early introduction cll

Learning Outside the Classroom EARLY YEARS

CLLIntroductionAbout this packLearning Outside the Classroom (LOtC) is an approach to learning that makes use of places other than the classroom or setting’s indoor space for teaching and learning. This ranges from the school or setting’s own grounds or a visit to the local shopping centre, to planned visits to specialist venues or even overnight stays. There are many reasons for taking learning outside and many benefits for children and staff alike. It appeals to different learning styles, enhances understanding and knowledge of the world, improves physical development and motor skills and promotes self-esteem.

This is one of twelve packs covering the Early Years Foundation Stage to Key Stage 5. Each pack focuses either on English or Science and Mathematics, and contains the following elements:

• An introduction to LOtC including information about the pack

• A case study

• 6 lesson ideas

Each case study captures one school or setting’s experience of a particular venue or activity. Whilst each is site specific, they demonstrate a range of learning outside the classroom opportunities and should inspire you to think about what you might do with your children.

Each lesson idea has the information needed develop your own plans – you may decide to use the idea exactly as outlined, or adjust it to fit your particular requirements. As you explore the ideas, change them and build on them to suit your children. We hope they will just be the starting point for you to take more teaching beyond the classroom walls, right across the curriculum.

This pack includes activities for use by those who are new to taking learning outside as well as ideas for those with more experience who wish to try something new. It aims to help you, the practitioner, plan LOtC across the EYFS Communication, Language and Literacy curriculum. Some ideas will take a few minutes within a session and can be carried out with minimal equipment and planning, whilst others might extend over a number of sessions, be part of a range of activities undertaken on a particular theme or during a visit to a specific venue.

Written and produced by the Council for Learning Outside the Classroom www.lotc.org.uk and www.lotcqualitybadge.org.uk in partnership with Learning through Landscapes www.ltl.org.uk

Learning Outside the Classroom Introduction

Some key tips for teaching outdoors

Preparation is key - have everything ready as it will take time to go back inside to collect resources and equipment, and it may be impossible if you are off site.

If you are going off site, liaise with the venue beforehand and visit if at all possible. Collaborating with the venue’s staff in planning will help to ensure things go smoothly. Look for the LOtC Quality Badge to identify venues offering good quality educational experiences and managing risk effectively. Follow any school, setting, local authority and national guidance carefully and use www.lotc.org.uk for tips on planning visits.

Above all make sure children understand that these learning activities are no less important simply because you are not indoors.

What about health and safety?

In 2011 the Department for Education published new health and safety guidance for schools. Summarising existing health and safety law relevant to schools and other concerned bodies, it covers all aspects of LOtC. This document can be found on the DfE website www.dfe.gov.uk

In addition, the Health and Safety Executive (www.hse.gov.uk) has produced a document entitled ‘School trips and outdoor learning activities: Tackling the health and safety myths.’ This document not only outlines some key messages from the HSE about dealing with health and safety in a common sense way but also emphasises the importance of LOtC for all children in developing an understanding of risk.

Risk-Benefit

When identifying the risks within any activity or visit, it is important to also think about the benefits. Consider what the children will gain from the activity and balance this with its risks. Usually, the benefits will far outweigh any risks, but if not, establish what action is needed to reduce the risk.

The LOtC Quality Badge

The Learning Outside the Classroom Quality Badge is the national benchmark for educational visits, recognising organisations offering good quality educational experiences where risk is effectively managed. Choosing a provider with the LOtC Quality Badge will give you assurance regarding safety and quality and help you cut red tape. It is the only accreditation scheme for all types of LOtC - so you only need to look for one badge when planning visits.

Find out more about the LOtC Quality Badge and search for providers holding the LOtC Quality Badge in your region at www.lotcqualitybadge.org.uk

Note:All images used in this pack are property of the copyright holder and may not be re-used or reproduced under any circumstances.

LOtC should be frequent, continuous and progressive

Ofsted’s review of LOtC

In 2008 Ofsted undertook a review of LOtC which found:

Develop an LOtC policy - information on how to do this can be found on the LOtC website www.lotc.org.uk

Ensure activities take place frequently rather than being out of the ordinary or a one off trip at the end of term

Continuity is vital – make sure that LOtC is written into schemes of work and that this builds on and links with work inside the classroom

Plan for activities to progress, build on previous learning and develop throughout a pupil’s time in education

When planned and implemented well, learning outside the classroom contributed significantly to raising standards and improving pupils’ personal, social and emotional development and also contributed to the quality and depth of learning

Learning outside the classroom was most successful when it was an integral element of long-term curriculum planning and closely linked to classroom activities

Ofsted described improved outcomes for children including better achievement, standards, motivation, personal development and behaviour. The survey also found examples of the positive effects of learning outside the classroom on young people who were hard to motivate.

These case studies and lesson ideas will help you incorporate meaningful and well-planned activities that are integrated into your wider curriculum delivery.

Learning Outside the Classroom

Case StudyIt’s The Little Things Day Nursery

About the settingIt’s the Little Things Day Nursery opened its doors five years ago. It is situated within the grounds of Parkheaven Trust, which is a registered charity based in Maghull, North Liverpool. The children who attend are aged between 3 months and 5 years. There are approximately 110 children on the roll with up to 50 children attending on a daily basis. For one of the children attending this setting, English is their second language.

The nursery won the Nursery Management Award for Best Outdoor Environment in 2010.

Background to the projectAlthough It’s the Little Things is situated within some beautiful grounds, they also have their own secure outdoor garden which the children have free-flow access to on a daily basis. This consists of an aviary, a variety of natural surfaces including grass, logs and bark as well as a climbing frame, slides and rubber tyres.

Focus and aimsLearning outside the classroom has become part of everyday practice for the children who attend the nursery. Currently the nursery is working towards developing communication friendly spaces in order to offer additional opportunities for the children to develop their communication and language skills.

What they actually doThe ethos of It’s the Little Things is about embracing the outdoors to stimulate the senses and creativity of the children. This is done by providing opportunities to construct with real bricks and planks of wood, which encourages children to use a widening range of words to express or elaborate on an idea. In addition, the children plant, water, pick and pod their own vegetables before feasting on their harvest, which also helps them develop their vocabulary around food and the environment.

The children also experiment with making different sounds using the bamboo and metal in the grounds and can listen to the breeze whistle through the willow planted close by, providing opportunities to listen, repeat, anticipate and ask questions.

The children rub their hands on the eucalyptus and the rosemary plants, while the scent of the lavender floats across the garden helping to encourage and feed their descriptive vocabulary.

EARLY YEARS

CLL

Focus: Communication, language and literacy - Early Years

Learning Outside the Classroom Early Years CLL Case Study


The playhouse is used for role play - it can be, for example, a doctor’s surgery, a shop, or a caravan - incorporating lots of opportunities to develop speech and language. Opportunities to write lists, make labels, notes and send post cards encourages mark-making as well.

The reading circle is made from recycled tree trunks and used for storytelling, imaginary campfires and walking the ‘high wire’ by balancing along the logs. It is also a space where reinforcing the elements of stories takes place, recalling what happens and acting the stories out. Recently the setting used a fire pit to cook some fruit bread, which became a big talking point for the children.

Outside the nursery grounds, the children can access a wood to collect natural objects to make collages, explore mark making with sticks in the mud, look for animal tracks, build dens, go on adventures and just be close to nature.

Next stepsThe nursery is now looking at creating some smaller communication friendly spaces for the children to use in their immediate outdoor space.

CurriculumWithin Communication, language and literacy:

• Extending vocabulary, exploring the meaning and sounds of new words

• Using language to imagine and recreate roles and experiences

• Attempting to write for different purposes, using features of different forms such as lists, stories and instructions

• Enjoying listening to and using spoken and written language, and readily turning to it in play and learning

• Sustaining attentive listening, responding to what they have heard by relevant comments, questions and actions

Any tips and recommendations?Use any old books which are damaged, divide them up and laminate them to hang round the outdoor environment, to reinforce interest in books and help children understand that print carries meaning.

Further Informationwww.literacytrust.org.uk

www.ican.org.uk/parents

Leading up to this workBefore undertaking these activities, children are likely to have:

• Become familiar with the Hansel and Gretel story

• Discussed what it might be like to live in a forest

• Practiced sitting and listening to short performances, stories or music

• Practiced listening in small groups

Setting up the activityPlan a trip to a local theatre. Most will have suitable productions for young children, often with opportunities to become more involved with the actors as part of the visit.

On return from the visit pupils will set up their own small performances and so they will need spaces to practice in and ways of creating scenery within the setting.

Ensure an appropriate risk benefit assessment has been undertaken. Refer to your employer’s health and safety policy / guidance. If using an external venue, ask if it has the LOtC Quality Badge.

Overview of the activityDeveloping creative and language skills by observing a drama group bringing stories to life; showing how we can become different characters and how we can express ourselves in different ways. Whilst this is described here as a trip to the theatre, it could also be a group coming into the setting for a performance.

Suggested activity formatThis activity can be done as a large group. The story could be any traditional tale - we have used Hansel and Gretel as an example - but try to limit the length of the performance to around 15 to 20 minutes in order to keep children’s attention.

EquipmentStory book; props and costumes appropriate to the story.

Learning objectives• To enjoy listening to and using spoken language

• To sustain attentive listening, responding to what they have heard with relevant comments, questions and actions

• To listen with enjoyment, and respond to stories and song, rhymes and poems

• To be able to retell narratives in the correct sequence, drawing on language patterns of stories

• To show an understanding of the elements of stories, such as main character, sequence of events and openings

Success criteriaBy the end of the learning:

• All children will be able to listen with enjoyment to the story as told by the performers

• All children will answer questions about the story

• Most children will be able to sustain attentive listening throughout the performance

• Most children will recall what happens in the story

• Some children will put the story into the correct sequence

• Some children will be able to ask questions about the play


Subject Communication, language and literacy

Topic Traditional tales

Title Hansel and Gretel

Lesson setting A visit to a theatre, returning to the setting to develop the work as an extension to the main activity

EARLY YEARS

CLL

Add audience participation opportunities into the performance - actions, responses or songs. Some pupils could have roles with a level of responsibility - such as ticket collector, photographer or ice-cream seller.

Extending the work• Ask the children to create a different beginning, middle

or ending to the Hansel and Gretel story

• When they have seen the actors perform the story they could try to create their own version of the play

• Some children could leave a trail around their own outdoor space with others seeing if they can follow it from beginning to end

• Children could use cardboard boxes to make their own gingerbread house or make a collage to illustrate the story using items found in their own grounds

• Children could make their own gingerbread - possibly making gingerbread men and decorating them

• There could be discussions on the moral of the story - being safe and not going away with strangers

Moving on from this workCreate and act out an outdoor production of one of the children’s favourite stories. Children could create their own stories to act out and can make their own outfits and props if needed.

The children could visit their local theatre to see a real stage/scenery/lighting and costumes.

Links to other subjectsExpressive arts and design: creating and acting out stories.

Personal, social and emotional development: staying safe.

Understanding the world: exploring natural environments.

Activity introductionExplain to the children that they will be watching a theatre production. Reinforce the expectations around behaviour when watching others perform.

Talk with the children about the type of questions they might like to ask the actors after the performance.

Main activity1. At the theatre settle children for the production.

2. Before it starts, discuss the key plot points and what children think will happen in the beginning, the middle and the end.

3. During the performance the adults should act in an appropriate way - showing the children how to behave in a performance by paying attention themselves and reacting to the play.

4. After the performance, ask children to recall what happened at various points - they should be able to answer questions about the story.

5. Encourage children to ask the performers questions about the play - e.g. ‘What does it feel like to wear that costume? Is it hot? How do you remember the words? What’s your favourite story?’

Activity plenaryOn return to the setting, discuss what the children liked about the story. Ask them questions about the story such as: What else could Hansel and Gretel have used to find their way home? Why wasn’t it very sensible to use bread? Why did the witch make the house out of sweets? What words describe how Hansel and Gretel felt at the start / middle / end of the story?

DifferentiationProvide a variety of questions of differing complexity. Younger children can take part in an interactive story-telling session, using props and puppets to assist, rather than sitting at a more formal, and probably longer, performance. As they get older they could attend more structured or longer performances.


Your own notes

Early Years CLL Hansel and Gretel


Activity introductionExplain the activity and discuss the kind of information children should investigate. Use a natural object or a picture of an item as an example and ask them to come up with questions in their groups.

Main activity1. Provide each group with a picture of one of the

objects placed outdoors.

2. Ask the children to go out in their groups to find the object.

3. Once they have found their object, children should find a space to sit and discuss what it is they have found, what it is made from, who (or what) created it, etc.

4. Write down the words and phrases children use to describe their object.

5. Children could use a dictaphone or digital camera to record their ideas, which they can then share with other groups.

Overview of the activityUsing unusual natural objects to develop language skills.

Suggested activity formatThis activity can be done in small groups of two or three children, perhaps as a focus activity with practitioner’s key children. This activity will be part of a natural materials themed topic.

EquipmentClipboards; pencils; paper / sticky notes; a selection of unusual natural objects e.g. an old wasps’ nest, marble ball, a large seed pod, a bone, coral, large leaf, log with hole in it; photographs of the objects (laminated if you intend to do the activity again).

Learning objectives• To listen to others in one-to-one or small groups when

conversation interests them

• To initiate conversation, attend to and take account of what others say

• To understand the meaning / concept of a word


• All children will have created a list of items they can refer to for future work

• All children will have identified natural items

• Most children will know where the item comes from

• Some children will know the properties of the item


• Used ICT to learn more about an object

• Listened to stories with a focus on natural materials

• Developed the ability to differentiate between natural and man-made objects

Setting up the activityMake sure the children have appropriate clothing to be outside and allow them plenty of time to take the activity as far as they choose. Arrange the objects in your outdoor space for the children to find. Make sure the children have clipboards, writing materials, dictaphones or cameras available to use.



Topic Natural materials

Title Natural discoveries

Lesson setting Setting’s outdoor area

EARLY YEARS

CLL

Moving on from this work• Invite a visitor to talk about one of the items found,

e.g. a conservationist, marine biologist, doctor or vet

• Visit another site to investigate natural materials - for example a country park, the beach or a forest

• Use books and ICT to discover more about coral, seeds, wood, possibly leading into a future topic

Links to other subjectsExpressive arts and design: making artworks using or inspired by natural objects.

Understanding the world: properties of objects.

Mathematics: making patterns, counting, sorting.

Activity plenaryBring the small groups back to one larger group and share thoughts about the items they found. Display the objects somewhere outdoors in order to photograph them as a reminder of what was found.

DifferentiationMore able children will be able to ask questions about the object.

Less able children will need peer or adult support to do this.

Write adjectives on cards to help the children think of different words which describe their object.

Extending the work• Make up a story about the objects, as a whole group

• Draw the objects found

• Discover more about the item from books, internet, etc.

• Discuss what else the items could be used for - e.g. printing, artwork

• This activity could link with the CLL activity ‘ Journeys’, which incorporates clue cards


Your own notes

Early Years CLL Natural discoveries


Setting up the activityCollect together the equipment and foodstuff to be used. Find a space outdoors that will enable several children to play around the market stall, and set up the table, cloth and parasol (if using) - but allow the children to set out the fruit and vegetables on the stall as this is part of the main activity. This activity can be done as a whole group or a focus activity.

Activity introductionThis activity should be available for children to explore over a few weeks. Fresh food items will go off - however, this in itself will create questions to be explored around food shelf life, how we keep things fresh and edible, etc.

Show the children posters and non-fiction books about a market stall. Explain to the children that they are going to set up a market stall, which will sell fruit and vegetables - ask them to tell you or list / draw the items they would like to sell.

Overview of the activityAn activity to recreate a market stall to explore roles, experiences and language.

Suggested activity formatAn outdoor activity that works best when continued over a number of days or weeks in order to allow children to follow and develop their interests.

EquipmentTable; cloth; baskets; real items to sell; toy fruit and vegetables; weighing scales; paper and pens; labels; paper bags; real coins and a toy cash register. A ‘garden parasol’ would be a useful optional extra.

Learning objectives• To initiate conversation, attend to and take account of

what others say

• To begin to use more complex sentences

• To use language for an increasing range of purposes


• Allchildren will have increased their vocabulary

• All children will have increased their confidence in speaking about food

• Most children will be speaking clearly as they use new vocabulary

• Some children will write / create labels and price tickets


• Grown some simple foods and herbs

• Talked about where certain fruit and vegetables come from

• Possibly visited a market stall in the neighbourhood



Topic Food

Title The market stall

Lesson setting Outdoor space

EARLY YEARS

CLL

Extending the work• Use ICT to print out labels and lists of items for sale

• Research and map out where some foods come from

Moving on from this workIf you have not already done so, take the children to visit a market stall to talk to stall holders, sample produce and capture images with which to create an illustrated Market Stall booklet back in the setting.

Create and cook simple recipes with the fruit or vegetables from the stall.

Links to other subjectsPhysical development: developing small motor control and developing hand-eye co-ordination.

Understanding the world: learning about real life experiences, where food comes from.

Personal, social and emotional development: taking turns, sharing and considering others’ feelings.

Mathematics: handling real money.

Main activity1. Provide real items for children to set up on their stall.

They will need to plan how they are going to display items.

2. What else would children need to have on the stall? Remind them by showing pictures from books or that were taken by the staff.

3. Encourage the children to write the price of items so that people can see how much items cost. How much money do they need?

4. Allow children to role-play stall holders and customers. Observe and record their play for review afterwards.

Activity plenaryAs a group, reflect on how attractive (or not!) the stall looks. Is there anything else needed? How are the children going to manage the stall? How might it be set up tomorrow? What will happen to the real fruit and vegetables overnight?

DifferentiationMore able children will be able to ask questions about the objects.

Less able children will need peer or adult support to do this.

Write adjectives on cards to help the children think of different words which describe their object.


Your own notes

Early Years CLL The market stall


Setting up the activityCreate the clues; if you intend to use this activity repeatedly, it may be worth laminating the clues. Clues should be ‘directional’; make the clue cards double sided so you can have left pointing and right pointing arrows on each clue. Also make a few ‘up’ and ‘down’ arrows. Hole punch the clue cards and insert string through the holes so they can be attached outdoors some BluTack will also be useful!

Adding numbers to the cards could indicate the number of steps needed in a certain direction (use dry wipe markers to do this on laminated cards).

Clue cards with nouns or pictures of features in your grounds or garden could make it easier for children to find the next clue. Stylised images (i.e. clip art cartoon of a picnic bench rather than a photograph of your actual picnic bench) could make it more challenging.

Place the clues and Travel Ted (who should be partially hidden to avoid being spotted immediately) in your outdoor space.

Ensure an appropriate risk benefit assessment has been undertaken. Refer to your employer’s health and safety policy / guidance. If using an external venue, ask if it has the LOtC Quality Badge.

Overview of the activityAn activity to use in outdoor spaces to reinforce the concept and language of directions.

Suggested activity formatThis activity can be done as a group or focus activity with key children. Hide Travel Ted in the outdoor space you are using. Leave clues leading from your indoor room to the place where Travel Ted is hiding.

EquipmentClue cards with a picture and / or writing on them; soft toy (Travel Ted) with backpack; camera; note pad and pencil; BluTack; string.

Learning objectives• To use spoken words, actions and objects to recall and

relive past experiences

• To know that information can be retrieved from books and computers

• To ascribe meanings to marks that children see in different places


• All children will talk about a journey they have been on e.g. getting to school

• All children will create their own symbols for communication

• Most children will have increased their vocabulary

• Most children will understand that directions lead to a specific place/item

• Some children will have increased their ability to follow directions

Leading up to this workBefore undertaking these activities, children are likely to have used magazines, books, a globe and ICT to investigate places and talked about distant places and how to travel to them.



Topic Bears/journeys/travel

Title Travel Ted

Lesson setting Setting’s outdoor area, or as part of a visit to a park or wood

EARLY YEARS

CLL

Extending the work• Travel Ted can take it in turns to go home with the

children. He should be taken on travels (around the neighbourhood or further afield) with the children, with his activities recorded in a shared classroom diary for Travel Ted

• The places he visits can be marked on a local/world map so the children can see which places he visits

Moving on from this work• How do children get to school? Draw maps of their

journeys, or create a model

• This activity could be part of a Transport topic

• Plan a walk around your local area taking Travel Ted with you. Encourage children to look at a map and discuss the signs you see around the neighbourhood. What do they all mean?

Links to other subjectsExpressive arts and design: making their own signs.

Understanding the world: getting to know outdoors; signs and what they mean.

Personal, social and emotional development: how we keep ourselves safe.

Activity introductionIndoors, introduce Travel Ted - he comes with his own backpack, camera and note pad. Explain how Ted likes to meet new people and how he likes to travel to different places.

Main activity1. Explain that the children have to find Travel Ted, who

is somewhere outdoors.

2. Explain that he has left written and picture clues for the children to find, and that these clues will lead them to where Travel Ted is.

3. As you move around the space, discuss where the next clue might be, what each clue means, how long it might take to find Travel Ted, etc.

Activity plenaryDiscuss where the children found Travel Ted - why did he choose this hiding place?

Was it easy or difficult to find him - did children need help?

What clues did the children use to find him?

DifferentiationOffer written, rather than symbolic clues to follow.

Encourage children to write their own clues.

Pair children of differing abilities in order to support one another.


Your own notes

Early Years CLL Travel Ted


Activity introductionWith the children, reflect on what activities they have been doing on this topic already, and discuss ways of creating mystical creatures using natural materials. How can sticks and leaves be joined together?

Main activity1. In the grounds or woods, hand out six black-eyed

beans to each child asking them to create a crazy creature using the black eyed beans as the eyes.

2. The children need to look for features in their grounds that stand out e.g. trees, mud, logs with holes in, tree stumps, etc. to use as the body and then leaves, twigs, moss, small fir cones, pebbles and grass to create the rest of the body.

3. Use chunks of clay to stick the eyes and other features on to the ‘body’.

4. Once they have created the creatures, children should name and photograph them.

Overview of the activityUsing natural features to create crazy creatures; discussing and sharing descriptions of the creatures.

Suggested activity formatDiscussion before a main session taking place outdoors and focusing on children’s creative skills as a conduit for language development.

EquipmentBlack- eyed beans; bag of ready to use clay; digital camera; natural features and resources found in the area chosen, e.g. bark, feathers and twigs.

Learning objectives• To link statements and stick to a theme or intention

• To use simple grammatical structures

• To have the confidence to speak to others about their own wants and interests


• All children will have created a crazy creature

• All children will have listened to others’ ideas

• Most children will have shared resources

• Most children will have developed their hand-eye co-ordination

• Some children will have applied new creative techniques to their work

Leading up to this workBefore undertaking these activities, children are likely to have created stories using images, words or by matching pictures on a story board.

Setting up the activityThis activity can be done in small or large groups, perhaps as a focus activity with a practitioner’s key children. Carry out this activity as part of your topic, using the immediate outdoor space or arrange a walk to the woods. Take the bag of clay with you.

Make sure the children have appropriate outdoor clothing to be outside and ensure you have allowed children plenty of time to complete this activity.



Topic Animals/monsters/aliens

Title Crazy creatures

Lesson setting Setting’s outdoor space, woodland, park or natural space

EARLY YEARS

CLL

Ensure an appropriate risk benefit assessment has been undertaken. Refer to your employer’s health and safety policy/guidance. If using an external venue, ask if it has the LOtC Quality Badge.

Extending the work• The children could draw their creatures

• Think of words to describe its character

Moving on from this workChildren could act out their story or move to music as their creature might move.

Links to other subjectsExpressive arts and design: creating and acting out stories.Physical development: hand-eye co-ordination.

Activity plenaryTake a tour of the creatures, asking children if they have completed the creature, what its name is, and a fact about their creature.

DifferentiationMore able children will be able to ask questions about other children’s creatures. Less able children will need peer or adult support to do this.

Images or words on cards may help children extend their vocabulary when describing their creature.


Your own notes

Early Years CLL Crazy creatures


Setting up the activityThis activity can be done as a group or a focus activity. Create 6 - 10 postcards with adjectives clearly written on them. Little other setting up is needed, but picnic blankets might be useful in strategic places!

Activity introductionExplain that the children have to choose a feature such as a tree, pond, wild garden area or a spider’s web to create a poem. Thoroughly explore the outdoor space you are using as inspiration. Allow children to look into nooks and crannies, up into trees or towards the sky, into holes etc.

Main activity1. Ask children to choose a place to sit among the trees

or near a feature they want to write about.

2. Children should sit quietly, looking, listening and smelling, and then make a list of words describing what they hear, see and feel.

3. Children then sketch their feature or object and label it with the words they thought of to describe it.

Overview of the activityUsing the natural environment as inspiration or a context for creative writing. This activity can take place in a woodland area, beach, wildlife garden, pond or other interesting outdoor space.

Suggested activity formatThis activity can be done in the setting’s outdoor space, in a wood, a beach or a park. It can work equally well with a large group of children, or as a focus activity.

EquipmentClipboards; paper, pencils and felt tips; cards with a few starter words; picnic blankets (optional).

Learning objectives• To enjoy an increasing range of books

• To use writing as a means of recording and communicating

• To begin to form recognisable letters

• To show interest in illustrations and prints of the environment


• All children will have increased their vocabulary of descriptive words

• Most children will have increased their use of descriptive words

• Most children will have reflected on what they can hear, smell and touch

• Some children will have formed words for their poems


• Researched trees, water and flowers using books and ICT

• A good knowledge of the difference between man-made and natural materials

• Heard several poems about the seasons or the natural world



Topic Seasons

Title A poem about seasons

Lesson setting Setting’s outdoor area, local park or woodland

EARLY YEARS

CLL

Moving on from this workExplore poems and the different ways of writing them.

Links to other subjectsExpressive arts and design: drawing for a purpose.

Understanding the world: natural and found objects.

Personal, social and emotional development: how I feel about my environment.

Mathematics: counting, sorting, matching, patterns.

Activity plenaryBring the children back as one group. Ask the children which feature they drew a picture of and invite them to show their picture - you can then read the words out which describe this feature.

How can children join these words up to make a poem?

DifferentiationMore able children will ask questions and be able to write their own words.

Encourage less able children to draw pictures or work in pairs to think about the words they would use. Use some of the pre-written word cards to enable children to copy appropriate words.

Extending the work• Take pictures of a specific feature during the different

seasons to notice the changes that take place

• Children could write and illustrate their poems

• Have found objects (i.e. bark, snail shells) on display for observational drawings, with words which describe the objects to reinforce using words for a purpose


Your own notes

Early Years CLL A poem about seasons


early introduction cll

Documents