Presentation on theme: "How do we use experiential learning in teaching literacy in the Primary stages…."— Presentation transcript:
How do we use experiential learning in teaching literacy in the Primary stages….
Kings’ Dubai ‘The Best by Every Child’ National Curriculum for England and Early Years Foundation Stage Skills based curriculum Organic planning and teaching
Aim of the sessions Wherever schools are currently with regards to planning we empower you to go and plan some experiential learning Success Criteria Has is got a hook Has it got a context Has it got a purpose
Creative Curriculum What is experiential learning? What are the benefits of experiential learning? How can it enhance a curriculum?
Going for Goals Jack and the Beanstalk Grow a beanstalk Investigate a break in Painting sunflowers Role play Measure beanstalks Story of a seed - ipad
Week 2 – 13 th January Hook part 2 To tell stories and describe incidents from their own experience in an audible voice. Ask and answer questions, make relevant contributions, offer suggestions and take turns. Independently choose what to write about, plan and follow it through. Monday: Jack’s house knocked down, wrecked garden. Security tape on the doors prevents children from going out, and enables teachers to have some control of the class as they arrive to make sure register is completed. Children walk into school to discover a bean stalk growing out of the ground and has destroyed Jack’s garden. There will be a big foot print in the ground. Have out in the classroom, ready for children to record: Lined paper, plain paper, laptops, post-it notes, digital cameras, sketch books, ipads, cameras, tuff cams, telephones, clipboards, maps, photographs of the town. Adults will be encouraging children’s inquiry skills: What can you see? What do you think has happened? What should we do? What questions do you need to ask? Who do we need to tell? Consider including it on the Communicator. Where should we record what we’ve found? Allow the children to decide on a place to collect the evidence. This will form the basis for the rest of the investigation work. I can speak in sentences to explain something that has happened. I should be able to describe an event in an audible voice with prompting. I might be able to describe an event independently. I can answer questions about what has happened. I should be able to ask questions about what has happened with prompting. I might be able to ask and answer questions independently. I can record my ideas having been prompted. I should be able to choose how to record my ideas. I might be able to make informed choices about what I have chosen to write about. LiteracyTo deliver a recount orally. News report about giant break in (Talking) Taking on the role of detectives. Begin by watching news reports from Kidzania trip and/or watch newsround. At tables: Give the children true and false statements/ numbers that link to help them identify features of a news report. 1)News reports are always read by men in suits. 2)You read news reports from story books. 3)News reports are about something that has really happened. 4)News reports have to explain what happened in the order that it happened. 5)News reports can include interviews with other people. 6)News reports explain things that happened long ago. 7)News reports are only on television. 8)News reports begin with ‘Once upon a time…’ What could we write a news report about? (Beanstalk grown) Move to investigation board. Explain that we will focus on keeping everything in order, like we said with point 4. Go to the evidence board and display time connectives. Use talking partners to practise recounting what has happened orally. Explain, using the success criteria that if children want to ‘be yellow’ they need to put everything in the right order (practice doing this). If children want to ‘be red’they need to use time connectives and put everything in the right order. If children want to ‘be blue’ they need to be in order, with time connectives and use adventurous vocab. (Success criteria). Plenary: evaluate your partner against the success criteria – are they red, blue or yellow? What do they need to do to improve? Who thinks their partner had a good example? Let the class hear it and decide what they did well. Beginning of next session: Show, using the Elmo Visualisers, one of the children’s Aladdin stories from last term. Explain that you think you may have already done news reports because you talked about what happened in the cave of wonders and you needed their help. Refer back to the features of a news report that you identified at the beginning of the last session. I can order events. I should be able to use time connectives. I might be able to use more adventurous sentence starters.