PEFaL Children’s Programme Development

Session: Module 5 Week 9 Focus: Families Learn Together Parents / Children: Joint

Session Presentation of Story Sacks

9.2

General Developing creativity and imagination

Objectives Developing social and communication skills
Having fun
Revising and consolidating skills targeted by the programme

Development Targets Resources

2.25 p.m. Food, toilets, change • Preparation for session • Food
• Sanitary facilities
20 • T-shirt put on
minutes

2.45 p.m. Transition Activity/Activities1:

15 Energiser: The Hot Chair * The purpose of this energizer is • Open, clear space
minutes • All participants sit in a circle in one group. to act as a warm up preparation • Comfortable seating
• One of the participants sits on a chair in the activity before the session starts
middle of the group. since this session will involve a
• This chosen person has to say three (or lot of sharing of information and
more) statements about him / herself. opinions and so a good group
• Two (or more) of the statements are true feeling needs to be created prior
and one is false. the session itself.
*During this session, parents may
1
Focus on energiser.
 • The rest of the group, in turn, tries to guess join in the energiser as well.
which statements are true and which are
false. Oracy:
• Whoever guesses which statement is false • Talking about oneself
takes the ‘Hot Chair’ • Questioning Techniques
• Answering appropriately

Note Motor:
If a lot of people are present for the session, it • Processing information
may be necessary to make sure that everybody
has a turn sitting in the ‘Hot Chair’ by starting PSD / Social:
another turn at the same point that the previous • Developing self-confidence
turn ended. and self-esteem
• Assessing, predicting and
guessing
• Turn taking
• Communication skills
• Group skills
• Consolidating personal and
group relationships
• Having fun

3.00 p.m. Circle Time • Cooling down activity • Cushions or other

• Introductory discussion seating
5 minutes • Recalling what was done
during the previous session
• Instruction giving
3.05 p.m. Big Group Activity2:

50 Presentation of story sacks – sharing of work Oracy: • Each family’s story

minutes • Listening sack plus necessary
• During this time, families have an • Talking about ideas resources needed
allocated amount of time each to present • Giving opinions and feedback during the
their story sack. • Answering questions presentation
• The presentation should include some • Talking about past / present/ • Whiteboard and
practical examples and tasks as well as future markers (for any
give insight about the learning process • Joining in activity points that should
that the whole family went through. • Empathising be pointed out)
• Retrieving and conveying • Comfortable seating
• The parents and children would have messages
practiced what to say beforehand at home
and they both contribute to the presentation. Motor:
• The presentation may include: • Presenting material
1) an explanation of the reasons that made the
family choose those particular books and Reading:
learning support activities,
• None associated with this
2) how the story sack might be employed to
activity (unless otherwise
support children’s learning in a fun way, and
instructed)
3) what has happened as a result of the family
creating this story sack together.
Writing:
• None associated with this
• Each family takes its turn to share its work
activity (unless otherwise
and experiences with the other families.
instructed)

2
Step-by-step development
 PSD / Developmental:
• Listening and sharing
• Developing of self
• Development of self esteem
and self confidence
• Developing discussion skills
• Turn taking
• Developing communication
skills
• Developing empathy and
dealing with other feelings
that emerge through group
interaction
• Talking about experiences
• Developing group skills
• Observing others
• Interacting with others

3.55 p.m. Small Group Activity:

Oracy:
10 Comments and feedback • Listening to and following • Writing materials
minutes instructions • Writing paper or
• During these 10 minutes, individual families • Talking about ideas pre-prepared
give their feedback about what they liked • Giving opinions and feedback feedback sheets
most about this session. • Answering questions
• Families also should give feedback about • Talking about past / present/
which story sack activities they liked most future
and which activities they were prepared to
 do together as a family at home during • Retrieving and conveying
reading time. messages
• Other comments can also be gathered.
Reading:
• Reading, understanding and
following instructions are
provided
• Understanding message,
situation and context of
activity through given
instructions

Writing:
• Translating oral feedback into
written feedback whilst
practicing basic writing skills -
– writing from left to right,
writing letters clearly,
stringing individual letters into
words, spacing words, writing
one word for each word
needed, spelling correctly,
writing with minimal help, etc.
• Using basic punctuation
• Using basic sentence
structuring and word
sequencing
• Reading back own writing
 PSD / Developmental:
• Listening and sharing
• Developing of self
• Developing communication
skills
• Describing experiences
• Developing group skills
• Observing others
• Interacting with others

4.05 p.m. Closure:

10 Distributing the home link-up activity • Concluding activity • Cushions or other

minutes • Review of things learnt during seating
• The tutor and the families decide on a the session • Handouts with
day when they will be visiting the library • Establishing the session’s activity instructions
together. home link-up activity (if necessary)
• The tutor, parents and children discuss
the list of questions the family would
have prepared at home.
• Any difficulties are discussed and the
tutor prepares the families for the visit by
answering any queries as well as
informing them of anything they might
need to bring along on the visit,
especially should they want to register
themselves and their children at the
library (e.g. photos, birth certificates,
etc).
 • Finally, at home, parents and children
should shortlist 2 or 3 books they would
like to look up when browsing in the
library – these could be titles or even
genres or authors.

In Portfolio:

The completed story sack, comments and feedback, the information prepared at home.