Moving Forward

Overview

This is lesson 10 of 10 in the Athletics Skills Development unit for Years 0-3 students at Norsewood and Districts School. The session focuses on reflection and goal setting, enabling tamariki to celebrate their progress in athletics and to set future goals to continue developing fitness, competence, and confidence. The lesson strongly aligns with the New Zealand Curriculum Refresh for Physical Education at Level 1 (Years 0-3) and incorporates the kura values "GREAT" (Give it a go, Respect, Excellence, Attitude, Teamwork).

Curriculum Links

Learning Area: Health and Physical Education (Level 1)

Key Competencies Focused
- Managing Self: Students set and pursue personal goals and reflect on their learning and progress.
- Relating to Others: Sharing experiences and listening respectfully to peers.
- Participating and Contributing: Encouraging teamwork and celebrating collective achievement.
Achievement Objectives
- Movement Concepts and Motor Skills: Demonstrate developing control and competence in fundamental movement skills (running, jumping, throwing).
- Understanding the Sociocultural and Attitudinal Aspects of Physical Activity: Students describe how participation in physical activities contributes to their wellbeing, identify feelings about learning, and express personal goals for ongoing physical development.
Progress Outcome for Years 0-3
- Students participate confidently and safely in physical activities, demonstrate developing motor skills, and begin to understand the value of physical activity for their wellbeing.
- They communicate about their experiences, feelings, and progress in physical activities.

Guiding Principles and Values (NZ Curriculum)

Empowerment through student agency in goal setting.
Respect for self and others’ progress.
Excellence by encouraging perseverance and giving things a go.
Teamwork during sharing and peer feedback.
Attitude supporting confidence and growth mindset.

Learning Intentions

By the end of the lesson, students will:

Reflect on their personal progress and experiences in athletics.
Identify and share what they have learned about movement and fitness.
Set simple, achievable goals to help improve their future athletic skills.
Celebrate their growth with their class community, recognising effort and achievements.
Use the language of reflection and goal setting, supported by sentence stems.

Success Criteria

I can talk about something I learned in athletics.
I can name a skill I want to get better at.
I can listen to my friends and share ideas respectfully.
I can celebrate the achievements of myself and others.
I can use words like “I want to improve,” “I have tried hard,” and “I will keep practising.”

Materials Needed

Reflection prompts (pictures/word cards) related to athletics skills (running, jumping, throwing).
Chart paper or board for group recording.
Goal-setting template sheets with visuals (smiley faces, stepping stones).
Tokens or certificates to celebrate participation.
Music for celebration time.
A small ball or beanbag for talking circle.

Lesson Structure (60 minutes)

1. Warm-Up & Gathering - 10 minutes

Begin with a gentle group movement warm-up: light jogging, stretching, and movements mimicking athletics skills (running, hopping, throwing motions).
Circle gathering with a talking object (ball/beanbag). Remind tamariki about the GREAT values (Give it a go, Respect, Excellence, Attitude, Teamwork).
Teacher models reflection by sharing something they enjoyed learning in the unit.

2. Reflection Sharing - 15 minutes

Use a teacher-led whole-class discussion with reflection prompts (pictures/word cards of athletics skills).
Ask guided questions:
- What was your favourite athletics activity?
- What skill did you find easy? What was tricky?
- How did you feel when you learnt something new?
Encourage students to use sentence stems:
- “I liked... because...”
- “I found it hard to... but I kept trying.”
- “I feel proud when I...”
Record key points on chart paper with student input.

3. Goal Setting - 20 minutes

Introduce the idea of setting goals to keep getting better in athletics.
Show a simple, visual goal-setting sheet:
- 1. What I want to improve
- 1. How I will practice
- 1. How I feel about this goal
Model filling in a goal for a simple skill (e.g., "I want to run faster. I will run with my friends at playtime. It makes me feel excited.").
Students work independently or in pairs with teacher support to fill out their own goal sheets.
Pair-share or small group share of goals to encourage verbalisation and peer feedback.

4. Celebration & Cool Down - 10 minutes

Collect goal sheets, offer a simple certificate or token for “On a GREAT Learning Adventure.”
Play uplifting music, lead a cool-down activity with slow stretching and breathing.
Group cheer acknowledging effort and learning: “We are GREAT learners!”
Optional: Invite whānau or staff to join briefly to share in the celebration.

Assessment (Formative)

Observation of student participation in reflection and sharing.
Use of taught vocabulary and sentence stems during discussions.
Completed goal-setting templates showing understanding of setting achievable goals.
Anecdotal notes on student confidence, language use reflecting growth mindset.
Peer feedback during sharing indicates relational competence.

Differentiation and Inclusion

Provide sentence stems and pictorial cues for ESL learners or those needing language support.
Support students with fine motor difficulties by scribing their goals if needed.
Use talking tokens to ensure all voices are heard.
Extend more confident learners by encouraging them to think of two goals or how they can help others.

Integration with Norsewood and Districts School Values

Give it a Go: Celebrate perseverance during discussions about challenging skills.
Respect: Encourage attentive listening and valuing classmates’ ideas.
Excellence: Highlight highs in personal progress and encourage aiming high.
Attitude: Support positive self-talk during goal setting.
Teamwork: Foster a supportive environment during sharing and celebrations.

Teacher Notes

Use positive, affirming language to reinforce students’ efforts and growth mindset.
Emphasise the importance of reflection as a tool for learning.
Connect goals to familiar physical activities they can continue beyond school.
Scaffold language and support metacognitive skills of self-evaluation appropriate for Years 0-3.

This lesson draws on the refreshed New Zealand Curriculum Health and Physical Education Level 1 expectations for Years 0-3, focusing on developing confidence, competence, and the ability to reflect and set personal goals to enhance lifelong physical activity participation .

If you would like, I can also provide a printable version of this lesson plan or additional resources such as goal-setting templates tailored to this lesson!

Teaching Instructions