PEFaL Children’s Programme Development

Session: Module 1 Week 1 Focus: Who am I? Parents / Children: Separate

Session Getting to know each other

1.2

General Communication Activities

Objectives Administration of Pre-test

Development Targets Resources

2.25 p.m. Food, toilets, change • Preparation for session • Food
• Sanitary facilities
20 • Change of clothes if
minutes required

2.45 p.m. Transition Activity/Activities1:

15 Energiser: Dracula Oracy: • Open space

minutes • The children sit in a circle. • Developing self expression • Suitable seating
• Someone is chosen to be Dracula and through play
stand in the centre. • Practicing of spoken
• ‘Dracula’ goes round the children and gets interpersonal communication
his / her victims by tapping them on the skills
shoulder.
• The ‘victim’ is safe only if he / she calls out
the name of another child before being
1
Focus on energiser.
 touched on the shoulder.
• If the child manages to call out another Motor:
name, he / she has to say one thing about Predicting sequence of events
the person she called out; for example,
“Tina. She likes dogs.” PSD / Social:
• If the child does not manage to call • Practicing interpersonal
someone’s name in time, he / she becomes communication skills
the new Dracula. • Putting into practice group
• A child cannot call out the same name skills
twice or all the time. • Practicing memory recall
• If a child calls out the name of the same
person once after the other or if the child
keeps calling out the name of the same
person, he / she becomes the new Dracula
instead.

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

• Introductory discussion seating
5 minutes • Instruction giving

3.05 p.m. Big Group Activity2:

30 Big fish, small fish: establishing group rules Oracy: • A large rectangular
minutes • Developing oral self- sheet of blank white
• The children are grouped together and sit in expression paper (or some
a large circle. • Developing interpersonal smaller ones stuck
• The tutor shows the children a large communication skills together)
rectangular sheet of blank white paper. • Listening to others’ • Blue and green
2
Step-by-step development
• On the paper there are wavy strips of blue / contributions crepe, tissue or
turquoise paper glued horizontally onto it to • Developing group discussion other coloured
seem like waves. skills paper
• Green vertical strips can be added to seem • Glue or other
like seaweed. Motor: affixing material
• The tutor elicits the theme of the activity • Practicing and developing • Writing materials
from the children. manipulation of writing and • Colouring materials
• The tutor discussed with the children on colouring materials • Blank A4 papers
what this sheet of paper could represent. • Creating awareness of • Large paper circles
• The tutor asks them how they think they physical body shape on which the rules
could use this sheet of paper and what are to be written
could be added to it. Reading:
• Once the children come up with the theme • Recognising sounds and
of the sea, they are encouraged to list some letters
creatures that live in the sea. • Recognising simple words
• Then, the children are given blank A4 • Understanding text
papers on which they can draw the outline • Predicting expressions
of their hands and feet. • Predicting sentence
• The drawings can then be designed to sequence
resemble different sea creatures; for • Reading simple sentences
example, a hand outline can be turned into using correct construction
an octopus or a crab, a foot outline can be • Questioning unknown words /
turned into a fish, etc. print
• Children are allowed to use their • Shared reading
imagination as they please and colour in
their designs creatively. Writing:
• The children then write their name on the • Writing individual letters
back of the fish and affix it to the chart to • Writing frequently used
form a sea full of fish and sea creatures. letters
 • The tutor then takes the chart and from it • Observing adults writing
creates a discussion / story with a marine • Knowing there are spaces
theme so that the group rules are elicited between words
from the children themselves. • Knowing the difference
• This activity can be used to introduce between drawing and writing
vocabulary which refers to size to the • Writing simple words
children; for instance big fish can hurt little • Attempting to write new
fish if they swim too fast, so we have to be words
careful when moving so we don’t hurt • Writing one word for each
others. The words big, medium, small etc. word needed
can all be used depending on the context • Writing from left to right
used.
• Other rules that can be elicited are: fish help PSD / Developmental:
each other survive, they share food, they • Developing self-awareness
take care of each other and play together. and self-esteem
• Once the group rules are established, the • Listening to others
more important ones can be written down in
• Sharing
bubbles and attached to the chart as well to
• Respecting the feelings of
appear like air bubbles coming out of the
others
fish’s mouths.
• Developing interpersonal
communication and group
skills
• Practicing turn taking
• Developing self-confidence

3.35 p.m. Small Group Activity:

30 Administration of pre-test Oracy: • White board and

minutes • Listening and sharing markers
 A sea-side collage – describing an activity
• The children are given a handout that
describes a task that is very similar to the
practical fun session done in the Big Group
activity.
• On the handout there are instructions to be
read and followed as well as pictures which
help the children understand what needs to
be done. Reading:
• There are also blank areas where the
children must write the correct information
required.
• The title helps the children understand the
theme of the test as well as make
connections with the hands-on activity that
would have occurred before. Writing:
• The children must read the instructions
provided and fill in the information required.
• Thus, the test will help assess the children’s
.
ability to:
1. Name and list – the children will be given a
number of objects used to produce the
activity and they must read the instructions
and fill in the names of the objects
illustrated.
2. Give instructions and write sequentially –
the children are given appropriate
instructions together with a sequence of
• Talking about what he / she • Writing materials
did during previous activity • Pre-test handouts
• Talking about ideas • Drawing materials
• Recalling past and talking
about present
• Matching words to pictures /
sequences and talking about
what he / she is seeing
• Recognising simple words of
instruction
• Reading simple sentences
• Understanding general
message in text
• Making marks on paper using
pens/pencils/paints
• Writing strings of letters
resembling individual words
• Writing shapes that are
recognizable as letters
• Writing individual letters
• Writing without help
• Using spaces between words
• Making difference between
writing and drawing
 pictures which show the different states
involved in completing the activity and they
must provide information as to what they did
to complete the activity.
3. Use the mechanics of writing correctly and
using free writing to communicate- the
children have space to express their
opinion, preferably in writing although the
text may also be accompanied by drawings.
• The pre- and post-test are designed in a
way so as to help the children recall past
information, read instructions on how this
information is to be used and then transfer
the required information to writing.
• The children will do this by associating what
PSD / Developmental:
they did in the Big Group Activity and then
complete the handout.
• The handout is not just an exercise in
simple reporting of facts of what has been
done as it is constructed in a way that will
elicit each individual child’s creativity and
opinion according to the different ability of
each child.
• In fact, this assessment tool may be
adapted to suit different ages and different
groups ranging from the most basic of
abilities to the more complex ones.
• The target skills can be tested according to
• Writing one word for each
word needed
• Writing simple words
• Writing from left to right
• Writing the correct letter for
each corresponding sound
• Repeating letters where
necessary
• Naming and labelling pictures
• Spelling and writing simple
descriptive words
• Writing short sentences using
correct sequence and
construction
• Developing recall skills
• Developing awareness of
print and text
• Developing confidence when
handling writing materials
• Developing confidence when
writing
• Developing self-expression,
creativity and imagination
 different situations since the tool is suitable
to use with a variety of children’s ages and
abilities.

Note:
• Before administering the pre-test, the
tutor may need to consult the directions
included within the introductory pages of
the programme.

4.05 p.m. Closure:

10 Distributing the home link-up activity

minutes • Concluding activity • Cushions or other
• Each child is given a handout containing • Consolidating group rules seating
one simple activity to be done at home with • Reviewing things learnt • “I Poem” handouts
the family. during the session (at least 3 per child)
• The handout is called an “I Poem” • Establishing the first home
• On this handout the children have space link-up experience
where to draw their own portraits or attach a
photograph.
• They also have to fill in the ‘poem’ with
information about themselves.
• If the children would like to take more copies
of the handouts so that each member of the
family can fill in an “I Poem” they may do so.
• The tutor may also tell the children that they
can put together an album of their family’s “I
Poems”
 • The tutor has to remind the children that
they are to bring their “I Poem” with them
next time they come for the session.

In Portfolio:

Pre-test activity, I Poem when it is completed.