1. Creative Movement in the Foundation Phase
Date
Venue

2. By the end of this course practitioners will have a basic knowledge and understanding of:
what Creative Movement is
the progressive stages for developing Creative Movement and Dance
effective planning and delivery
using a range of contexts and stimuli
to present opportunities for Creative Movement in continuous and focused provision
to present a range of stimulating opportunities for individuals, small groups, and whole classes, both indoors and out
the Creative Movement CD-ROM and resources

3. By the end of this course practitioners will be able to:
improve children’s Creative Movement skills
identify how Creative Movement contributes to the requirements of the Foundation Phase
begin to identify how this approach can enhance existing practice
begin to compile a Creative Movement action plan

4. Overview of course Introduction Aspects of Creative Movement
what, where, with, how and to what
Making Dances
Quality Learning and Teaching
Progression Maps
planning using Theme Cards and Progression Maps
RECIPE as an approach
evaluation, target setting and questioning
Action planning
Further information
Continuity and progression
Resource Overview
Plenary

5. Introduction The Big Picture Links to ‘Play to Learn’
Creative Movement within the Foundation Phase
Creative Movement Orders
What is Creative Movement?
Creative Movement can…

6. The Big Picture The Foundation Phase:
is holistic in nature and based on the stage of the child’s development, not their age;
is child centred ;
must have a balance between structured learning through child-initiated activities and those directed by the practitioner;
must develop children’s self-image, feelings of self-worth and self-esteem as these are at the core of this phase;
places a greater emphasis on the outdoor environment as a resource;
should provide children with a broad balance and differentiated curriculum;
‘Areas of Learning’ must complement one another and work together to provide a cross-curricular approach. They should not be approached in isolation; emphasis should be placed on developing children’s skills across the ‘Areas of Learning’;
must use Assessment for Learning;
must reflect the Skills Framework;
practitioners must understand, inspire and challenge children’s potential for learning.

7. Links to ‘Play to Learn’
Resource supports practitioners to provide opportunities for children to develop, apply, refine and adapt the technical skills introduced in ‘Play to Learn’;
Uses pictures to stimulate ideas for Creative Movement;
Many of the ‘Play to Learn’ Activity Cards and Stories can be used as a stimulus for Creative Movement;
Uses consistent terminology and concepts;
‘Play to Learn’ audio CD’s can be used as a stimulus for Creative Movement or an accompaniment;
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 ;
Both consider progression in the same way: ‘As they develop’, ‘As they progress’ and ‘As they become more skilful’.

8. Creative Movement within the Foundation Phase
7 Areas of Learning
Personal and Social Development, Well-Being and Cultural Diversity
Language, Literacy and Communication Skills
Mathematical Development
Welsh Language Development
Knowledge and Understanding of the World
Physical Development
Creative Development
Creative Movement is part of Creative Development, together with Art, craft and design, and Music.

9. Foundation Phase Orders
Children’s creative movement skills should be fostered and promoted through using their senses, imagination and experience. Creative movement activities in the Foundation Phase should enable children to make progress in their ability to:
explore and express a range of moods and feelings through a variety of movements;
develop their responses to different stimuli such as music, pictures, words and ideas;
develop their control by linking movements to create a series of changing body shapes and pathways;
work on their own and with others to pretend, improvise and think imaginatively;
work on their own, with a partner or in a small group to develop their own and others’ ideas and help them to reflect on them;
perform movements or patterns, including some from traditional Welsh dances and from other cultures.

10. Range Children should have opportunities to:
explore, investigate and use the indoor and outdoor learning environments;
be involved in different types of play and a range of planned activities, including those that are child initiated;
be involved in activities that allow them to work as individuals and in groups;
use a wide range of resources and stimuli;
experience traditions and celebrations of different cultures;
experience art, craft, design, music and dance from Wales and other cultures.

11. What is Creative Movement
What is Creative Movement? Why should children be given opportunities to develop their Creative Movement skills?

12. Aspects of Creative Movement
What?
Where?
With?
How?
To What?

13. What?
Basic Dance Actions
Travel
Turn
Jump
Gesture
Stillness

14. Where?
Direction
Level
Pathway
Spatial Awareness

15. With? With whom? With What? Practitioner partner small group
whole class
With What?
props

16. How?
Dynamics
Energy
Flow
Size
Speed
Quality
Choreographic Devices

17. To what?
accompaniment
improvisation

18. Stimuli Tactile – using a prop Ideational – using concepts or issues
Kinaesthetic – using movement patterns
Auditory – using music, words, poems
Visual – using pictures, drawings, designs, video clips
Use of stimuli in learning environment and link to continuous provision

19. Planning Focused Task Enhanced Provision Continuous Provision
Supporting a child’s
Learning Journey
Focused Task
Observation & Assessment
Enhanced Provision
Planning
Continuous Provision
Role of the practitioner

20. Making Dances Developing Creative Movement ideas over several sessions
Individuals, pairs, small groups, whole-class dances
Dance structure – storyboard approach - beginning, middle, end
RECIPE as an approach

21. How - Choreographic Devices
Unison – same actions at the same time
Canon – Same actions but performed with a time delay, like a round in music
Repetition – repeat an action, several actions or a whole phrase
N.B.
Follow my Leader is not a separate Choreographic Device it is either Unison or Canon using a particular Spatial Arrangement i.e. One in front/one behind the other

22. Quality Learning and Teaching
Progression Maps
Planning
using Theme Maps
Questioning
Evaluation and target setting

23. Action Planning Identify:
- short and medium term actions as a result of attending the Creative Movement course;
- the success criteria you will use to measure the impact of the course on standards of learning and teaching;
- what evidence will you collect to confirm this impact has been achieved;
- how and to whom you will report progress/good practice.

24. Further information
Continuity and progression
CD-ROM and resources

25. Continuity and progression
Play to Learn
Making a Splash - Swimming in the Foundation Phase
Module 1, 2, 3 Gymnastic Activities
KS 2 Dance
Health, fitness and well-being
Role of the subject leader

26. Plenary Revisit course outcomes Revisit action plan
Complete evaluation