Overview

I roto i tēnei akoranga (PE), ka ako ngā ākonga o te Tau 4 ki ngā pūkenga pōro: te whiu (throw) me te hopu (catch), me te whai wāhi ki ngā ture māmā o ngā tākaro pāhekoheko. Ka tautokona tēnei mā te whakarongo, kōrero, pānui haere, me tuhituhi (ngā kupu me ngā rerenga poto), i runga i te āhua o Te Marautanga o Aotearoa.

Learning intentions

• WALT: Ka taea e mātou te whiu me te hopu i te pōro kia tika, kia haumaru, kia whai mana hoki ki ngā hoa.
• WALT: Ka taea e mātou te whakarongo, te kōrero, me te whai i ngā ture māmā o tētahi tākaro pōro.
• WALT: Ka taea e mātou te pānui haere i ngā kupu/tuku rerenga poto mō te whiu me te hopu, ā, ka tuhituhi i tētahi rerenga poto mō tā mātou i ako.
• WALT: Ka taea e mātou te tautohu he aha i pārekereke ai i ia (e.g., ringa, tūranga tinana, tirohanga).

Success criteria

• I can throw the ball using an agreed cue (e.g., “up, aim, throw”) and with safe distance.
• I can catch the ball (with two hands) and keep my eyes on the ball.
• I can follow 2–3 simple game rules and communicate them with my group.
• I can read aloud and write a simple sentence: “I can ___ the ball. I need ___.”

Curriculum links

• Te Reo Rangatira: Whakarongo, Kōrero, Pānui, Tuhituhi (me mātakitaki/whakaatu) — mō ngā kupu me ngā rerenga mō te whiu/hopu me ngā ture.
• Hākinakina (ball skills): te whiu me te hopu i te pōro kia tika; te mārama ki ngā tikainga/ture o ngā tākaro; te whai wāhi atu ki ngā tākaro pāhekoheko.
• Te Ao Māori (optional connection for kura): kōrero poto mō te hiranga o te manaaki, mahi tahi, me te whai i ngā tikanga i te taiao tākaro.

Lesson structure (45 minutes)

1. 0–5 min · Pānui haere (warm-up words). Teacher shows a small chart: “Whiu” / “Hopu” / “Ture” with picture cards (two hands, aiming). Students chorally repeat, then one-by-one read with support (pānui haere). Students: point to the correct word card when teacher calls it.

2. 5–12 min · Whakaatu + tauira (teacher demonstration). Teacher demonstrates safe stance and throwing cue (“up, aim, throw”) and catching cue (“watch, two hands, cushion”). Students: practice “mime only” first (no ball), then 2 practice throws to a wall target or floor spot.

3. 12–22 min · Drills: whiu (aiming). Set up 3 zones with hoops/markers (short, medium, safe). Teacher gives 1 rule: “Throw when the partner says ‘ready’.” Students: in pairs, throw to a target; each student says: “I am aiming” (kōrero) and uses gesture for up/aim/throw.

4. 22–32 min · Drills: hopu (two hands). Teacher increases challenge: closer distance first, then one step back. Students: catch the soft ball; after each catch they give a quick check-in: “I saw the ball” (kōrero).

5. 32–40 min · Game: Ball Follow the Rule. Teacher explains simple rules (taught as phrase cards):

• “One throw at a time.”
• “Two hands to catch.”
• “Say ‘ready/stop’.” Students: play 2 short rounds; rotate roles (thrower/catcher/umpire who watches the rule).

6. 40–45 min · Tuhituhi (exit sentence). Teacher provides a worksheet strip with word bank and sentence frame. Students: complete one sentence: “I can ___ the ball. I need ___.” (support with tracing/dots for autistic learner needs).

Resources

• Soft balls / foam balls (easy catch)
• Picture word cards: Whiu, Hopu, Ture, Ringa rua (two hands)
• Hoop/marker zones (short/medium/safe)
• Sentence frame strip + word bank for each learner
• Timer for rounds (visual schedule)
• Coloured wrist bands or bibs to identify roles
• Clipboard or small notepad for teacher observation

Assessment

• During drill: teacher checklist (throw cue used, catch success, safe waiting rule).
• During game: quick observation of rule-following and partner communication (“ready/stop”).
• Exit sentence: check for at least one correct action word (whiu/hopu) and one next-step need (e.g., “watch” / “two hands”).

Differentiation

• Autistic learner support: visual schedule for the 6 steps; give choices of zone distance; pre-teach phrases (“ready/stop”) and allow practice before game.
• Provide scaffolds: sentence frames with tracing lines; word bank icons; allow drawing instead of full writing if needed while still completing a key word (whiu or hopu).
• Sensory regulation: quick “mime only” breaks; ensure safe space and clear turn-taking.
• Extension: for confident catchers, add “catch then pass to the target” or increase distance by one zone; ask them to justify: “I was accurate because ___.”

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Te Poutoko Poro (English)

Overview

In this PE lesson, Year 4 learners practise ball skills: throwing and catching, using simple game rules and safe participation. Language learning is supported through listening, speaking, guided reading (pānui haere), and short writing (tuhituhi) using an English sentence frame and Māori action words where appropriate.

Learning intentions

• Students will throw and catch a ball safely and with a consistent technique.
• Students will follow 2–3 simple rules during a partner game and communicate using set phrases.
• Students will read aloud and match key words for throwing/catching (with support).
• Students will write one short sentence about what they can do and what they need to practise.

Success criteria

• I can throw toward a target using the agreed cue.
• I can catch using two hands and keep my eyes on the ball.
• I can follow the rules and communicate “ready/stop”.
• I can write a sentence: “I can ___ the ball. I need ___.”

Curriculum links

• Te Reo Rangatira: Whakarongo, Kōrero, Pānui, Tuhituhi plus mātakitaki/whakaatu for action words and rules.
• Hākinakina (ball skills): throw and catch accurately; understand game tactics/rules; participate in interactive ball play.

Lesson structure (45 minutes)

1. 0–5 min · Guided reading (pānui haere). Teacher presents word/picture cards and a short class chant (“Throw / Catch / Rules”). Students match the card to teacher call and read one word with support.

2. 5–12 min · Model technique (teacher demonstration). Teacher models stance, throw cue, and two-hand catching. Students mime the actions and practise at a very short distance.

3. 12–22 min · Throw to a target. Zones marked with hoops; one partner throws when the other says “ready”. Students practise 8–10 throws, then swap roles.

4. 22–32 min · Catch practice. Teacher uses a gradual increase in distance and asks learners to “watch the ball”. Students practise catching and give one spoken check-in after 3 catches.

5. 32–40 min · Partner game (rules). Quick rounds using the same three rules; one student is “rule watcher”. Students play, rotate roles, and practise rule phrases.

6. 40–45 min · Writing (tuhituhi). Students complete the sentence frame with word bank: “I can ___. I need ___.” (Allow drawing or tracing if required.)

Resources

• Foam/soft balls
• Target markers/hoops
• Word/picture cards for Throw, Catch, Rules; plus Māori cue cards (Whiu, Hopu, Ture)
• Sentence frames and word banks (with tracing support)
• Visual timer, role badges/bibs

Assessment

• Checklist for technique and safety during drills.
• Teacher listens for correct rule phrases and participation during game.
• Exit sentence checked for correct action words and a specific next step.

Differentiation

• Provide sentence starter and icons; reduce writing load; accept single-word responses plus a drawing.
• Choice of distance/targets; extra practice before the game.
• Extension: explain “because…” reason for improved accuracy (one spoken sentence).

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6-week block plan (1 block/day; use the 45-minute structure)

Use the same routine each day (pānui haere → model → drill → game → tuhituhi) to support predictability.

Week 1 (Focus: whiu foundations + safety rules)

• Day 1: Learn throw cue (“up-aim-throw”) + “ready/stop”.
• Day 2: Throw to short target + rule-following practice.
• Day 3: Aim and accuracy (two targets) + rule watcher.
• Day 4: Throw variation (underarm/side) with teacher choice.
• Day 5: Mini-game: “Target Touch” with one throw per turn.
• Day 6: Review + exit sentence: “I can throw… I need…”

Week 2 (Focus: hopu foundations)

• Day 1: Two-hand catch, eyes on ball.
• Day 2: Catch from short distance; partner toss.
• Day 3: Catch and then stop (freeze) to show control.
• Day 4: Catch with soft cushioning; reduce drops.
• Day 5: Mini-game: “Catch & Step” (catch then step back to line).
• Day 6: Review + write next step.

Week 3 (Focus: throwing + catching together)

• Day 1: Throw to partner then catch back.
• Day 2: Rhythm practice (toss-toss-catch).
• Day 3: Accuracy to partner (smaller space).
• Day 4: Catch under light pressure (slight faster toss).
• Day 5: Game: “Ball Follow the Rule” round 1–2.
• Day 6: Exit sentence focused on both actions.

Week 4 (Focus: interactive game tactics + rules)

• Day 1: Add role cards (thrower/catcher/rule watcher).
• Day 2: Team game: points only for rule-following + catch.
• Day 3: Modify rule: “say ready in te reo” (ready/stop as gestures).
• Day 4: Quick turn-taking drills (reduce waiting time).
• Day 5: Game: “Ture Ball Relay” (batched turns, short bursts).
• Day 6: Write one rule you improved and one you still need.

Week 5 (Focus: distance + consistency)

• Day 1: Medium zone throwing with two-hand catching.
• Day 2: Accuracy challenge: hit a hoop/zone then catch.
• Day 3: Consistency goal: 5 successful catches in a row (class target).
• Day 4: Friendly competition in pairs (no dropping = point).
• Day 5: Full game with class-made rule reminders (pānui haere).
• Day 6: Exit: “I can… because…”

Week 6 (Focus: performance + reflection)

• Day 1: Warm-up review of key cards (Whiu/Hopu/Ture).
• Day 2: Game day: best round + teacher observation notes.
• Day 3: Learner-led rule reminders (with support).
• Day 4: Skill stations (throw station / catch station / rule station).
• Day 5: Showcase: partner challenge + confidence celebration.
• Day 6: Summative-style check (technique + sentence writing + self-rating with smile scale).

If you share your unit plan details (topic names for your kura, any specific nursery rhymes/animals/art links you want each week), I can adapt the Māori/English sentence frames and the 6-week progression to match it exactly.