Foundation Phase
Creative Movement - To introduce the progressive stages for developing Creative Movement and Dance.
Use of stimuli in learning environment
Planning creative movement opportunities in order to encourage continuity and progression
How to use the range of resources (e.g. poems, stories, pictures, colours) to plan, perform, evaluate and assess within creative movement
Resources are not lesson plans or unit plans but can be used as a springboard to stimulate further ideas that can be easily developed to provide differentiated learning experiences.
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Creative Movement contributes to the whole child Aspects of Creative Movement What, Where, With, How, To what Use of a variety of stimuli Planning creative movement opportunities. Progression Maps Theme cards
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Considers developmental needs of learners (e.g. as they develop, as they progress, as they become more skilful) from a stage not age perspective.
Developmental aspects (e.g. layering learning with choreographic devices) can be introduced to individuals, pairs, small groups, whole class as and when learners are ready.
Holistic in nature.
Building on Basic Dance Actions and the stages of developing dance links can be made to most themes / stimuli to consider cross curricular opportunities and wider skills.
Opportunities for learners to express ideas, thoughts and feelings.
Exploring spatial arrangements gives opportunity to explore relationships in a developmental and safe way.
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| Helping children to develop their enthusiasm for movement gives them confidence to carry on being physically active. | Gives teachers the scaffolding and confidence that they can have the tools to teach this AoLE, and motivates them to do so |
Development of basic dance actions and progressive nature builds learners’ competence. Learning key movement skills foster a lifelong enjoyment and engagement in sport and physical activity
| Offers subject and methodological experience and exciting classroom skills. Uses RECIPE as a planning structure guiding teachers to deliver progressive lessons.
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Develops independence. Learners quickly learn basic dance actions and transfer these into quality dances with the specific vocabulary related to these. | Word Wall and Theme cards used to develop knowledge and understanding for elements such as What, How, Where, With, To What? |
Multiple opportunities to use the stories, books, poems, pictures, abstracts (e.g.) colours to develop phrases of creative movement and progressive dances independently and with others.
| Multiple opportunities to both lead and facilitate learning using stories, books, poems, pictures ,abstracts Opportunities to utilise Assessment for Learning approaches and a range of teaching styles. |
Principles of creative movement can be applied to any context and any stimulus. Content from any, and every Area of Learning and Experience could offer this context with the theme and stimuli.
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The Creative Movement would benefit from an unpicking and simplification. There are numerous pedagogical approaches and teaching ideas evident within the resource however these are so many they become somewhat inaccessible, this prevents teachers and practitioners from using them.
Utilise pedagogy of teachers leading and therefore developing their knowledge of and confidence with the resource and their competence of how to use it.
A simplified less is more approach.
If led with cards give clear thematic links to AoLE (Pirates, Autumn, Myths and Legends)
Incorporation / links to SMILES and STEP from outset.
CDs and CD ROM are now difficult for many to use so resources need to be shared via different platform (it is apparent that this is possible due to the successful sharing of resources on the Sport Wales website during the COVID 19 lockdown). | |