodies and having fun. Praise effort and participation throughout the unit. |

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Assessment Strategies

• Observation: Teacher circulates during stations to observe students’ rhythmic timing, coordination, and engagement with challenges, noting their use of fundamental movement skills and creative expression.
• Peer Feedback: Encourage students to give positive comments to peers on their movements (“I liked how you balanced so well!”).
• Self-Reflection: Through guided questioning in the reflection circle, gauge students' self-awareness of movement and enjoyment.
• Evidence of Key Competency Use: Monitor cooperative behaviour and transitions between stations, noting managing self and relating to others competency demonstrations.

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Differentiation and Inclusivity

• Provide options at stations for different ability levels (e.g., shorter distance hopping for developing balance).
• Use visual and verbal prompts for students who benefit from multi-modal instructions.
• Allow space for imaginative movement adaptations to engage diverse learners.
• Group students thoughtfully to support social inclusion and peer modelling.

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Teacher Notes

• Keep music volume at a level allowing clear instructions and interaction.
• Use a timer or bell to facilitate smooth, punctual transitions between stations.
• Encourage students to be expressive in movement but maintain safety through clear boundaries and shared space rules.
• Reinforce positive language and celebrate all efforts to foster a sense of achievement.

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Final Reflection

This lesson celebrates the joy of moving to music while reinforcing key motor and social skills developed across the "Move and Groove" unit. It supports holistic development aligning with the New Zealand Curriculum Refresh by embedding physical competence, creative expression, and social participation in meaningful, enjoyable contexts.