Overview

This 45-minute introductory physical education session is Lesson 1 of the unit "Ready, Set, Transition!" aimed at preschool students preparing to transition to primary school in New Zealand. The lesson uses engaging icebreaker games to help children become comfortable with their peers, promote social interaction, and provide a safe space to express feelings about starting school. The lesson aligns closely with the New Zealand Curriculum Refresh and New Zealand's early childhood foundation and transition supports.

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Curriculum Alignment

Learning Area

• Health and Physical Education (HPE) — Focus on Personal Health and Physical Activity

Achievement Objectives & Key Competencies

• Personal and Social Skills: Developing trusting relationships; expressing self and feelings appropriately
• Participation and Enjoyment of Movement: Engaging in physical activity with confidence and enjoyment; playing cooperatively
• Managing Self and Relating to Others: Building positive relationships; understanding and managing emotions linked to new experiences
• Key Competencies Addressed:
  • Relating to Others: Interacting with peers through collaborative games; developing empathy and supportive behaviours
  • Managing Self: Recognising and expressing emotions associated with starting school
  • Participating and Contributing: Feeling included and valued in a group setting

Curriculum Context

• Supports the transition from early childhood education to school by fostering relationships, affirming identity, and building on prior learning experiences (from Te Whāriki and Years 1–6 curriculum guidance).
• Engages children in social, physical, and emotional learning that prepares them for the new school environment.

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Learning Objectives

By the end of the lesson, students will:

1. Participate actively and cooperatively in group physical activities and games.
2. Communicate simple feelings or thoughts about starting school using words, gestures, or drawings.
3. Develop an initial sense of connection and comfort with peers and the school setting.

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Resources Needed

• Soft balls or bean bags
• Name tags or stickers for children
• Emotion cards (pictures of happy, nervous, excited faces)
• Floor markers or cones
• Large paper and crayons for drawing emotions (optional)
• Music player with gentle, fun music

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Lesson Outline

Time	Segment	Description
5 min	Welcome and Settling	Warmly greet children as they arrive. Help with nametags/stickers. Gather children in a circle and introduce yourself. Briefly explain today’s activities will be fun games to get to know each other and share feelings about school.
10 min	Icebreaker Game: Name Bounce	Children sit or stand in a circle. Each child says their name while gently tossing a soft ball to another child who repeats the process. This helps learn names and promotes attentive listening and turn-taking.
10 min	Movement Game: Animal Walks	Invite children to move around the room imitating animals (hop like a frog, waddle like a duck, slither like a snake). This energises children, supports motor skills, and creates a fun group experience. Use upbeat music to invite movement.
10 min	Feelings Sharing Activity: Emotion Circle	Using emotion cards, encourage children to pick a card or point to one that matches how they feel about starting school (e.g., happy, nervous, excited). Support children to share their feelings with the group in simple language or drawing on large paper if preferred. Emphasise that all feelings are okay and respected.
5 min	Closing Circle and Reflection	Sit in a circle again. Briefly recap the fun times from today’s activities. Reinforce that everyone did well. Ask children what their favourite part was. Prepare them for next time by saying we will play more games and learn together. End with a group cheer or song.

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Teaching Strategies for Preschoolers

• Use clear, simple language and clear visual cues.
• Offer lots of positive reinforcement and encouragement.
• Allow for flexibility to accommodate children's moods and energies.
• Model social behaviours like asking permission, waiting turns, and kind words.
• Make space for non-verbal communication, acknowledging children who may express feelings through gestures or art.

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Assessment and Feedback

• Formative Observation: Monitor participation, turn-taking, and social engagement during games.
• Listening and Engagement: Note children's willingness to express feelings verbally or non-verbally.
• Teacher Reflection: Consider children's comfort levels and group dynamics to inform subsequent lessons, adjusting supports where necessary.

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Links to New Zealand Curriculum Refresh and Preschool Context

• This lesson fosters key competencies within the Health and PE learning area (participation, managing self, relating to others), essential for a positive transition to school.
• It supports Te Whāriki principles of Relationships (Mana Tangata) and Belonging (Mana Whenua) by encouraging strong social connections.
• Aligns with the refreshed curriculum’s focus on creating inclusive, supportive environments where all children feel valued and capable of contributing.
• Emphasises social-emotional learning and oral language development through collaborative play and expressive activities—critical for year 0 learners transitioning from early childhood settings.

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Summary

This lesson provides preschool children with a welcoming and playful introduction to the routines and social environment of school. Using movement and expressive activities carefully designed for their developmental stage and aligned with the New Zealand Curriculum Refresh, it nurtures confidence, belonging, and communication skills vital for a successful transition to primary education.

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Please let me know if you would like me to generate detailed lesson plans for subsequent lessons in the "Ready, Set, Transition!" unit.