Learning through Play
at
Edinbarnet Primary
The Scottish Government’s National Strategy for Play (2013) stated that:
At Edinbarnet we strive to provide our children with the best experiences and outcomes. Therefore, play in the infant department is a priority that we are continuously developing. We now have a model of ‘Learning through Play’ that we are confident in, it works for OUR children, OUR setting and OUR community.
Our model of play is used indoors and out, to explore new concepts, develop new skills and to consolidate existing knowledge and understanding.
What do we mean by play?
‘Play is one of the main ways in which children learn and develop. It helps to build self worth by giving a child a sense of his or her own abilities and to feel good about themselves. Because it’s fun, children often become very absorbed in what they are doing.
Play is very important to a child's development, it is an integral part of a child's Early Years Foundation Stage and supports their learning journey too. Young children can develop many skills through the power of play. They may develop their language skills, emotions, creativity and social skills. Play helps to nurture imagination and give a child a sense of adventure. Through this, they can learn essential skills such as problem solving, working with others, sharing and much more.’
Play Scotland
The Scottish Government’s National Strategy for Play (2013) stated that:
The Scottish Government’s National strategy for Play (2013) states that:
‘We want Scotland to be the best place to grow up. A nation which values play as a life-enhancing daily experience for all our children and young people; in their homes, nurseries, schools and communities.’
The Scottish Government’s National Strategy for Play (2013) stated that:
Play is a central part of children in Primary 1 to 3’s learning and development at Edinbarnet. Through play, children explore ideas, feelings and relationships. They take risks, make mistakes and try things without fear of failure. Play allows our children to be creative, imaginative and it allows them to apply their skills and knowledge in new and unfamiliar contexts.
Extracted from Scottish Government’s Play Strategy for Scotland
Play Scotland
There are 2 types of Learning through Play:
Adult-Led or sometimes referred to as�Active Learning
Adult-led play, sometimes called Active Learning, is initiated and directed by the adult. Specific learning intentions are planned for and resourced by the adult.
Free Flow Play or sometimes referred to as Child-Lead Play
�Free Flow play or child-led play is entirely initiated and directed by the child. The adult’s role is to observe, facilitate and interact if the opportunity arises to extend learning, following the child’s interests.
The Scottish Government’s National Strategy for Play (2013) stated that:
At Edinbarnet we believe that children must experience both types of play to develop their skills for learning, life and work.
Our learning environment allows for the children to have a fantastic free flow play area with a variety of zones and resources for the children to explore and use.
Our skilled and dedicated teaching staff allow the children to experience high quality teaching inputs followed by adult-led play in all areas of the curriculum.
Free Flow Play at Edinbarnet
What does Free Flow Play look like at Edinbarnet?
Planning
Play Planners and update these
at the beginning of each term:
Intended Learning Intention linked to E’s and O’s I can use roleplay to explore real and imaginary experiences (EXA 0-14a)/ (EXA 1-14a) I can use my voice, movement and expression within roleplay (EXA 0-12a) /(EXA 0-12a) I can express my ideas, thoughts and feelings through roleplay (EXA 0-13a/LIT 0-09a)/ (EXA 1-13a/LIT10-09a) I am able to play cooperatively within a group (HWB 0-14a)/(HWB 1-14a) I can explore events and characters in stories and invent my own stories on my own and with others (LIT 0-09/LIT 0-19a/LIT 0-31a) / (LIT 1-09/LIT 1-19a/LIT 1-31a) I use mark-making/writing within my roleplay (LIT 0-21b/LIT 0-9b/LIT 0-31a)/(LIT 1-21b/LIT 1-9b/LIT 1-31a) I use words associated with time such as day/night, morning/afternoon, days of the week (MNU 0-10a) (MNU 1-10a) I am aware of how money is used (MNU 0-9a) / (MNU 1-9a) I am developing my understanding of numbers, size and amount (MNU 0-01a/MNU 0-02a)/ (MNU 1-01a/MNU 1-02a) | Potential Experiences and skills being developed Engages in imaginative role-play based on own first-hand experiences and stories Uses story language to re-create narrative and roles. Takes on a variety of roles using different voices, gestures and movements Talks about why things happen and how things work. Shows skills in making toys work. Uses and explores positional language. Uses and explores number vocabulary Uses everyday language related to time and money Orders and sequences familiar events. Uses available resources to create props to support role-play. Plays cooperatively as part of a group | IDL related Learning/Experiences |
Role of Adult Adopt different roles, sharing resources, taking turns and interacting appropriately. Introduce additional/new vocabulary, story language, introduce/ model use of new resources Be a reader & writer of letters, shopping lists, phone numbers, etc. Show politeness, concern, care for resources. Join in conversations, encourage listening, listen to children’s ideas –try to implement Encourage problem solving, making decisions, responsibility | Observation Notes Are the children able to express and explore their own ideas? Can the children listen to others and develop shared ideas? Can they share resources fairly? Let others join in? Are they building friendships? Are they respectful? Are they using story language within their roleplay? Are they writing within their play? Develop a narrative? Do they use their voices, gestures and movement to adopt a character? | Added Resources |
Edinbarnet Primary Free Flow Play Planners → Role Play Areas
Intended Learning Intention linked to E’s and O’s I can select and use materials for an intended purpose (EXA 0-02a/TCH 0-12a/SCN 0-15a) / (EXA 1-02a/ TCH 1-12a/ SCN 1-15a) I can use selected techniques competently, appropriately and safely (TCH 0-14a) / (TCH 1-14a) I can recognise different 2/3D shapes and explore their properties (MTH 0-16a) / (MTH 1-16a) I can describe positions (MTH 0-17a) / (MTH 1-17a) I can give and follow directions/instructions (LIT 0-02a/ENG 0-03a) / (LIT 1-02a/ ENG 1-03a) I can plan and explore my own ideas independently and with others (EXA 0-05a/EXA 0-06a/LIT 0-09a/SOC 0-17a) / (EXA 1-05a/ EXA 1-06a/ LIT 1-09a/ SOC 1-17a) I can share resources and take turns (HWB 0-23a/HWB 0-05a) / (HWB 1-23a/ HWB 1-05a) I can make up my own stories as a way of exploring the world around me (EXA 0-14a) / (EXA 1-14a) | Potential Experiences and skills being developed Exploring different construction materials Building large and small structures Selecting own resources Demonstrating problem solving, investigating, fixing, stacking, joining, balancing and positioning skills Creating real and imaginary places, adding animals, people, vehicles Draws a plan to share ideas Storytelling and roleplay Discussing, cooperating and sharing Working independently Tidying up | IDL related Learning/Experiences |
Role of Adult Provide good quality resources and organise the area. Work with the children, teaching skills, asking questions, modelling “building” behaviour and making suggestions to extend their learning. Make a note of children’s ideas, thoughts and suggestions for different projects. Encourage the children to discuss and plan what they are going to make- maybe encourage them to draw a plan after looking at real ones as a stimulus. Introduce and use positional language Adults to ask open ended questions to extend learning such as – Tell me about your idea/model? How will you build it? Can you draw a plan? Which is the best material? Why? Can you make it even better? How? Who is inside it? What are they doing? | Observation Notes Can children handle materials with increasing control and play safely? Can children recognise different colours/2D/3D shapes? Do they use positional language appropriately? Can they describe and compare size and amount? Can they work together, share and take turns? Are they able to select and return resources needed for a task? Can they concentrate and persevere until a task is completed? Can they build a structure? Do they use the structure for roleplay? Can they comment on what worked well or what they would change? | Added Resources |
Edinbarnet Primary Free Flow Play Planners → Construction Zone
Intended Learning Intention linked to E’s and O’s I can select and use materials for an intended purpose (EXA 0-02a/TCH 0-12a/SCN 0-15a) / (EXA 1-02a/TCH 1-12a/SCN 1-15a) I can recognise different 2/3D shapes and explore their properties (MTH 0-16a) / (MTH 1-16a) I can describe positions (MTH 0-17a) / (MTH 1-17a) I can give and follow directions/ instructions (LIT 0-02a/ENG 0-03a) / (LIT 1-02a/ ENG 1-03a) I can explore my own ideas independently and with others (EXA 0-05a/EXA 0-06a/LIT 0-09a) / (EXA 1-05a/ EXA 1-06a/LIT 1-09a) I can share resources and take turns (HWB 0-23a/HWB 0-05a/SOC 0-17a) / (HWB 1-23a/HWB 1-05a/SOC 1-17a) I can make up my own stories as a way of exploring the world (EXA 0-14a) (EXA 1-14a) I can plan and make models to represent the world around me (EXA 0-04a/SOC 0-09a) / (EXA 1-04a/SOC 1-09a) | Potential Experiences and skills being developed Communicate own ideas and observations Create real and imaginary places, adding animals, people, vehicles Create own stories Retell familiar stories Discussing, co-operating and sharing Working independently Accepting support from peers Exploring how to handle different objects with increasing control Shows interest in different occupations and ways of life, past or present Draws a plan to share ideas | IDL related Learning/Experiences |
Role of Adult Encourage children to access the area and explore available resources. Support children as they develop their skills of independence within routines and activities within area. Role model the use of resources, safely, correctly and creatively, allowing children to practice and consolidate skills Role model and introduce children to new vocabulary through a broad range of practical experiences, incorporating descriptive commentary Support child self-initiated play through positive and challenging interactions, following the child’s lead Adults to ask open ended questions to extend learning such as – Can you tell me your story? Where is the train going? Who lives in the house? What is that person doing? Why is that animal over there? | Observation Notes Do they give and receive verbal instructions? Do they listen to other people’s ideas and thoughts? Do they count accurately and use language such as 1 more? Do they understand and use positional language? Are they developing a sense of time, place and communities through creating a variety of scenarios both from experience and their imagination? Are they using story language? How are they developing fine motor skills? | Added Resources |
Edinbarnet Primary Free Flow Play Planners → Small World
Intended Learning Intention linked to E’s and O’s I can choose ways to create my own images and models using a variety of materials and techniques (EXA 0-02a/SOC 0-09a/SOC 0-18a) / (EXA 1-04a/SOC 1-09a) I can express my own ideas and experiences through music and art (EXA 0-5a/EXA 0-18a) / (EXA 1-5a/EXA 1-18a) I can work on my own and with others, sharing materials and resources (HWB 0-23a) / (HWB 1-23a) I am aware of different lines, shapes, patterns and textures (EXA 0-6a) / (EXA 1-6a) I can recognise different colours and mix my own colour (EXA 0-04a) / (EXA 1-04a) I can follow instructions to learn new skills and techniques (LIT 0-02a/LIT 0-04a/ENG 0-03a) / (LIT 1-02a/LIT 1-04a/ENG 1-03a) | Potential Experiences and skills being developed Investigate and explore a variety of different creative materials in 2D and 3D Look for and explore pattern, line, texture and shape in the environment and recreate their own using a variety of media. Mix their own paint and so create a variety of colours, shades and tones Extend their imaginative and descriptive vocabulary when talking about their own and others creative work Use positional language associated with weaving- in, out, under, over, through, behind Able to name materials and equipment eg brush, printer, stamper, charcoal, pastel Share resources and take turns | IDL related Learning/Experiences |
Role of Adult Encourage children to be independent- putting on aprons, selecting equipment, tidying away and mopping up spills Encourage children to experiment, explore possibilities and be creative in an uninhibited way Plan to take learning experience outdoors in appropriate range in order that children may be creative on a larger scale Work alongside children experimenting and modelling use of equipment Support, develop and extend the children’s own ideas Listen, observe and participate in a range of ways to develop and extend thinking, skills and imagination Organise and refresh resources regularly, to allow for wider experiences and progression | Observation Notes Are they able to select and return resources needed for a task? Do they show respect for the work of others? Are they able to express feelings/emotions through creative work? Do they talk about what they are doing? Do they explore objects, experiment with patterns, shape, line and texture through mark making with tools, printing and arranging objects on a variety of surfaces? Can they make pictorial representations of stories or objects? Do they explore shape and pattern in nature? Do they use positional language in their creativity? Do they investigate 2D shape through printing and 3D shape through model making? Do they handle materials and tools with increasing control? Do they share? Do they work alone/with others? | Added Resources |
Edinbarnet Primary Free Flow Play Planners → Messy Play (creative table, sand, water and paint)
Intended Learning Intention linked to E’s and O’s I am confident to explore and play with letters shapes and sounds (LIT 0-01a/LIT 0-11a/LIT 0-020a) / (LIT 1-01a/LIT 1-11a/LIT 1-020a) I can discover how letters work together to help me read and write (ENG 0-12a/LIT 0-13a/LIT 0-21a) / (ENG 1-12a/LIT 1-13a/LIT 1-21a) I am developing my movement skills (HWB 0-22a) / (HWB 1-22a) I enjoy exploring different materials for drawing and writing my ideas, information and experiences (LIT 0-21b)/ (LIT 1-21b) I write for a variety of purposes within my imaginary play (LIT 0-26a) / (LIT 1-26a) | Potential Experiences and skills being developed Looks for print in the environment Understands that writing carries meaning and can be a way of communicating with others Realises that there are many different forms of writing and recording information Develops and extends their vocabulary and begin to use the following words: letter, word, capital letter, full stop, print, alphabet, story, rhyme, fiction, non-fiction, label, sign, list Become familiar with letter and number names, planning and story book language Consider some of the advantages of writing eg lists as a reminder, making appointments- note times, listing children who have had a turn, labelling work | IDL related Learning/Experiences |
Role of Adult Create areas which are inviting and celebrate children’s writing and ensure that they are successful writers from the beginning Provide a wide range of “real life” opportunities for writing forms, cards, invitations, books and use within the different role play areas Provide the children with other audiences for their writing. Model reading and writing in a variety of situations for a variety of reasons Work with individuals and groups of children to develop and extend their reading and writing skills Enable children to develop fine motor skills through manipulative play Adults to ask simple questions to extend learning e.g- Can you make marks with the chalk/in the sand? Up and down? Round and round? How will we know this is yours? Can you write a label? | Observation Notes Are they enthusiastic? Do they want to write? Are they able to select and return resources needed for a task? Do they show respect for the work of others? Are they able to express feelings/emotions through mark making? Do they talk about what their writing? Can they explain what they have “written”? Are they beginning to use letters in their writing? Do they represent numerals and shapes on clip boards? Do they use mark making tools safely and effectively? Do they explore and develop ICT skills i.e. control of the mouse? Have they developed physical skills of control and Coordination- large arm movements and wrist movements as well as fine motor control and pincer grip? Do they engage in a range of role play opportunities including office, schools, shop, cafe - taking notes of messages, orders, writing lists? | Added Resources |
Edinbarnet Primary Free Flow Play Planners → Writer’s Corner and Letter Land
Intended Learning Intention linked to E’s and O’s I enjoy choosing and looking at books on my own, with a friend and with an adult I can share my likes/dislikes about a story (LIT 0-01b/LIT 0-11b)/ (LIT 0-01b/LIT 0-11b) I can listen attentively to a story, join in with related discussion, and ask questions (LIT 0-10a/LIT 0-07a/Lit 0-16a/ENG 0-17a)/ (LIT 0-10a/LIT 0-07a/Lit 0-16a/ENG 0-17a) I can point to the title, back/front cover, spine, picture, first word, letter I can turn the pages L to R I can follow the text with my finger from L to R I can recognise rhyming words I can read my name (LIT 0-01a/LIT 0-11a/LIT 0-20a) I can retell/roleplay/create a story (LIT 0-19a) / (LIT 1-19a) I can listen for new information (LIT 0-14a) / (LIT 1-14a) | Potential Experiences and skills being developed Enjoys choosing own books to look at independently or share with others Shows an awareness of concepts of print Develops an awareness of a wide range of books and other reading material Retells stories in their own way Develops and extends vocabulary Knows the difference between a letter and a numeral Uses talk to express likes and dislikes and begins to give reasons for their choices Develops an awareness of rhyme Shows care for the books and consideration for others by replacing them on shelves | IDL related Learning/Experiences |
Role of Adult Create an area which is inviting, interesting and ensures that children are confident to look and select books both with adult support and independently. Read alongside children encouraging concepts of print, response to storyline and characterisation Encourage children to tell/sequence stories, predict and recall and provide the children with other audiences for their reading Support individual children to develop specific skills, and work with children in small groups or pairs to ensure progression Adults to ask questions to extend learning - Why did you choose this story? What is it about? What was your favourite part? Where is the title? Can you point to the first word? | Observation Notes Can they hold a book correctly – right way up and round? Do they take care of the books and resources? How do they respond to sensory aspects of stories and rhymes? Do they respond to puppets? Can they make a choice between two books? Can they look at/point to named pictures of familiar objects/people? Which books do they respond best to? Can they turn the pages? Can they describe what they like? Can they re-tell a familiar tale in their own words? | Added Resources |
Edinbarnet Primary Free Flow Play Planners → Reading Den
Intended Learning Intention linked to E’s and O’s I can manage my own learning, choosing activities which I am interested in (HWB 0-11a/HWB 0-16a)/ (HWB 1-11a/HWB 1-16a) I can take turns to talk and listen (LIT 0-02a/ENG 0-03a)/ (LIT 1-02a/ENG 1-03a) I am developing a sense of size and amount (MNU 0-01a) / (MNU 1-01a) I can count, read, write and write numbers to 100 (MNU 0-02a)/ (MNU 1-02a) I am beginning to understand what it means to add/takeaway (MNU 0-03a)/ (MNU 1-03a) I can recognise, name and investigate 2/3D shapes (MTH 0-16a) / (MTH 1-16a) I can make different patterns (MTH 0-13a/0-19a) / (MTH 1-13a/1-19a) I can collect, match and sort objects according to my own/given criteria (MNU 0-20a/0-20b) / (MNU 1-20a/1-20b) I can use non standard units to measure (MNU 0-11a) / (MNU 1-11a) | Potential Experiences and skills being developed Selects and uses resources and activities independently Interacts with others, negotiating plans and activities and taking turns in conversation Counts reliably up to 10/20 objects and recognises and writes numerals 0-100. Uses developing mathematical ideas and methods to solve practical problems. Begins to use the vocabulary involved in adding and subtracting Recognises, sorts, matches and uses shapes. Notices, copies, continues and completes patterns. To explore colour, texture, shape and form in two or three dimensions Begins to understand measuring through games, activities which explore weight, capacity, length and time | IDL related Learning/Experiences |
Role of Adult Encourage children to access the area and explore available resources. Support children as they develop their skills of independence within routines and activities within area. Role model and introduce children to new vocabulary through a broad range of practical experiences Role model playing maths games and problem solving activities Role model looking for patterns in number,1:1 counting and matching to numbers Adults to ask questions to extend learning How much more do you have? Which one is the heaviest? Who is taller? Can you make a pattern? Which number is missing? Which shape has more sides? What 3D shape is this? | Observation Notes Can they select and return resources? Can they make choices and decisions? Are they enthusiastic – do they want to count, use numbers and mathematical ideas? Can they explain what they are doing? Are they developing their mathematical vocabulary? Are they able to use number names correctly Can they sort objects by their own or given criteria Are the children counting correctly Do they recognise and create patterns. Are children adding and taking away? Identifying more/less Are the children playing games well together, sharing and agreeing rules Are they experimenting with symbolic mark-making? | Added Resources |
Edinbarnet Primary Free Flow Play Planners → Number Nook/ Concept Corner
Childs Name:________________
Class:____ Date: ____________
Teacher:____________________
Edinbarnet Primary School → Play Observation Sheet
Area/’s of Observation:
Skills being developed:
Elaborate on skills & knowledge being developed/ notes/ pupil quotes: ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Possible enhancements to area/play
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
What does Free Flow Play look like at Edinbarnet?
Teacher Observations
What does Free Flow Play look like at Edinbarnet?
Evidence
‘Helping children to play requires the most sophisticated teaching strategies of all. Although the adult leads the child forward, the child must also have the opportunity to reflect on what they have already learned.Children who are encouraged to do this are easier to lead forward. They are easier to teach because, through their play, they have been able to understand and bring meaning to their learning.’
Bruce (2001)
What does Free Flow Play look like at Edinbarnet?
Skills
The Skill Icons above are displayed in every room in the school, and are being used by staff in Learning & Teaching in all areas of the curriculum. By making skills more visible, and asking pupils to always have skill development at the front of their minds, we are encouraging them to engage fully with skills for learning life and work. Through “Play Review Conversations” pupils are given the opportunities to reflect on the skills they have developed and set themselves targets for the next sessions. These 8 skills are broken down into more detailed skill sets. The following symbols support the infant children in understanding these better. These skills are not defined and staff can add to the symbols as they see fit. The following skills symbols are displayed across the learning through play area and are used when planning and reviewing free flow play sessions.
Our Free Flow Play is skills based and focuses on the children developing and applying the following skills:
Our Free Flow Play is skills based and focuses on the children developing and applying the following skills:
Our Free Flow Play is skills based and focuses on the children developing and applying the following skills:
The children become familiar with these skills and are able to confidently identify and discuss these.
Use Maths
Team Roles
Encourage
Take Turns
The Learning through play area:
It is the responsibility of all infant staff to ensure that the learning through play environment is adequately resourced and well organised. Staff should be confident in their knowledge of this area and in their knowledge of resources available. This will allow enhancements to be made during free flow play sessions. The experiences provided will be carefully planned in regards to resources provided and will promote creativity. Children should be provided with the opportunity to use a wide range of transformable resources.
Classes should be trained in the setting up, tidying and organising of this area. This is all part of the play process.
The Scottish Government’s National Strategy for Play (2013) stated that:
Our Free Flow Play Area has 2 sides:
The STEAM side consists are the following areas:
Number Nook
Concept Corner (maths)
Construction Zone
Technology Hub
Creative Table
Messy Play:
Sand
Water
Paint
The Scottish Government’s National Strategy for Play (2013) stated that:
Our Free Flow Play Area has 2 sides
The Literacy side consists are the following areas:
Writer’s Corner
Letter Land
Reading Den
Small World
Fine and Rhyme Area
3 Role Play Areas:
Faifley Road
The Post Office
The Role Play zone (frequently changed)
The Role of the Adult during Free Flow Play
The adult will:
Observe the child playing;
Interact with the child and participate in their
play when appropriate
Challenge the child’s thinking by commenting, modelling, pondering and questioning;
Add resources to extend and deepen learning;
Plan activities, next steps and evaluate learning.
What does Adult-Led Play look like at Edinbarnet?
Most of our literacy, numeracy and IDL lessons are set up this way:
2. Play follow up activities (these are resources/games and activities related to the teaching input/prior knowledge that allow the children to apply and develop their new knowledge)
3. Written activity
What does Adult-Led Play look like at Edinbarnet?
During Adult Led play and particularly in Primary 1 the children are offered personalisation and choice. This means the teacher does not tell them what activity to choose. The children are allowed to choose where they would like to learn and how long for. This encourages the children to take part in a variety of SAY, MAKE, WRITE and DO activities.
It also develops independence and responsibility for their own learning.
This may begin to become more structured in Primary 2 and 3 where they are at times asked to follow a programme of play activities related to their learning.
Adult led play activities where the learning is planned for:
Making and blending 3 letter words
Playing a princess game to learn how to tell the time in 15 minute inetervals
Adult led play activities where the learning is planned for:
Making and blending 3 letter words
Playing board games to learn their 5 times tables
Creating 3D shapes to identify their properties
The Role of the Adult during Adult Led Play
The adult will:
Provide a quality teaching input
Resource engaging and motivating
follow up play activities
Provide support throughout the lesson
Extend and challenge the children’s thinking
Provide quality feedback and next steps
The following slide shows a rough guide of a Primary 1 Timetable. Highlighted in Green shows the lessons that are Adult Led Play and highlighted in Red are the Free Flow Play opportunities that the Primary 1 children experience.
Monday 9.00-9.30 Register and My News 9.30-10.00 Free Flow Play 10.00 – 10.30 Phonics Input | Tuesday 9.00-9.15 Register and Morning Activity 9.15-9.45 Free Flow Play 9.45 – 10.30 FOW Phonics | Wednesday 9.00 – 9.15 Register and Morning Activity
9.15-9.45 Free Flow Play
9.45 – 10.30 Guided Reading | Thursday 9.00 – 9.30 Register and Free Flow Play
9.30 – 10.00 Handwriting
10.00-10.30 FOW | Friday 9.00-9.15 Register and Morning Activity
9.15 or 9.45 Assembly - Alternate Phonics and Big Maths Consolidation |
10.45-12.15 Guided Reading
11.45 – 12.15 Free Flow Play
|
P.E.
|
10.45-11.45 Maths
11.45 – 12.15 Free Flow Play
| 10.45-11.15 Free Flow Play
11.15-11.30 Teaching Input
11.30-12.15 Big Write |
P.E. |
1.00-2.00 Counting Concepts Maths (Number Focus)
2.00-3.00 IDL | 1.00-2.00 H &WB
2.00-3.00 IDL |
Outdoor Learning | 11.00-2.00 Maths
2.00-3.00 Stand Alone Lessons | 1.00– 2.00 IDL
2.00 – 2.30 Pupil Groups
2.30-3.00 Free Flow Play |
Staff across Primary 1 to 3 are committed in providing high quality play experiences throughout the curriculum and will ensure that children are provided with a variety of opportunities for both free flow play and adult led play, within a wide range of settings, including outdoor learning:
Primary 1 | Primary 2 | Primary 3 |
Daily opportunities for free flow and adult led play in class, throughout the curriculum. | Regular opportunities for free flow and adult led play in class, throughout the curriculum. | Regular opportunities for free flow and adult led play in class, throughout the curriculum. |
Term 1 - regular opportunities for play in the open area Timetable open area slots | Timetables open area skits for free flow play | Timetables open area slots for free flow play |
Opportunities for outdoor learning:
| Opportunities for outdoor learning:
| Opportunities for outdoor learning:
|
Play Scotland
Further Reading
Upstart
Play Strategy for Scotland: Our Vision. The Scottish Government (2013)
Building the Ambition. The Scottish Government (2014)