Context for learning / curriculum area(s): Games
Approaches to learning e.g. active learning, outdoor learning, cooperative/collaborative learning, ICT, peer education,
http://www.ltscotland.org.uk/learningteachingandassessment/approaches/activelearning/index.asp
creativity... Circle Time , Role Play, Purposeful Play
Knowledge/Skills/Capabilities
/Attributes being developed:
-Taking turns
-Listening to others
-Talking about feelings
Level/Sector: Early
Experiences and Outcomes (being contributed to): I know that friendship, caring, sharing, fairness, equality and love are important in
building positive relationships. As I develop and value relationships I care and show respect for myself and others. (HWB 0-05a, 105a, 2-05a, 3-05a, 4-05a)
Learning Intentions: What do you
want them to learn? Which part/s of
the E/Os?
-We are learning to take turns
-We are learning to share
-We are learning to take part in
conversations about feelings
Success Criteria: How will you
know/what are you looking for?
-I am learning to show ways in
that I can take turns fairly.
-I am learning to explain why it is
important to share.
-I am learning to recognise when
appropriate sharing is taking
place.
-I am learning to show an
understanding of feelings through
role play
Activities/Experiences:
-In small groups play simple games
that involve taking turns (e.g. snakes
and ladders) (Say & Do)
-In small groups create construction
models (Make, say & do)
-Circle time – discuss importance of
sharing and how we share (Say &
Do)
-In small groups with an adult,
experience stories that have a
message about sharing (Do)
-Role play in the classroom (e.g.
families, schools, public places)
(Make, Say & Do)
Assessment Approaches + Evidence of Learning: Comes from what learners say/write/make/do in response to their
learning/activities?
-Teacher / Early Years Officer observations of children taking turns fairly during a game of snakes and ladders.
-Pupil dialogue; evident through game playing.
-Peer assessment of role play.
-Teacher / Early Years Officer questioning to explore understanding of sharing and taking turns.
Meeting Learners Needs:
SUPPORT
-One to one support from class
teacher, Early Years officer or
Support for Learning.
-SMART targets for identified
pupils
-Differentiated resources
IMPACT:
-Pupils play game with greater
independence.
-Able to take turns without
adult direction.
-Use knowledge of sharing and
apply in new context e.g.
.playground
Partnerships:
Community Health Partner
involved in developing shared
understanding.