PEFaL Children’s Programme Development

Session: Module 4 Week 8 Focus: Writing and Play Parents / Children: Separate

Session Making Our Own Stories

8.2

General Developing Creativity and imagination

Objectives Associating books, storytelling and creative writing with fun
Revising and consolidating skills targeted by the programme

Development Targets Resources

2.25 p.m. Food, toilets, change • Preparation for session • Food
• Sanitary facilities
20 • T-shirt put on
minutes

2.45 p.m. Transition Activity/Activities1:

15 Energiser: Video Replay Oracy: • Open, clear space

minutes • Articulating sounds or • Objects to be used
• All the children form a circle. sentences to accompany the in the mime (if
• A child is chosen to stand in the middle of action desired)
the circle.
• The other children turn to face outwards Motor:
with their back to the child in the center. • Physical movement
• The child in the middle of the circle taps • Body awareness
one person on the shoulder and this person • Co-ordination

1
Focus on energiser.
 turns round to face the middle person.
• The child inside the circle shows the person PSD / Social:
who has turned around an action, for • Partnership building
instance a small dance, a funny face, etc. • Predicting sequence of
• The action can be as complex or as simple events
as a child wants, but the more complicated • Turn taking
it is the funnier the game. • Group skills
• The person who sees the action then taps • Having fun
the child standing next to him / her in the
circle.
• This child turns round to look inwards.
• The second child passes on the action by
showing the third child what the child in the
circle did.
• The second child must do this without
letting the other children still facing
outwards see what he / she is doing.
• This process is repeated round the whole
group until everyone is facing inwards.
• The first and last person then show the
action together to compare if it has been
altered as it went round the circle.

3.00 p.m. Circle Time • Cooling down activity • Cushions or other

• Introductory discussion seating
5 minutes • Recalling what was done
during the previous session
• Instruction giving
3.05 p.m. Big Group Activity2:
40 Storytelling Oracy:
minutes • Listening
• During this part of this session, the • Talking about ideas
remaining half of the children perform their • Giving opinions and feedback
own storytelling session just as the other • Answering questions
half of the group did during the previous • Talking about past / present/
session. future
• The same procedures and resources should • Joining in the story
be used. • Role playing and empathising
• The tutor also has to remember to keep • Guessing and extrapolating
good timing.
• Predicting sequence of
events
• Retrieving and conveying
messages
Motor:
• Physical action and role
playing
• Manipulating and using
materials – using props and
objects, dressing up, playing
instruments etc.
2
Step-by-step development
• Open, clear space
• Watch (for the tutor
to time the activity)
• Musical instruments
• Household objects
that can produce a
sound / noise (e.g.
empty bottles or
tins, wooden
spoons, spoons,
plastic buckets etc.)
• Different puppets
• Different masks
• Different clothes
• Face paint
• Other props (if
desired)
• Chairs, tables,
cushions and other
elevated surfaces (if
the ‘high tide, low
tide’ technique is
going to be used)
Reading:
• Recollecting and using words
during role play that were
previously read at home
• Retelling and animating story
• Knowing part/s of story by
heart
• Guessing next word/s that
will be used in the story
• Showing interest and asking
to read stories role played by
others

Writing:
• None associated with this
activity

PSD / Developmental:
• Listening and sharing
• Developing of self
• Developing discussion skills
• Turn taking
• Developing communication
skills
• Developing empathy and
dealing with other actions /
feelings through role playing
• Predicting sequence of
events
 • Talking about experiences
• Developing group skills
• Observing others
• Interacting with others

3.45 p.m. Small Group Activity:

25 Making writing activity resources Oracy: • Writing materials

minutes • Communicating and • Drawing and
interacting freely with others colouring materials
• When the last half of the children has • Talking about ideas, opinions • Craft materials
performed their storytelling activity, the and activity necessary for
tutor ends the Big Group session. • Able to comprehend simple book making
• The tutor goes on to explain what the message and giving activities (glue,
children are going to do next. feedback about instructions scissors, coloured
• Articulating sentences paper, string,
• The tutor asks the children to think hard • Articulating messages to be butterfly pins, etc.)
about what their writing activity from the later communicated in writing • Speech bubbles
programme has been so far – making • Word search and
word games, making comics, writing Reading: crossword
stories / books. • Reading, understanding and templates
• After hearing the children’s answers, the following instructions if any
tutor explains to the children that besides are provided
the object they worked on during the last • Understand message,
session, they are going to put one last situation and context of
thing in the story sack. activity if written instructions
• The tutor asks the children to think of are given
one writing activity they can create and • Recognising and pointing out
 put in the story sack.
• The activity obviously has to be
connected with the books in their family’s
story sack.
• The activity also has to make writing fun.
• The tutor lets each child design and start
working on the writing activity that he /
she wants to include.
• It is suggested that the tutor prepares
speech bubbles as well as word search
and crossword templates beforehand so
that those children who need help
creating such activities can help
themselves to these resources.
• If the children do not finish the activity
during the session, they can continue
working on it at home.
Note
This session is separate for parents and children.
• However, the parents can join in during the
last 15 – 10 minutes so they can share what
they have been doing with their children and
vice versa. This will also allow effective
closure of the session to take place in a
more pleasant way for the participants.
known vocabulary
• Spelling out / reading back
new vocabulary
• Sounding / reading letters
stringing sounds / phonics to
create own words
• Attempting to extend range of
own vocabulary
Writing:
• Writing instructions on how to
use the activity
• Recalling information /
vocabulary and writing this
previously known vocabulary
including it in activity
• Spelling and attempting to
write new vocabulary to
include it in activity
• Experimenting with writing by
using previously learnt words
• Practicing basic writing skills -
– writing from left to right,
writing letters clearly,
stringing individual letters into
words, spacing words, writing
one word for each word
needed, spelling correctly,
writing with minimal help from
 an adult
• Knowing difference between
drawing and writing
• Using basic punctuation
• Using basic sentence
structuring and word
sequencing
• Reading back own writing

PSD / Developmental:
• Following and giving
instructions
• Practicing discussion and
listening skills
• Developing communication
and turn taking skills
• Sharing and co-operating
• Developing imagination and
creativity
• Developing co-ordination
• Developing manipulation
skills
• Developing group skills
• Associating learning with fun

4.00 p.m. Closure:

5 minutes Distributing the home link-up activity
• Concluding activity • Cushions or other
• At home, parents and children finalise • Review of things learnt during seating
their preparations for the following week. the session • Handouts with
• They finish working on the story sack • Establishing the session’s activity instructions
and decide how they are going to home link-up activity (if necessary)
present the activity together to the other
families.

In Portfolio:

The mini book that is going to be part of the story sack.