Movement Balance

Overview

In this lesson (3 of 10) students practise safe jumping and balancing while learning how movement helps our tinana and supports wellbeing. Students explore how their actions help them feel confident, calm, and connected to others in the classroom community.

Learning intentions

• WALT practise safe jumping and balancing movements.
• WALT explain how movement helps our wellbeing (tinana and hinengaro).
• WALT follow class safety routines and help others feel included.
• WALT use simple te reo Māori to name body parts and movement actions.

Success criteria

• I can jump and land safely (soft knees, feet facing forward).
• I can balance without falling for a short time and adjust if I wobble.
• I can describe how movement helps my body and feelings.
• I can follow safety rules and show manaakitanga by sharing space and encouraging others.

Curriculum links

• Waiora (Health and wellbeing) — learning focus on tinana (physical wellbeing) and hinengaro (mental/emotional wellbeing) through movement.
• Waiora across dimensions — wellbeing supports growth when we care for our body and our thoughts/feelings.
• Waiora values and relationships — wellbeing includes whānau/community connections through respectful, safe participation.
• Te Marautanga o Aotearoa approach — student-centred, culturally responsive learning with tauira and practice.

Lesson structure (30 minutes)

1. 0–4 min · Kōrero whakatū (opening). Teacher greets students, states the purpose, and reminds them of the safety routine (space, quiet listening, stop when named). Students repeat the big goal and show one “ready” body pose.

2. 4–10 min · Wāhanga mahana (warm-up). Teacher leads a quick movement warm-up: marching, arm swings, gentle side steps, then “jump like a bean” (tiny jumps). Students follow and copy the landing cue: “soft knees, still body.”

3. 10–18 min · Activity 1: Jump stations. Teacher sets up 3–4 stations with spots on the floor (e.g., jumping over a line/foam strip, jump and clap at the top, jump to a target spot) and models safe landing at each. Students rotate in small groups, practising 3–4 jumps per station, then share one strategy with a partner (e.g., “keep my feet facing forward”).

4. 18–25 min · Activity 2: Balance pathways. Teacher demonstrates a balance pathway: walk to a line, do one balance pose (e.g., “tree” arms up or “statue” hands on hips), then step off safely. Students practise one attempt, then try again using a self-correction cue if they wobble (e.g., widen stance or focus eyes forward).

5. 25–28 min · Waiora share circle (reflection). Teacher asks guiding questions: “How does movement help our tinana?” “How might it change how we feel in hinengaro?” and “How did we show manaakitanga today?” Students respond using sentence starters: “When I move… my body feels… I feel…”.

6. 28–30 min · Quick check (exit). Teacher gives a one-minute “show and tell”: each student shows a safe landing or balance pose and answers one question to the teacher or buddy: “What is one safety rule?” Students complete the check before packing up.

Resources

• Floor tape or chalk for lines, targets, and balance pathways
• Bean bags or small hoops (for jump targets)
• Soft foam strip or rolled mat (for “jump over”)
• Cones or markers for station boundaries
• Spot labels for rotation groups
• Picture cards showing: jump, land, balance, stop
• Te reo Māori cue cards (tinana, hinengaro, piki/jump, tū/balance, taunga/land)

Assessment

• Observe movement technique: can the student jump and land safely (soft knees, controlled landing).
• Check understanding: during station sharing and the reflection circle, can students link movement to wellbeing (tinana/hinengaro).
• Safety and inclusion check: teacher notes whether students wait their turn, share space, and follow stop signals.
• Exit check: student demonstrates landing/balance and states one safety rule.

Differentiation

• Support: provide a “look here” focus point for balance; allow holding a wall/partner hand for first attempts; use fewer stations for students who need a slower pace.
• Support (language): sentence starters in English and te reo Māori cue cards (piki/jump, tū/balance, taunga/land, noho humarie/quiet body).
• Extension: challenge students to hold balance longer (count to 3) or add a controlled change (turn body slightly then re-balance).
• Inclusion: assign roles in groups (timer/encourager/safety watcher) so every student participates and practices manaakitanga.
• EAL/SEN: pre-teach one action word per station using gestures; keep instructions to one step at a time; demonstrate then practise.

Extension (optional)

• Skip optional section (not requested).