Sticky Fingers

Curriculum Alignment

Learning Area: Health and Physical Education
Strand: Movement Concepts and Motor Skills
Level: Level 1 – Years 1–2
Curriculum Achievement Objective:

Demonstrate movement skills in a range of contexts by moving their bodies in different ways for different purposes (Level 1, Physical Activity).

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Contextual Focus

Lesson Focus: Introducing basic techniques for catching and passing a rugby ball tailored to young tamariki, with a strong emphasis on fun, safety, and building hand-eye coordination. This lesson supports the development of physical literacy in a culturally responsive and inclusive environment. The activity uses te reo Māori terms to enhance language integration.

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WALT

We Are Learning To:

• Catch and pass a rugby ball using two hands
• Move into space to receive a pass
• Work cooperatively with a partner

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Success Criteria

By the end of the lesson, students will be able to: ✅ Catch a rugby ball using two hands with fingers spread wide
✅ Use a gentle push pass towards a partner’s tummy area
✅ Move into space before calling for the ball using te reo phrases (e.g., “Tukua mai!”)
✅ Show teamwork by encouraging their partner and taking turns

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Time: 15 minutes

Class Size: 10 students
Space Required: School field or indoor hall
Equipment: Size 3 rugby balls (5), cones (10), music speaker (optional), laminated image cues

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Lesson Sequence

🔶 1. Whakawhanaungatanga & Warm-Up (3 mins)

• Ka tīmata tātou! Circle up and welcome students using a karakia or pepeha to set the tone.
• Warm-up game: “Ki te hopu koe!” (If You Catch It!)
  • Students move around in a free space.
  • On the teacher's clap and command “hopu!” (catch), freeze and mime catching a ball.
  • Repeat with changes of speed (tiptoe, giant steps, etc.)

👀 Differentiation Tip: Use colourful image cue cards to indicate action (‘run’, ‘freeze’, ‘hopu’).

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🔷 2. Skill Introduction: Sticky Fingers Catching (4 mins)

• Demonstrate basic catching technique using the phrase:
  “Sticky fingers, soft hands”
  • Fingers spread like starfish
  • Eye on the ball (“karu ki te pāoro”)
• Mā te kaiako te tauira – Teacher models with another student.
• Pair up and practise rolling and gently tossing the ball to one another to catch at torso height.

🧠 Extension: Try a backwards pass using the correct grip without spinning the ball.
🤝 Support Strategy: Use a lighter ball or balloon for students who need more time to develop gross motor confidence.

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🟢 3. Passing Challenge Relay (6 mins)

Game Name: "Tukua Mai, E Hoa!" ("Pass it to me, friend!")

• Set up a small relay with cones 10m apart.
• Two sets of 5 students each in a line.
• First student passes to the next, while saying "Tukua mai!"
• Run to the back of the line after passing.

🧠 Te Ao Māori Links:

• Use te reo Māori for instructions and commands:
  • “Tīmata!” (Start!)
  • “Tēnā koa” (Please)
  • “Kā pai!” (Well done)

👍 Focus: Encouraging moving to open space before receiving the ball and calling for it in te reo.

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Wrap Up & Reflection (2 mins)

• Circle up. Ask students:
  • "He aha te mea i pārekareka ki a koe?" ("What did you enjoy?")
  • "What helped you or your partner get better at catching?"
• Reinforce learning: “Sticky fingers, soft hands, eyes on the ball.”

👂 Differentiation Tip: Use visual icons for questions (smiley face, ball, thumbs up, speech bubble).

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Differentiation Strategies

For Diverse Learners:

• Use tactile balls with easier grip textures
• Provide peer models and allow buddy system
• Use bimodal instructions (verbal + visual)
• For ESOL/ELL students, focus on key command words in both English and te reo

Dyslexia-Friendly Options:

• Provide verbal instructions with visual prompts
• Use coloured balls and cones to reduce distraction and support sequencing
• All written materials use dyslexia-friendly fonts (e.g., Comic Sans, OpenDyslexic if available)

Gifted/Advanced Learners:

• Modify the challenge: Add movement before catching
• Introduce a spin pass using fingers for direction control
• Run “coach and observe” activity where gifted students guide others

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Assessment for Learning (AFL)

• Observational checklist during the relay game:
  • ✅ Using correct hand placement
  • ✅ Calling “Tukua mai” or asking to receive the pass
  • ✅ Maintaining eye on the ball
  • ✅ Encouraging their partner

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Māori Language Integration

• Te reo Māori commands are embedded throughout the lesson.
• Encourage use of phrases naturally when prompting (e.g., “Ko wai e hiahia ana ki te mahi anō?” – “Who wants to try again?”)

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🌟 Teacher Reflection Prompt:
"How did integrating simple te reo Māori support engagement and cultural identity in this activity?"
"Which students showed growth in teamwork or confidence today?"

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Ngā mihi! Let’s keep the passion for Physical Education alive!