Moving Together Safely

Context

Unit: Movement and Connection (Lesson 4 of 6)
Curriculum Area: Health and Physical Education – Movement Concepts and Motor Skills
Level: Level 1, New Zealand Curriculum
Time: 40 minutes
Class size: 13 Year 0–1 students

This lesson incorporates the Big Idea from the New Zealand Curriculum learning matrix for Physical Education:
"Physical activity is enjoyable and can be a way to enhance wellbeing and build relationships with others."

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WALT (We Are Learning To)

• Move safely in shared spaces
• Recognise and respect personal space
• Work together and communicate with others while moving
• Develop spatial awareness through Māori movement forms

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Success Criteria

By the end of the session:

• I can describe what personal space is
• I can move around others safely without bumping
• I can follow instructions and work with my classmates
• I can participate in a Māori movement activity that uses spatial awareness

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Equipment Needed

• Cones or markers (15–20)
• Music player or speaker with upbeat instrumental music
• Visual cards showing different levels (high/medium/low)
• Tī rākau sticks (or safe alternatives like rolled-up newspaper or foam noodles)
• Large space with clear boundaries (hall or outdoor area)

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Lesson Breakdown

1. Karakia and Settling In (5 min)

• Begin with a short whakawhanaungatanga circle to settle students and create a sense of connection.
• Conduct a short karakia to set intentions for safe and respectful movement.

Tākupu:
“Kei te ako tātou ki te nuku kia haumaru me te manaaki i ētahi atu.”
(We are learning to move safely and respect others.)

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2. Warm-Up: Bubble Space Movers (7 min)

Purpose: Introduce and reinforce the idea of personal space.

Instructions:

• Ask students to imagine they are each inside an invisible bubble.
• As music plays, children walk, hop or tip-toe around the space without popping each other’s bubbles.
• Teacher pauses the music, and asks students to freeze and check: "Did you feel anyone touch your bubble?”

Language Prompts:

• "Keep your elbows free!"
• "Can you move like a feather on the wind?"
• "What happens if our bubbles bump?"

Differentiation:

• For students needing reassurance, ask a buddy or teacher aide to walk with them.
• Use visual boundary markers for students who need clearer spatial cues.

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3. Main Activity: Space Safari (15 min)

Purpose: Practice negotiating space with others while developing communication and motor skills.

Setup:

• Create a simple obstacle course or path with cones and markers.
• Include pathways where students must move through narrow corridors, around classmates and objects, and stop/turn/level change challenges (e.g. crawl under a bench, jump over a mat).

Instructions:

• Students go on a “Space Safari” exploring like jungle animals (e.g. creeping like a lizard, swinging like a monkey).
• Encourage them to observe others and move in a way that keeps everyone safe.
• Remind students to use their "eyes and ears" to help them move safely.

Reflection Prompts:

• "How did you know someone else was close to you?"
• "What did you do to avoid bumping?"

Differentiation:

• Students with limited mobility can have modified pathways or alternative movement tasks (e.g. touching cones or clapping rhythms instead of jumping).
• Peer buddies assist students who need extra support.

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4. Incorporating Māori Movement: Tī Rākau (8 min)

Purpose: Explore spatial awareness and rhythm through a traditional Māori stick game.

Instructions:

• Teach basic Tī Rākau pattern (pass, tap, catch) slowly first.
• Work in pairs seated facing a partner, or standing with foam alternatives.
• Emphasise the importance of timing, focus, and safe distance between each other.

Te Ao Māori Integration:

• Use kupu like "mau" (hold), "tukua" (release), and "hopukina" (catch).
• Frame activity within a ngā taonga tākaro (Māori traditional games) context – highlighting connectedness and mutual respect.

Adaptation:

• For students unable to coordinate stick work, use clapping rhythm games instead.

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5. Cool Down & Reflection (5 min)

Activity: "Back to Our Bubble"

• Students lie on the floor or sit in a circle.
• Teacher leads guided cool down with mindful breathing: “Breathe in, make your bubble big. Breathe out, keep it still.”
• Class briefly reflects: "What did we do well today to keep each other safe?" "Who showed good listening or sharing?"

Closure: End with a simple waiata before transitioning back to class, reinforcing a calm, connected vibe.

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Assessment Opportunities

• Observe students for ability to keep personal space while moving
• Listen for use of vocabulary related to space and movement
• Informally assess collaboration and communication in Tī Rākau

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Key Competencies

• Relating to others: Working with a partner, keeping each other safe
• Managing self: Demonstrating awareness of space and movement
• Participating and contributing: Engaging fully in group activities
• Thinking: Adjusting movement to respond to changing space

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Teacher Notes

• Reinforce safety by revisiting the “bubble” metaphor frequently.
• Use camera or tablet to briefly record student success moments to share with whānau or for reflection in next lessons.
• Use Te Whāriki links by reinforcing exploration, contribution, and communication strands.

Looking Ahead (Lesson 5): We build on today’s learning by introducing cooperative group games that require navigation around others and strategising in team movement.

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Ka pai, ka noho haumaru!

(Great job, now stay safe!)