When I play with sand I am learning - Teaching Made … · When I play with sand I am learning ... digging, patting, moulding, drawing etc. ... • I express individuality and my

www.teachingmadeeasy.com.au

When I play with sand I am learning .....

Identity • I learn how to work independently and select equipment • I extend my imagination when developing ideas in the sand e.g. using the play people to make up a story in the sand • I develop self esteem by seeing displays of learning in the sand

Relationships • I co-operate, take turns and share equipment as part of a group • I learn to use the sand safely and with consideration for others • I learn to respect others’ ideas • I relate features of my play environment to features of my own environment with the addition of suitable resources • I make physical features such as hills, tunnels, roads • I experience the sensory nature of sand e.g. change dry to wet/very wet sand

Teaching Made Easy 2012


Well-being • I develop my fine motor skills through manipulating tools, pouring, filling, stirring, pushing, pulling, digging, patting, moulding, drawing etc. • I develop hand/eye co-ordination e.g. pouring sand into containers, making sand shapes using moulds • I experience the therapeutic value of working with wet/dry sand • I use a range of equipment with increasing skill e.g. balance, sand wheel, sieves • I am aware of the space in the sand tray/pit and am able to share it with others • I explore 3D forms using a range of moulds • I explore shapes and textures associated with wet/dry sand • I experience different colours and textures of wet/dry sand

Active Learning • I use sand for line drawing and pattern making • I create and explore sound using shakers of sand and gravel • I explore various mathematical concepts e.g. capacity, size, weight • I understand and use mathematical language e.g. full, empty, need more/less, heavy, light, straight/curved lines, names of common shapes • I solve problems associated with sand e.g. how much will a specific container hold? I pour dry sand into a variety of different sizes of containers • I explore and compare the properties of dry/wet sand • I look at similarities, differences, patterns in dry/wet sand • I use my senses to observe changes in sand e.g. adding water to dry sand • I select appropriate equipment for different types of sand play • I use building skills

Communication • I talk about what I have done in the sand with confidence and a sense of achievement • I describe the properties of sand e.g. rough, smooth, sticky, wet • I extend my vocabulary associated with sand play e.g. pour, fill, empty, full, soft, bucket, sand wheel, sieve, mould dig, tunnel, rake, smooth, names of sand toys • I describe my actions and the actions of others e.g. pushing, pulling, scooping • I ask and answer questions • I recall and report back at group times • I develop pre-writing skills e.g. making patterns, marks • I make up stories using additional props such as play people, farm animals, vehicles • I talk about my experiences in the sand from displays of photographs or books about sand play • I access to a variety of stories e.g. The Beach, Lucy and Tom at the Seaside


When I role play I am learning .....

Identity

• I develop confidence, self-esteem, self-control in re-enacting real life situations • I learn how to work independently and access the resources I need • I express individuality and my own personality through imaginative play • I help to tidy up at the end of the session • I show initiative when developing ideas in the role play area e.g. making signs for the shop • I reflect on feelings as part of role play e.g. hospital • I use role play to act out my own joys, concerns

Relationships • I co-operate, take turns and initiate role-play • I learn how to work as part of a group e.g. taking on different roles in a group such as shopkeeper and customer • I use language of social interaction • I learn to have respect for others’ ideas and accommodate these in role play • I talk about my family in relation to events in role-play • I create role-play areas based on knowledge about my local environment, homes and cultures e.g. supermarket, library, chemist, farm house, seaside, hospital, clinic, doctors surgery, school



• I re-enact special occasions e.g. wedding, birthday party, Christmas • I relate the work of people in the local community to role play e.g. visit to the fire station, farm, building site, post office

Well-being • I develop fine motor skills and co-ordination through manipulating real tools such as whisks, telephones, key boards • I develop co-ordination through fastenings on clothes, pouring tea from tea pots setting table, dressing dolls • I develop an awareness of space available in the role-play area and how to share that space with others • I use my imagination to develop ‘stories’ in the role play area • I create and design my own menus, diaries, pictures, price lists, posters, leaflets, cards • I make items for role-play e.g. playdough buns, cakes, biscuits for shop, junk materials for sandwiches, burgers, meals for cafe

Active Learning • I explore features of living things e.g. through hospital, vets, garden role-play • I explore how things work through garage, toy shop role-play • I explore and select materials and equipment appropriate to the role-play • I develop scientific knowledge and concepts through role-play, eg.babies, wheels • I use technology e.g. a shopping till, calculator • I select appropriate materials to make models for use in role-play area • I develop skills of cutting, folding, joining • I explore various mathematical concepts related to money, capacity, size, weight, one-to-one correspondence • I problem solve through imaginative play e.g. how much money will I need for this item? How many cups will I need for the family? • I develop the concept of time in house play – breakfast, dinner, bed-time, time in doctors surgery and refer to clocks and watches • I order, sort, match in role-play area

Communication • I talk about what different people do in role-play situations • I talk in the language of different roles e.g. shopkeeper, mummy, The Big Bad Wolf • I role-play nursery rhymes and stories • I use language to plan and create real-life or imaginary situations • I develop the language of dialogue e.g. listen to and respond to what others say • I extend vocabulary associated with imaginary/role-play e.g. hospital, airport, artists studio, garden centre • I have access to related books fact/fiction in role-play area • I develop writing skills e.g. writing shopping lists, prescriptions, Get Well cards, record sheets, forms, bills, leaflets, menus, letters • I develop ICT skills through office role-play – telephones, keyboards, photocopier, computer


When I play with water I am learning .....

Identity

• I work independently • I learn how to use water safely and understand rules for water play • I talk about where water comes from • I enjoy the sensory nature of water adding colours, other items e.g. glitter, varying temperature • I extend my imagination through the addition of other resources e.g. boats, wood, sea shore items • I become confident at carrying out a range of activities in the water e.g. pouring, blowing bubbles • I explore personal hygiene e.g. using soap, washing dolls, clothes

Relationships • I co-operate, take turns and share equipment • I respect the ideas of others • I learn how to work as part of a group e.g. holding funnel whilst another child pours • I talk about water in my local environment, home, rivers, pond, beach • I add equipment from the local environment to stimulate imaginative play e.g. shells, sea weed, pebbles, rocks, fishing nets, hoses, watering cans



• I talk about occupations where water plays a significant role e.g. fishermen, firemen, sailors, farmers, plumbers • I talk about animals and creatures that live in water e.g. fish, crocodiles, penguins, sea-lions • I understand the importance of hygiene using the water tray e.g. washing equipment

Well-being • I experience the therapeutic value of water play • I develop fine motor skills – filling, pouring, emptying, stirring, squeezing, pushing, pulling • I develop hand/eye co-ordination e.g. filling/ emptying containers of different sizes • I use tools, water and objects with increasing safety e.g. I am aware of what happens when a lot of water gets on the floor • I observe colour change through adding paint or food dye • I explore the effects on water by adding natural and man-made materials • I create underwater worlds, developing imaginative play and language • I create sounds in the water e.g. blowing, splashing, waving • I make musical instruments – filling bottles with water to different levels

Active Learning • I explore the properties of water e.g. pour, run, drips • I ask questions about how things work and why they happen e.g. stones in water, water wheels, flow of water, floating, sinking • I use my senses to investigate water • I recognise the importance of water in personal hygiene • I observe and make predictions about how objects behave in water • I use cutting, folding, joining and building skills to make boats for water play • I explore ice in water • I compare the amount of water in different containers by pouring from one to another • I understand and use mathematical language e.g. full/empty, need more/less, heavy/light • I compare the size of containers e.g. which is the biggest? which holds most? • I talk about the shape of containers – eg. straight sides, curved sides • I understand and use positional words e.g. pouring through, floating on top of etc.

Communication • I describe the properties of water e.g. wet, cold • I describe my actions and the actions of others e.g. pouring, emptying, splashing • I extend my vocabulary associated with water play • I describe similarities, differences and changes e.g. which objects float/sink? • I explain what is happening when the water wheel is turning • I engage in role play as a fireman, plumber, adult washing clothes, dolls • I have access to books and rhymes connected to water e.g. Going to the Seaside, Mr Plug the Plumber, Rain • I talk about my experiences in relation to displays/books about water play


When I build I am learning .....

Identity

• I use my imagination • I develop confidence in using a variety of construction materials • I develop independence in constructing with different materials • I value my own work and the work of others • I talk about what I have done with confidence and a sense of achievement • I take responsibility for my own play e.g. planning, designing and creating a construction and taking care of equipment

Relationships • I co-operate, take turns and share equipment as part of a group • I respect and value others ideas • I talk about features of my local environment while building models of houses, shops, school, bridges • I talk about my own experiences e.g. building/moving to a new house • I use the language of negotiation e.g. please can I have some of the wheels? • I talk about the work of the builder, bricklayer, architect, plumber, electrician etc • I develop an awareness of the purpose of some features of the environment e.g. why the car park is next to the supermarket



• I explore objects on the interest table associated with construction e.g. cement trowel, bricks, pipes, timber guttering

Well-being • I develop fine motor skills through manipulating a range of construction equipment • I develop gross motor skills e.g. lifting, carrying • I learn to fit together and take apart materials with increasing skill/control • I develop hand/eye co-ordination • I develop spatial awareness e.g. working in large spaces with large construction • I understand and demonstrate simple rules • I explore the shapes, forms, colours and patterns of a variety of materials • I talk about textures rough/smooth • I make simple models e.g. houses, cars, robots, boats, castles using commercial and junk material • I demonstrate creative ideas through mixing/combining different construction kits • I use blocks, commercial and junk materials to create props for imaginative play e.g. stories Three Bill Goats Gruff, Three Little Pigs

Active Learning • I select appropriate equipment for different types of construction play – natural/man-made, comparing different types of materials and their properties • I ask questions about how things work and why e.g. how do you make the ladder on the fire engine longer? • I use a variety of tools to make models – hammers, scissors, masking tape • I explore joining materials together – tape, glue, blutac, staples • I build for a variety of purposes e.g. make a truck that will carry some animals, a chair for teddy • I use playmats to represent some environments • I explore mathematical concepts e.g. size, shape, number, space • I solve problems – what will I make? how will I make it move? • I order blocks by size – developing language of comparison, biggest, smallest • I compare the height, length and width of objects made • I estimate and predict e.g. how many more do I need

Communication • I talk and listen with peers and adults about their work with construction materials • I listen to instructions and follow plans • I explain the process of construction – what worked/didn’t work? • I describe my actions and the actions of others • I extend my vocabulary associated with construction and use a variety of positional words e.g. build, design, model, on top of, next to, in front of, wood, blocks, plastic • I use books as a source of ideas e.g. houses, Bob the Builder • I explain cause and effect e.g. the tower fell over because there were too many bricks • I talk in detail about what I have made • I use a variety of media (chalk, crayon, felt pen etc) to decorate my models • I label my models


When I do puzzles, manipulate small materials and play games I am learning .....

Identity • I learn to work independently i.e. completing a puzzle on my own • I develop concentration and perseverance • I enjoy the satisfaction of completing a puzzle or winning a game

Relationships

• I develop my understanding of jobs people do, seasonal change, local environment through use of appropriate puzzles and games • I learn to work as part of a group e.g. playing a shop or lotto game • I learn to work collaboratively – take turns, share and co-operate



Well-being

• I develop fine motor skills and co-ordination through manipulating a range of materials e.g. pegs, threading, jigsaws etc. • I develop hand/eye co-ordination e.g. threading

• I create designs using peg-boards, pattern block tiles, geometrix etc.

Active Learning

• I learn how things join e.g. hammer and nails • I explore materials • I explore physical processes e.g. magnets

• I explore mathematical concepts e.g. pattern, number, time, position • I understand and use language related to ordinal number e.g. first, second, third • I describe the position of people and objects e.g. in jigsaws

Communication

• I extend my vocabulary as I engage in table top play • I develop visual discrimination e.g. matching jig-saw pieces to picture • I describe the rules of a game


When I engage in small world play I am learning .....

Identity • I learn how to work independently i.e. selecting small resources for myself • I take care of small world resources – know and understand safety rules • I develop self-expression through manipulating small pieces of equipment in a variety of ways • I become confident at developing ideas using a range of small world resources • I explore feelings, events, worries and concerns using small world resources • I use resources that reflect different cultures • I explore a range of roles with small play people

Relationships • I learn how to work as part of a group e.g. acting out a drama in the hospital • I learn how to work collaboratively – take turns, share and co-operate • I learn to respect others ideas



• I make links between my play world and my local environment e.g. layout of room in a playhouse and my own house • I talk about myself e.g. where I live, my family • I develop awareness of the purpose of some features of the local environment e.g. hospital, garage, shops • I talk about people in my local community e.g. farmer, fireman, pilot, builder, postman, nurse, doctor • I learn about my environment through play with floor mats and small vehicles • I develop knowledge of road safety

Well-being • I develop hand/eye co-ordination e.g. threading beads • I use small equipment with confidence, skill and co-ordination

• I develop fine motor skills and co-ordination through manipulating a range of materials such as play people, farm animals, vehicles • I develop concepts of spatial awareness and use space imaginatively e.g. putting furniture into the house, beds in the hospital, cars in the garage • I explore different types of materials and objects in small world area to create my own furniture, animal enclosures, sheds • I create my own worlds using range of materials and artefacts

Active Learning • I explore materials from the natural and man-made world e.g. making a miniature garden • I talk about and record my observations e.g. draw a picture of my model farm, airport, zoo, home • I develop scientific skills e.g. predicting, observing, sorting

• I explore mathematical concepts e.g. pattern, shape, space, size, number, time • I understand and use language related to my play e.g. big, small, wide, light, heavy • I develop mathematical skills e.g. sorting, counting, matching, ordering • I describe the position of people and objects e.g. in, below, above, beside, front

Communication • I talk about my experiences in relation to my model world • I talk about my feelings and emotions • I make up my own stories as part of the play • I extend my vocabulary e.g. farm, garage, airport, zoo • I develop a range of scenarios for imaginative play • I use books to develop knowledge about play environments e.g. Spot on Holiday, Going to the Zoo • I develop visual discrimination e.g. matching jig-saw pieces to picture


When I play in the Arts I am learning .....

Identity • I learn how to work independently e.g. finding equipment and materials • I express emotions, ideas and values through art and design, dance, music • I develop and value the concept of individuality and originality of thought • I enhance my self-esteem and confidence by valuing my own work e.g. through seeing it on display • I develop co-ordination by using a variety of tools and equipment e.g. paint brushes, scissors, modelling tools, musical instruments etc • I learn to use tools safely and with consideration for others • I develop creativity and self-expression through working with a range of materials • I persevere with the task at hand • I talk about what I have done with confidence and experience a sense of achievement

Relationships • I learn how to work as part of a group – collaborative art/dance • I learn to share resources and equipment • I learn to have respect for others ideas • I make pictures and talk about my family • I learn the names of materials and equipment • I tidy equipment and resources • I talk and work in the style of artists, designers and crafts people • I use equipment from my local environment to stimulate creativity e.g. shells, conkers, cones, leaves, stones, sand etc • I make representations of my own environment e.g. own home, buildings, seaside



Well-being • I experience the therapeutic value of the expressive arts • I develop fine motor skills through using a range of tools and materials e.g brushes of different sizes, rollers, sponges, glue-sticks, spreaders and scissors • I develop fine motor skills e.g. cutting, tearing, holding, joining, moulding • I develop hand/eye co-ordination and become increasingly more accurate in making patterns, pictures and models • I develop co-ordination and skill in using a variety of instruments e.g. hitting, shaking, blowing and plucking • I begin to move in the rhythm of music • I move confidently with increasing control and co-ordination • I explore colour, shape and texture • I experience the sensory nature of different materials • I respond freely to music through movement and mime • I draw to fast/slow music • I experience working with a wide range of materials and objects e.g. collage work, using paint brushes of different sizes and thickness, use rollers, combs, sponges • I create and explore sound and rhythm using musical instruments • I create and design 3D models using a range of materials and equipment • I explore the properties of malleable materials – rolling, squeezing, stretching etc • I participate in simple musical activities e.g. singing and listening to music

Active Learning • I explore the properties of different materials e.g. paints, oil pastels, charcoal, inks, crayons, pencils, felt pens, papers, malleable materials etc • I use my senses to explore texture and sounds • I explore similarities, differences, patterns and change • I select appropriate materials/equipment for the task • I explore features of living things e.g. observational drawings of plants • I ask questions about how things work and why e.g. which glue is strongest • I use cutting, folding, joining and building skills • I identify a variety of familiar sounds • I explore and select materials and equipment to make different sounds • I use painting, drawing and modelling to record my observations • I develop various mathematical concepts related to painting, drawing, cutting, joining, modelling e.g. pattern, shape, area, number, size, position • I understand and use language related to pattern, shape, area, number, size, position e.g. longer than, more, circle, beside, below, behind etc • I compare size and quantity and describe the properties of materials e.g. sticky, soft, wet • I solve problems e.g. how to join two objects together, what colour to choose, what materials to choose • I develop mathematical skills, sorting, matching, comparing, ordering

Communication • I describe my experiences and actions and those of others using descriptive language • I evaluate my work and discuss how to improve it • I use stories, rhymes and books as a stimulus • I listen to and follow instructions • I recognise labels and writing on pictures e.g. own name, captions • I develop pre-writing skills through drawing, painting, modelling • I describe similarities, differences and change in materials • I listen attentively to a variety of music • I begin to recognise patterns and rhymes in music and song • I use pictures and symbols to represent words in a song or instruments to be played


When I paint at the easel I am learning .....

to develop my imagination and creativity eye-hand coordination, helpful for learning to write the names of colours and how to make new colours to distinguish shapes, and purposely create shapes to notice patterns from background, necessary for learning to read to express my feelings and ideas that my ideas have value relationships of space and size, necessary for mathematics concepts of symmetry, balance and design



When I build with blocks I am learning .....

concepts of shape, size, length and location, all relative to learning to reason and do mathematics

to create and repeat patterns, a math skill to exercise my imagination to express my ideas to cooperate with others to solve problems about the properties of wood to see myself from a different perspective, that of a giant



When I play outdoors I am learning .....

self confidence as I develop new skills physical strength, coordination and balance large motor skills like running, leaping, and jumping ball-handling skills, like throwing, catching, and striking manipulative skills such as pushing a swing, pulling a wagon, and lifting and

carrying movable objects to use my imagination and invent my own games including rules for playing to cooperate with others when involved in some dramatic play and games to solve problems to express myself and learn about the world in my own way to feel safe and in control, promoting my autonomy,

decision-making and organizational skills



When I participate in circle time/mat

activities I am learning .....

to listen, sit still and understand spoken language to add my ideas to the discussion, my ideas have value to wait when others are talking new vocabulary connected with the topic of discussion to remember the words of stories, songs and poems the names of others in the group to cooperate and be considerate of the needs of others to help plan what we will do and what items we will need to do it



When I play with the playdough

I am learning .....

to see the shape against the background of the table, a reading skill concepts of shapes, relative sizes, big, small, length, height, etc to see negative space when cookie cutter shapes are taken away to express feelings, squeezing and pounding to exercise my imagination and creativity that the amount of a substance remains the

same, even when the shape changes


Documents

When I play with sand I am learning - Teaching Made … · When I play with sand I am learning ... digging, patting, moulding, drawing etc. ... • I express individuality and my