Mindful Mover School Programmes
Mindful Mover provides you with two dedicated, knowledgeable and experienced mindfulness teachers in your school to guide you through-out the year.
Mindful Mover understand that there are different levels of experiences and knowledge of mindfulness. Our programmes empower teachers to integrate mindfulness practices into their day in ways that reflect your school culture.
Your school will be provided with the resources and support to introduce and embody the values of mindfulness across your school.
Delivering mindfulness across the school community:
Mindful Mover understand that there are different levels of experiences and knowledge of mindfulness. Our programmes empower teachers to integrate mindfulness practices into their day in ways that reflect your school culture.
Your school will be provided with the resources and support to introduce and embody the values of mindfulness across your school.
Delivering mindfulness across the school community:
- Students receive mindfulness sessions taught by Mindful Mover teachers.
- Teachers will learn mindfulness by attending the student mindfulness sessions, receiving follow up material and video resources, ongoing contact with Mindful Mover teachers and specific teacher workshops through-out the year.
- Mindful Mover offers information sessions, parent/child classes and video blogs for parents.
“It works! A parent came to me concerned about her daughter’s anxiety. We discussed some of the skills learnt in Mindful Mover that day. They went home and practiced. The mother came in the next day to say her daughter slept through the night for the first time in ages”
Year 3 Teacher
Year 3 Teacher
Information about Mindfulness in relation to the school curriculum
Specific areas of the Health and Physical Education Standards that relate to our programme are identified here in italics and below how our workshops respond to these requirements.
A1 Students will describe feelings and ask questions about their health, growth, development, and personal needs and wants.
During reflection we ask the children to say how they feel before and after an activity. Children are asked to contemplate how they can use the skills we are teaching them out in the “real world” to help meet their personal needs. Finally we ask children to share personal stories and feelings and help them problem solve.
A2 Students will participate in creative and regular physical activities and identify enjoyable experience.
The movement and mindfulness class is filled with creative and structured movement to allow the children both types of experiences. We ask the children to reflect often on these experiences and challenge them to try them at home.
C2 Students will demonstrate respect through sharing and cooperation in groups.
Throughout every aspect of the class we work on teaching the children to show respect and cooperation in the following ways: “personal bubbles” allow kids to respect personal space, hand raising to share, freezing and quiet at the bell so that all children can hear the instructions, quiet during visualization and meditation to allow others a positive experience, reflection about how interruptions/poor behaviour make it difficult for others.
C3 Students will express their own ideas, needs, wants, and feelings clearly and listen to those of other people.
Throughout the class we take breaks to meet as a group in order to reflect and express how our bodies and our minds feel.
D3 Students will take individual and collective action to contribute to environments that can be enjoyed by all.
Respect is a very important component of our classes. The children need to stay on their mats during yoga in order to respect others experiences. During free movement, children are taught to be positive toward others creative expressions and aware while they are moving to ensure no one is injured. We ask that the children are quiet during visualisation and meditation time in order to create a safe, supportive environment for others to concentrate and grow. A safe environment is created and supported so that children feel safe to share and explore.
A1 Students will describe feelings and ask questions about their health, growth, development, and personal needs and wants.
During reflection we ask the children to say how they feel before and after an activity. Children are asked to contemplate how they can use the skills we are teaching them out in the “real world” to help meet their personal needs. Finally we ask children to share personal stories and feelings and help them problem solve.
A2 Students will participate in creative and regular physical activities and identify enjoyable experience.
The movement and mindfulness class is filled with creative and structured movement to allow the children both types of experiences. We ask the children to reflect often on these experiences and challenge them to try them at home.
C2 Students will demonstrate respect through sharing and cooperation in groups.
Throughout every aspect of the class we work on teaching the children to show respect and cooperation in the following ways: “personal bubbles” allow kids to respect personal space, hand raising to share, freezing and quiet at the bell so that all children can hear the instructions, quiet during visualization and meditation to allow others a positive experience, reflection about how interruptions/poor behaviour make it difficult for others.
C3 Students will express their own ideas, needs, wants, and feelings clearly and listen to those of other people.
Throughout the class we take breaks to meet as a group in order to reflect and express how our bodies and our minds feel.
D3 Students will take individual and collective action to contribute to environments that can be enjoyed by all.
Respect is a very important component of our classes. The children need to stay on their mats during yoga in order to respect others experiences. During free movement, children are taught to be positive toward others creative expressions and aware while they are moving to ensure no one is injured. We ask that the children are quiet during visualisation and meditation time in order to create a safe, supportive environment for others to concentrate and grow. A safe environment is created and supported so that children feel safe to share and explore.
