Enhancing Physical and Creative Movement Skills Through Play to Learn

2. ‘Play to Learn’

3. Introduction By the end of this session practitioners should be aware of: • ‘Play to Learn’ background

4. Purpose • To increase practitioners confidence, knowledge, skills and understanding in order to enhance children’s physical and creative movement skills

5. Outcomes By the end of this course participants will have an increased awareness of: • the ‘Play to Learn’ Resource • how the ‘Play to Learn’ resource can • enhance existing practice • contribute to children’s health, fitness and well-being • complement Foundation Phase planning and philosophy They should also be able to: • improve children’s physical skills • begin to identify effective strategies for cascading this information to others • begin to compile a ‘Play to Learn implementation plan

6. The bigger picture • ‘Play to Learn’ is part of the Physical Education and School Sport (PESS) Initiative, funded by the Welsh Assembly Government and managed by Sport Wales • The PESS project has a developed a suite of CPD courses and resources to support practitioners working with 3 to 19-year-olds.

7. Physical Development and Creative Movement are important because: • young children are active learners who enjoy learning through play and physical activities • children’s physical skills are developed holistically across all Areas of Learning. There are many opportunities for children to develop skills, knowledge and understanding within the Areas of Learning • problems with/concerns over a child’s physical development can be an indication that the child may have some learning difficulties • some children will be physically more skilful before others it is important to observe children’s skills and consider individual needs • as children progress through the Foundation phase and become more confident, improvement in coordination of gross and fine movements will continue and new skills will be learned • of their contribution to a child’s health, fitness and safety

8. Background • Introduction of the Foundation Phase and the revised National Curriculum in 2008 • Foundation Phase Report 2007 • National Consultation • Foundation Phase Action Plan devised • Research into existing resources • Pilot • Production of resources • New partnerships • Awareness training • Roll Out training

9. Why start with… …story books?

10. What’s in the box? By the end of this session practitioners should be aware of: • the components of ‘Play to Learn’

11. What’s in the box? • In pairs complete the ‘What’s in the box?’ activity.

12. Exploring continuous provision By the end of this session practitioners should be aware of: • how they might use the components of ‘Play to Learn’ within continuous provision

13. Exploring continuous provision • Work in fours an as two pairs: pair A and pair B • Each group of four work in a ‘Garden’, collect ‘Your Garden’ card and A and B prompt cards • Observe and plan • Discussion

14. Hierarchy of Gross Motor Skills By the end of this session practitioners should be aware of: • the hierarchy of Gross Motor Skills, Locomotor skills, Body Management Skills and Manipulative Skills plus ‘as they develop’, ‘as they progress’ and ‘as they become more skilful’ stages

15. Hierarchy of Gross Motor Skills • In groups of four • Card Sort Activity - You will have several skills and the titles ‘as they develop’, ‘as they progress’ and ‘as they become more skilful’, as a group you must place the skills in hierarchical orderunder the appropriate heading • Compare • Discuss

17. Exploring focused tasks By the end of this session practitioners should be aware of: • how they might use the components of ‘Play to Learn’ to support focused tasks • how the resources can be used to enhance children’s health, fitness and well-being

18. Exploring focused tasks • Engage in a focused task for physical development using an ‘Activity Card’ • Discuss Health, fitness and well-being • Engage in a focused task for creative movement developed from the same ‘Activity Card’ • Discuss • Plan

19. Cue Cards By the end of this session practitioners should be aware of: • how the components of ‘Play to Learn’ can be used to support continuous, enhanced and focused provision • the ‘Play to Learn’ Cue Cards

20. Cue Cards • Planning in the Foundation Phase • Compare • Discuss

21. Learning Opportunities By the end of this session practitioners should be aware of: • the holistic nature of ‘Play to Learn’ • the principles of drawing movement content from other texts

22. Learning Opportunities • ‘Rich Opportunities’ from the stories • Movement content from other texts • Using resources to support these ideas • Discuss

23. Out of School Hours Learning By the end of this session practitioners should be aware of: • the importance of providing ’Out of School Hours Learning’ (OSHL) to this age group • The issues surrounding this provision • The network of individuals who can contribute to this provision

24. Out of School Hours Learning • Complete the children’s health quiz in groups of four • Undertake the ‘OSHL’ placemat activity • Who can help?

25. Cascading to others By the end of this session practitioners should be aware of: • Effective strategies for cascading this information to others • The network of individuals in each Local Authority that can support practitioners cascade and implement ‘Play to Learn’

26. Action Planning By the end of this session practitioners should be able to compile: • short and medium term actions as a result of attending the ‘Play to Learn’ training • the success criteria they will use to measure the impact of the course on the Foundation Phase outcomes • what evidence they will collect to confirm this impact has been achieved • how and to whom they will report progress/good practice

27. Resource Review By the end of this session practitioners should be able to: • begin to navigate their way around the ‘Play to Learn’ CD-ROM and discuss how it can be used to support planning and delivery in the Foundation Phase

28. Plenary By the end of this session practitioners should be aware of: • other courses available to them By the end of this session practitioners should be: • make reflective comments on the value of the course to them as an individual, their school/setting and their children