Movement Choice and Care

Overview

Today students create and modify a short movement activity, then compare how the original and modified versions affect enjoyment and hauora (wellbeing). The lesson also links movement to Te Whare Tapa Whā by naming what supports taha tinana, taha hinengaro, taha whānau, and taha wairua.

Learning intentions

WALT: to create, modify, and participate in movement activities and describe how changes can increase enjoyment for ourselves and others.

• WALT: take part in enjoyable movement activities and describe how this strengthens our hauora.
• WALT: identify the four elements of Te Whare Tapa Whā: taha tinana, taha hinengaro, taha whānau, and taha wairua.
• WALT: describe Tōku Whare by sharing what I value in my hauora and what keeps it strong.
• WALT: explain how creative, regular, and enjoyable movement can strengthen one or more parts of Te Whare Tapa Whā.

Success criteria

“I can…”

• Create and lead a movement activity, explaining its purpose, rules, roles, and equipment needed.
• Modify a movement activity so all peers can participate, experience success, and feel valued.
• Compare the original and modified activity and describe whether enjoyment and hauora improved, stayed the same, or declined for myself and others.
• Use Te Whare Tapa Whā words (taha tinana, taha hinengaro, taha whānau, taha wairua) to explain how movement supports hauora.

Curriculum links

• Physical Education / Choreographed movement: combine actions and pathways to show different speeds and levels, and use travelling, jumping, turning, and stillness in response to cues.
• Physical Education / Choreographed movement: increase movement complexity by changing level (low/medium/high), fluency (smooth/flow/control), and dynamics (sharp/soft, fast/slow).
• Hauora and wellbeing connections through Te Whare Tapa Whā (supporting taha tinana, taha hinengaro, taha whānau, taha wairua).

Lesson structure (60 minutes)

1. 0–5 min · Hook (Te Whare Tapa Whā). Teacher shows a simple “house” chart (four sides) and asks: “Which part of hauora do you think movement helps most today, and why?” Students point to one side and share one idea with a partner.
2. 5–12 min · Warm-up with choices (safe range). Teacher sets a cue: “When you hear the drum/clap, travel to a corner.” Students practise a short sequence: walk/jog (speed), then a low-to-high shape (level), then a still pose (stillness), then repeat. Teacher prompts: “Change one thing—make it smoother or slower.”
3. 12–24 min · Direct teach: Create the base game. Teacher demonstrates a “base activity” (e.g., “Collect and Return Pathways” using hoops/cones). Rules example: teams collect small markers from stations and return to home base using a pathway. Roles example: leader (counts), collector, guardian (checks safety/space), equipment manager. Students help generate two speed options and two level options.
4. 24–34 min · Create & lead in small groups. Groups plan a 45–60 second activity using:

• A pathway (straight, curved, zig-zag)
• Two levels (low/medium/high)
• Two dynamics (fast/slow or sharp/soft)
• At least one stillness moment Each group selects equipment from a “choice bank” (hoops, cones, beanbags, spot markers). Students write a quick plan (teacher provides sentence starters) and one student leads their group briefly.

5. 34–45 min · Modify for inclusion (success for all). Teacher introduces an “inclusion modifier menu” and models one change:

• Increase success: shorten the pathway or reduce distance
• Increase participation: allow travelling in pairs or use a “buddy route”
• Reduce waiting: add extra stations
• Adjust dynamics: offer slow-first option Students modify their original activity so classmates with different needs can join. Teacher gives the prompt: “What will make it more enjoyable and fair for everyone?”

6. 45–52 min · Play modified rounds (enjoyment check). Students play the modified activities for one round each. During play, teacher circulates with a quick check: “Who feels successful? What changed that helped?”
7. 52–58 min · Compare and describe enjoyment + hauora. Each student completes a short oral or written comparison using a three-part scaffold:

• Original: “I liked…”
• Modified: “I feel… because…”
• Te Whare Tapa Whā: choose 1–2 sides and link: taha tinana/hinengaro/whānau/wairua Students state whether enjoyment/hauora improved, stayed the same, or declined for themselves and others.

8. 58–60 min · Wrap-up (exit reflection). “Flicker vote” (thumbs): Which modification helped most—speed, level, space, or roles? Students justify one sentence.

Resources

• Cones, hoops, spot markers, beanbags/markers
• “Choice bank” cards for pathways, levels, dynamics, stillness cues
• Te Whare Tapa Whā house chart (teacher) and mini handouts (students)
• Timer or music tracks for cueing speed
• Sentence starters for planning, leading, and comparing
• Clipboards or student recording sheets (paper-based and larger print)

Assessment

• Observation checklist during leading and modifying: purpose/rules/roles/equipment used correctly; students adjust to include others.
• Teacher listening during the comparison: students explain improvement/stayed same/declined and link to Te Whare Tapa Whā language.
• Quick exit reflection (flicker vote + one sentence) to confirm understanding of how changes affect enjoyment and hauora.

Differentiation

• Support for learners below level / those who wriggle:
• Give clear visual cues and a role with movement (equipment manager, pathway checker) to keep them engaged.
• Use shorter rounds (30–40 seconds) with more frequent resets.
• Provide pre-planned pathway templates (straight/curved/zig-zag) and limited choices (2 options max).
• Offer movement “pause” signals to build stillness safely.
• Support for attention and task focus:
• Use a “Plan–Do–Review” checklist on the wall.
• Seat or stand away from distraction where possible; provide a “quiet role” option (recorder) when needed.
• Extension for near/at learners:
• Add a second stillness pose and require one more change (e.g., sharp vs soft).
• Ask groups to include a “fairness rule” (e.g., every role must be used once per round).
• Extension for advanced learners (if ready):
• Create a 2-part sequence: one section for taha tinana (fast/high) and one for taha wairua (slow/soft with meaningful stillness), then justify choices.

Dyslexia-friendly reading options

• Use oral instructions and audio cues (teacher reads sentence starters aloud).
• Provide larger-font handouts, high-contrast text, and minimal writing lines.
• Offer symbol supports: arrows for pathways, colour cards for levels (green/low, yellow/medium, red/high), and dynamics icons (fast/slow).
• Allow students to record answers with a simple 3-choice circle (Improved / Same / Declined) and then speak their explanation instead of writing full sentences.