Key Points
This strategy involves creating and customising a movement menu for your class and formalising ways for students to ask you for permission for a movement break
Plan
- Print out or use the movement menu templates (other designs below) and icons to select a range of options for your class to make a movement menu, see the movement menu ideas as well as the example
- Talk to others about resources you have in school that could be on the movement menu
- Using Know me, your knowledge of the child and one of the movement menu templates, identify when the child is likely to need a break. This might relate to what is going on in the classroom e.g. every 5 minutes when doing quiet work; or when the child’s behaviour signals they need to move e.g. when they start jiggling their legs in their seat
Do
- Make your own “movement menu” with your class or group - a poster of ideas for small bursts of activity and movement inside and out the classroom. We've got an icons as well as a selection of templates below
- You can also personalise the class movement menu to the child the toolkit is focussing on (remove any not appropriate for them, and consider adding any that were not mentioned in the class activity)
- Come up with some signals the child can use to tell you they need to move/groove using the signal template, and some ways for you to identify to the child that they might need to move/groove
- When the child signals that they need a groove, or you notice it may be beneficial, together choose a groove from the menu
- Set a time limit or boundary for the groove with the child, asking them what they think is appropriate or how long they think they need. The when you can and can't move and groove template might help with this
- When the grooving time is over, remind the child of the boundary you set together e.g. use a sand-timer and point to the fact that it has finished, asking the child: What does this mean?
- Review how they are feeling - if they need more grooving, or if they feel they can settle now
Assess
- Use the move and groove tracking table to keep track of how many moves and grooves the child and the class have had in a day and a week
- Note down if you noticed anything different: were you worried about anything during the groove, did it impact on the child’s engagement or learning in any way (positive or negative)
- Did you remember to look for cues and to suggest movement breaks? What could help you remember next time?
- Ask your class or child how they feel about moving and grooving and if they would suggest you change anything
Review
- Weekly, review the tracking table and the movement menu, and decide if you want to make any changes, add any movement ideas or remove any that don’t work or fit
- Use the reflection template to note how you think the strategy has gone and think about how you will continue to incorporate this into your daily activities
Resources
Editable PDFs
Related strategies: See also Feet off the ground (rules and signals) and Building blocks for activity breaks
Movement menu ideas
Classroom guidelines blank poster design 1