Play based learning in Oak
In Term 6, 2013, we focussed on making sure continuous provision was appropriate for Y1. After an
informal observation of a science lesson, by the science coordinator and SIO, we discussed the
provision for Year 1, particularly for the foundation subjects. The SIO recommended that we focus
on a play based curriculum for Year 1, she suggested that we plan using the Early Years Areas of
Learning. I researched play based learning in Year 1 and started working on a model that suited our
class, with support from my IDP mentor. The aim was play based learning which encouraged more
challenge and independence for Year 1 and which allowed the children to have a greater input into
the planning of their own learning.
Literacy and Numeracy lessons are taught in the morning, with a short input for the whole class,
followed by further input through shared and guided work with Year 1.
Continuous Provision is provided throughout the day.
Challenges are planned using the headings: Writing, Maths, Investigation, Physical, Creative,
Construction and Role Play. Throughout the term planning ensures that all areas of the curriculum,
as planned for on the Long Term plan, are covered.
Challenges are introduced on a Monday morning, to allow the children to explore and become
familiar with what is expected of them. This initial introduction supports the children, so that they
can go straight to a chosen activity once an adult focused activity is completed.
An example of a week’s plan for Continuous Provision challenges is given below:
Topic: All at Sea
Area of learning
Writing
Maths
Theme for the week: Seashore
Investigation
Physical
Creative
Challenge
Make a Beach Safety Poster
Pack a picnic for a family and share out
the food
Create a seashore habitat
Create a game to play on the beach
Design a swimsuit
Construction
Role play
Build a beach hut
A day at the beach
Area of Y1 curriculum covered
Literacy
Maths
Science
PSE and PE
Art and maths (patterns,
symmetry)
DT, Art and PSE
Literacy, PSE, Geography
The challenges provide lots of opportunities for writing and for cross curricular learning, making links
across all areas of learning. They allow and encourage Year 1 to work independently and with others,
to take ownership of their learning, to take risks and take responsibility for gathering evidence and
reporting back to others.
The morning and afternoon sessions begin with talking about the challenges. Children are
encouraged to think about what they will learn from each challenge. Year 1 children are each
expected to commit to a challenge, gather evidence of their learning and report back at the end of
the session. Photos of each child are placed on the planning chart next to their chosen challenge,
adults can then support children to stay on task. The role of the adult is to support and challenge
children as and when necessary. Children are expected to gather some evidence of their learning,
such as photos, written evidence, pictures or verbal feedback.
At the end of the session Year 1 are expected to share their evidence and report back to the rest of
the class, saying what they learnt, what went well and what they would do next. The learning is
recorded in pink (tickled pink) on the planning chart. Questions are recorded in green (green to
grow) indicating what the children want to learn next. The following session begins by referring back
to previous learning and talking about next steps. Children are encouraged to either return to a
challenge to focus on next steps or to try a new challenge, considering the learning of others.
Children are expected to try a variety of different challenges across the week. This is recorded on a
separate tick sheet.
Evidence of challenges in photos:
Build a shelter
First attempts, children started building walls, using foam bricks and large construction pieces.
How could we put a roof on our shelter?
The children found they had a problem as they could not all fit in the shelter, so they decided to give
tickets to enter the shelter.
What other materials could we use?
Using cardboard boxes the fence as a side to a shelter.
Using Sticklebricks and Duplo to make shelters.
Designing a beach shelter.
Make a treasure map
During an adult focused activity the children learnt how to use teabags to make the treasure maps
look old. They also learnt to use symbols on a map. During continuous provision children made their
own treasure maps. Some were challenged to make a map to find treasure in the outdoor
classroom. They were able to use directional language and symbols.
Make some pirate coins
Drawing round a circle, cutting and writing numbers on the coins.
Practising fine motor skills and number formation.
Make a Beach Safety Poster
One child, who was particularly interested in ICT, used the internet to find examples of beach safety
signs and posters. He shared this with the class, which lead to a discussion about the colours, shapes
and symbols used. The children learnt that red was used to warn of danger and that a line through a
picture means that an activity is not allowed. During following sessions children created their own
signs and posters using ICT, paint, coloured pens and coloured paper.
Pack a picnic for a family and share out the food
Following a maths lesson where the children learnt to share, a picnic basket was provided with a
picnic to share between three teddies. The children practised sharing equally. They were challenged
to share water between three cups.
Create a seashore habitat
Two girls researching seashore habitats in the Book Nook. They used non-fiction books to find
information and took notes.
Create a game to play on the beach / Create a party game
This game was a variation on musical chairs.
Once sat down you had to throw a ball in the bucket.
Children taught each other the rules of the games.
This provided opportunities to practise following rules
and playing cooperatively.
In this game you had to throw balls into the pots.
Later Tristan recreated his game, adding a score to
each pot. He recorded his score on the blackboard,
using addition number sentences. He drew a line on
the ground to show where to stand when throwing
the ball.
Design a swimsuit
Children coloured in swimsuit outlines using different patterns. One child created a symmetrical
pattern, this was then used to challenge others to learn to use symmetry.
Build a beach hut
Developing the learning from the previous week.
Children used different materials to create beach shelters.
Write an invitation to a pirate party.
Pirate Party
Parents were invited to a stay and play session one Monday morning.
Parents were encouraged to take part in activities with their children.
Activities included making pirate paraphernalia, making a treasure
map and following clues in a treasure hunt. This was a session planned
with Red Dragon preschool.
Floating and sinking
Children were challenged to find items that float.
Skyla was motivated to investigate a wide variety of objects.
She kept experimenting with different objects and tried to
come up with reasons why different objects float or sink. She
found that a shell sank, but that when she turned it over it floated.
She then used the shell like a boat to make other sinking objects float.