Final Report – Primary Movement
Having completed the foundation stage of primary movement in March 2005, I introduced the programme to all the children in primary one to primary four. Obviously as the children began to move into key stage two, I felt the need to extend the programme for the older children. Therefore the professional Development Bursary enabled me to attend the further stage in teaching primary movement.
After completing the two day course it gave me a greater insight into the programme and extended my enthusiasm, understanding and knowledge. I felt more competent in disseminating primary movement to children in key stage two especially children with specific learning difficulties. It was beneficial to share with colleagues from other schools and to learn from them. I also found that through a school visit, where primary movement had already been extended to the older children, a worthwhile opportunity.
By introducing the programme slowly and providing no pressure, the children from an early age felt a sense of achievement and enjoyment. I found that it was an excellent way of helping to settle a class after break time and helped the children to focus better.
I realized that some of the children in primary four were becoming too familiar with the exercises and so they were able to bring in music from home but still complete some of the songs and exercises.
Similar flexibility will be necessary to motivate the older children, along with the introduction of three new movements, namely the ‘pendulum’, ‘tortoise’ and the ‘boat’. The pace at which the movements are completed is slowed down and children are even later encouraged to close their eyes for greater impact. Withdrawing children with specific learningdifficulties will hopefully enable them to continue with the programme, which in turn will improve their self esteem, concentration and academic attainment.
Since the course was at the end of last term, it was not possible to implement primary movement to key stage two. However, this term time has beenallocated to enable me to start to extend the programme to the older children. I am hoping that the activity will mean greaterconcentration levels and will help to raise standards especially in reading, spelling and maths. I am hoping that I will be able to carry out some simple tests on a regular basis to evaluate progress in some of the children with specific learning difficulties. According to research children with the most complex learning issues show the most dramatic improvements.
My aim would be to help implement the primary movement throughout the school by working closely with each class teacher. Previously we had a whole staff workshop whereby each member of staff took part in a complete run through of the foundation stage. Each week at our key stage meeting we worked on a different exercise or the big movement and each class progressed at the appropriate level.
I would endeavour to offer a similar workshop to introduce the next stage to the key stage two staff and work closely with them to extend the programme.
Primary movement in a sense gives certain children a second chance to succeed, without any medication, extra resources or involving great expense. It is a unique movement programme which aims to replicate the early movements of the foetus and to enhance the maturation of the central nervous system. In the first year of life, primary reflexes should switch off and be replaced by secondary reflexes. Some children do not go through this process. Therefore primary movement gives children another chance to repeat primary reflexes, which seems to make them go away, leading to significantimprovements in educational attainment.
In order to continue to develop the programme in our school I feel it is essential to continue to inform parents, through parent evenings, delta course and for some children, home reinforcement. It should be used to complement other strategies that have been shown to have a positive effect on children’s learning. Perhaps we could consider the whole school participating in appropriate activities at the same time each day.
Children on individual programme should be assessed regularly to try and measure the progress being made more effectively.