IEYC - Healthy Habits

2021-2026
Healthy Habits
Health and well-being
HEALTHY HABITS | CONTENTS 2
Contents
Introduction4
The IEYC Process to Facilitate Learning 4
Preparation and Planning 5

Healthy Habits unit of learning overview 5
Pathway-Planner for Healthy Habits 7
A possible pathway through the theme, Healthy Habits 9
Taking action in Healthy Habits 10
Resources and storybook preparation 11
Ready, Steady 15
Prepare15
Engage17
Ongoing Provision Suggestions: Ready, Steady for Healthy Habits 18
Entry Point 19
Journey through the Theme 21
Playful Learning Experiences 22

Learning Block 1: Healthy Bodies 24
Explore, Express and Extend 25
Extending learning within Healthy Bodies (Learning Block 1) 26
Activity 1: Doctors and Nurses 27
Activity 2: Wash Our Hands 31
Activity 3: Healthy Hearts 35
Activity 4: Brush Our Teeth 39
Activity 5: Dancing Bones 43
Reflective Practices for Improving Learning: Healthy Bodies (LB1) 47
Learning Block 2: Feed the Brain 48

Extending Learning within Feed the Brain (Learning Block 2) 50
Activity 1: Food, Glorious Food 51
Activity 2: Fabulous Fruit 55
Activity 3: Eat Your Greens! 59
Activity 4: Wake Up To Breakfast! 63
Activity 5: Little Chefs 67
Reflective Practices for Improving Learning: Feed the Brain (LB2) 71
HEALTHY HABITS | CONTENTS 3
Learning Block 3: Myself and Others 72

Extending Learning within Myself and Others (Learning Block 3) 74
Activity 1: How Do I Feel? 75
Activity 2: Calming Down 79
Activity 3: Time For Bed 83
Activity 4: Let’s Be Friends 87
Activity 5: Be Brave 91
Reflective Practices for Improving Learning: Myself and Others (LB3) 95
Learning Block 4: Free to be Me 96

Extending Learning within Free to be Me (Learning Block 4) 98
Activity 1: Big Art 99
Activity 2: And Relax... 103
Activity 3: Mindful of Nature 107
Activity 4: Learning Together 111
Activity 5: We Can Dance! 115
Reflective Practices for Improving Learning: Free to be Me (LB4) 119
Reflecting on the Journey 119
Exit Stretch 120

Reflect120
Share120
Repeating, revisiting and reflecting on learning within the Exit Stretch 121
Exit Point 122
Additional Guidance 124

Extending Learning within the Next Unit 124
Appendix 1: Toileting & Intimate Care Guidance 126
Appendix 2: Playful Learning Experiences overview 128
Appendix 3: IEYC Glossary 129
HEALTHY HABITS | INTRODUCTION 4
Introduction
This unit of learning has been designed by the International Early Years Curriculum (IEYC),
recognising international best practice and the developmental needs of 2–5+-year-olds. The IEYC
provides a contemporary perspective on international Early Years education and encompasses all
domains of learning relevant to the Early Years.
The IEYC emphasises holistic and playful approaches to learning and development. Central to the
IEYC is the belief in, and commitment to, the holistic development of each child through enjoyable
and playful personal, international and academic learning experiences.
This unit of learning is designed to support teachers as they lead and improve learning by inspiring
learners to be active and reflective thinkers who are able to lead their own learning. The IEYC
recommends that this document is used as a starting point for dialogue, decisions and actions
between all stakeholders on preparation and planning for the unit of learning, and provision and
practice within it.
The IEYC Process to Facilitate Learning

IEYC units of learning provide a wide range of developmentally-appropriate experiences designed
for learning inside and outside of the setting. Each IEYC unit of learning is structured on the IEYC
Process to Facilitate Learning, making learning as engaging, relevant and meaningful as possible.
For a detailed description of the IEYC Process to Facilitate Learning and its underpinning research,
please refer to the IEYC Core Documents, ‘IEYC Curriculum Guide (2022–2026)’ & ‘IEYC
Implementation Guide (2022–2026)’. Both are available on the MyFieldwork Curriculum Portal.
HEALTHY HABITS | PREPARATION AND PLANNING 5
Preparation and Planning

This section provides:
a unit of learning overview for Healthy Habits, explaining the importance of this thematic
learning for children;
a colour coded Pathway-Planner providing an overview of the learning experiences included in
this IEYC unit of learning;
resources that support the Healthy Habits thematic Learning Blocks;
books and stories that support the Healthy Habits thematic Learning Blocks;
Healthy Habits unit of learning overview

Our aim, as teachers and parents, is to nurture happy, capable and resilient children. Early childhood
development and lifelong health are deeply intertwined, so it is never too early to focus on a child’s
health and well-being. This unit of learning provides children with a gentle introduction to the
personal and interpersonal skills that they will need, and will continue to develop, throughout their
life.
Each Learning Block in this unit deals with specific areas of healthy living and physical and emotional
well-being – and can be taught in the order they are presented in this unit. Doing so will provide a
learning narrative, as children progress from an understanding of their physical health and needs, to
an exploration of their inner well-being, through mindfulness exercises and self-expression.
Learning Block 1 – Healthy Bodies

The unit launches with a discussion of health and who (or where) we might go to if we are feeling
sick or have hurt ourselves. This will provide the stimulus for setting up a dedicated hospital roleplay
area in your setting, so that children can play out different scenarios – and have opportunity to
practice language related to health and well-being.
Follow-up activities add further depth to children’s knowledge by exploring different parts of the
human body. There is a focus on learning about ways we can keep our bodies fit and healthy
through regular exercise and good personal hygiene.
Learning Block 2 – Feed the Brain

Building on the theme of physical well-being, children will start to investigate different foods and
learn about those that are help our bodies grow and strengthen. As well as naming and tasting
different fruit and vegetables, children will also have opportunity to prepare ingredients and help with
creating a healthy meal.
As part of this Learning Block, you might want to set up a morning breakfast club so that children
can bring in their breakfasts to eat alongside others. This will provide opportunities to compare the
different foods that people eat and enjoy – and also help reinforce the importance of having a good
breakfast to give our bodies energy for the day ahead.
As with all activities that involve food and food preparation, check your setting’s food policy
beforehand – also check with parents/carers for allergies or any religious/cultural reasons why
some foods may need to be avoided.
Learning Block 3 – Myself and others

Children will begin to identify feelings and how these might affect behaviour. This is an important
stepping stone in helping young children to become self-aware – introducing them to a vocabulary
of emotional language that they can use to express themselves. Activities also encourage them to
think about the emotions of others – and through paired and group games, children are given further
opportunity to develop trust and friendship bonds with others.
Calming techniques are also explored, which children can practice through guided sessions and
follow-up activities. The aim is for children to start to internalise these methods so that they can call
on them when needed – particularly if they need to deal with ‘big emotions’, such as frustration and
anger.
One of the calming techniques that is introduced involves humming to songs and/or humming like
a bee. Recent studies have found that humming turns off certain corners of the brain associated
with anxiety and depression. Therefore, humming is a good habit and technique for helping young
children to calm their minds and help them to relax.
Research has also shown that young children are better able to learn self-regulation by observing
and imitating others. To this end, try and encourage children to identify a significant other (adult or
child) who they can pair up with to perform and practice calming techniques.
It’s important, when teaching about emotions, not to categorise feelings as good or bad.
Feeling sad, worried or angry are all valid emotions and a central part of all human experience. The
aim is to help children to recognise and identify these feelings, in themselves and others, so that
they then become more able to deal with their emotions and support friends and other people in an
effective and appropriate way.
Learning Block 4 – Free to be Me

Mindfulness is a movement that is growing in popularity in settings and schools, and offers a useful
means of helping children to deal with anxiety and stress. The aim of mindfulness is to provide
children with moments of rest and stillness – to help them to become aware of their own bodies
and their senses, and how these interact with the world around them. Suggestions are provided for
exploring some mindfulness techniques both indoors and in an outdoor setting. You might want to
use this opportunity to take children to a local park, woods or other natural area, so that they can
have new experiences as they explore nature through their senses.
Self-expression is also vitally important for positive mental well-being. In this Learning Block, children
will be able to get physical with some collaborative (and messy!) art projects – which will give their
gross motor skills a good work out. They will also be experiencing the joy of dance and imaginative
movement – which you and the children may decide to extend into a special performance to share
with others during the Exit Point Celebration.
Practice makes perfect and permanent

As with any teaching and learning in the early years, children need to repeat and practice learning
in order to gain familiarity and confidence with using it. To this end, many of the techniques
and practices that children will learn throughout this unit can be implemented as part of a more
permanent routine in your setting – such as mindfulness and meditation, regular work-out exercises,
a mood monitoring system, good hygiene practice and so on. This also helps children to understand
that these key skills are ones they can repeat and use outside of the setting and throughout their lives
– and can become an important part of their own healthy routines.
Pathway-Planner for Healthy Habits

This Pathway-Planner identifies significant stages of the IEYC Process to Facilitate Learning and
the activities children may experience within this IEYC unit of learning. The Pathway-Planner
also demonstrates how the Learning Blocks are made up of a wide range of holistic experiences
underpinned by the IEYC Dimensions. Whilst each activity will support learning and development in
all 3 IEYC Dimensions, the Pathway-Planner identifies the significant Academic Learning Strands by
using a colour-coding system.
We encourage its use as a focus for teacher dialogue within the medium term planning meeting, and
a record of the agreed decisions on thematic learning within the medium term planning meeting.
The Pathway-Planner is designed to record most of the information you will need within the Ready,
Steady stage and throughout the Learning Blocks, ensuring a smooth transition from medium term
to short term planning.
It is intended to be used as a teacher resource and planning tool, providing a useful snapshot
overview of preparation and planning for children’s learning. This provides teachers with a working
document that identifies the planned learning activities and wider learning experiences within this
unit of learning.
Upon completion of the Pathway Planner, we recommend that teachers consider the Prepare
checklist within the Ready, Steady stage. This will give you some indication of whether you are ready
to implement this unit of learning, and what actions may be needed to prepare to make the most of
the learning opportunities this IEYC theme provides.
Unit title: Healthy Habits Class: Year of implementation:
Connected learning (IEYC links to

external learning)
Playful learning experiences
Learning Block 1: Healthy Bodies Learning Block 2: Feed the Brain
Explore, Express and Extend Explore, Express and Extend
Dimension Strand Sub-category Dimension Strand Sub-category
activity selector activity selector
Doctors and Nurses Food, Glorious Food
Wash Our Hands Fabulous Fruit
Healthy Hearts Eat Your Greens!

International Learning / Taking
Action Brush Our Teeth Wake Up To Breakfast!
Dancing Bones Little Chefs
Key language focus: Key language focus:
Ready, Steady
Learning Block 3: Myself and Others Learning Block 4: Free To Be Me
Explore, Express and Extend Explore, Express and Extend
Dimension Strand Sub-category Dimension Strand Sub-category
activity selector activity selector
How Do I Feel? Big Art
Calming Down And Relax...
Time For Bed Mindful of Nature
Let’s Be Friends Learning Together

Entry Point date:
Be Brave We Can Dance!
Key language focus: Key language focus:
Exit Point date:

A possible pathway through the theme, Healthy Habits

This IEYC unit of learning is intended to last about 5-6 weeks. Depending on the If children’s interests stimulate broader, deeper and more enriching learning and
setting context, the ages and interest levels of the children and how children’s development, most IEYC activities and learning experiences can be extended to
personalised learning is developing, it can be reduced or extended. Capturing persist over a period of time.
Curiosity, Enable the Environment and Learning-Link, and Ongoing Provision have
been highlighted to recognise their ongoing nature.
Capturing Curiosity
Enable the Environment
Learning-Link
Ongoing provision
Playful Learning Experiences

Ready, Steady Learning Block 1: Learning Block 2: Learning Block 3: Learning Block 4:
Exit Stretch
Healthy Bodies Feed the Brain Myself and Others Free to be Me
Doctors and Nurses Food, Glorious Food How do I Feel? Big Art
Wash Our Hands Fabulous Fruit Calming Down And Relax...
Entry Point Healthy Hearts Eat Your Greens! Time For Bed Mindful of Nature Exit Point
Brush Our Teeth Wake Up to Breakfast! Let’s Be Friends Learning Together
Dancing Bones Little Chefs Be Brave We Can Dance!
Journey Through the Theme Action: Hygienic hand washing and water usage Meeting
Taking action in Healthy Habits

After Wash Our Hands (LB1, Activity 2), children can be supported to share their learning. You could
ask them, when is it important for me to remember to wash my hands? How can I remind myself?
Also, who else needs to know how to wash their hands? How can we help them learn to wash their
hands?
For example, you could encourage and scaffold the children to make posters that explain the
handwashing process. Taking photos of the children during the handwashing activity may increase
access to this activity, as children who are not yet confident enough to write can cut and stick the
images into the correct sequence. However, children who are confident to draw and write should be
encouraged to demonstrate their knowledge and skills.
These posters can be displayed around the classroom environment and across the setting in places
where they can support children to follow the process correctly. These posters can also highlight the
importance of reducing water usage by highlighting the need to turn off the taps and also that we
wash hands to stop the spread of germs.
The children in your class could also share their learning with an older or younger class, or even
within an assembly, to encourage other children to follow this process. Use of songs or videos may
help the children to share their learning with children from other classes. If your children decide
to display their posters around the setting, you may want to encourage children to visit other
classrooms to explain the posters so that these become meaningful for the children across your
setting.
Other possible opportunities for children to take action include:
Feed the Brain Collect for a food bank, and then meet with the organisation.
Myself and Others Set up a buddy system with another class.
Free To Be Me Garden project and calm areas in the outside space.
It is expected that these collaborative projects will persist longer than the unit of learning. This
provides an opportunity for the children to present and explain their current learning, providing an
opportunity to engage their audience in their action.
Resources and storybook preparation

Learning Block 1 – Healthy Bodies
Resource list
Art materials (paints, Bicycle pump Felt hand puppets

card, paper, chalk, Picture cards/images Art and painting software
crayons etc.) of different physical Digital camera/tablet
Storybooks with doctor activities device
or hospital theme Old magazines Children’s toothbrushes
Story props (with chosen Cardboard rolls Toothbrushes for play
stories) Plastic funnels Toothpaste
Teddy bears Pipettes or syringes Mirrors
Tables, chairs, cushions Plastic tubing Small marshmallows
Hospital roleplay Messy activities Books/diagrams of teeth
equipment (cornflour, mud Baking soda, glycerine,
Junk materials (boxes, kitchen,…) food flavouring
card, paper etc.) Water tray Playdough, cubes, small
Blankets Time resources (sand marshmallows
Plasters, bandages timers, egg timers, stop Books/diagrams of teeth
Playdough watches, alarms,…)
Cut-out shapes to make Soap-making ingredients
houses/night sky Plastic dolly/toy
Stethoscope Plain white stickers
Book list
Doctor or hospital visit theme: Going to the Doctor (First Experiences) by Anna Civardi (Usborne,
2005), Splat the Cat Goes to the Doctor by Rob Scotton (HarperCollins, 2014) and Busy People:
Doctor by Lucy M George (QED Publishing, 2016).
Funnybones by Janet and Allan Ahlberg (Puffin, 1999)
I Don’t Want to Wash My Hands by Tony Ross (Anderson Press, 2017)
Dental visit theme: Peppa Pig: Dentist Trip (Ladybird, 2009), Tooth Fairy by Audrey Wood (Child’s
Play, 2003) and Going to the Dentist (Big Steps) by Marion Cocklico (Campbell Books, 2019).
Learning Block 2 – Feed the Brain
Resource list
Art materials (paints, Tick sheets Gardening equipment

card, paper, chalk, Images of fruit trees/ Magnifying lenses
crayons etc.) plants Picture cards of breakfast
Picture cards of foods Fruit, jelly foods
3D play food Recipe cards (optional) Porridge oats
Food packaging Chopping boards and Blindfold
Sample tasting dishes knives Kitchen equipment (for
Dry foods (lentils, peas Plastic bowls/cups play)
etc.) Feely bag Shaving foam
Scissors Pictures of vegetables Biscuit cutters
Samples of fruit Tweezers and cups Kitchen equipment (for
Vegetables (whole and Vegetable seeds and preparing food)
chopped) packets
Plates, spoons, forks Soil/compost
Book list
Food theme: What’s Your Favourite Food by Eric Carle (Macmillan, 2019) or Monsters Don’t Eat
Broccoli by Barbara Hicks (Dragonfly Books, 2014).
Handa’s Surprise by Eileen Browne (Scholastic, 2006),
Vegetables and growing theme: Oliver’s Vegetables by Vivien French (Hodder, 1995), Growing
Vegetable Soup by Lois Ehlert (Harcourt, 2008) or Jasper’s Beanstalk by Nick Butterworth
(Hodder, 2014).
Pancakes for Breakfast by Tomie dePaolo (HMH Books, 2018).

Learning Block 3 – Myself and Others
Resource list
Art materials Musical instruments Pairs of socks and/or

Storybooks that feature Music device (e.g. tablet/ cut-up pictures
movement MP3 player) Rubber ring/quoit
Hoops Examples of classical Tambourine or bell
Ribbons or scarves music Large cardboard box
Beanbags Coloured craft feathers Construction bricks or
Paper/card for creating Cushions/mats straws
large canvas Magnifying glasses, PE mats
Plastic bottles pooters (minibeast Storybook with dance/
Balls (different sizes) catchers) music theme
Brushes (different sizes) Natural materials Picture cards or small
Pipettes and syringes Marbles world toy animals
Ribbon, cord, string Parachute (or large piece Baby photographs
Wheeled toy vehicles of fabric) Pictures of African
Mindfulness bell, singing Soft balls animals
bowl or app Balloon/s Resources on the theme
Feather ‘Treasure box’ with soft of Africa/Savannah
Scented massage oil objects inside Soft animal toy
Book list
The Going to Bed Book by Sandra Boynton (Simon & Schuster, 1982)
A Book of Sleep by Il Sung Na (Alfred A. Knopf Books, 2011)
Friendship theme: Rainbow Fish by Marcus Pfister (North-South Books, 2007), Strictly No
Elephants by Lisa Mantchev (Simon & Schuster, 2016) and Boy + Bot by Ame Dyckman (Random
House, 2016).
Bravery theme: Little Tree by Lauren Long (Philomel Books, 2015), Tomorrow I’ll Be Brave by
Jessica Hische (Trigger Publishing, 2020) or Shy by Debra Freedman (Viking, 2016).
Learning Block 4 – Free to be Me
Resource list
Art materials Storybooks with bedtime Paper strips (for paper

Portraits/picture cards theme chain)
of children displaying Bedtime props (e.g. Empathy doll
emotions toothbrush, soap, Blanket
Transparent sheets of storybook) Baking ingredients
different colours Slow music (e.g. ‘Clair Paint, paint trays, large
Sensory play resources de Lune’ by Claude sheets of paper
Mood tracker Debussy) Wet sand
Digital camera Fast music (e.g. ‘Flight Photographs of school
Sensory materials (cotton of the Bumblebee’ by staff
wool balls, pompoms) Rimsky Korsakov)
Sample foods to taste
Coloured sand Shopping catalogues
Feely bag and objects
Bubble wands and Star-shaped templates
Storybooks based on
mixture Resources on nocturnal courage/bravery
Glitter bottles animals
Kitchen sponges
Balloons, flour, rice, A decorated ‘friendship’
PE equipment
playdough box
Blankets/sheets for dark
Story books on the Photographs of each
den
theme of anger child
Empathy dolls
Bee soft toy (optional) Construction kits/jigsaws
Storybooks based on
Animal images Storybooks about
light and dark
friendship and kindness
Book list
Action/movement theme: We’re Going on a Bear Hunt by Michael Rosen (Walker Books, 1993),
Jolly Olly Octopus by Tony Mitton (Orchard Books, 2010), and Sometimes I Like to Curl Up in a
Ball by Vicki Churchill (Walker Books, 2020).
Giraffes Can’t Dance by Giles Andreae (Orchard Books, 2014) – or an alternative, such as: Jolly
Olly Octopus by Tony Mitten (Orchard Books, 2010), Rumble in the Jungle by Giles Andreae
(Orchard Books, 1998) or Over in the Ocean by Marianne Berkes (Dawn Publications, 2006).
HEALTHY HABITS | READY, STEADY 15
Ready, Steady
The Ready, Steady stage provides a transition period for all stakeholders to move on from one
thematic unit of learning and be introduced to this theme and the learning and development
opportunities it provides.
The Ready, Steady stage enables teachers to prepare the setting, families, and children for the Entry
Point and the thematic learning that will follow. It can introduce resources, language and concepts
that may be used within the unit through ongoing provision. Children can then experiment and
familiarise themselves with these through the activities and experiences offered, allowing time for
teacher-scaffolded interactions. It is expected that ongoing provision will be provided before and
beyond the Entry Point.
Prepare
This represents the transition from long and medium term planning into effective short term
planning that combines with the current short term planning from the previous unit. A checklist
of actions has been created to support this transition. We encourage schools to have completed
the checklist before starting the Ready, Steady; this indicates the preparation and planning for the
unit that has been completed. The Pathway-Planner is designed to record most of this information,
ensuring a smooth transition from medium term to short term planning.
Home Letter
The Home Letter informs parents and families of the unit title, the theme and the significant
experiences expected to be covered within the unit; the aim is to engage children and families in
collaboration, and nurture an active, positive and productive Learning-Link within this theme. We
strongly recommend that the IEYC Home Letter is regarded as a key outcome of the Prepare
element.
The Pathway-Planner has been designed to support writing the Home Letter. Identifying some of the
Learning Experiences within each Learning Block is recommended, with a task from the Learning-
Link opportunities in Learning Block 1. Creativity and innovation towards writing and creating the
IEYC Home Letter is recommended.
Preparation and Planning for Healthy Habits

Have you asked the IEYC leader for notes Have you identified specific language
from the previous teacher and read them? learning for the theme?
Does your timetable/schedule support this Have you planned ongoing provision for the
theme? Ready, Steady? Has the Exit Stretch from the
previous unit influenced it?
Do you have a planned pathway through the
theme? Have you written the IEYC Home Letter?
Have you identified IEYC Learning that may Have you scheduled the Entry Point?
be significant within the theme?
Have you planned the Entry Point?
Have you considered both Phase A and
Have you resourced the Entry Point?
Phase B?
Have you identified ways in which children
Have you considered all 3 Dimensions?
may take action within the theme?
Have you identified focus learning? (IEYC
Have you identified possible family
learning to consolidate)
involvement during the Learning Blocks?
Have you planned an approach to observing
Have you decided on a date for the Exit
children’s playful learning experiences?
Point?
Have you identified how external learning
Have you identified an audience for the Exit
(Language, Phonics, Literacy, Maths,
Point?
Specialists) links with IEYC learning?
Could the audience be from beyond the
Have you reviewed and restocked resources
world of the children?
within your learning environment?
Do you have the resources for the IEYC unit
Have you identified and arranged local trips
display?
or visitors?
Have you considered how children’s thematic
How could you make changes to the layout
play may develop in Learning Block 1?
of your learning environment and improve
learning?
Have you considered when in the year this
unit is being implemented?
Focus Language
Healthy, unhealthy, food, meals, exercise, snacks, water, eat, drink
Arms, hands, fingers, thumbs, legs, feet, toes, bones, heart, mouth, teeth, gums,
Soap, water, toothbrush, toothpaste,
Accident, ill, unwell, sick, cough, fever, cut,
Doctor, nurse, dentist,
Medicine, bandage, plaster,
Calm, relaxed, feelings, emotions,
Vocabulary associated with lists and sequences.
Verbs – I can…
Engage
It is recommended that ongoing provision is used to offer children a range of opportunities for
learning experiences that familiarise themselves with resources, vocabulary and concepts that will be
introduced within the thematic learning that follows. This also enables children to have some input
to the Entry Point.
As children explore the activities and resources available within their learning environment, teachers
have an opportunity to start Capturing Curiosity and identifying children’s interests and ideas. The
use of sustained shared thinking is recommended. Children’s responses to stories and songs may
provide insights into some of the experiences they have already had around the theme, and inform
preparation, planning, provision and practice.
The following questions will help to prompt and develop discussion of the unit’s key themes.
The children’s responses and follow-up questions may then shape the experiences and
learning within each Learning Block:
How would we describe a healthy How do we stay clean?

person? Why do we need to wash our hands
What do you think we need to do to when they are dirty?
stay healthy? How many times should we wash
If you were in charge of a hospital, our hands during the day?
what would it be like? Do we really need to brush our
If you were a doctor, what would teeth? How often?
your day be like? What makes you feel happy?
How do we catch a cold? Can we be happy all of the time?
How do we feel if we have a bad Can we help someone else to be
cold? happy? What might we do?
Are some foods better for us than Could you show me what happy
others? looks like? Can we show it in a
Do we all like the same foods, do picture?
you think? Does playing outside make us feel
Can we grow food? happy?
Why do our bodies need food and What things do we like to do
water? outdoors?
What is underneath our skin? What would you like to find out
Can anyone explain what exercise is? more about?
Can you show me?
This IEYC unit of learning provides a wide-range of experiences around a central theme. It might
be helpful to adapt these questions to find out what children already know about this theme and
what they would like to learn about. Sharing each other’s interests during circle-time and group
discussions often generates further curiosity.
Circle-time, small group and one-to-one discussions are nurturing contexts for children to express
their curiosity, but often a child’s spontaneous exploration is when teachers successfully capture
their curiosity. Teachers are encouraged to plan and design their environments to support the
efficient capture of children’s planned and spontaneous experiences, helping teachers to identify
significant learning and development.
Ongoing Provision Suggestions: Ready, Steady for Healthy Habits
Sensory Creative Book International Sand

Stethoscopes Making people using play Books in which a character Photographs of ambulances, Sieves, funnels, spades and
Cornflour with food dough, and craft materials, has an accident, falls ill or hospitals, medical scoops
colouring Painting with syringes, visits the doctor/hospital/ professionals, etc. from Tights and rubber gloves to
pipettes and blowing through dentist different countries (especially fill
Making playdough shared countries)
straws Food and feelings books
Medical signs and posters
(different languages)
Natural World Roleplay Small World Construction Water

Shells (listening to sounds) Uniforms, medical kits, Soft toys and bandages Den making (leading to the Pipettes, syringes,
Bones bandages, Cranes and trucks, soft toys Entry Point) Tea set
Teeth Shop with food and drink in hard hats (leading to the Building vehicles (leading to Washing toys, dolls, etc.
Entry Point) building an ambulance in
Fruit and vegetables LB1)
Outside Music Writing Maths Science

Obstacle course stations Nursery Rhymes in which a Get Well cards Measuring jugs, X-rays & light box
Hula Hoops character gets hurt or is sick Recipes for meals and snacks Weighing scales, Skeleton & human body
(Humpty Dumpty, 5 Little and play dough
Dancing stage with music Monkeys jumping on the Measuring tapes, rulers, Tin can telephone
Den making and construction bed, Miss Molly had a dolly) Toys of different sizes
Dancing stage with music (Compare Bears)
Entry Point
Prior to the session, you will want to create an ‘emergency scene’ featuring some of the soft toys
from your setting. The children will be taking on the roles of doctors, nurses and medics to help
rescue the toys and to look after them. You may also wish to inform your school’s/setting’s nurse (or
medical professional), and, if available, invite them to come to support the children within their play.
The scenario is that the toys were having an overnight sleepover in a den that they had made
together. But the den fell on top of them in the night and some of the toys have been injured! Set
this up somewhere in your setting – either indoors or somewhere in your outdoor area. Try and keep
it out of sight of the children while you lead them through your starting discussion. You could create
a simple shelter/den with a blanket draped over poles. Have part of this toppled over, with the soft
toys lying underneath – waiting to be rescued!
Sit the children in a circle. Explain that today you are going to be doing a roleplay – which means
that everyone gets to play a role. Reveal a doctor’s medical case, which can contain a variety
of hospital play equipment. Start by looking at the case. What might we find inside? Explore the
children’s ideas before taking a look.
Allow time for children to explore and handle the play equipment. You might want to include:
Stethoscope Bandages
Thermometer Plasters
Medicine bottles Slings
Spoons Gloves
Syringe Face mask
Ask the children if they can name any of the equipment. Who might it belong to? Children should
realise that this is a doctor’s case. Explain that today, you are going to be pretending to be doctors
and nurses. What do we think they do? Has anyone ever had to see a doctor or a nurse? Explore
children’s experiences.
Reveal that there are some toys that have been in an accident. Some might even have been hurt.
Where might we go if we were hurt or feeling ill? Talk through children’s ideas and explore what they
know about hospitals. What will we need in order to set up our own Toy Hospital – to look after the
toys?
Encourage the children to lead this process – working together to set up your hospital roleplay area
ready for the toys to arrive and be looked after. Use this as an opportunity to revisit children’s own
experiences with medical professional and hospitals. Have additional props and resources ready to
introduce as and when the children decide they will need them. These might include:
Boxes and blankets for beds A wheeled vehicle or pull-along cart for an
Aprons and smocks for doctors and nurses ‘ambulance’
Whiteboards and pens Play telephones for a reception area
Weighing scales and height chart
As the children start to organise their area, reveal more about the accident – that there are five
injured toys (or however many toys you have used). The den/shelter they made has fallen down on
top of them! What shall we do?
Children can then ask you where the den/shelter is – and assign medics/ambulance team to go to
the scene – whilst the doctors, nurses and other hospital staff can prepare for the arriving patients.
Take your paramedic/ambulance team to the scene of the accident. You could use sheets of
cardboard for stretchers. Have children carefully lay the toys on the stretchers and bring them to
your hospital. You might even have children who want to help repair the shelter!
Children can then roleplay examining each toy, deciding what injury they have and how to treat it.
Offer prompts as necessary so that everyone has a role and can be involved – perhaps someone is
in charge of weighing the toys, another might be using whiteboard and pen to make up names for
the toys and record them. Doctors can decide on treatment. Nurses can then apply plasters and
bandages and put the toys into bed if they are staying over. The children will most likely take over
and be happy to flow into different roles as and when needed.
As children care for the toys, encourage use of language around feelings and emotions. For
example:
How do you think this toy might be feeling?
Have you ever hurt yourself or been ill? How did you feel?
What might we say/do to help cheer up this toy?
What things make you feel happy?
Gently prompt children to consider how medicines can help us to feel better, but there are lots of
other ways that we can make someone feel better or good about themselves, such as giving kind
words of support, doing something nice for them, making them a gift, and so on.
Afterwards, commend the children for all their hard work. The toys are already starting to feel better
and they are very grateful for all that the children have done! You might want to end your session
with some well-earned refreshments!
HEALTHY HABITS | JOURNEY THROUGH THE THEME 21
Journey through the Theme

Journey through the Theme informs children of the expected thematic learning and activities within
the Learning Blocks that follow; it allows connections between previous and new learning to be
made and/or highlighted, supporting the brain to learn associatively; it is also an opportunity to
review what has already been experienced and learned within the theme during the Ready, Steady
stage. You will need to adapt this to your specific context to ensure that it reflects your planned
pathway through the theme.
This provides an opportunity for children to consider their own questions and interests, ideas
and intentions, and emerging pathways of learning. Teachers are encouraged to use this as an
opportunity to scaffold children’s thinking and speaking about the thematic learning to follow.
Use developmentally appropriate language to explain to the children that they will be learning about:
We are going to be learning all about health and happiness. That includes how we can look
after our bodies to make them fit, strong, and healthy – and also, all the things that we can
do to make ourselves and others happy. There’s nothing better than having a lovely, happy
place where we can learn and play together – so aren’t we lucky that we will be becoming
experts in being happy!
In Learning Block 1, we will be finding out about healthy bodies. What does our body need
to be happy and healthy, and what happens if we get sick? We’ll also be discovering why
handwashing is so important to good health and we’ll be practising our handwashing skills.
Our teeth are also important, so we’ll be looking at how and why we clean our teeth. So, get
your toothbrushes ready for action!
In Learning Block 2, we’ll be investigating healthy foods that our bodies like. We’ll be tasting
these foods and even using them as ingredients to make healthy snacks. Do you think we
can grow our own food? We’ll be finding out if we can – and also finding out more about
where our favourite foods come from.
In Learning Block 3, we’ll be thinking about the things that make us feel happy. Of course,
we can’t be happy all the time, so we will be exploring other feelings too – like anger,
sadness, excitement, worry, shyness… we can experience lots of different feelings, so we will
learn what we can do if have a feeling we don’t always want to have. We will also think about
how we can help others to feel happy – and how we can learn to play together kindly and
with respect for one another.
In Learning Block 4, it’s time to get messy! We’ll be exercising our bodies and making
them healthy and strong by creating some really, really big artwork! We’ll need a good rest
afterwards, so it will be time to relax our bodies and learn how to be calm and still. We’ll go
outside and explore nature – and use our senses to discover new things and have exciting
experiences. Then finally, we’ll need to just shake out all our healthy energy with a good
dance along. We’ll also be reading a storybook about a character who was feeling sad but
finds happiness at the end of the story. We will learn how to share his story with others – and
share all the things that we have learned about health and happiness!
HEALTHY HABITS | PLAYFUL LEARNING EXPERIENCES 22
Playful Learning Experiences
As each Learning Block progresses, an enabling environment should be developed to nurture and
stretch children’s curiosity and interests. The following suggestions may be useful in the early stages
of implementing the Learning Blocks:
Hospital play
During Learning Block 1, children will be helping you to develop a hospital roleplay area. To support
and prepare for this, you may want to have a corner of the room with some hospital-related small
world toys (ambulances, doctors, nurses, hospital playset) and perhaps some doctor’s roleplay
equipment (stethoscope, syringe, thermometer, plasters, bandages etc.). Children can start to
explore the theme through imaginative play. You may also want to support this area with some
books with a health theme – such as doctor and hospital visits, books on the human body, and so
on.
Fruity art
The focus of Learning Block 2 is food and healthy eating. To support this, you might want to have an
art area, with a fruit bowl and real fruit (or play fruit if you prefer). Change the fruit in the bowl every
couple of days. Try and include some that will be familiar to the children and others they may be
less familiar with. Children can enjoy discovering the fruit in the bowl each day – and naming them,
feeling them, describing them etc. Also provide art materials, such as crayons, pastels, paper and
scissors etc. so that children can create their own pictures of the fruit – or even use them to print
with if you wish. Have some famous paintings of fruit displayed in this area that children can explore
and use for inspiration.
Some good examples include, ‘Still Life with Apples’ and ‘Still Life with Basket of Fruit’ by Paul
Cezanne, ’Fruit with Vase of Flowers’ by Pablo Picasso, ‘Still Life with Lemons on a Plate’ by Van
Gogh and ‘Fruit Displayed on a Stand’ by Gustav Caillebotte. Try and include some contemporary
artists, ideally from the children’s host and home countries, to offer a varied mix of styles. An online
image search should bring up plenty of examples. You might want to vary the pictures each day/
week so that children have fresh talking points.
HEALTHY HABITS | PLAYFUL LEARNING EXPERIENCES 23
Calm corner
In Learning Block 3, you will be developing and supporting children in the use of a ‘calm zone’ or
‘calm corner’ that they can use if they want to relax and have a quiet space. More importantly, they
will come to understand that they can use this area if they are feeling anxious, angry or upset and
need time and space for themselves. You might want to start to set up your calm corner at the start
of the unit, so children can start to get used to the space. Provide some comfy seating, such as a
beanbag or cushion, some storybooks on emotions (angry, sad, happy etc.), feelings cards, and also
sensory bottles, blankets etc. You may already have a reading corner that could be ‘made over’ to be
your relaxing space. As part of this area, you could also have a ‘bed’ (box and blankets) and some soft
toys, so that children can practise putting a toy to bed – and also pretend to read them a bedtime
story. This will support the learning from Learning Block 2, when children explore bedtime routines.
Self-Expression
Learning Block 4 focuses on supporting children to express themselves across the learning
environment, providing a variety of activities that encourage learner agency.
Small world and roleplay activities can be used to encourage children to introduce narratives
into their play. Use books to provide a focus for the roleplay activities. The Go Away Bird by Julia
Donaldson and Catherine Rayneris a good example, and builds on learning from the previous
Learning Block. Encourage children to act out their own chosen stories, make sure you play a part!
Different genres of music can be provided with the dancing stage, and children can be encouraged
to make choices, possibly bringing music from home (and dances!) Different instruments can also
be introduced and explored, allowing children to explore rhythm and make music. Clave sticks can
be used to provide a simple beat for their music. Children can also be supported to make marching
bands, or provided with time to share their dancing with others.
Arts, crafts and construction activities support children to explore colour and effect, and create
and make objects. Providing different media (and tools), such as paint, pastels, crayons, pencils,
charcoal, play dough, clay, beads, buttons, glue, tape, boxes, and other materials, across the learning
environment encourages children to make choices.
All of these activities are possible inside and outside; outside activities promote children’s self-
expression. Providing gardening activities may reignite interest in the garden; bikes and climbing and
clambering equipment always work well. You may want to lead some ‘fitness routines’ until children
are willing to lead them.
Children will initiate different pathways of learning within the environment, keep looking for them! All
of these activities can begin to guide children towards the Exit Point, especially if you have decided
on a performance or gallery presentation.
Healthy Bodies
Learning Block 1
Part of the Healthy Habits unit of

learning.
Learning Block 1: Healthy Bodies

HEALTHY HABITS | PLAYFUL LEARNING EXPERIENCES | LEARNING BLOCK 1: HEALTHY BODIES 25
Explore, Express and Extend
Learning Block Overview for Teachers Extending Learning and Development within Healthy Bodies
The unit launches with a discussion of health and who (or where) we might go to if Children need time, space, and pace to repeat, process, consider, and enjoy
we are feeling sick or have hurt ourselves. This will provide the stimulus for setting their learning and activities. Within the IEYC, ongoing provision is a recognised
up a dedicated hospital roleplay area in your setting, so that children can play out classroom approach that enables children to lead their own experiences, supporting
different scenarios – and have opportunity to practice language related to health them to make connections and encouraging holistic approaches to learning and
and well-being. development. Ongoing provision nurtures and stretches child-initiated learning.
Follow-up activities add further depth to children’s knowledge by exploring the Ongoing provision involves planning and preparing different areas or centres
human body, and learning about ways we can keep our bodies fit and healthy within the learning environment. It is recommended that both the indoor and
through regular exercise and good personal hygiene. outdoor environment offer a broad range of these areas. The table below suggests
ideas for ongoing provision, that are linked to the thematic learning and activities
Pathway through Healthy Bodies (for children) within this Learning Block. The list provided is a starting point for Reflective Practices
The following is an overview of the IEYC activities and experiences within the for Improving Learning to guide teachers in the nurturing responsive and playful
Healthy Bodies Learning Block. You will need to adapt this to your specific context decisions they make as they lead and improve learning. Creativity in thinking about
to ensure that it reflects your planned pathway through the Learning Block. the areas offered within the learning environment is encouraged!
In Healthy Bodies, we will be finding out about our bodies and how to look after Repetition in different areas is intentional. It offers children the opportunities to
them. transfer their experiences and their learning across the learning environment. It
is expected that some/most activities will be available for longer periods of time,
What does our body need to be happy and healthy, and what happens if we
allowing children to repeat and revisit their learning experiences through the
get sick?
Learning Block.
What is inside our bodies? What helps them work? How can we look after
ourselves
We’ll also be discovering why handwashing is so important to good health and
we’ll be practising our handwashing skills.
Our teeth are also important, so we’ll be looking at how and why we clean our
teeth. So get your toothbrushes ready for action!
Extending learning within Healthy Bodies (Learning Block 1)

Mod-roc or papier-mâché Pipe cleaners, glue and sticky Books on: Visiting the Images of healthy activities Whisks, cups, spoons
White playdough tape doctors, dentists; Doctors, from home & host countries Jugs and measuring
Chalk and black paper nurses, hospital staff; Tooth and around the world (Tai containers
Light box with x-rays Fairy Chi, yoga, sports, playground
Shaving foam Painting with pipettes and games, etc.)
syringes (messy!) Funnybones books
Books that focus on
emotions (for LB3)

Cards showing different Medical clinic/hospital Ambulance and emergency Building vehicles (leading to Hand washing stations,
emotions (for LB3) roleplay (developed over the services vehicles building an ambulance) Pipettes, syringes and tubing
Mirrors and drawing tools week), adding x-ray, hand Hospital toys with people. Den making (continued from
washing station, dentist chair, Doll/toy washing
Tickets and queues Ready, Steady)
ticket machine

Obstacle course stations Dancing stage Visual sequences Ordering numbers (on Skeletons
Stop watches and other Drums and other music Hand washing posters tickets) X-rays with light box
timing devices making equipment Recipe cards (for LB2) Body jigsaws Tweezers and teeth (activity
Binoculars and magnifiers Audio or video recording Counting teeth (activity 4) 4)
(for LB4) equipment
Den making (continued from Nursery rhyme props
Ready, Steady) (continued from Ready,
Steady)
Activity 1: Doctors and Nurses | Overview
Children will be developing their experiences from the Entry Physical opportunities Literacy & Mathematical opportunities
Point by learning more about the role of doctors, nurses
Children may have opportunities to explain how people can Visual sequencing cards may scaffold children to child to
and hospitals. They will be discussing what happens when
seek help when unwell or hurt. develop their narrative skills. This can support both talk and
we get ill, what it can feel like, and the things that help us to
mark making or writing skills.
feel better. The roleplay activity may provide multiple opportunities for
fine motor skill development as children use different tools Children can make labels and posters to enhance the
Children will then express their learning by helping you to
to care for each other. medical roleplay area.
set up a hospital roleplay area, which can then be used
throughout the unit to explore different health-related Providing different uniforms may provide a context for Within the roleplay there may be opportunities to introduce
scenarios. New areas and props can be added to this as children to practise dressing and undressing skills. counting and measuring (height, length, weight, volume).
children complete other activities in this and other Learning
This will be influenced by the resources you make
Blocks.
available.
Resources Enabling the Environment opportunities Learning-Link opportunities

EXPLORE The roleplay narrative may provide many opportunities Encourage children and families to create their own
Storybook with hospital visit theme to take photos of children engaged in meaningful play hospital or clinic at home, using their toys or each other!
Story sack with props activities. These can be displayed to show the different
If any families work within a medical clinic, such as a
areas of the hospital. Capturing children’s talk will enhance
Teddy bears (see Phase A support) hospital or dentists, invite the parent in for a visit.
the display and support practitioners to refer back to
EXPRESS children’s different word use and choice. Encourage the parents to support the children to remember
a time when they or their child visited a hospital.
Tables, chairs, cushions Supporting children to look at and create signs, labels and
Hospital roleplay equipment posters may provide further resources to enhance the
Junk materials (boxes, card, paper etc.) display.
Blankets
Plasters, bandages
Activity 1 | Explore
Begin by relating a time when you were ill and had to visit a Phase A differentiation Language opportunities
hospital or a medical clinic. To support this, you may want
You may want to start your discussion by helping VOCABULARY
to draw or show a visual timeline to illustrate the sequence
children to remember what happens when they are Equipment (syringe, thermometer etc.)
and events. Children may they have their own experiences
unwell at home. Then share the ‘sleep well, teddy
to share and compare. You could also make links with the Time (day, date, first, next)
bear’ song/rhyme with the children (see resource
children’s roleplay during the Entry Point. Doctor vocabulary (appointment, symptoms, ward,
file).
check-up etc.)
Help the children to understand that we will all get ill from For the story roleplay, have an adult take on one of
time to time, but we have doctors, nurses and medicines Health (unwell, sick, ill, hurt, better, well, fine etc.)
the roles to offer further support to help the children
that can help us to get better. explore the theme. You may need to refer back to
Share a picture book about a visit to a doctor or hospital. the storybook frequently to highlight key scenes/
Good examples include: Going to the Doctor (First moments that the children can then act out using
Experiences) by Anna Civardi (Usborne, 2005), Splat the their props.
Cat Goes to the Doctor by Rob Scotton (HarperCollins,
2014) and Busy People: Doctor by Lucy M George (QED
Publishing, 2016). Use the book as a stimulus for further
discussion of doctor/hospital visits.
Afterwards, provide small groups of children with a story
sack of props so that they can explore and retell the
story. This might involve providing puppets or small world
characters, doctor’s play equipment, a play phone (for Phase B differentiation Language opportunities
making an appointment), and so on. Having a copy of the
During your initial discussion, talk through the QUESTIONS
book for each group would also be beneficial. Have an
process of a doctor/hospital visit in more detail. Piece What was wrong? Were you sick? What hurt? What
adult scaffold the children’s roleplay by giving question
together a sequence. Children can then compare happened first, next…? Who helped you?
prompts and referring back to events from the storybook.
their experiences with those of the character/s in the
How did you get better?
Encourage the children to make use of the medical roleplay storybook.
What happens if you are unwell? Sick? Hurt? How are
area to provide the settings for their roleplay. As children explore the storybook, encourage them
these different?
to be empathetic by asking them to describe how the
main character might be feeling at different stages of
the story – nervous, worried, excited etc.
Activity 1 | Express
Phase A Phase B Language opportunities

Remind children of their Entry Point and their hospital Work with the children to set up your hospital roleplay VOCABULARY
roleplay. Explain that the children did a great job – so they area (see Phase A for suggestions). Provide books that the Equipment (syringe, thermometer etc.)
are now able to open their own Toy Hospital. Reveal your children can use for reference. Further activities could Time (day, date, first, next)
hospital roleplay area or work with the children to help set include:
Doctor vocabulary (appointment, symptoms, ward,
up a permanent area in your setting. Explain the sections of
Printing out signs/labels for each of the areas. Read check-up etc.)
the roleplay area and look together at some of the props/
these to the children, then ask them to help you Health (unwell, sick, ill, hurt, better, well, fine etc.)
play equipment that children can use. These might include:
assign the correct sign to each area.
Home corner – a chair and a play phone so that children Creating forms that children can use to practise their
can pretend to book an appointment to see a doctor and mark-making and emergent writing. You may need to
explain the patient’s symptoms. explain these to the children and demonstrate how
Reception – have a desk where patients can check in. You they are used. Forms might include:
might want to have pencils and pads of paper for children Appointment forms (with times of day)
to write on (perhaps imagining they are taking the patient’s Patient details (name, address, illness, name of
name), as well as a play phone. doctor)
Doctor’s check sheet (could feature outline of
Waiting room – provide chairs/cushions for your waiting
a body, which children can mark/colour in to
area, perhaps with some storybooks related to the theme
show areas they have checked or where an
which patients can read while they wait to be called.
illness is present)
Surgery/doctor’s room – an area with doctor’s play Prescription form (provide clip art images of Language opportunities
equipment, such as thermometers, stethoscope, syringes, tablets, medicine, plasters, throat lozenges etc. QUESTIONS
bandages, plasters etc. for children to tick)
What information do we need to know?
Hospital ward – some patients might have to stay overnight Set up an Accident and Emergency area. Children
What equipment will you use?
at the hospital. Have some shallow trays/boxes to act as can use junk materials to make their own ambulance
models to transport sick toys to the hospital. This will
Can you remember the name of this…?
beds, with blankets that toys can be wrapped in.
give children opportunity to study photographs of What should the patient do next…?
Refer back to your storybook from the Explore session ambulances for reference
(and children’s Entry Point experiences) to help explain
each area, and work through the process of a patient visit, Use the roleplay as an opportunity to talk about protective
assigning roles to children and talking through the roleplay. equipment/gear that doctors and other medical staff might
Children will then have confidence to play in these areas wear to protect themselves. Provide face masks and art
and act out their own stories/scenarios. aprons that children can wear when roleplaying.
Activity 1 | Supporting Reflective Practices for Improving Learning
Academic Dimension Phase A – children may be Personal Dimension Reflective Questions

learning through:
EXPLORE Are all children learning – is there evidence that
INDEPENDENCE AND INTERDEPENDENCE Empathetic: Children may have demonstrated being learning is taking place?
1.07a Making choices with others empathetic as they learn the different illnesses that the toys Are learning experiences developmentally appropriate
1.25a Exploring emotional and social contexts through play are experiencing. – do children need to revisit Phase A learning
Collaborator: Children may have demonstrated how they activities or extend to Phase B learning activities?
COMMUNICATING THROUGH SPEAKING AND LISTENING Is the learning sufficiently engaging and challenging?
work with others whilst caring for the toys.
2.03a Expressing ideas and experiences through language Is anything helping learning to become secure?
EXPRESS
2.05a Describing objects, people, places and events that are Is anything hindering learning from becoming
present and not present Communicator: Children may have demonstrated the secure?
different ways in which they communicate during the
2.08a Using language in imaginary play situations What types of learning experiences will further
roleplay activity.
support children’s progression?
HEALTHY LIVING AND PHYSICAL WELL-BEING Empathetic: Children may have demonstrated being
4.6a People who can help us when we are hurt or in danger empathetic as they react to the different ways in which
children explain how they are hurt or their illness.
Academic Dimension Phase B – children may be

learning through:
INDEPENDENCE AND INTERDEPENDENCE
1.06b Expressing own views and ideas International Dimension – children may be learning Possible IEYC Learning Outcomes
1.15b Initiating and participating in different types of play by through:
KNOWLEDGE OF:
taking on new roles and responsibilities SENSE OF THEIR WORLD 2. Similarities and differences between familiar people and
COMMUNICATING THROUGH SPEAKING AND LISTENING Explore their world through multisensory communities.
2.03b Responding to the ideas and experiences of others experiences. 12. The roles and needs of listeners and speakers.
through language Express reactions to different sensory experiences.
SKILLS OF BEING ABLE TO:
2.05b Using increasingly complex language to describe Extend experiences with the natural world and others.
5. Convey ideas.
objects, people, places and events that are present and not
SENSE OF OTHER 14. Use past, present and future tenses.
present
Explore different social contexts. INTERNATIONAL:
COMMUNICATING THROUGH WRITING
Express the similarities and differences between their Develop high levels of trust and trustworthiness.
2.29b Writing for a range of purposes and meaningful real- life and the lives of others.
life and play contexts Know about shared, contrasting and/or other countries.
Extend experiences involving international learning.
HEALTHY LIVING AND PHYSICAL WELL-BEING
4.06b How to seek help
Activity 2: Wash Our Hands | Overview
Children will be getting their hands dirty by participating Physical opportunities Literacy & Mathematical opportunities
in messy play, such as a mud kitchen or hand painting.
You may want to introduce water, buckets, sponges and Children can be encouraged to create posters that show
Afterwards, children can then learn and practice good
larger paintbrushes into your outside area for children to the hand washing process and explain the importance of
handwashing skills whilst singing rhymes.
practise their washing techniques and clean resources good hygiene (See Taking Action in Healthy Habits, page
Through a storybook, children will go on to consider the in the outside area. This may provide a context for the 10).
ways that we can pick up germs and the times when we development of children’s Gross Motor and Fine Motor
Bowls of water may enable you to introduce different
need to wash our hands. Skills.
sized containers for storage and measurement. This can
Children can then share their learning, by teaching Messy play activities provide multiple opportunities for be extended to consider how many small containers are
someone else how to wash their hands properly (e.g. a motor skills development and is also creates an authentic needed to fill a larger one.
toy or an adult) – and creating artwork and puppets that context for hand washing.
You may introduce temperature as part of handwashing.
communicate an understanding of healthy hand hygiene.

EXPLORE Give pairs or small groups a digital camera (you may want Encourage children to teach their families the correct
Messy activities (e.g. mud kitchen area) to ensure it is waterproof!) and ask them to record a step- process for washing hands.
Art materials (e.g. paint, paper) by-step demonstration of good handwashing to teach
Children may be encouraged to help members of their
someone else. This process can then be displayed around
Water trays/bowls, warm water and soap family wash objects within the home, for example, washing
the setting (see ideas for action at the start of the Learning
Time resources (e.g. sand timers, stop watches) plates after eating. Can they explain why this is important?
Block).
I don’t want to wash my hands by Tony Ross If the ‘soap surprise’ activity was chosen, ask families to
Children may be supported to draw/make pictures of germs
send you photos of the soap as it slowly reveals the object
EXPRESS that can be added to the display. Children may also want to
inside.
Art materials (e.g. paint, paper, pens) create posters that explain germs and the need for hygienic
Soap-making ingredients habits.
Plastic dolly/toy
Plain white stickers, Felt hand puppets
Art program, digital camera/tablet device
Water trays/bowls with water and soap
Set up some messy activities for the children to engage Phase A differentiation Language opportunities
in. This might include a mud kitchen in an outside area
As you read the book, talk about the times when we VOCABULARY
(where children can mix earth and water in pots, pans and
should wash our hands – for instance, after playing body parts (fingers, thumb, palm, wrist);
bowls, and add other natural materials to make mud pies
outside, using the toilet, touching/playing with an
or mud soup etc.) and/or engaging in sensory play using actions (wash, scrub, clean, rub),
animal, sneezing into our hands, and so on. Make a
different tactile materials, such as ice cubes and/or shaving hygiene (clean, dirty, soap, germs),
list for the children to display in the classroom.
foam mixed with food colouring, fingerpainting, and so time (first, then, after, finally),
on. Encourage curiosity, exploration and experimentation. Talk about the ‘germs and nasties’ that the Little
Princess is warned about. Revisit the pictures and ask temperature (hot, warm, cold)
Afterwards, ask the children to show their hands to each
other. Ask the children what they could do to make them children to point to the germs and nasties, and recap
nice and clean again. what the princess had done to pick up these germs.
Have some bowls of warm water and soap. Demonstrate

proper handwashing. Model washing between each finger,
rubbing palms, washing around the wrists and back of the
hand etc. Display a visual sequence that children can follow
along with. Explain that, to wash our hands properly, we
should wash them for around 20 seconds – or as long as it
takes to sing a short song, such as Happy Birthday, twice.
Support children to choose their own familiar songs to sing
as they wash their hands. Afterwards, invite children to dry
Phase B differentiation Language opportunities
their hands. They can then hold them up again to see how
clean they are! Why do they think having clean hands is After reading the book, ask the children if they can QUESTIONS
important? remember what the Princess had been doing to pick How do you know if your hands are dirty/clean?
up the ‘germs and nasties’. Children could go on to
If possible, share the picture book, I Don’t Want to Wash When/why should we wash our hands?
make posters to put in relevant places around your
My Hands by Tony Ross (Anderson Press, 2017), in which What can we use to help us wash our hands?
setting (e.g. toilets, snack area, lunch room,...).
the Little Princess is told repeatedly to wash her hands after How much water should we use?
As well as hand-washing, ask children to think about
doing various activities. Use this as a means of introducing Where does the water go afterwards?
other things we do to ensure that we are clean and
children to germs. (See Phase A/B suggestions).
healthy. Explore their ideas. These might include:
You may want to consider adding a hand-washing station to washing our hair, having a bath, brushing our teeth,
the roleplay area, although ensure that this will not cause a washing clothes and so on.
mess or be a slip risk.

I’ll be teacher – invite children to help a doll learn how to Glitter fingers – mix glitter with hand gel and ask children VOCABULARY
wash her hands. This will give children an opportunity to to rub it all over their hands. Ask them to imagine that the body parts (fingers, thumb, palm, wrist);
talk through their learning. Provide water trays or bowls and glitter represents nasty germs that we want to wash off. hygiene (clean, dirty),
soap. If you wish, children could also give their toy a bath How could we do that? Children can practise their hand-
sequencing/time (first, then, after, finally)
and wash their clothes. These can then be pegged up to washing technique, singing a rhyme for a minute as they
dry. wash. After drying their hands, they can then see if they
have removed all of the glitter. Children may also want to
Hand puppets – make some simple hand-shaped puppets
experiment by using cold water and no soap, and compare
from felt. Children can then wear these on their hands.
the effectiveness.
They may want to draw a face on each side of their puppet.
Then provide some ‘germs’ (these can be random shapes Germ trail – provide children with a sheet of blank white
cut from different-coloured felt). Children can then glue stickers. Invite them to draw their own ‘nasty germ’ on each
these to one side of their hand puppet to make a dirty sticker. Then play a game where they follow you around,
side, leaving the other side clean. They can then use their imagining that you have dirty hands. Each time you touch
puppets for roleplay or as teaching props to help explain something, a child can place one of their stickers on the
what they have learned. surface/object. Move around the setting, touching children,
tables, books, pencils, scratching your nose etc. Children
Dirty hands – print out some large hand templates.
will enjoy watching you carefully and covering everywhere
Laminate these or place inside a clear plastic folder.
you touch with their germ stickers! Talk about what they
Children can then use whiteboard pens to add ‘dirty germs’
have learned from the game. Language opportunities
to the hand and scrub them clean using warm water, soap
and a variety of equipment (nail brush, tooth brush, cloth, I can see you! – children can take a photograph of an QUESTIONS
sponge etc.). object in your setting using a digital camera or tablet
device. Then, with assistance, this can be loaded into an art
Are the hands clean? How can we tell?
Soap surprise – prior to the session make some soap bars Can you remember how…?
program. Children can then use the shape/drawing tools to
for each child to use. To make soap you will need glycerine
add splats, shapes etc. to represent germs. Can you show me?
soap (clear or white), soap dye (in colours of your choice)
and a freezer mould. Start by melting the glycerine in a Scrub me clean – have a hand template loaded into an art
microwave for the recommended time on the packaging program, with coloured circles and splats placed on the
(usually about 10-20 seconds). Then add your dye and hand to represent germs. Children can practise their fine
stir. Pour into your mould, filling to half way. Add a small motor control by using the eraser tool (imagining it is soap)
plastic toy, then continue to fill the mould. Repeat to make to clean away the germs, whilst not removing any of the
multiple soaps. The soaps should harden in around an hour. hand outline.
Children will enjoy washing their hands with them and
slowly releasing the toy inside! Encourage children to take
these home to use.

learning through:
INDEPENDENCE AND INTERDEPENDENCE Thinker: Children may find out about how we can pick up learning is taking place?
1.05a Routines and associated behaviours germs – and can share these findings. Are learning experiences developmentally appropriate
1.07a Making choices with others Resilient: Children may demonstrate resilience as they – do children need to revisit Phase A learning
practice the techniques to wash their hands properly. activities or extend to Phase B learning activities?
2.11a Listening to familiar sounds and identifying them; EXPRESS
Is anything helping learning to become secure?
joining in stories, poems, action songs and rhymes Communicator: Children may share their learning through Is anything hindering learning from becoming
the art tasks and by teaching others. secure?
Ethical: Children may demonstrate an awareness of how What types of learning experiences will further
4.01a Basic hygiene
their hygiene affects others. support children’s progression?
4.02a Looking after our bodies and teeth
4.03a Expressing personal needs

learning through:
1.09b Reflecting on actions and consequences International Dimension – children may be learning Possible IEYC Learning Outcomes
1.10b Taking responsibility for personal actions through:
KNOWLEDGE OF:
COMMUNICATING THROUGH ICT AND COMPUTING SENSE OF THEIR WORLD: 1. Themselves as a unique individual with a cultural heritage,
2.70b Giving instructions, programming and operating Explore their world through multisensory positive qualities, abilities, views, feelings and personal
digital toys, devices and computers experiences. needs.
HEALTHY LIVING AND PHYSICAL WELL-BEING Express reactions to different sensory experiences. 50. How to stay safe and how to seek help.
4.01b Hygienic habits

Extend experiences with the natural world and others. SKILLS OF BEING ABLE TO:
4.02b The effects of neglect on our bodies and teeth SENSE OF PLACE IN THE WORLD: 4. Follow familiar routines.
4.03b Becoming independent in dressing/undressing, Explore the characteristics the school is helping to 51. Take care of basic hygiene and personal needs.
eating, drinking and personal hygiene develop. INTERNATIONAL:
Express the ways in which they are motivated to act Develop high levels of trust and trustworthiness.
on issues of significance.
Increase their Understanding of choices and their impact
Extend experiences involving choice and on the world.
consequence.
Activity 3: Healthy Hearts | Overview
Children will be exploring the human heart by feeling for Physical opportunities Literacy & Mathematical opportunities
their heartbeat and/or taking their pulse before and after
Building on the ‘Happy Hearts’ activities, provide different Encourage children to make exercise sequence cards that
exercise. They will learn that our hearts and bodies like it
exercise resources, such as ribbons sticks, hula hoops, etc. show the actions for others to do. These could be a series
when we make them work hard through movement and
to allow children to create their own movement sequences. of actions, or single actions that can be connected to
exercise.
Provide sand timers so they can check their heart beats. create a sequence.
Children discuss and identify activities that are good for
Children can be encouraged to take part in a daily exercise Providing a range of timing devices, children can be
our hearts and bodies. They will also perform exercises
activity. This can follow a simple ‘Follow the Leader’ format encouraged to further explore time and counting. Lead
and copy movements to show that they can be active and
and should involve a variety of Gross and Fine Motor them in investigating what they can do in a given time
healthy.
actions (see Phase A Express). If available, use the family (using timers that are appropriate to the children’s Phase
Follow-up activities include setting up a regular exercise created videos (see Learning-Link suggestions) to engage of Development). Their findings could be represented in a
routine or fitness camp, where children can take the lead the children and develop a sense of belonging. graph or table. This would also be a way of encouraging
in teaching movements and exercises to others. They will children to count actions.
also get to use equipment and instruments to explore the
qualities and actions of the human heart.

EXPLORE Using the exercise sequence cards (see Literacy Children may be encouraged to develop or lead an exercise
Stethoscope (optional) Opportunities), create a display within your outside area class at home with their families. These could be recorded
Bicycle pump for children to use as a guide for their exercise class. You and shared with school and then with other children. This
can make this display interactive so that children can move would provide a context for teachers and children to revisit
Picture cards/images of different physical activities
different actions into an order, creating their own action and reflect on home learning experiences.
Old magazines
sequences.
Families may be encouraged to listen to each other’s hearts
EXPRESS and take pulses. This may offer opportunities for families to
Cardboard rolls talk about watches and timing.
Plastic funnels
Art materials
Pipettes or syringes
Plastic tubing
Ask children if they know where their heart is. Invite them to Phase A differentiation Language opportunities
show you. (Children could use their human body pictures
Create a happy heart train where you lead the children VOCABULARY
from the previous activity to help support this discussion.)
around the space. Call out various actions for the children actions (walking, jumping, hopping, running, pushing
Place a hand on your left/middle chest. Explain that this is
to copy. For example, ‘happy hearts like to jump on the etc.),
where our heart is. Our heart likes it when we move and
spot’, ‘happy hearts like to do star jumps’, and so on. After
exercise. We know when it is happy because sometimes, body words, (heart, blood, veins, arteries, pump, etc.),
each action resume marching around the space by saying
we can feel it beating inside our chests. Sing the ‘boom, time words (second, minute, hour, day)
‘happy hearts like to march’. A confident volunteer might
boom, boom song’ with the children and perform the
like to take on the role of leader and call out actions for the
actions as you sing (see resource file).
other children to copy.
Afterwards, ask the children to put a hand to their chests.
They might be able to feel their heart beating quickly. You
could use a stethoscope (if available) to help children to
listen to each other’s heartbeat. More confident children
can be shown how to feel for their pulse by placing two
fingers to the left of their wrist.
Explain that when we do exercise, our heart beats faster
because it needs to work harder to keep us active. Our
heart likes working hard, so we should try and do some
exercise every day. What types of things could we do to
make our heart happy? Provide assistance in helping the
children to think of ideas. You might want to have some
picture cards of children performing various activities (such Explain that our heart is like a pump, which pushes QUESTIONS
as cycling, swimming, walking, climbing, running, playing blood around the body. You could demonstrate Can you show me how…?
etc.) Ask children to name the activities and discuss whether this by showing children a bicycle pump. Instead of
What parts of our body are we using?
they think it is a ‘happy heart’ activity. You could get children pushing air out, the heart pushes blood out instead.
How will you…?
to place a heart sticker on the pictures. Ask children to talk Ask children to cut out images from magazines that
How many…?
about the activities that they like to do. They could mime show people being active and doing activities that
their activities – with everyone else copying the actions. are good for their heart. Children can then share
their pictures and talk about the activities they have
identified.

Drumming hearts – ask children if they can remember Pump it out – remind children that the heart is like a pump, VOCABULARY
what a heart sounds like. Can they make a similar sound? that pushes blood around the body. Provide children with actions (walking, jumping, hopping, running etc.),
Explain that our heart beats a bit like a drum. Can we make large plastic pipettes or syringes. Ask children to imagine heart (blood, veins, arteries, pump, push, etc.),
the sound of our heart on an instrument? Provide children this is their heart. Add red food colouring to water to
time vocabulary (second, minute, hour, day)
with their own drum (or another percussion instrument.) represent ‘blood’. Use the pipette/syringe to draw up some
Practice beating fast and slow – then when the children of the water, then squeeze it out. Let the children try for
feel confident, progress to giving prompts. When you call themselves. Then provide children with plastic tubing for
‘running’ children should beat their instruments as fast as them to play with. Explain that the blood moves around our
they can – just like their hearts when they do exercise. bodies in blood vessels, which are a bit like the tubes we
When you call ‘sleeping’ (in a hushed voice) the children have to play with. In pairs, one child can hold a tube whilst
should beat their instruments softly and slow. Invite the other uses the pipette to push water down the tubing.
volunteers to take on the role of caller. You may want to do this outside, as it could get messy!
Make a stethoscope – children can make their own Fitness Camp – provide the children with a range of
stethoscope. In pairs, one child places their hand flat against physical activities to carry out. Begin by leading the children
the left side of their chest. The other child takes a cardboard as they do these exercises. Ensure that there are sand
roll and places one end to the spot and the other end on timers or stop watches available and support the children
their ear. Can they hear the sound of their partner’s heart? If to count their heart beats or pulse. Can they record this in
there is a lot of background noise, then ask children if they some way? Children should then lead the exercises and
think it would be better to be in a quiet place. Where might ensure they take turns. Language opportunities
we go? Repeat to see if your new location is better. You
Healthy hearts book – ask children to help you list all the QUESTIONS
could also experiment by taping a plastic funnel to one end
different things we can do to keep our hearts and bodies
of the tube, then placing that against a child’s chest to see if
healthy. You might want to refer back to the activity pictures
Can you show me how…?
the beating is more audible. What parts of our body are we using?
that children collected during the Explore session. Children
Exercise class – have a regular time each day to perform can work in pairs or small groups to create pages for a class How will you…?
a sequence of exercises, such as star jumps, running or book, illustrating each of these healthy activities with either How many…?
jumping on the spot, walking quickly in a circle, touching drawings and paintings, or creating collages using their cut-
toes, stretching to the ceiling and so on. Invite confident out pictures. These can then be shared and discussed with
volunteers to help you lead the class by choosing the others in your setting, such as another class.
actions and demonstrating them. You could listen
to heartbeats before and after each class using your
stethoscopes.

learning through:
INDEPENDENCE AND INTERDEPENDENCE Communicator: Children may share ideas and examples of learning is taking place?
1.16a Participating in group activities healthy exercise and activities. Are learning experiences developmentally appropriate
Collaborator: Children may perform exercises as a group – do children need to revisit Phase A learning
COMMUNICATING THROUGH CREATIVITY AND THE
and listen to each other’s heartbeat. activities or extend to Phase B learning activities?
EXPRESSIVE ARTS
Is the learning sufficiently engaging and challenging?
2.82a Singing songs, making sounds, exploring musical EXPRESS
instruments and their sounds Ethical: Children may demonstrate self-care and care for Is anything hindering learning from becoming
ENQUIRING others. secure?
3.04a Exploring how we move Resilient: Children may demonstrate resilience and What types of learning experiences will further
perseverance when tackling different exercises. support children’s progression?
4.09a Exploring movement including walking, running,
kicking etc.
4.13a Following instructions, copying and repeating actions
4.14a Joining in regular physical activities for good health
and enjoyment
International Dimension – children may be learning Possible IEYC Learning Outcomes

through:
learning through: KNOWLEDGE OF:
SENSE OF THEIR WORLD: 45. Similarities and differences in people, living things, the
COMMUNICATING THROUGH SHAPE AND MEASURE
Explore their world through multisensory environment and materials.
2.60b Exploring how to measure the passage of time in
experiences. 49. The importance of healthy eating and physical activity.
practical contexts
Express reactions to different sensory experiences.
COMMUNICATING THROUGH CREATIVITY AND THE SKILLS OF BEING ABLE TO:
Extend experiences with the natural world and others.
EXPRESSIVE ARTS 48. Investigate by: Posing questions: Exploring ideas;
2.77b Designing and creating 2D and 3D artwork for a range SENSE OF OTHER Making observations; Providing simple explanations.
of purposes Explore different social contexts. 52. Demonstrate control, coordination and increasing
Express the similarities and differences between their confidence in a range of physical activities.
ENQUIRING
life and the lives of others. INTERNATIONAL:
3.04b Exploring what lies beneath our skin
Extend experiences involving international learning. Develop high levels of trust and trustworthiness.
Know about shared, contrasting and/or other countries.
4.08b Taking part in regular exercise and the effect of
exercise on our bodies
Activity 4: Brush Our Teeth | Overview
Children will be modelling and practising good Physical opportunities Literacy & Mathematical opportunities
toothbrushing techniques. They will also explore dental
Children may develop their Gross Motor Skills through the If you take photos of the process for brushing teeth
visits and consider the similarities/differences between a
use of different sized brushes to clean objects and surfaces children may be encouraged to describe each stage (these
‘tooth’ doctor visit and a visit to a hospital.
around the learning environment (for example, brooms and descriptions can be written either by the children or scribed
In the Express activities, children will learn about the dustpans to clean floors and tables). by a teacher).
shape and function of different teeth – and have
Building on the use of tweezers, provide a range of tools Children may choose to create posters on teeth and the
further opportunities to practise and demonstrate their
(chopsticks, tweezers, spoons, etc.) so children may brushing process.
toothbrushing skills. Phase B children will also explore foods
develop Fine Motor Skills by picking up or transferring
that are healthy and not so healthy for our teeth, which will Children may be encouraged to discuss when in the day
smaller objects from / to different containers
offer good background knowledge in preparation for the they brush teeth to introduce time words and sequences.
healthy foods theme in Learning Block 2.

EXPLORE If you choose to take photos of the tooth brushing process If a family member has links with a dentist or dental clinic
Children’s toothbrushes these can be displayed with simple instructions for each then a visit (to school or the clinic) could be arranged.
Toothbrushes for play stage.
Families could be encouraged to keep a food diary that
Mouth models (see resource file) You may want to display different animals showing their identifies sweet or sugar based foods that are eaten (this
Mirrors teeth to encourage children to compare. would be good preparation for the activities in LB2)
Small marshmallows If you get photos from home of children and families If the ‘Making toothpaste’ activity was chosen then ask
brushing their teeth, these can be added to enhance the families to send in photos of different members using the
EXPRESS
display and provide children with the opportunity to discuss toothpaste, possibly recording their reactions to the colour,
Baking soda, glycerine, food flavouring home experiences with their peers. taste and texture.
Toothbrushes for play
Water tray, toothpaste
Playdough, cubes, small marshmallows
Books/diagrams of teeth
Prior to the session, create a ‘mouth model’ using sheets of Phase A differentiation Language opportunities
card (see resource file). You might want to make multiple
If you are unable to organise a visit by a dental nurse, then VOCABULARY
models that the children can then play with in pairs or small
you could sensitively explore the topic of dentist visits and body parts (lips, gums, teeth);
groups. You will also want to ask children’s parents/carers to
losing milk teeth through a picture book, such as Peppa
provide them with their toothbrush from home. hygiene (clean, dirty);
Pig: Dentist Trip (Ladybird, 2009), Tooth Fairy by Audrey
actions (brush, clean, rinse);
Begin by singing the ‘happy smiles’ rhyme (see resource Wood (Child’s Play, 2003) and Going to the Dentist (Big
file). Have children point to their lips, teeth and mouths Steps) by Marion Cocklico (Campbell Books, 2019). water, toothpaste, toothbrush, etc.
as they join in. Talk about how everyone wants a happy,
healthy smile – and that means looking after our teeth.
Does anyone know how we can keep our teeth clean and
healthy? Explore the children’s responses. Invite volunteers
to use their toothbrush to model how they clean their
teeth.
Sing the ‘brushing teeth’ song (see resource file). Hold your
brush in front of your mouth, then model the actions. Have
the children follow your actions. They don’t have to put
the brushes in their mouths, but some children may do
so. (Have some beakers of water available, so children can
clean their brushes afterwards.)
Introduce children to your mouth models. Explain that Phase B differentiation Language opportunities
you need their help to clean some very big teeth! Provide
Provide children with hand mirrors to look at their QUESTIONS
toothbrushes that the children can use to pretend to clean
own teeth. Are all teeth the same shape? Use this Can you show me how…?
the teeth. Use this opportunity to remind children of the
opportunity to talk about incisors, canines and molars
different actions when cleaning their teeth – and also to What happens when we visit the dentist?
and their functions. Children could also look in books
clean behind the teeth too. Children will enjoy getting How many teeth…?
at the teeth of different animals. How are they the
inside the mouths to ensure they get a good clean!
same/different to our own?
Talk to the children about where people go to have their Lead a guided roleplay with children taking on various
teeth checked. Ask them if they know the name for a tooth roles to explore a dental visit, including phoning and
‘doctor’. Scaffold the children to identify the differences making an appointment, checking in at reception,
between a doctor visit and a dentist visit. If possible, arrange waiting in the waiting room, being called for their
for a dentist or dental nurse to visit and talk with the examination, and so on.
children about oral hygiene. They can also put children at
ease about dental visits.

The tooth fairy – have some pillows with small Making toothpaste – assist children in making their own VOCABULARY
marshmallows underneath to represent teeth. Have a toothpaste. Begin by mixing three teaspoons of baking soda body parts (lips, gums, teeth);
different number of teeth under each one. Children can with two teaspoons of glycerine (available from chemists hygiene (clean, dirty);
take it in turns to be the fairy by choosing and lifting and supermarkets). This will make a paste. Then add 5 drops
actions (brush, clean, rinse);
up the pillow to find the teeth. Encourage one-to-one of food flavouring (e.g. peppermint, vanilla, strawberry etc.).
correspondence by counting the teeth as they are Children may want to put a little on their finger and rub on
water, toothpaste, toothbrush, etc.
discovered. These can then be placed in a ‘fairy cup’. their teeth, before deciding if they want to brush their teeth
Children could then play the game in reverse by placing a with the paste they have made. Explore different flavourings
given number of teeth under their pillow. for comparison. Compare with commercial toothpaste for
colour, taste and texture.
Happy smiles – place some happy smile images inside
plastic sleeves (see resource file.) Put whiteboard marker or Good for our teeth – Have a selection of picture cards
paint on some of the teeth to represent dirty teeth. Children showing different food and drink items (or children can cut
can then use toothbrushes (provided for the activity) and their own out of supermarket magazines/catalogues). Talk
water to clean away the ink/paint and make the teeth white about how sugary foods and drinks are more likely to cause
again. plaque to build up on our teeth. Work together to sort the
images into two categories, those that are good for our
Water play – cut egg cartons into strips, so that the egg
teeth and those that are not so good.
cups can represent teeth. (If you wish, these could be
painted white beforehand.) Then provide access to a water Open wide – use the open mouth template (see resource
tray, toothbrushes and tooth paste. Children can then file) to play a simple game. Place small marshmallows or Language opportunities
practise brushing the teeth to make sure they are clean. playdough teeth in each space. Then the child rolls a 1-3 QUESTIONS
(Remind children not to put the toothbrushes provided for die and removes teeth equal to the number rolled. Once all
play in their mouths.) the teeth are gone, they can roll the die and then count and
How many…?
add teeth back. Use the game to talk about losing our milk Can you describe how you are cleaning the teeth?
Playdough teeth – using an open mouth template (see
teeth and growing new ones to replace them. How do we know the teeth are clean?
resource file), challenge children to use white playdough
to shape teeth to fill each half of the mouth. Use pictures Dental clinic – scaffold the children to make changes to
to look at canines, molars and incisors to compare shape. their hospital so that there is a dental room. Work with the
Children can then try and shape these out of playdough to children to identify what equipment will be needed, and
add to the open mouths. plan how to create this area (this may need a follow-up
session).

learning through:
INDEPENDENCE AND INTERDEPENDENCE Collaborator: Children may have joined in group songs and learning is taking place?
1.05a Routines and associated behaviours respond to prompts by performing actions. Are learning experiences developmentally appropriate
Thinker: Children may have found out about different types – do children need to revisit Phase A learning
COMMUNICATING THROUGH NUMBER
of teeth – and the teeth of different animals. activities or extend to Phase B learning activities?
2.40a Exploring one-to-one correspondence Is the learning sufficiently engaging and challenging?
EXPRESS
ENQUIRING Is anything helping learning to become secure?
Resilient: Children may have been resilient with challenging Is anything hindering learning from becoming
3.02a Exploring body parts
tasks and/or tasting homemade toothpaste. secure?
HEALTHY LIVING AND PHYSICAL WELL-BEING Communicator: Children may have shared their learning What types of learning experiences will further
4.01a Basic hygiene about teeth and hygiene as they complete tasks. support children’s progression?
4.02a Looking after our bodies and teeth
4.03a Expressing personal needs

learning through:
1.06b Expressing own views and ideas International Dimension – children may be learning Possible IEYC Learning Outcomes
1.09b Reflecting on actions and consequences
through:
KNOWLEDGE OF:
SENSE OF THEIR WORLD: 1. Themselves as a unique individual with a cultural heritage,
ENQUIRING
3.02b Exploring physical features
Explore their world through multisensory positive qualities, abilities, views, feelings and personal
experiences. needs.
HEALTHY LIVING AND PHYSICAL WELL-BEING Express reactions to different sensory experiences. 49. The importance of healthy eating and physical activity.
4.01b Hygienic habits Extend experiences with the natural world and others. SKILLS OF BEING ABLE TO:
4.02b The effects of neglect on our bodies and teeth
SENSE OF OTHER 4. Follow familiar routines.
4.03b Becoming independent in dressing/undressing, 51. Take care of basic hygiene and personal needs.
eating, drinking and personal hygiene
Explore different social contexts.
Express the similarities and differences between their INTERNATIONAL:
4.04b Healthy eating, sleeping and choices
life and the lives of others. Develop high levels of trust and trustworthiness.
Extend experiences involving international learning. Know about shared, contrasting and/or other countries.
Activity 5: Dancing Bones | Overview
Children will be sharing their existing knowledge of Physical opportunities Literacy & Mathematical opportunities
the human body by drawing a body outline and then
Introducing action songs that identify parts of the body (for Children can be encouraged to describe the journey of
exploring what they think is inside our bodies. Through
example, ‘Head, Shoulders, Knees and Toes’) may provide food through the body, leading to writing and mark making
this exploration and discussion, many questions and
opportunities for children to develop Gross Motor Skills. (leading to toileting, if appropriate)
theories will be raised – which can then be investigated
and answered through books, images, models and other Extending the body outlines activity, children may be Providing children with standard and non-standard
resources. encouraged to draw animals and predict what they have measuring tools (blocks, tapes, rulers, etc.) may encourage
inside their bodies. This may provide a context to focus on children to measure X-rays pictures or their body outlines.
Children will then move on to studying bones and the
Fine Motor Skills associated with drawing and mark making Children can be encouraged to order these by size.
human skeleton. Through songs and discussion, they will
learn to name the different bones. This is followed up Body jigsaws may encourage spatial awareness skills.
with a storybook that features skeleton characters. This
will provide the stimulus for art and craft activities where
children make their own x-rays and skeleton models.

EXPLORE Display the children’s body outlines (on paper or Encourage families carry out the body outline activity at
Chalk and/or crayons photographed, if chalk is used) with any annotations. If each home with the child acting as the teacher. If all members
Art materials child makes a body outline then an interactive classroom of the family make one then comparison may become
display can be made, encouraging viewers to match possible, introducing size vocabulary.
Funnybones by Janet and Allan Ahlberg
photographs of children’s faces to the bodies.
Ask families to measure different body parts (head, arms,
EXPRESS Additionally, providing labels with specific body words or legs, fingers, etc.) and other objects around the home. This
White chalk. pastels and/or crayons, playdough pictures may encourage children to attach labels to the will build on the measuring tasks from the Explore activity.
Art materials (e.g. black paper/card, pipe cleaners) correct body part. If these pictures are of the children’s This can be extended to weighing, linking to LB 2.
Funnybones by Janet and Allan Ahlberg body parts (taken with a digital camera), this may make it
Encourage families to use cooking activities to look at
Cut-out shapes to make houses/night sky more meaningful to the children and increase involvement.
bones within over other animals. This can be extended into
considering what is inside the bodies of other animals.
Invite children draw around a child’s body – either using Phase A differentiation Language opportunities
crayons and large sheets of paper or using chalk in an
Using their drawn bodies, ask children if they can VOCABULARY
outside area. Prompt children to talk about the body parts
point to various body parts. Where would we find a body parts, organs,
they are drawing around (head, fingers, arm, leg etc.).
nose, ear, mouth etc.? Invite children to touch their
size (big, large, little, small),
When the body outlines are completed, ask children to own matching body part.
light and dark,
think about what is inside our bodies. Can we draw what When reading the story, pause to explore the
we think we might find inside our bodies? Allow time for place words (inside, top, bottom)
illustrations. Ask children if they can point to the big
children to draw and talk about their ideas. Have children skeleton, the little skeleton and the dog skeleton.
look at each other’s body pictures to compare. Use this How do we know it is dark? If the story was told in
opportunity to expand on the children’s ideas. For example, the daytime, what would be different?
some children may have drawn food inside their bodies
because they know we put food into our bodies when we
eat. This could lead into a discussion of what happens to
our food – where does it go?
Print out some x-ray images onto thin paper, then use a
lightbox to view them. What do the children think they are
looking at? Explain that we all have a skeleton inside of
us. It helps to keep all of our body parts together. Without
a skeleton we would just be squashy blobs like clay! Our
skeleton is made up of bones. Children can feel their own
bodies to find knee, elbow, finger bones, back bone etc. Are
our bones hard or soft? Why do we think it’s important for When children are discussing their body outline QUESTIONS
our bones to be hard? Can we break a bone? Look back at ideas, prompt them to explain how they know what Where is your…?
the x-ray images. Explain their purpose – doctors use them is inside us. Perhaps they might have seen images of
Can you point to/touch your…?
to identify fractures/breaks in our bones. skeletons or internal body parts, or perhaps they may
Why do you think we need bones?
have experienced someone in their family breaking a
If you wish, children could add further details to their big
bone and wearing a plaster cast. What do you think would happen if…?
pictures based on what they have seen and discussed.
Children may know the names of some body organs,
These can then be used as full body x-rays or human body
like the brain, heart, lungs and stomach. Find out if
posters for their roleplay area.
they know what these organs do for us. Use books to
Sing the ‘dancing bones’ song together (see resource file). find out more.
Touch each body part as they are mentioned. Then read
Funnybones by Janet and Allan Ahlberg (Puffin, 1999) or
listen to an online reading.

Skeleton pictures – provide children with black card and Make a skeleton – provide children with black paper and VOCABULARY
white pipe cleaners of different lengths and some circles chalk or white pastel, and invite them to draw their own body parts, organs,
of white card. Children can arrange the pipe cleaners and skeleton characters. Refer back to storybook illustrations or size (big, little),
shapes to make their own skeleton characters or x-rays, other books for reference.
bone names (skeleton, bone, ribs, skull etc.),
then glue them down. Children could also use white
X-rays – children can make their own x-rays for their soft, hard, harden.
playdough to make their skeletons.
hospital role-play area. Children could draw around their
Put me back together – cut up a simple skeleton template hands, feet, arms etc. on black card and then add in the
(see resource file) and invite the child to put the pieces bones using art materials (e.g. card, pipe cleaners, Q-tips
back together again – just like the skeleton dog in the story. etc.)
Provide guided talk. For example, do we think this piece is a
Fracture clinic – children can apply mod-roc plaster casts
leg bone? Where shall we place this foot bone? What might
to dolls. Soak strips of mod-roc in water for a couple of
connect to the hand bone?
minutes, then squeeze out the water. The mod-roc can
Tell the story – children can use the pictures in the then be applied to the doll in layers. Mod-roc dries quite
Funnybones storybook as a stimulus to assemble their quickly, making a solid cast. Children could also use marker
own street scene on black paper using shapes of coloured pens to practise mark-making and writing their name on the
paper. They can also add stars and a moon. Then they can casts.
make cut out skeleton characters (or use their pipe-cleaner
Looking after our bones – calcium helps to keep our bones
creations – see above) to retell the story or make up their
healthy and strong. Look at some picture cards or play food
own new story. Language opportunities
that contain calcium (bread, fish, milk, cheese). Children
Skeleton sort – have pre-made skeleton characters/ can draw these to make a healthy bones poster for their QUESTIONS
templates in various sizes. Compare them in pairs. Which roleplay area. Where does this bone go?
is the big/little skeleton? How shall we sort them? Shall Which is smaller/bigger?
Introducing complexity – compare the X-rays and the
we put the biggest one first on this line? Which is the next
Funnybones story. Encourage the children to identify What art materials would you like to use?
biggest?
differences between the two and suggest reasons for these
differences. Use this as an opportunity to introduce correct
terminology for some of the major bones (for example, ribs
not chest bones).

learning through:
INDEPENDENCE AND INTERDEPENDENCE Thinker: Children may ask questions about the human body learning is taking place?
1.07a Making choices with others and be encouraged to find answers. Are learning experiences developmentally appropriate
Communicator: Children may use their body images to – do children need to revisit Phase A learning
communicate their ideas. activities or extend to Phase B learning activities?
2.53a Exploring size and shape through real-life and play Is the learning sufficiently engaging and challenging?
contexts EXPRESS
2.56a Describing objects according to size and shape Communicator: Children may communicate their learning Is anything hindering learning from becoming
through their artwork. secure?
COMMUNICATING THROUGH EXPRESSIVE ARTS AND
CREATIVITY Resilient: Children may demonstrate resilience when What types of learning experiences will further
tackling challenging tasks. support children’s progression?
2.77a Exploring and creating 2D and 3D artwork
2.79a Using illustrations to inspire drawings and artwork
ENQUIRING
3.02a Exploring body parts

learning through:
INDEPENDENCE AND INTERDEPENDENCE through:
KNOWLEDGE OF:
1.06b Expressing own views and ideas
SENSE OF THEIR WORLD: 12. The roles and needs of listeners and speakers.
COMMUNICATING THROUGH SPEAKING & LISTENING Explore their world through multisensory 45. Similarities and differences in people, living things, the
2.04b Asking increasingly complex questions, providing experiences. environment and materials.
answers and explaining reasons Express reactions to different sensory experiences.
COMMUNICATING THROUGH EXPRESSIVE ARTS AND Extend experiences with the natural world and others.
17. Follow and give simple instructions consisting of two or
CREATIVITY more parts.
SENSE OF OTHER
2.77b Designing and creating 2D and 3D artwork for a range 48. Investigate by: Posing questions: Exploring ideas;
of purposes Making observations; Providing simple explanations.
Express the similarities and differences between their
ENQUIRING life and the lives of others. INTERNATIONAL:
3.02b Exploring physical features Extend experiences involving international learning. Develop high levels of trust and trustworthiness.
3.04b Exploring what lies beneath our skin Know about shared, contrasting and/or other countries.
Reflective Practices for Improving Learning: Healthy Bodies (LB1)
Within each IEYC unit of learning, it is important that teachers reflect on the
pathways of learning that are unfolding, where children’s curiosity is taking them,
and how it can be further nurtured. The Learning Block Review may help identify
the differing ways in which the learning environment is being used. It is designed to
provide a framework to focus dialogue on the IEYC Learning Experiences that are
happening within the theme; child-initiated and teacher-scaffolded. It may also be
used as a working document to record ongoing learning-focused dialogue. Further
details are available in the Reflective Practices for Improving Learning document.
Teachers are also encouraged to discuss with the learning experiences they are
having and how their IEYC thematic learning journey is unfolding. It is neither
practical nor desired that all children are included in each Learning Block; the
intention is to have a planned approach for supporting all children to consider
their learning and development.
Dialogue on learning and development informs and guides short term planning;
the identified ways in which children are learning and developing is expected to
influence ongoing provision for the next Learning Block to enable a nurturing and
responsive approach.
This Reflective Practices framework is available in the IEYC Reflective Practices

for Improving Learning document and on the MyFieldwork Curriculum Portal.
Feed the Brain
Learning Block 2

learning.
Learning Block 2: Feed the Brain

HEALTHY HABITS | PLAYFUL LEARNING EXPERIENCES | LEARNING BLOCK 2: FEED THE BRAIN 49
Learning Block Overview for Teachers Extending Learning and Development within Feed the Brain
Building on the theme of physical well-being, children will start to investigate Children need time, space, and pace to repeat, process, consider, and enjoy
different foods and learn about those that are the healthiest for our bodies. As their learning and activities. Within the IEYC, ongoing provision is a recognised
well as naming and tasting different fruit and vegetables, children will also have classroom approach that enables children to lead their own experiences, supporting
opportunity to prepare ingredients and help with creating a healthy meal. them to make connections and encouraging holistic approaches to learning and
development. Ongoing provision nurtures and stretches child-initiated learning.
As with all activities that involve food and food preparation, check your setting’s
food policy beforehand – and also check with parents/carers for allergies or any Ongoing provision involves planning and preparing different areas or centres
religious/cultural reasons why some foods may need to be avoided. within the learning environment. It is recommended that both the indoor and
outdoor environment offer a broad range of these areas. The table below suggests
Pathway through Feed the Brain (for children) ideas for ongoing provision, that are linked to the thematic learning and activities
The following is an overview of the IEYC activities and experiences within the Feed within this Learning Block. The list provided is a starting point for Reflective Practices
the Brain Learning Block. You will need to adapt this to your specific context to for Improving Learning to guide teachers in the nurturing responsive and playful
ensure that it reflects your planned pathway through the Learning Block. decisions they make as they lead and improve learning. Creativity in thinking about
the areas offered within the learning environment is encouraged!
In Feed the Brain we’ll be investigating healthy foods that our bodies like.
We’ll be exploring foods with different tastes and learning how we can use Repetition in different areas is intentional. It offers children the opportunities to
them as ingredients to make healthy snacks. transfer their experiences and their learning across the learning environment. It
is expected that some/most activities will be available for longer periods of time,
Do you think we can grow our own food? We’ll be finding out how we can –
allowing children to repeat and revisit their learning experiences through the
and also finding out more about where our favourite foods come from.
Learning Block.
We will learn why breakfast is an important meal, and have a special breakfast
party. We can bring in our favourite breakfast food and share this with our
friends. We will get the chance to try other people’s breakfast to see if we like
it too!
We will use our skills to cut and peel as we prepare a healthy snack for us to all
share.
Extending Learning within Feed the Brain (Learning Block 2)

Porridge playdough (activity Cutting vegetables What’s your favourite food? Images of food from around Rice, lentils, pasta
4) Salad heads (activity 3) Jasper’s Beanstalk the world Sieves and strainers
Jelly making Painting/drawing fruit & Traditional Tales (e.g. World maps Kitchen set (jugs, pots, pens,
Food tasting vegetables (local and global) Jack and the Beanstalk, Recycling bins - packaging spoons, etc.)
Cornflour and water (add Goldilocks, or any local Gardening sets and plastic
food colouring) stories on food/growing) flowers
The Very Hungry Caterpillar

Fruit tasting Shop roleplay (fruit, Farm animals and vehicles Build a beanstalk/tree (wall Jelly in the water tray
Growing activities (avocados vegetables, toys,...) Use blocks to create display) Kitchen utensils
stones in water are good!) Create a farmer’s field for enclosures for the animals Make a food stall Measuring containers,
Fruits and trees (matching farm animal roleplay Sorting animals into different Create a farm (link with small watering cans
activity) sized enclosures world) Washing vegetables

Gardening equipment (flower Rhythm sticks/claves Menus and recipes Rainbow food checklists Weighing scales; local and
pots, soil, spades, seeds, Different instruments (Group Packaging (activity 4) Weighing scales global fruit and vegetables
beads,...) music making) Growing activity &
Rainbow food diaries (eat the Compare bears
Watering cans Different sounds (prepare for rainbow) observation table (magnifiers,
Matching games (activity 1 rulers, pencils, record sheet,
Composting LB3) & 4) camera, etc.)
Jelly making
Activity 1: Food, Glorious Food | Overview
Children will learn about why our bodies need food and Physical opportunities Literacy & Mathematical opportunities
water – for energy, health and to stay hydrated. They go
You may choose to support children’s motor skills through Children’s mark making and writing skills may be developed
on to explore different foods and food products, and share
the focus on cutting and sticking skills within the Express by encouraging children to write their own shopping lists,
their own food preferences. Children will start to learn that
activities. based on the food picture cards provided.
there are different food groups and each type plays a role in
helping us to grow and stay healthy. Children may be encouraged to sort the food cards into Children’s number recognition may be developed by
groups, allowing them to introduce different food types and extending the Bingo game with number cards.
In the express activities, children will continue to explore
categories, such as food that we need regularly (healthy)
the colour, shape and texture of different foods – and also You may choose to introduce money within the
and food that we need in moderation (less healthy).
consider where their food comes from. shopkeeper activity, with children discussing amounts by
Sensory activities with different fruits and vegetables offer identifying costs and change. Adding labels to different
the children a range of different textures to experience and foods may support children to discuss numbers when they
discuss. are shopping with their families.

EXPLORE You may choose to display the different types of food that If you are aware of a child whose family own a shop you
Picture cards of foods children have chosen to make. Encourage children to may want to ask them to visit to explain how they run their
3D play food choose which foods they would add to their shopping lists shop to the class.
Food packaging Adding price tags to these may encourage children to Children can create their own shop at home, with parents
Sample tasting dishes discuss prices, extending to adding up totals for different acting as customers.
selections. Make sure these prices support children’s
EXPRESS Families may be encouraged to write shopping lists with
developing number skills - realistic prices may be beyond
their children before they go shopping to use these as they
Food images/picture cards their current number or calculation skills.
shop.
Dry foods (lentils, peas etc.)
Art materials Parents can be asked to provide food boxes to help support
the roleplay areas you create and any of the food tasks
Scissors
are you planning. This may also involve contributing some
dishes for children to try to launch this Learning Block.
Continue to stress the importance of handwashing Phase A differentiation Language opportunities

before eating or preparing food. Any food waste should
If possible, try and support your initial discussion VOCABULARY
be disposed of appropriately. You may wish to set up a
with 3D play food or real examples of foods and colours, size, shape, foods, vegetarian, vegan,
composting scheme if your setting does not already have
packaging (where appropriate), so that children can
one. adjectives (sweet, hard, soft, tasty, delicious, etc.)
handle and explore these.
Share a picture book about food, such as What’s Your Children may wish to play the bingo game in pairs so
Favourite Food by Eric Carle (Macmillan, 2019) or Monsters that they can help each other to match the pictures
Don’t Eat Broccoli by Barbara Hicks (Dragonfly Books, and complete their cards.
2014). Use this as a starting point to talk about favourite Set up a table as your supermarket, with baskets/
foods and meals. trays displaying your available play food/packaging.
Explain that food is important for our bodies. We need Children can then use their bingo cards as shopping
food to grow, to be active and have lots of energy, and lists. Other children may want to take on other roles –
also to stay healthy. Refer back to children’s learning from delivery driver, shopkeeper, checkout assistant,...
Learning Block 1. Also stress the importance of water for
staying hydrated and healthy – particularly if we are feeling
hot and tired.
Using play food or picture cards, look at a selection of
different foods – meats, dairy products, fruit and vegetables
etc. Ask the children if they can name any of the foods.
Which ones do they like/not like? Explore any that are Phase B differentiation Language opportunities
unfamiliar to the children. Explain to the children how each
Discuss with children where they think some of their QUESTIONS
type of food helps us grow and stay healthy.
foods come from. Refer to globes or a world map to What is that food called?
Play a game of ‘supermarket bingo’. You will need twelve or encourage discussion about international learning.
Can you describe its colour/shape/smell/taste?
more picture cards of foods – and each child will need their Sort the food images/examples into two categories
What foods do you like?
own laminated card that features pictures of some of those – those that come from plants and those that come
foods. Each card should have a slightly different selection.
Does everyone like the same foods?
from animals. Introduce the children to vegetarian
Shuffle the picture cards, then display them one at a time. If and vegan diets. What have you learned about food today?
a child has a matching image on their card, they can circle Discuss foods that the children think are healthy and
or cross it out. The first child to complete their supermarket we should eat a lot of, and those that we should try
trip by collecting all the foods on their card is the winner. and eat less of.
The game can then continue until everyone has completed
their card. Encourage children to name the foods as they
are revealed.

Model me – provide children with coloured playdough My favourite meal – provide children with paper plates or VOCABULARY
and challenge them to make their own models of different circles of paper/card. Invite them to draw, paint or collage colours, size, shape, foods, water
foods. Encourage language around colour, size, shape and their favourite meal. Encourage children to share and talk (one) more/less
weight as appropriate. Provide sculpting and mark-making about their plates in small groups – comparing the foods
price, cost, money, local currency,
tools so that children can also explore and copy textures. that they like, who in their family makes this meal, etc. – and
discussing those they might like to try in the future.
I have…already
Food pictures – provide a selection of dry food types that I would like/want…
children can glue to paper or arrange to make pictures. Food match – you will need a set of images that show
Dry pasta (in different shapes), rice and pulses (green peas, a food and its source (e.g. wheat/bread, egg/hen, bee/
white peas, lentils, chickpeas etc.) are ideal for this. honey, potato/chips, apple/apple tree, olives/olive tree etc.).
Start by asking children to pair them up. Then mix up the
Colour collage – have large sheets of coloured card and
cards, turn them over, and set out in a grid. Children can
picture cards of different foods. These can then be sorted
then turn over two at a time. If they match, they can take
based on their colour and glued or positioned on the
them away – if they don’t, they are turned back over. The
matching coloured card. This can be a good activity to
game becomes a memory challenge as children try and
talk further about fruits and vegetables – as they come in
remember where and what they have previously revealed.
a variety of colours. Children could also be provided with
sheets of images and scissors to practice fine-motor control Shopkeepers – children can be given large sheets of
as they cut around the images to place on the cards. paper with the name of a shop type appropriate to the
host country (e.g. butchers, greengrocers, bakers and
Water station – introduce a water station within your
fishmongers). Start by discussing what types of food each Language opportunities
environment (inside and outside) and allow children to pour
shop would sell. Then have a selection of printed food QUESTIONS
and drink water when required. Provide chairs so children
images for children to explore and name. They should
can sit whilst drinking. Support children to learn how to Can you find a food of the same colour?
identify the foods that match with their shop type, then cut
pour correctly and the rules to ensure safety. Help the Can you describe what you have done?
these out and glue to their ‘shop window’ to make a display.
children think about hygiene and relate to the Wash Our
Children can then visit each other’s shops to look at and Where does this food come from?
Hands activity (LB1A2).
discuss the foods on offer. How much…?
Water station – introduce a water station within your

Do you have…?
environment (inside and outside) and allow children to pour
and drink water when required. Support the children to
create rules for using the water station. Relate to the Wash
Our Hands activity (LB1A4), and hygiene.

learning through:
COMMUNICATING THROUGH NUMBER Communicator: Children may share and talk about their learning is taking place?
2.35a Sorting and grouping objects favourite food preferences. Are learning experiences developmentally appropriate
Collaborator: Children may join in and follow the rules of a – do children need to revisit Phase A learning
supermarket bingo game. activities or extend to Phase B learning activities?
2.56a Describing objects according to size and shape Is the learning sufficiently engaging and challenging?
2.64a Using language associated with weight EXPRESS
Thinker: Children may handle and explore foods, and may Is anything hindering learning from becoming
make connections between a food and its source. secure?
CREATIVITY
Communicator: Children may explain their learning to What types of learning experiences will further
others, through sorting exercises and art activities. support children’s progression?
ENQUIRING
3.01a Exploring the senses

learning through:
COMMUNICATING THROUGH SPEAKING AND LISTENING
2.05b Using increasingly complex language to describe International Dimension – children may be learning Possible IEYC Learning Outcomes
objects, people, places and events that are present and not through:
KNOWLEDGE OF:
present
SENSE OF THEIR WORLD 27. A range of mathematical language.
COMMUNICATING THROUGH NUMBER Explore their world through multisensory 45. Similarities and differences in people, living things, the
2.35b Identifying common properties in and between experiences. environment and materials.
groups of objects Express reactions to different sensory experiences.
COMMUNICATING THROUGH EXPRESSIVE ARTS AND Extend experiences with the natural world and others.
28. Count beyond 10.
CREATIVITY
SENSE OF OTHER: 48. Investigate by: Posing questions; Exploring ideas;
2.75b Exploration of colour, texture, materials, textiles, Making observations; Providing simple explanations.
space, line and shape involving tools, manipulation,
techniques and construction to create unplanned and Express the similarities and differences between their INTERNATIONAL:
planned effects life and the lives of others. Develop high levels of trust and trustworthiness.
ENQUIRING
3.01b Using the senses to make discoveries
Activity 2: Fabulous Fruit | Overview
The popular storybook, Handa’s Surprise, provides the Physical opportunities Literacy & Mathematical opportunities
stimulus for talking about different fruits from around the
Children may be encouraged to carry different objects Children can create their own Handa story (through
world. Children will have opportunity to handle and taste
(make sure they are not too heavy) by balancing bean bags roleplay and print)
the fruits from the book, using their senses to describe
and small containers on their heads and other parts of their
them. They will learn that fruit is a healthy food that our Children may be encouraged to keep a food diary that
bodies.
bodies like. They are encouraged to have some fruit each focuses on ‘eating the rainbow’. This may allow children to
day with the ‘eat the rainbow’ challenge. This can be extended to investigating balance in a variety of match and name colours.
ways, for example children balancing on different objects
Linked to the ‘eat the rainbow’ theme, children explore You can introduce graphs or pictograms that represent
or balancing different shaped objects within the learning
different fruits and sort them based on their colour. They children’s favourite foods. This may allow children to
environment.
also get to record their preferences for favourite fruits – and identify quantities and differences through counting.
make their own fruit jellies.
Children can explore filling baskets with different sized
Children will be able to revisit the storybook by developing objects. How many can get in a basket?
their own version of Handa’s Surprise, using props and their
own choice of fruits.

EXPLORE If you choose to do the Fruit Jelly activity, taking photos Families may grow their own fruit or vegetables, asking for
Handa’s Surprise by Eileen Browne may provide you with a record of a memorable activity. families to provide pictures (or the actual food) may provide
Fruit, tree and plant images Displaying this may encourage children to revisit the you with an opportunity to revisit and reflect on home
experience with their friends. learning experiences with the child.
Samples of fruit
Plates, spoons, forks By creating a rainbow display you may encourage children Providing families with a rainbow chart may encourage
Tick sheets to find fruit (and vegetables) of the different colours which children to keep a record of the different types of food that
they can then add to the display. they eat each day. Children may also be encouraged to
EXPRESS identify favourite fruits within their families. Both pieces of
Photos of children balancing objects may also be displayed.
Coloured card/paper information can be made into graphs or pictograms.
Fruit, jelly Encourage families to explore balancing objects (on bodies
Chopping boards and knives and other objects).
Plastic bowls/cups
Art materials
Feely bag
Share the popular Picture book, Handa’s Surprise by Eileen Phase A differentiation Language opportunities
Browne (Scholastic, 2006), which tells the story of Handa,
Provide baskets and fruit (and animal masks). Allow VOCABULARY
who’s part of the Luo tribe in south-west Kenya. Show
the children to act out and roleplay the story as it is colours, size, shape, senses, foods, fruit, animals,
children where this is on a globe or your setting’s world
narrated numbers
map. Handa decides to take a basket of seven delicious fruit
to her friend, but as she travels to the neighbouring village, Invite children to predict what will happen next in It looks/smells like…
the story. What other animals do they think they
a series of animals steal the fruit from her basket! (There are I like it.
also online readings of the text and animated versions that might see on this journey? Pause your reading and
I don’t like it.
you can watch online.) ask children if they can remember what animals they
have already seen – and what fruits were taken from
Afterwards, hold a tasting session where children can taste inside the basket.
each of the fruits that appears in the book (guava, orange, Provide children with a tick card that they can use
banana, mango, pineapple, avocado, passion fruit and to record each fruit that they taste during the tasting
tangerine). Not all fruits may be available, so you might session. If children tick all of their fruit (i.e. try each
want to include some popular alternatives. one) then award them with a badge or certificate for
Have examples of the whole fruit for children to explore. being brave and showing resilience. This may also
What do they think the fruit will look like inside? Halve encourage children to have a go at tasting all of the
the fruit to look inside. Then provide spoons or forks, so fruit on offer
that children can put a sample of a fruit on a plate to try.
As children taste each fruit, encourage them to use their
senses – to describe the smell, texture, taste etc. Which
fruits have they tried before? Which are new to them?
Which did they like the best? Create a pictogram to record children’s favourite fruit QUESTIONS
from the tasting session. Use this as an opportunity to Which fruits have they tried before?
Ask children to compare the setting of Handa’s Surprise
compare totals and discuss the results. What was the
with their host country. How is it the same/different? As well Which are new to them?
most/least popular fruit? Are there reasons why?
as the landscape, you can also focus on the buildings, the Which did they like the best?
Fruit comes from trees and plants. Have images of
animals and Handa herself (clothing, hair etc.) What do you think will happen next?
these for the children to explore and talk about those
At the end of the story, Handa discovered that her friend’s that might be common to your host country and/or How would you describe this fruit?
favourite fruit was a tangerine. What are the children’s the children’s home countries. Do you like it? What do you like/don’t like about this
favourite fruit? Have images or play food examples to help fruit?
prompt the children. Explain that fruit is very healthy and Do you think it is good to try new things?
good for our bodies. We should try to ‘eat the rainbow’
each day. This means we should try and eat fruits of the
different colours of the rainbow.

Eat the rainbow – have some sheets of different coloured Eat the rainbow – challenge children to use books and/or VOCABULARY
card laid out on the carpet. (You might want to present the internet to find different fruits of each colour. Children fruit, animals, colours,
these as a rainbow.) Using either picture cards, play food or could draw and label these and place on a rainbow display. preparing food (wash, cut, chop, slice, etc.),
real fruits, ask children to sort the fruits into their matching sequencing (first, next, then, last)
Can you guess? – have a display of different fruits. Ask a
colours. Which colour do we have more of/less of? Can we
child to choose one of the fruits from the display. The other different, same
name all the fruits of this colour?
children then have to try and guess what the fruit is by
What’s in the bag? – place a fruit in a feely bag. Invite only asking yes/no questions. For example, is it round? Is it
children to take turns feeling and describing the fruit yellow? You may need to model some example questions
without being able to see it. Then ask the children if they first. Can children guess the fruit by only asking up to three
think they can name the fruit best on what is described. questions?
Have a display of all the fruit for children to choose from.
Fruit jelly – children can help you to prepare fruit jellies.
Favourite fruits – continue to explore the colour, shape, Have an adult heat up jelly cubes according to the
texture and size of different fruits. Cut them in half and instructions, until they have become a liquid. Children can
look at the middle of each fruit. Children can try a piece wash fruit, then use chopping boards and safety knives to
of each fruit and decide whether they like or dislike it. This carefully cut up/trim fruit as necessary (such as strawberries,
information can be recorded in a table or chart. You could raspberries, apple etc.). Place the fruit in the bottom of
then ask children to help you to perform a similar survey plastic bowls or glasses then pour over the jelly. Allow it to
for another class. Compare the results to see if there is an cool, then set in the fridge. When serving, children could
overall favourite. also add some fruit to the topping of their jelly. For added Language opportunities
challenge, see if the children can include a fruit of every QUESTIONS
Who’s hiding? – create a lift-the-flap game, with an
colour in their jelly/topping to make an ‘eat the rainbow’
animal from Handa’s Surprise hidden under each flap (see Can you name/describe the animals?
jelly!
resource file). As children trace a journey along a path with What comes first, next, last…?
their finger, they can stop and lift up the flap to reveal each A new journey – work together to plan your own version
What colour/shape is it?
of the animals. Can they name them? Close the flaps at the of the story of Handa’s Surprise, but changing the setting
What makes this fruit different to the others?
end. Can the children remember any of the animals they to your host country/local area instead. What animals
encountered? Children could look back at the book and might Handa encounter? What fruit shall we have in her
match a fruit to each of the animals. basket? With assistance, children can make animal masks
and playdough fruit. Then act out your story of Handa’s
Handa’s basket – provide children with a basket that they
Surprise with the children taking on the role of Handa and
can fill by making their own versions of the fruit using
the animals.
playdough. Alternatively, they can draw and colour pictures
of the fruit, then cut these out to place on a card/paper
basket template.

learning through:
COMMUNICATING THROUGH SPEAKING AND LISTENING Resilient: Children may show resilience when agreeing to learning is taking place?
2.05a Describing objects, people, places and events that are taste unfamiliar fruits. Are learning experiences developmentally appropriate
present and not present Communicator: Children may describe the smell, taste, and – do children need to revisit Phase A learning
2.07a Using language to recall events textures of the fruit they are exploring. activities or extend to Phase B learning activities?
COMMUNICATING THROUGH NUMBER EXPRESS
2.35a Sorting and grouping objects Communicator: Children may continue to describe Is anything hindering learning from becoming
different fruit through question-and-answer games, and secure?
ENQUIRING
feely bag challenges.
3.01a Exploring the senses What types of learning experiences will further
Collaborator: Children may participate in games – and support children’s progression?
3.20a Exploring wildlife, domestic animals, birds, sea-life, may work together in a group to plan their own version of
insects and other life forms that are of interest Handa’s Surprise.
4.04a Exploring food and drink, textures and tastes

learning through:
COMMUNICATING THROUGH SPEAKING AND LISTENING through:
KNOWLEDGE OF:
2.05b Using increasingly complex language to describe SENSE OF THEIR WORLD 26. How numbers represent quantities
Explore their world through multisensory 49. The importance of healthy eating and physical activity
present
experiences.
2.07b Using language to recall, retell and sequence events SKILLS OF BEING ABLE TO:
34. Compare quantities and objects according to shape and
COMMUNICATING THROUGH SHAPE AND MEASURE Extend experiences with the natural world and others.
measures
2.58b Collecting simple data and representing pictorially
SENSE OF OTHER: 52. Demonstrate control, coordination and increasing
ENQUIRING Explore different social contexts. confidence in a range of physical activities
3.15b Exploring significant features of the wider world Express the similarities and differences between their INTERNATIONAL:
HEALTHY LIVING AND PHYSICAL WELL-BEING life and the lives of others. Develop high levels of trust and trustworthiness.
Extend experiences involving international learning Know about shared, contrasting and/or other countries.
Activity 3: Eat Your Greens! | Overview
Children will be learning about different vegetables and Physical opportunities Literacy & Mathematical opportunities
how they are important for a healthy diet. They will handle
Providing children with gardening tools and containers with Children may want to keep a diary of the growing activities,
vegetables and have opportunity to explore their size,
earth in them (or a garden if you have one) will allow them recording different stages as they grow.
shape, colour, texture and weight. This is followed by a
to engage in a range of motor skill activities.
tasting session. Children may be encouraged to explore measuring and
Children may be encouraged to explore how different comparing heights and weights, using standard and non-
By exploring seeds and seed packets, children will learn that
things (including humans!) grow. Children may be standard measures. Building bean stalks (see Express) will
vegetables can be grown from seeds – and these seeds and
encouraged to represent this through movement provide a context for this.
plants look different depending on the vegetable.
sequences.
If you choose to introduce the rainbow tracker, children
In the express activities, children will have a chance to
may be encouraged to count their own totals and those of
grow their own vegetables and observe and record the
others. The tracker could be used to record school snacks
changes. There are also further opportunities to explore the
and meals.
characteristics of different vegetables (colour, texture,...),and
the different ways they can be prepared and presented,
through various art activities.

EXPLORE You may want to display a sequence of photos showing the Encourage families to involve their children in preparing
Vegetables (whole and chopped), seeds and packets, children’s growing activities, or even the actual plants that and cooking different foods. You may want to encourage
Pictures of vegetables are growing (possibly enhanced with photos from home). children to do this with their grandparents (if available) so
Tweezers and cups they can hear how their parents helped when they were
You may want to extend this to a display about growing and
young.
Art materials height, measuring and recording the children’s heights in
Plates, spoons and/or forks different ways with standard and non-standard measures. Children may be encouraged to find out the different
favourite foods in their family.
EXPRESS
Encourage families to grow fruit or vegetables at home.
Vegetables (whole and chopped)
Ask families to send photo or video updates throughout the
Art materials process. These videos and photos may be a good option
Plastic pots/cups, for sharing learning across the parent community.
Gardening equipment, soil and compost
Seeds
Magnifying lenses
Start the session by sharing a picture book on the theme of Phase A differentiation Language opportunities
vegetables and/or growing – such as Oliver’s Vegetables
Peas in a pod – provide children with some washed VOCABULARY
by Vivien French (Hodder, 1995), Growing Vegetable Soup
peas (in a pod) to investigate. Show how the pod can colours, size, shape, senses, foods
by Lois Ehlert (Harcourt, 2008) or Jasper’s Beanstalk by
be split open to reveal the peas inside. Children can
Nick Butterworth (Hodder, 2014). Use this as a stimulus for
use tweezers to remove the peas and place them on
talking about different vegetables and how they are grown.
a plate or in a cup.
Give children vegetables to wash and clean in the water Colour me in – have some outlines of different
tray. (You can add some dirt to them and pretend that you vegetables for the children to colour in and add
have just picked them from your vegetable garden!) As texture to. Provide access to different art materials
children handle the vegetables, encourage them to talk to choose from, such as paints, crayons and pastels.
about the shape, colour, size and weight. Have picture cards or real examples of the vegetables
You can also have a selection of seeds and seed packets for children to use for reference.
for children to explore (e.g. carrot, tomato, radish, beetroot,
broad bean, pea etc.). Explore their size, shape and colour.
Ask children to consider what seeds are used for. Look at
pictures on the packets and talk about the plants and/or
vegetables that will be produced from the seeds. How does
a seed become a vegetable that we can eat?
Hold a tasting session so that children can try a selection
of vegetables. Make sure the children wash their hands Phase B differentiation Language opportunities
beforehand – and practise their handwashing skills from
It is recommended that we try and have five to seven QUESTIONS
Learning Block 1. Have whole versions of each vegetable for
portions of fruit and vegetables a day for a healthy diet. Give Do they know the names of the vegetables?
children to handle and explore, such as aubergine, cabbage,
the children their own daily tracker, with days of the week
cucumber, carrot, cress, celery, tomatoes, broccoli, fennel, Which vegetables float in the water and which sink?
and boxes for children to draw a fruit or vegetable that they
leek, sweetcorn, radish, lettuce and green beans. Then have Which vegetables are the same colour?
have had each day. Children can use their trackers to help
some samples prepared that children can spoon or fork
record how much fruit and veg they are eating. You should How does a seed become a vegetable that we can
onto their plates to try. Some will need to be cooked before eat?
also keep your own record. To support this, you may want
the session to tenderise. Encourage children to talk about How would you describe this vegetable?
to encourage children to bring in a favourite piece of fruit
their favourites. How can we be good gardeners?
for mid-morning break and afternoon snacks.
Explain that, like fruit and water, vegetables are very good What vegetables do you like to eat?
for us. We should try and have some vegetables with at What might happen if we plant one of these seeds?
least one meal a day. They help us to stay healthy and
strong – and can contribute to our ‘eat the rainbow’ daily
challenge.

Painting with vegetables – provide children with a selection Growing our own veg – provide each child with a seed/ VOCABULARY
of vegetables that they can use to paint with. Explore bean to plant in a cup of soil. Sprouting peas, cress and plants (leaf, stem, roots),
the shapes that can be created by stamping and rolling radishes will produce quick results. Each child should be size (bigger, smaller),
vegetables. Asparagus can be dipped in paint to make a responsible for watering their seed. Discuss what might
counting
great paint brush for your budding artists! happen if we give the seed too much water. Also consider
whether a dark or sunny place would be better for the
Veggie tops – place the top of a carrot in a shallow tray
seed to grow. Children could set up investigations to
of water or an avocado in a glass jar with water. Leave in a
test their predictions and record any failures. Encourage
light area. Children can be in charge of changing the water
children to observe changes over time and sketch these
for their carrot each day. After a couple of days, they will be
in their own ‘growth diary’. After a couple of weeks, there
able to observe green sprouts starting to grow from their
should be noticeable growth that the children can explore
vegetable. Once these are about 10cm long, they can be
with magnifying lenses. If you wish, these can then be
cut with scissors and washed. Chop and add to salads or
transferred to an outdoor area to grow – or children can
your other recipes as a garnish.
take them home to plant in their gardens.
Peas in a pod – children can make their own giant pea pod!
Build a beanstalk – paint cardboard rolls in green and
Start by making the peas using playdough or by scrunching
decorate with paper leaves. Children can use the rolls
up green paper. Then children can paint a paper plate
to stack on top of one another to build their own giant
green. Once dry, fold the plate in half and have an adult
beanstalks. Challenge children to create the tallest
staple the two corners. Children can then place their peas
beanstalk. How high can they make it before it falls over? Language opportunities
inside. Use for counting practice as you add or take away
Use the game for counting practice, by encouraging the
peas from the pod. QUESTIONS
children to count the cardboard rolls as they add them to
What shall we grow? – provide children with gardening their structure. How can we look after our seed/veg head?
play equipment, such as spades, trowels and rakes to play What do you think will happen next?
Salad heads – children can create faces using vegetables.
with, and a tray filled with soil/compost. Try and have the
Provide round paper plates for children to arrange their Can you describe the changes?
tray at ground level, so that children can imagine that they
ingredients on. Try and include different textures and How tall do you think your plant will grow?
are working in a garden. Provide some glass beads or other
shapes, such as grated and chopped ingredients. These can
art materials to act as imaginary seeds. Show the children
be pre-prepared or children can be involved in preparing
how to prepare the soil for their seeds, by turning over the
these for the activity. Children can then eat their creations
soil, removing hard stones (you might want to place a few
afterwards!
in the soil beforehand!), digging a hole, then planting the
seed. Children could also have watering cans if you wish, to Take Care! – bring plants to the indoor environment (if you
water the soil. do not have any already). Ask children to create a care plan
for the plants so that we all know that the plants are getting
the right things needed to grow and live.

learning through:
COMMUNICATING THROUGH EXPRESSIVE ARTS AND Communicator: Children may name vegetables and learning is taking place?
CREATIVITY describe them as they are handled and tasted. Are learning experiences developmentally appropriate
2.75a Exploration of colour, texture, materials, textiles, Thinker: Children may ask questions and give answers as – do children need to revisit Phase A learning
space, line and shape involving tools, manipulation, they make links between seeds and growth. activities or extend to Phase B learning activities?
techniques and construction Is the learning sufficiently engaging and challenging?
EXPRESS
ENQUIRING Is anything helping learning to become secure?
Respectful: Children may demonstrate care and Is anything hindering learning from becoming
3.01a Exploring the senses consideration by looking after their growing vegetables. secure?
3.21a Exploring growing things Empathetic: Children may reflect on what they have What types of learning experiences will further
HEALTHY LIVING AND PHYSICAL WELL-BEING learned from looking after and observing plant growth. support children’s progression?
4.01a Basic hygiene

learning through:
2.61b Comparing and ordering length and height
through:
2.60b Exploring how to measure the passage of time in KNOWLEDGE OF:
practical contexts SENSE OF THEIR WORLD: 27. A range of mathematical language.
Explore their world through multisensory 45. Similarities and differences in people, living things, the
ENQUIRING
experiences. environment and materials.
3.21b Exploring the needs of growing things SKILLS OF BEING ABLE TO:
Extend experiences with the natural world and others
34. Compare quantities and objects according to shape and
SENSE OF PLACE IN THE WORLD measures.
4.01b Hygienic habits 48. Investigate by: Posing questions; Exploring ideas;
Explore the characteristics the school is helping to
4.04b Healthy eating, sleeping and choices develop. Making observations; Providing simple explanations.
Express the ways in which they are motivated to act INTERNATIONAL:
on issues of significance. Develop high levels of trust and trustworthiness.
Extend experiences involving choice and Increase their Understanding of choices and their impact
consequence. on the world.
Activity 4: Wake Up To Breakfast! | Overview
Children will bring in their favourite breakfast to eat during Physical opportunities Literacy & Mathematical opportunities
a breakfast party. They will learn about different breakfast
Children may be encouraged to consider and list the You may want to encourage children to create simple
foods and get to share their own preferences. They will
different ways that they can use the energy they get from recipes for their different breakfast options, such as porridge
also start to appreciate that breakfast is a very important
breakfast and food, such as dancing, running, climbing, etc. or smoothies. You could use photos and / or writing to
meal because it prepares our bodies and brains for the day
Get them to think of the big and small movement they do explain each step of the process.
ahead.
as part of their day. You may want to introduce the ways in
If you choose to play the ‘Race for the porridge’ game,
‘Goldilocks and The Three Bears’ provides the stimulus for which they use energy that do not involve movement such
extend this into other board games using a variety of
some of the Express activities. Children will revisit the story as thinking, breathing, etc. They can be encouraged to try
different dice.
by making and tasting their own porridge – or using play to do all of these.
equipment and playdough to set up their own ‘Three Bears’ Goldilocks and the Three Bears introduces many
Consider hygiene routines around breakfast. Highlight and
breakfast. opportunities to consolidate number skills with low
revisit brushing teeth and the ‘Brush Our Teeth’ activity (LB1).
numbers (such as subitising).
Phase B children will learn about the origins of different
breakfast foods – and have chance to research cereal food
packaging and create their own breakfast product.

EXPLORE Displaying photos from the breakfast party with children’s If you have a family with links to a farm, or who keeps
Breakfast foods words identified will provide a rich display of the experience. animals (such as chickens), invite them in to visit the
Blender (optional) You may make an interactive display by drawing a blender children to explain how they care for the animals and what
and a variety of fruit so the children can select fruit to go ’in food they get from them.
Paper plates, spoons, forks
the blender’, using Velcro to attach the fruit to the display.
Art materials You may want to arrange a visit to a farm and invite parents
Picture cards of breakfast foods You may also choose to display different breakfasts from to come to support you.
within your class, or different breakfasts from around the
Encourage children to use their skills and make breakfast for
EXPRESS world.
their families. Ask families to feedback to you, possibly with
Picture cards of breakfast foods images and video. These videos and photos may be a good
Playdough option for sharing across the parent community.
Porridge oats
Blindfold
Art materials
Start your morning with a breakfast party. Send a letter Phase A differentiation Language opportunities
home with children to ask if they can bring in their favourite
Reinforce learning by looking at picture cards of different VOCABULARY
breakfast. Alternatively, set up your own breakfast bar with
breakfast foods (e.g. egg, bacon, toast, honey, cereal, foods, senses, eat, chew, drink,
a selection of cold and hot options, such as cereal, fruit,
yoghurt, pancakes, fruit, jam etc.). Ask children to name
yoghurt, porridge, toast, juices and so on. However, be sure time words (morning, early, before)
the foods. Then play a game where children close their
to check your setting’s policy beforehand – and be aware of hot, cold, warm, freezing,
eyes – remove one of the cards and rearrange them. When
any allergies or religious/cultural food restrictions. very, a little
children open their eyes, challenge them to tell you which
As children eat their breakfast, use this opportunity to of the foods you have gobbled up! Can they name the food
compare the types of cereal/food that children prefer and describe the picture? Then reveal the missing picture to
to eat. Refer back to Activity 1 and the learning about see if they were right.
how different food types help us. Encourage children to
observe what others are choosing to eat for breakfast.
Name different breakfast foods and products. What is their
favourite breakfast food? Do they have the same every
morning? Also consider why breakfast is important. Food
gives us energy and helps our bodies to be healthy and
active. When we eat breakfast, it sets us up for the day.
Afterwards, sing the ‘ready for the day’ song (see resource
file) or perform another action rhyme that children can join
in with to get their bodies and brains ready for learning.
You may wish to continue the breakfast sharing activity over
If you are continuing the breakfast activity over several days, QUESTIONS
the course of a week. If you are providing your own choice
then you could choose one day to involve the children What is your favourite breakfast? Do you have the
of foods, children may be encouraged to try a different
in making a fruit smoothie. (Refer back to the activity 2 – same every morning?
breakfast food each day. Explore healthier options to sugary
Fabulous fruit and hand washing from Learning Block 1).
cereals, such as fresh fruit and yoghurt. One day, you may What do other people have for breakfast?
In small groups, provide children with a range of fruits for
want to make pancakes with the children as a special treat Which fruits will go well together?
them to choose from for their drink. Once decided upon,
– and share the book Pancakes for Breakfast by Tomie
these can be spooned into a cup. Place these ingredients Why is breakfast important?
dePaolo (HMH Books, 2018).
in a blender with half a cup of fruit juice and two large
tablespoons of yoghurt. Then have an adult blend the
ingredients together. Pour out the drink into the children’s
cups for them to taste.

Too sweet, too salty – read a version of the popular fairy From farm to plate – provide picture cards that shows VOCABULARY
tale, ‘Goldilocks and the Three Bears’. Use as an opportunity the origin of the popular breakfast items you have been foods, senses, textures, size & comparisons (small,
to talk about size comparisons (small, medium, large, exploring. For example, wheat (bread), corn (cornflakes), medium, large, smaller, bigger etc.)
smaller, bigger etc.). Provide small world characters or make cow (milk), bees (honey), fruit and sugar (jam), chicken tastes (sweet, salty, sour, tasty, delicious, disgusting,
puppets that the children can use to retell the story. Have (eggs) etc. Talk about these and have children match them etc.)
different sized bowls and play materials (beads, playdough, up. Then play a listen and respond game. Place the food
numbers, more, less
dried pasta etc.) for children to serve up breakfast for the pictures in different parts of the room/space – then call out
Three Bears. a source (e.g. chicken). Children then have to run to the
corresponding breakfast food item (egg).
Porridge play – make your own playdough (see resource
file for a simple recipe, using flour, salt, vegetable oil and Porridge for Goldilocks – read a version of the popular fairy
water). Mix this with porridge oats to create a ‘porridge’ tale, ‘Goldilocks and the Three Bears’. Make porridge with
looking dough. Children can then use this in their own the children and have them taste it plain – then explore
imaginative play – moulding it, dividing it, rolling it, adding ways to sweeten, with honey, chopped fruit, brown sugar,
to bowls, and so on. cinnamon etc. What topping is their favourite?
Race for the porridge – make your own simple track of Who ate the pancakes? – children stand in a circle. One
squares or circles on a large sheet of card, with an image child is blindfolded and stands in the middle of the circle. If
of a bowl of porridge at the end. Children can choose a you tap a child on the shoulder, they should call out ‘I ate
coloured counter and place it on the start square/circle. the pancakes!’. The blindfolded child must try and point to
(If you wish, one child can be Goldilocks and the others the child and say their name. If they were right, then they Language opportunities
are the bears!) Use a dice or a spinner (if smaller numbers swap places. If they were wrong, then another child can be QUESTIONS
desired) for children to take turns counting and moving chosen to call out, and so on – until the blindfolded child
their counter along the track. The first counter to reach the guesses correctly.
What is your favourite topping? Why?
porridge wins the game. Which is bigger/smaller/the same?
My new cereal – look together at cereal food packaging.
Where does this food come from?
What did you have for breakfast? – encourage the Discuss the colours and images, and the use of print. Talk
children to identify their breakfasts, and then compare the about the names of popular cereals. Most will have catchy
different options. Encourage the children to ask each other names that appeal to children. Challenge children to come
questions about their breakfasts, identifying the similarities up with their own name for a cereal, then draw or paint
and differences. If the children generally eat the same type their cereal box.
of food for breakfast, use books to find out what children
around the world have for their breakfast. Ask the children
for their opinions on the different breakfast options.

learning through:
INDEPENDENCE AND INTERDEPENDENCE Collaborator: Children may act considerately alongside and learning is taking place?
1.06a Expressing personal choices with others during your breakfast party. Are learning experiences developmentally appropriate
1.16a Participating in group activities Thinker: Children may ask questions about favourite – do children need to revisit Phase A learning
breakfast choices and different foods. activities or extend to Phase B learning activities?
2.08a Using language in imaginary play situations EXPRESS
Adaptable: Children may take on roles as they act out the Is anything hindering learning from becoming
story of Goldilocks and the Three Bears and participate in secure?
2.36a Counting through play activities, action songs, imaginary play.
rhymes and games What types of learning experiences will further
Communicator: Children will have opportunities to share support children’s progression?
COMMUNICATING THROUGH SHAPE AND MEASURE their learning through play activities and artwork.
2.53a Exploring size and shape through real-life and play
contexts
Academic Dimension Phase B – children may be International Dimension – children may be learning Possible IEYC Learning Outcomes
learning through: through:
KNOWLEDGE OF:
INDEPENDENCE AND INTERDEPENDENCE SENSE OF THEIR WORLD 1. Themselves as a unique individual with a cultural heritage,
1.06b Expressing own views and ideas Explore their world through multisensory positive qualities, abilities, views, feelings and personal
1.16b Co-operating, taking turns and following the rules of experiences. needs
group activities Express reactions to different sensory experiences. 12. The roles and needs of listeners and speakers
COMMUNICATING THROUGH READING

2.20b Exploring how print conveys meaning and SENSE OF OTHER: 4. Follow familiar routines
recognising letters and features of familiar words Explore different social contexts. 22. Recognise and read some common words and familiar
Express the similarities and differences between their sentences
CREATIVITY life and the lives of others. INTERNATIONAL:
2.77b Designing and creating 2D and 3D artwork for a range Extend experiences involving international learning Develop high levels of trust and trustworthiness.
of purposes Know about shared, contrasting and/or other countries.
Activity 5: Little Chefs | Overview
The Explore session provides a varied selection of play Physical opportunities Literacy & Mathematical opportunities
opportunities so that children can gain confidence and
Children may be encouraged to practise their fine motor Introducing recipe cards and books, preferably supported
familiarity with a range of kitchen equipment, such as
skills by working with play ingredients (playdough, shaving by images to support understanding, may provide a
whisks, rolling pins, piping bags etc. This play will also
foam, coloured water, sand etc.) to create their own crazy context for children to write down their favourite foods and
enable children to use language related to various physical
recipe – perhaps for a fairy tale giant or troll! breakfast (link back to activity 1 and 3). Children may be
actions and processes, such as kneading, rolling, whisking,
encouraged to revisit shopping lists (activity 2) so they can
stirring, mixing, weighing, measuring etc. Cooking may provide you with opportunities to consolidate
identify the foods they wish to buy and cook.
learning on food choices and healthy eating.
In the Express session, children can demonstrate their
Revisit hand washing posters from Learning Block 1. Discuss
learning by helping you to prepare ingredients for a healthy
whether these need to be adapted or displayed in other
snack. This may involve peeling and chopping vegetables,
areas (such as a school food tech room, etc.) to ensure all
rolling pastry, and weighing out ingredients.
who need to wash their hands can see the posters.
Cooking will offer multiple opportunities for weighing and
measuring.

EXPLORE Children can be photographed whilst they are cleaning Children can imagine they are filming a cookery
Kitchen equipment (for play) hands, foods/ingredients, and utensils before cooking. If programme. Using a digital camera, record a step-by-step
Art materials taken at different times, these can be displayed showing the video for creating a simple healthy snack. Share these
process from start to finish. across the parent community for an evening of cookery
Playdough
programmes to watch (and maybe even try at home!)
Shaving foam Images of foods/ingredients can be displayed so that
Biscuit cutters children can select ingredients and create their own recipe. Invite parents to school to teach children how to cook a
If images of utensils and measuring containers are also meal or food from their home. This may involve cooking
EXPRESS displayed then children can make decisions about how they elements beforehand, especially frying. Small snacks work
Kitchen equipment would cook. well (for example, samosas, baba ghanoush, salad, fruit
Recipe cards (optional) salad) and may be used to prepare and engage the children
An ‘I Can…’ display may be used to show the cooking
for the Express activities. If possible, use food to promote
Plates, spoons, forks skills that children are developing as they use the cooking
international learning.
equipment.
Provide play opportunities for children to use and become Phase A differentiation Language opportunities
familiar with common kitchen equipment. This may
Set up a messy play area with shaving foam. Children VOCABULARY
include:
can scoop into bowls and explore using a whisk. Add actions (chopping, mixing),
Whisks, sieves and strainers different food colouring to the shaving foam, then
size, weight and measures
Spoons (different sizes) use spoons to stir the colours together and explore
Pots, pans and bowls what happens.
Measuring jugs Make salt dough and invite children to knead, squash
Weighing scales and mould the dough. Use a rolling pin to roll out the
dough, then provide shaped cutters so that children
Piping bags
can cut out their own ‘cakes/biscuits’. These could
Rolling pins and chopping boards
be decorated with ‘icing’ (glue mixed with food
Safety knives and scissors colouring) and other materials. They can then be
Kitchen utensils that are meaningful for children placed on a tray and put in the pretend oven to bake.
You may wish to set up a ‘kitchen’ area for your hospital

roleplay, with a play cooker and food preparation table.
Children can then pretend to be preparing and serving food
to patients who are staying at the hospital. Playdough and
other play materials can be used to stand in for food.
Have sieves and plastic measuring jugs available by the Phase B differentiation Language opportunities
water tray. Explore what happens when water is poured into
Encourage children to start thinking about hygiene. QUESTIONS
a sieve. Add food colouring to water to create a ‘soup’ that
Remind children of what they learned about germs in Can you describe what you did?
children can add to pots and stir with spoons.
Learning Block 1. Demonstrate how you would clean
How has this changed? (size, texture, shape.)
You could also have different coloured sand and invite surfaces before and after, wash hands, wear an apron
What skills will we need to use?
children to use sieves and different-sized mesh strainers to etc.
shake the sand over paper to make patterns. Have other Can you remember what we call this…?
Provide recipes for various ‘soups’ that require
materials (of different sizes) such as dry rice, pasta, lentils, different measures of liquids (water with food
powder paint, etc – to explore what materials can be sieved colouring) and other ingredients (these could be play
and which can’t. Ask children to explain why. materials, such as beads, dry rice, playdough etc.).
As they play, encourage children to talk about the Children can then practise measuring and weighing.
equipment they are using. Promote use of language such
as rolling, measuring, chopping, whisking, stirring, cutting.

Involve children in helping you to prepare ingredients for a Ask the children to think about what they need to do before VOCABULARY
healthy meal. Choose a recipe that will be simple enough they start to cook. Explore their ideas. Involve the children actions (chopping, mixing),
for the children to follow and contribute towards. (Some in helping you to wipe down the surfaces and then clean size, weight and measures
suggestions are provided in the resource file.) Try and keep with anti-bacterial spray. Ensure everyone washes their
groups small – to around four children, so that they can be hands, wears aprons and long hair is tied back.
closely supervised. This may mean you repeat this activity
Then reveal the ingredients and equipment you will be
with different groups on different days.
using. Invite children to name these. You could have
As with all food activities, check your setting’s food policy ‘picture’ recipe cards that show all the ingredients and
beforehand – and also check with parents/carers for equipment, so that children can check that everything
allergies or any religious/cultural reasons why some foods is provided. (You could withhold an important piece of
may need to be avoided. equipment to see if the children spot this!)
Depending on your recipe, some food may need to be Involve the children in helping you to make the dish. Talk
partly prepared or measured beforehand. Talk through each about working carefully and, if necessary, demonstrate
stage of the recipe with the children, reinforcing vocabulary how to use each piece of equipment safely. Also discuss
from the Explore session (cutting, mixing, adding, stirring the ingredients that are being used. Which ingredients are
etc.). Help children to name the ingredients and the healthy and good for us? Which ingredients will help us to
equipment that is being used. How is the food changing? reach our ‘seven a day’?
Talk about the healthy ingredients that are being used (such
As you combine, mix and melt ingredients, encourage
as fruit and vegetables) and how they are good for us. Language opportunities
children to talk about how the food is changing. What is
Let the children taste what they have made. Discuss and happening to it? How did the ingredient look before/after? QUESTIONS
explore how the food looks, smells and tastes. Encourage Can you name the ingredients/equipment?
Let the children taste what they have made. Discuss and
children to see if they can remember what ingredients were Can you describe what we did?
explore how the food looks, smells and tastes. Repeat
used/added to make their tasty treat.
another time with a different recipe. Then ask children to How has this changed? (size, texture, shape.)
choose which recipe they would like to prepare and share
with another class or others in the community. Children
could also make and decorate boxes or create cards to
accompany their gift.

learning through:
COMMUNICATING THROUGH SHAPE AND MEASURE Adaptable: Children may demonstrate adaptability as learning is taking place?
2.63a Exploring weight through play and practical activities they explore unfamiliar equipment and use it for different Are learning experiences developmentally appropriate
2.65a Exploring capacity through play and practical activities outcomes. – do children need to revisit Phase A learning
Communicator: Children may use vocabulary related to activities or extend to Phase B learning activities?
COMMUNICATING THROUGH EXPRESSIVE ARTS AND Is the learning sufficiently engaging and challenging?
the equipment – pouring, measuring, cutting, kneading,
CREATIVITY
whisking,... Is anything helping learning to become secure?
2.75a Exploration of colour, texture, materials, textiles, Is anything hindering learning from becoming
space, line and shape involving tools, manipulation, EXPRESS
secure?
techniques and construction Collaborator: Children will work together and provide help
What types of learning experiences will further
to prepare and measure ingredients.
ENQUIRING support children’s progression?
Empathetic: Children may show kindness and
3.09a Exploring solids and liquids
consideration for others when deciding who to share their
HEALTHY LIVING AND PHYSICAL WELL-BEING food with.

learning through:
COMMUNICATING THROUGH SHAPE AND MEASURE through:
KNOWLEDGE OF:
2.64b Exploring how to measure weight in practical
SENSE OF THEIR WORLD: 27. A range of mathematical language.
contexts
Explore their world through multisensory 49. The importance of healthy eating and physical activity.
2.66b Exploring how to measure capacity in practical
experiences.
contexts SKILLS OF BEING ABLE TO:
COMMUNICATING THROUGH SHAPE AND MEASURE 17. Follow and give simple instructions consisting of two or
more parts.
ENQUIRING
TAKING ACTION WITH OTHERS 34. Compare quantities and objects according to shape and
3.09b Exploring how solids and liquids can change measures.
Explore playing with others beyond their immediate
HEALTHY LIVING AND PHYSICAL WELL-BEING friendship group. 52. Demonstrate control, coordination and increasing
4.01b Hygienic habits Express interests, ideas and intentions on issues of confidence in a range of physical activities.
4.04b Healthy eating, sleeping and choices significance. INTERNATIONAL:

Extend their collaborative activities. Develop high levels of trust and trustworthiness.
Be able to contribute actively to a shared aim/project.
Reflective Practices for Improving Learning: Feed the Brain (LB2)

Myself and Others
Learning Block 3

learning.
Learning Block 3: Myself and Others

HEALTHY HABITS | PLAYFUL LEARNING EXPERIENCES | LEARNING BLOCK 3: MYSELF AND OTHERS 73
Learning Block Overview for Teachers Extending Learning and Development within Myself and Others
Children will begin to identify feelings and how these might affect behaviour. This Children need time, space, and pace to repeat, process, consider, and enjoy
is an important stepping stone in helping young children to become self-aware their learning and activities. Within the IEYC, ongoing provision is a recognised
– introducing them to a vocabulary of emotional language that they can use to classroom approach that enables children to lead their own experiences, supporting
express themselves. Activities also encourage them to think about the emotions them to make connections and encouraging holistic approaches to learning and
of others – and through paired and group games, children are given further development. Ongoing provision nurtures and stretches child-initiated learning.
opportunity to develop trust and friendship bonds with others. Calming techniques
Ongoing provision involves preparing, planning and providing different areas
are also explored, which children can practice through guided sessions and follow-
or centres within the learning environment. It is recommended that both the
up activities.
indoor and outdoor environment offer a broad range of these areas. The table
below suggests ideas for ongoing provision, that are linked to the thematic learning
Pathway through Myself and Others (for children)
and activities within this Learning Block and Unit of Learning. The list provided is
The following is an overview of the IEYC activities and experiences within the Myself a starting point for Reflective Practices for Improving Learning to guide teachers
and Others Learning Block. You will need to adapt this to your specific context to in the nurturing responsive and playful decisions they make as they lead and
ensure that it reflects your planned pathway through the Learning Block. improve learning. Creativity in thinking about the areas offered within the learning
In Myself and Others, we will be learning about how we feel and how that affects environment is encouraged!
other people. Repetition in different areas is intentional. It offers children the opportunities to
We’ll be thinking about the things that make us feel happy. transfer their experiences and their learning across the learning environment. It
We can’t be happy all the time, so we will be exploring other feelings too – like is expected that some/most activities will be available for longer periods of time,
anger, sadness, excitement, worry, shyness. allowing children to repeat and revisit their learning experiences through the
We can experience lots of different feelings, so we will learn what we can do if Learning Block.
have a feeling we don’t always want to have.
We will also think about how we can help others to feel happy – and
How we can learn to play together kindly and with respect for one another.
Extending Learning within Myself and Others (Learning Block 3)

Lightbox, mirrors and Decorating photo frames (for Books that focus on Photos of nature Buried tokens, numbers,
translucent sheets feelings photos) emotions, such as Where the Bug catchers/pooters letters, and coins
Wool, string, buttons, and net Colour mixing (Activity 4) Wild Things Are, Ravi’s Roar, Different sized containers
(weaving) When I feel Angry with water
Different resources (for LB4,
Threading Activity 1) Books that focus on working
with others, such as The
Ice balloons Go Away Bird, Room on the
Broom
Learning journals/portfolios

Calm down area: collections Beds and soft toys with Empathy dolls Blankets, poles, string Bubble blowing
of natural materials and lullabies Toy house, small world Building a nest Watering cans
pictures and sounds of the Bathroom and bedtime people and animals, beds,
natural world (sea, whale Hose pipes
routine roleplay (linked to sinks, (revisit LB1 hygiene
song, etc.) LB1) learning) Ice balloons
Den-making

Big bubble blowing Lullabies with beds and soft Friendship mail Sorting emotion cards Class mood meter, Kindness
Hoops, beanbags, ribbons toys Humming bee trails Breathing shapes (Activity 2) jar
Adventure Trails Meditation music Threading Threading shapes Washing line and pegs
Climbing/balancing Quiet instruments Building a nest (calm area)

equipment (Activity 5) Sounds of the natural world Parachute games
(sea, whale song,…)
Activity 1: How Do I Feel? | Overview
Children demonstrate an understanding of emotions Physical opportunities Literacy & Mathematical opportunities
by showing them on their faces, then demonstrating
Provide mirrors, of different shapes and sizes, within the Children could make books (online or paper) that show a
associated movements and body language.
environment for children to make faces in. range of emotions, with associated writing or mark making
In the Express activities, children will create faces, or search with scribing
Establishing a calm area with mirrors, and other calming
out images of faces, to show different emotions.
resources. Feelings images/cards can be used for a sorting activity;
Children have an opportunity to set up a developmentally these can be the images sent in by parents. Feelings can be
Play a circle game, “When I am…” in which adults and
appropriate mood monitoring display so that they can show sorted into positive/negative and high energy/low energy to
children state what they do when they feel a certain way.
how they are feeling each day. This will help reinforce their provide different but overlapping sets.
For example, ‘When I am happy, I smile and sing’ or ‘When
learning and help to develop an ongoing self-awareness of
I am sad, I want to be with my friends.’ Extend this in The mood rainbow is a good representation of qualities
their own moods/emotions.
partnership with children. and scales as a line. Encourage children to identify the
emotional state of others using the rainbow.

EXPLORE Take photographs of each child performing their best Ask parents to take photos of the children’s faces as they
Emotion cards feeling expressions. Show them how to share/load their demonstrate different emotions. Ask them to share these
Hand mirrors images onto a computer and then print them out. These images for use in sorting activities and displays.
can then be laminated and used for sorting activities or as
Encourage parents to use the mood rainbow at home,
EXPRESS the basis for a display.
once children are familiar and confident with its use. This
Portraits/picture cards A display with child photos can be supported with words may be a number of weeks after establishing the mood
Art and collage materials of the feeling, and children’s speech on their reactions to rainbow within your learning environment.
Transparent sheets of different colours these images. Ask parents to provide (see Learning-Link)
Sensory play resources The mood rainbow can be turned into a permanent
Mood tracker interactive display for all teachers and children in the
Digital camera (optional) setting. This can become part of the self-registration
routine, and can be referred to through the day.
Sit the children in a circle. Ask them if they can show you a Phase A differentiation Language opportunities
happy face. Perform your own happy face. Talk about how
With younger children, you may prefer to focus initially on VOCABULARY
we know if someone is happy (they smile). Invite children
two major contrasting emotions, such as happy and sad emotions (happy, sad, angry etc.)
to show each other their happy faces. Now ask children to
when discussing feelings. You could then support this by
show you a sad face. Again, perform your own sad face, expressions (smile, frown etc.)
sharing a picture book or well-known fairy tale, and ask
then talk about what happens to our face when we are adverbs (quickly, fast, slowly, high, low)
children to show you a happy or sad face (or a picture card)
feeling sad (we frown, our lips turn down). Introduce other movement walk, run, tiptoe, crawl, stomp, jump,
at relevant parts of the story to show how a character might
emotions, dependent on the confidence of the children. climb…)
be feeling. You can then introduce other emotions, such
For example, angry, scared, excited, worried etc. Then play
as angry and scared, through songs and rhymes – before
a game where you show an emotion and the children must
tackling these in more detail.
guess what emotion you are feeling. If you wish, you could
have emotion/face cards that the children hold up to show
their choice.
Provide children with hand mirrors so that they can observe
their own faces. Again, invite them to show a happy face, a
sad face, an angry face and so on. What might happen to
make us feel happy, sad, angry?
Gather children in your outside space or an open space
where they can freely move around. Call out an emotion
and invite children to move about the space displaying
that emotion. Begin by modelling your own expression
and movements for the children to copy, before letting Talk to children about something that made you feel happy/ QUESTIONS
them take over and perform as you continue to call out sad/angry etc. Talk about why you felt that way. If it was a Can you show me…?
emotions. They might skip happily, stomp angrily, shuffle negative emotion (such as worried, sad, angry etc.), then
What makes you feel happy/sad…?
sadly etc. You might want to draw attention to those you can also discuss what you did to help yourself feel
How do we know how he/she is feeling?
children who are performing well, pointing out how they better. Children can then be gently encouraged to talk
are representing the emotion. This can serve as a model for about their own experiences when they might have had a
others to observe and copy. similar emotion.
End your session by singing the song, ‘If You’re Happy and
You Know It’ (see resource file). Children will enjoy joining
in with the various actions. Once they are familiar with the
song and actions, you could invite a child to choose the
next emotion each time.

Making faces – invite children to draw faces during their Many faces – provide children with an assortment of faces VOCABULARY
sensory play. These could be made in sand, shaving foam, cut from magazines or printed from the internet (copyright emotions (happy, sad, angry,...)
clay, playdough, flour and so on, using fingers and other permitting). Children can then sort them into groups (happy,
mark-making tools. Children can then go on to draw or sad, angry etc.) based on their facial expressions. Children
paint onto paper plates to make a feeling character. A can be encouraged to stick these faces onto their paper in
happy and sad face could be painted on separate plates, groups using glue or sticky tape.
then once dry, glued together with a lolly/popsicle stick in
Colour me happy – provide children with a selection of
between. This can then be held by the child to turn their
coloured circles of card, transparent sheets of different
puppet to show opposite emotions.
colours, and art/college materials. Invite them to make their
Picture play – have some faces of children cut from own puppet characters/faces to show different emotions.
magazines or printed off the internet (copyright permitting). Explore the colours that children are choosing for each
Photo images of the children is best. These should show emotion. This can lead into a discussion of things we
pairs of different emotions. Call out an emotion and ask a might associate with emotions – such as the sun (yellow)
child to point to a matching emotion picture. Invite them to for happiness, heat (red) for anger, blue for sadness, pale
show the same emotion on their face. Then have children (white) for scared, and so on. They can also overlay photos
close their eyes. Turn one of the pictures over. What feeling or pictures with the transparent sheets and describe the
is missing? Can we show it on our faces? Turn the picture emotions they see.
over to check.
Mood rainbow – set up a mood monitoring display, where
Hospital roleplay – the hospital role-play area (see Learning children place their nametag or a photograph of themselves Language opportunities
Block 1) will provide a rich environment for exploring on a coloured track – see resource file. In this way, children QUESTIONS
feelings. Prompt children to think about how their sick toy/ are encouraged to regularly consider how they are feeling
patient might be feeling. This can then encourage children – as well as considering the feelings of others. The meter
Can you show me how a happy/sad face would
look?
to incorporate feelings into their play. For example, offering will also give you an indication of how children are feeling
kind encouragement, and so on. throughout the day/week – and may prompt you to Why did you choose to do it that way?
sensitively talk to a child that might need support. Can you describe how you are feeling today?
What can we say to make them feel better?

learning through:
INDEPENDENCE AND INTERDEPENDENCE Communicator: Children will talk about and use vocabulary learning is taking place?
1.16a Participating in group activities related to emotions and feelings. Are learning experiences developmentally appropriate
1.19a Recognising and expressing personal feelings and Collaborator: Children will participate in group activities – do children need to revisit Phase A learning
emotions and songs – and some may choose to lead. activities or extend to Phase B learning activities?
1.20a Recognising situations that impact on feelings and EXPRESS
emotions Is anything helping learning to become secure?
Respectful: Children may consider and reflect on the Is anything hindering learning from becoming
1.25a Exploring emotional and social contexts through play feelings and needs of others. secure?
COMMUNICATING THROUGH SPEAKING AND LISTENING Empathetic: Children may consider and reflect on their What types of learning experiences will further
2.01a Using gesture and body movement to communicate own emotions and feelings. support children’s progression?
COMMUNICATING THROUGH READING

2.27a Following simple texts when being read to

learning through:
1.16b Co-operating, taking turns and following the rules of through:
group activities KNOWLEDGE OF:
SENSE OF THEIR WORLD 1. Themselves as a unique individual with a cultural heritage,
1.19b Recognising and interpreting feelings and emotions in
others Explore their world through multisensory positive qualities, abilities, views, feelings and personal
experiences. needs
1.25b Sharing feelings with others
Express reactions to different sensory experiences. 12. The roles and needs of listeners and speakers
COMMUNICATING THROUGH SPEAKING AND LISTENING Extend experiences with the natural world and others. SKILLS OF BEING ABLE TO:
2.01b Interpreting non-verbal messages and responding
accordingly SENSE OF OTHER 6. Express and self-regulate emotions
Explore different social contexts. 13. Express themselves in a variety of contexts
Express the similarities and differences between their INTERNATIONAL:
2.47b Separating objects into more than two groups and
comparing group sizes
CREATIVITY
2.76b Expressing ideas, moods and feelings through a wide
range of art, construction and model making activities
Activity 2: Calming Down | Overview
The Explore session introduces children to a number of Physical opportunities Literacy & Mathematical opportunities
different calm down strategies. Children will have chance
Monitoring breathing and heart rate provides a chance to The emotions images from the previous activity can be
to practise these so that they become familiar routines.
link to learning from LB1 Activity 3 (Healthy Hearts). You used to create feelings stories. Children should tell a
These can then be used in future should a child need help
may choose to revisit the exercise videos with children story around that emotion and draw or act the story. For
in dealing with a difficult emotion, such as anxiety, worry,
and restart the daily activity (if lapsed). If the daily activity example, ‘It was Darius’ birthday. He was happy. He had
anger and frustration – or they simply need to settle after a
is continuing then celebrate by inviting someone special cake.’
lively session.
to join you (for example, parents, a specialist PE/sports
The calm down area and calming activities may provide
The Express activities encourage the development of a teacher, a Senior Leader, or someone familiar to the
opportunities for counting, spatial play with 3D shapes, and
dedicated ‘calm zone’, which might include various props, children).
pattern making.
storybooks and other resources related to feelings and
emotions. The aim is to embed these strategies into the
everyday routine of your setting – so that children can
take a greater ownership in managing their feelings and
behaviour.

EXPLORE Children may be encouraged to contribute to the design Ask about family strategies for tantrums and calming.
Coloured sand and creation of the calm area. Are they able to identify Introduce these into the environment with the child who
Bubble wands and mixture resources that would help? Are they able to find these, or uses it. Invite parents to visit and share strategies.
suggest ways of getting them?
Glitter bottles Create a joint strategy for calming with any interested
Balloons, flour, rice, playdough A display could show the range of calming strategies that parent. Share successes.
have been covered, supporting children to remember the
EXPRESS Create a video montage of funny faces, using the emotion
strategies and make a choice about which will help them
images from activity 1. Email round to all parents to view
Story books on the theme of anger to calm down. If this is close to the calming area then It
with their children.
Bee soft toy (optional) can support children who are finding it hard to control their
Animal images and children’s photos (see Phase B emotions.
Begin the session with a few minutes of exercise. Recap Phase A differentiation Language opportunities
why exercise is important and invite children to put a hand
Some children may struggle to sit still for this long, VOCABULARY
to their chests. Explain that you are now going to do some
so – as an alternative – you might want to play some textures (soft, hard, lumpy, gritty), shapes, size
calming down games and activities to relax everybody.
slow, relaxing music that children can listen to or
feelings (angry, calm, worried)
Start with a minute of silence, where children close their dance slowly to if they wish.
eyes and listen to all the sounds around them. Encourage Blowing bubbles can offer an effective way of helping
slow, deep breaths. younger children to calm down. You can make your
Then have children choose a partner (adult or child) with own scented bubble mixture by mixing 4 cups of
whom they can practise some of the following calm down warm water with ½ cup of dish soap/washing up
strategies. liquid and one tablespoon of glycerine. Mix in a bowl.
Add a scented essential oil (such as lavender) and
Humming bees – humming is a good technique for food colouring if you wish. Provide a selection of
calming our minds and helping us to relax. Children could bubble wands – or children can make their own using
practise humming along together to a familiar song, then a pipe-cleaner, then have fun blowing big and small
introduce them to your humming bees. These can be bee bubbles!
cut-outs glued onto card, with wiggly trails drawn behind
them. Invite children to follow the trails with their finger
whilst humming like a bee. (See resource file for examples.)
Glitter bottles – half fill a plastic see-through container
(such as a drinks bottle) with warm water. Then add beads,
glitter and sequins – as well as food colouring. Add some
glycerine (the more you add, the slower your ingredients Squeeze it out! – create ‘stress bags’ by filling QUESTIONS
will move in the bottle). Then fill to the top with more warm balloons with rice, flour or playdough. Tie off the Can you describe how it feels?
water. Screw the lid on firmly, then shake to mix. Children ends, then children can enjoy squeezing the bags
can then shake the container and watch the patterns/ when they feel tense or anxious. Alternatively, fill zip-
What happened when you…?
movement of the contents as they move in the liquid. lock bags with shampoo, hair gel, shaving foam or
other sensory materials, for children to squeeze and Can you teach someone else how to…?
By the beach – play some ambient sounds of the sea, whilst
explore.
giving children shallow trays filled with sand. Children can
be encouraged to explore the texture and make shapes.
Breathing shapes – have various shapes (squares,
circles, triangles) drawn onto card to form a
Have some sand in different colours (e.g. blue, white, red
sequence. Children breathe in while they trace a
etc.) that children can sprinkle on to make pictures, patterns
shape with their finger, then breathe out as they trace
etc. Younger children will simply enjoy mixing/raking
the next shape in the line, and so on.
the different colours together. Encourage slow, calming
movements.
See Phase A and Phase B differentiation for further sensory ideas.

These activities can continue to be available for children within
your learning environment (See Phase A Express).

The calm down activities that the children have been Remind children of how they felt after their exercise (hot VOCABULARY
introduced to should be practised regularly – ideally with and out of breath; link to LB1) Explain that this is how feelings (angry, calm, worried)
a partner – so that they become familiar. When children we can feel sometimes if we are angry or upset. Share I am feeling XXXX because XXXX
are calm and can concentrate, then they are better able to a picture book on the theme of anger (see Phase A for
breathing
absorb the activity and remember its benefits. Then, when examples). Discuss the types of things that might make us
they are upset and/or angry and in need of calming down, angry. For example, when someone makes fun of us or we
help
you can gently suggest one of the methods – or ask the think something is not fair. Big emotions, like anger, can
child if they have a favourite they would like to use. sometimes feel overwhelming – but remind children of the
calm down activities they have explored. Invite children
You may also want to set up a dedicated calm down area in
to talk about (or demonstrate) their favourites. Reach an
your setting. This might involve soft cushions, blankets and
understanding that these activities can help us if we are
toys – and could double-up as your bedtime roleplay area
feeling anxious or angry. What else might we do if we are
in the next activity. Alternatively, set up a table with some of
feeling anxious? Explore the children’s ideas – such as a
the calm down resources (such as the glitter bottles) that
walk in the fresh air, counting down slowly from ten to zero,
children can go to when they wish. If possible, have a bee
talking to a friend, and so on.
toy available, that children can hold/hug if they are in need
of comfort. They can also use it to practise their humming As with Phase A, you may want to set up a dedicated calm
by flying their bee around the setting. If you attach a length down zone. Alternatively, you could teach children four
of ribbon to the bee, children can also enjoy making bee actions they can choose from if they are feeling angry/
trails in the wind! anxious. Some children will find calming exercises better, Language opportunities
while others will benefit from the more vigorous actions –
You can also do regular mindfulness exercises with the QUESTIONS
good for getting rid of tension.
children (see Learning Block 4 for examples) to help foster
moments of calm. Sharing picture books on the theme The flamingo – children stand on one leg, with arms out to
What helps you to feel better when you’re upset?
of anger will provide further opportunity to talk about ‘big each side or clasped above head. What might make him/her feel better?
emotions’ and what we can do when we feel overwhelmed. What else could you try?
The cat – on hands and knees, children lift and lower head
Good examples include, When I Feel Angry by Cornelia How do you feel now?
slowly, bending spine
Spelman (Albert Whitman & Company, 2001), Allie All Along
by Sarah Lynne Reul (Sterling, 2018) and Ravi’s Roar by Tom The cheetah – children run on the spot as quickly as they
Percival (Bloomsbury, 2019). can, until they are tired.
The owl – children sit on their heels, then twist their body
one way and then another.
Display images of these on the wall with photos of children
performing the action. Place a mat or have some coloured
circles of card/paper taped to the floor which children can
stand on to perform their chosen exercise.

learning through:
INDEPENDENCE AND INTERDEPENDENCE Collaborator: Children may practise and discuss calming learning is taking place?
1.20a Recognising situations that impact on feelings and activities in pairs. Are learning experiences developmentally appropriate
emotions Adaptable: Children may have opportunity to experience – do children need to revisit Phase A learning
1.24a Sharing experiences with others new situations and experiences. activities or extend to Phase B learning activities?
COMMUNICATING THROUGH SPEAKING AND LISTENING EXPRESS
2.03a Expressing ideas and experiences through language Empathetic: Children may show awareness of their own Is anything hindering learning from becoming
feelings and emotions, and those of others. secure?
ENQUIRING
Resilient: Children may show resilience when practising What types of learning experiences will further
and persevering with calming strategies. support children’s progression?
4.14a Joining in regular physical activities for good health
and enjoyment

learning through:
INDEPENDENCE AND INTERDEPENDENCE International Dimension – children may be learning Possible IEYC Learning Outcomes
1.09b Reflecting on actions and consequences through:
KNOWLEDGE OF:
1.20b Controlling emotions and applying self-regulation SENSE OF THEIR WORLD 1. Themselves as a unique individual with a cultural heritage,
strategies
1.25b Sharing feelings with others experiences. needs.
COMMUNICATING THROUGH SPEAKING AND LISTENING Express reactions to different sensory experiences. 50. How to stay safe and how to seek help.
2.03b Responding to the ideas and experiences of others Extend experiences with the natural world and others. SKILLS OF BEING ABLE TO:
through language
SENSE OF PLACE IN THE WORLD 6. Express and self-regulate emotions.
ENQUIRING Explore the characteristics the school is helping to 51. Take care of basic hygiene and personal needs.
3.01b Using the senses to make discoveries develop. INTERNATIONAL:
HEALTHY LIVING AND PHYSICAL WELL-BEING Express the ways in which they are motivated to act Develop high levels of trust and trustworthiness.
on issues of significance.
4.13b Body and space awareness Increase their understanding of choices and their impact on
Extend experiences involving choice and the world.
consequence.
Activity 3: Time For Bed | Overview
Children will learn about the importance of sleep – how it Physical opportunities Literacy & Mathematical opportunities
helps our brains and bodies recover and prepares us for a
This activity may provide you with opportunities to revisit Children’s research on night time can be extended to make
new day. They will explore bedtime routines by sharing their
learning on hygiene and routines, this can be linked to books about other night time creatures, the moon and
own and comparing to the routines of others. This learning
learning within LB1 (Activity 2 & Activity 4) stars, and bedtime routines.
can then be reinforced by asking children to show you how
to prepare a toy/doll for bedtime. Focusing on sleep and resting may enable children and Non-fiction books may be introduced on a range of topics
teachers to introduce resting areas, such as seats and small that focus on children’s interests. These can be compared
In the Express activities, children will show understanding
spaces, into the learning environment. The design and to a story/picture book with the class, and identify text
of night and day by creating artwork using collage and/or
location of these can be determined by considering activity features of non-fiction books.
printing techniques.
levels within the space, and resources that help you rest.
Opportunities to consider time and sequences will be
Phase B children have the opportunity to research and learn
Providing appropriate pages from a shopping catalogue available. Children may make visual sequences for familiar
about different animals and how/where they sleep – and
may encourage children to cut out and glue objects onto routines (images from home).
also animals, like the owl, which are nocturnal.
paper to make a collage of a bedroom scene.

EXPLORE You may add beds to the home corner with soft toys so the You could ask parents to take photos of their child as they
Storybooks with bedtime theme children can help put the soft toys to bed. If you are able to get ready for bed. Ask them to also focus on one routine in
Bedtime props (e.g. toothbrush, soap, book) provide toothbrushes and other objects that support these depth (for example, brushing teeth – get toothbrush, apply
routines that will enhance the playful experience. toothpaste, add water, brush teeth, spit out water, clean
Classical music
brush, rinse mouth, put brush away)
Art materials Introduce lullabies to environment, and any singing
Shopping catalogues sessions. Ask children if they know any specific lullabies. Invite parents to visit to sing a lullaby from their childhood.
If parents are able to sing a lullaby from a different country/
EXPRESS culture then even better!
Art materials Encourage parents to take their child on a day time walk
Star-shaped templates and a night time walk. Suggest that they could talk to their
Resources on nocturnal animals child about the differences and similarities. Photos taken
can be added to books and displays.
Start your session by sharing a picture book about sleep and Phase A differentiation Language opportunities
bedtime routines (see Phase A and Phase B differentiation).
If possible, read The Going to Bed Book by Sandra VOCABULARY
Encourage children to talk about their own bedtime routine.
Boynton (Simon & Schuster, 1982) – or listen to an actions (wash, scrub, brush, read),
Provide prompts as necessary to help children share their
online reading. Use this as a starting point to discuss
experiences. You might want to have some props available time (daytime, night-time, sunrise, sunset, morning,
bedtime routines. Invite the children to join in with
(e.g. a toothbrush, a cloth, soap, a book, a cup, plate, evening),
the actions as the animals scrub themselves in the
blanket, teddy bear etc.) so that children can act out their animal words (nocturnal, diurnal)
bath, brush their teeth, do their end-of-day exercises,
routine. Compare the different ways everyone gets ready
and so on.
for bed.
End the session by sharing the action rhyme, ‘time for
If children have pets, then invite them to talk about how bed’ (see resource file). This will give children further
their animals like to sleep. Do they have their own bed/ opportunity to explore a bedtime routine and join in
cushion? Do they like to sleep in a certain area? Are some with familiar bedtime actions.
pets more active in the night-time – such as cats? Explore
the children’s experiences and existing knowledge.
Talk about the importance of sleep. We need sleep to help
our brains to learn, our bodies to recover and to give us
energy ready for a new day. You could play some gentle
classical music (e.g. ‘Clair de Lune’ by Claude Debussy),
encouraging the children to pretend to sleep. Offer some
gentle narration by describing the quiet, the moon rising
and the stars coming out, everyone snuggled up, sound
asleep… Then switch to some energetic, lively music (e.g. If possible, share the storybook, A Book of Sleep by Il Sung QUESTIONS
‘Flight of the Bumblebee’ by Rimsky Korsakov) – prompting Na (Alfred A. Knopf Books, 2011) – or listen to an online What do you do first, next, then…?
children to jump up and run about the space as the sun reading. In the story, an owl watches all the other animals
rises and another busy day begins. Keep switching between go to sleep and describes the different ways that they do
What is your favourite part of going to bed?
the slow and fast music, so that children are swapping so: some sleep standing up, some sleep alone, some sleep
actions. on the move, and so on. The story and its images can then
be used as a stimulus for discussing bedtime routines and
Afterwards, in pairs or small groups, children can be given a
how we like to sleep at night.
toy to put to bed. Again, using available props, children can
act out the routine, such as washing the toy, brushing their More confident children can be challenged to draw a
teeth, reading them a bedtime story, and so on. picture of their bedroom at home. As they work on their
pictures, offer prompts to help them think about what
makes their bedroom special. For example, the colour of
their curtains, the favourite books and toys that they have,
the shape/colour of their bedside lamp and so on. Children
can then compare their picture with a partner.

Three in the bed – have some soft toys or small-world Night animals – develop children’s interest of night-time VOCABULARY
figures covered by a blanket. Children can join in with animals (such as the owl in A Book of Sleep by Il Sung Na) bedtime actions,
singing the song, ‘there were three in the bed and the little by asking them to use books and other available resources animal names,
one said, roll over, roll over. So, they all rolled over and one to find out about other nocturnal animals. Children can
hard/soft,
fell out…’. A child can then remove a toy. Ask how many are then draw pictures of the animals and practise writing their
left in the bed, and how many are on the floor. Repeat the names. These could be made into little information books
time (daytime, night-time, sunrise, sunset, morning,
evening),
song (‘now, there were two in the bed…’) until there is only or posters about nocturnal animals.
one toy left in the bed. The children can then all say ‘good animal words (nocturnal, diurnal)
Scratch art – prior to the session, get the children to colour
night!’ to the lucky toy.
some sheets of paper with yellow crayon. Then mix a small
Night and day – have some large sheets of black paper amount of liquid soap into black paint and paint over the
and a variety of star-shaped templates (card shapes, biscuit yellow crayon. Once dry, children can use the end of a
moulds, sponge shapes etc.) that children can dip into paintbrush or clay-sculpting tool to scratch off the paint to
white paint and use to print their own night scene. They make their own night-time scene of stars and moons.
could also be given spray bottles to splatter starry patterns
Night owl book – children can make their own version of
and a brush to paint a moon. As a follow up, children
A Book of Sleep. First, fold a sheet of black card into four
could make their own ‘day’ scene, using cotton wool for
to create a zig-zag style book (see resource file.) Children
clouds, adding a sun and sun beams etc. Children can work
can decorate this with star and moon stickers. Then, invite
collaboratively on the pieces.
them to choose an animal for each page of their book.
Rest area – some children may still be taking naps during This could be an animal they remember from the story – or Language opportunities
the day in order to recharge. You may want to take this one of their own choosing. These could be drawn then QUESTIONS
opportunity to develop a dedicated rest area – which could cut out and glued to their page or they could be cut out
also be used for bedtime roleplay. This area could include from a colouring-in sheet. Finally, provide an owl template
Can you tell me the name of this colour/shape?
a sleep mat/foam mat, blankets and pillow, a night light, (see resource file) that children can colour, then tape to a Can you find a matching shape/colour?
clock, soft toys, and some storybooks. You could also ribbon and attach to the back of the book. Their owl can Why did you choose this…?
have a display of a window, that children can slide different then visit each page of the book to watch the animals go to What can you tell me about…?
backgrounds into (day, night) to show time of day. sleep! (For added challenge, children could try and find out
how each of their chosen animals goes to sleep – which
they can then talk about to the class.) Help the children to
perform a safe internet search to locate appropriate images
of nocturnal animals. You may want to search for animal
templates, so that children will be able to colour these in
themselves. Demonstrate how the images can be saved
and then printed out to produce a hard copy.

learning through:
INDEPENDENCE AND INTERDEPENDENCE Communicator: Children may share their own bedroom learning is taking place?
1.01a Exploring personal identity routine using language and props. Are learning experiences developmentally appropriate
1.05a Routines and associated behaviours Adaptable: Children may switch between roles as they – do children need to revisit Phase A learning
explore fast and slow movements. activities or extend to Phase B learning activities?
COMMUNICATING THROUGH NUMBER Is the learning sufficiently engaging and challenging?
2.40a Exploring one-to-one correspondence EXPRESS
Thinker: Children may research different animals and share Is anything hindering learning from becoming
their findings. secure?
2.60a Using language associated with time; morning,
Communicator: Children will use their artwork to What types of learning experiences will further
afternoon, day, night, mealtimes, etc.
communicate their understanding of night-time/nocturnal support children’s progression?
COMMUNICATING THROUGH SPEAKING AND LISTENING animals.
2.07a Using language to recall events
CREATIVITY
KNOWLEDGE OF:
INDEPENDENCE AND INTERDEPENDENCE SENSE OF THEIR WORLD 2. Similarities and differences between familiar people and
1.01b Exploring what makes them unique Explore their world through multisensory communities
1.06b Expressing own views and ideas experiences. 19. What has been read to them
COMMUNICATING THROUGH ICT AND COMPUTING SKILLS OF BEING ABLE TO:
2.68b The safe use of a range of technology, including 4. Follow familiar routines
guidelines for using the internet and phones SENSE OF OTHER 25. Write and spell some common words and simple
Explore different social contexts. sentences
2.07b Using language to recall, retell and sequence events Express the similarities and differences between their INTERNATIONAL:
COMMUNICATING THROUGH EXPRESSIVE ARTS AND Extend experiences involving international learning.
CREATIVITY Know about shared, contrasting and/or other countries.
2.77b Designing and creating 2D and 3D artwork for a range

of purposes
Activity 4: Let’s Be Friends | Overview
Through paired games and activities, children will have Physical opportunities Literacy & Mathematical opportunities
chance to collaborate and play with others. Discussion
Encourage children to attempt challenges with a friend/ The Empathy Doll activity may provide opportunities for
encourages children to think about others as friends – and
group of friends, in which they must stay in contact children to tell others about the doll visiting their house.
how we should treat and play with our friends. These
with each other. How high can they reach? How far can Children can also be encouraged to read about the doll’s
qualities of friendship are further explored through a
they stretch? Use classroom features to support this, for visit to other children’s homes.
storybook.
example, can they touch opposite walls whilst in a chain.
Introducing a letterbox into the environment may
In the Express tasks, children will have chance to
The Express activities provide multiple opportunities for encourage children to write letters and cards for other
demonstrate kindness and gratitude towards others through
children to consolidate and develop their fine motor skills. people. This may provide an opportunity to consider initial
messages or making gifts. Younger children can use an
letter sounds, or specific phonics that are being learnt.
empathy doll to practise language and behaviour related to
friendship and kindness. Cooking may provide opportunities for children to
explore counting and measures in meaningful contexts.
The physical suggestions will also provide a context for
measures and counting

EXPLORE Create a ‘Together We Can…’ display with photos showing The Empathy Doll activity will provide families with a
A decorated ‘friendship’ box all the ways of being a collaborator. Take photos of the chance to create a story of the doll’s visit to their home..
Photographs of each child (mounted on coloured children playing and learning together to highlight the Encourage parents to cook at home with their child, using
card) different ways in which children connect, communicate a cooking book to help them with the recipe. This can be
and collaborate. extended by cooking another recipe from memory, such as
Storybooks (see above)
a special family meal (grandparents are a great resource for
Art materials You may choose to make a ‘Being Kind’ display that shows
this!)
Construction kits/jigsaws children being kind to each other. This may be used as a
way of modelling positive behaviour to the children and Ask the parents to create their own ‘Together We Can…’
EXPRESS their families. images, showing the ways that the family collaborates. If
Paper strips (for paper chain) these are shared with school, they can be used within the
Leave the letter box in the learning environment to
Collage materials child’s learning portfolio for the teacher and child to share
encourage children to continue to write letters and
and discuss.
Empathy doll messages for others.
Blanket
Baking ingredients/toppings
Start by sharing the popular song, ‘The more we get Phase A differentiation Language opportunities
together’ (see resource file).
Some children may need help with sharing/playing with VOCABULARY
Afterwards, explain that you have a special ‘friendship box’ their partner if they are shy or lacking in confidence. If you emotions (happy, sad)
and inside are lots of wonderful friends (see resources). see examples of this, then encourage the child or pair to
friends, friendship,
Would we like to look inside? Open the box, then take observe others playing and talk about the positive ways
I can…
out the photographs of the children one at a time. Hold that they are playing together. Children can then copy that
up each photograph and ask – who is this? Give each behaviour in their own play. Provide guided support as
photograph to the matching child to hold. You might want necessary to encourage inclusive play.
to say the child’s name and state ‘<name>…is a special
friend.’ When all of the pictures have been handed out, you
can go around the circle, naming each child. What a lot of
lovely friends we have!
Ask children to stand. Then invite them to look at the colour
on the back of their photograph. Someone else will have a
matching colour – can they find them?
Then have some activities set up for the pairs to choose
from. These might include:
Roll over – have children sit at opposite sides of a large
sheet of paper. Provide paint and a variety of objects that
the children can dip in the paint then push across the paper
to one another. This might include rolling pins, wheeled Before opening your friendship box, encourage QUESTIONS
vehicles, marbles, balls and so on. children to discuss what a good friendship means Can you tell me about your picture/model?
to them. What makes a good friend? How should
Colour mixing – each child is given a paint colour. They What else could you add to your creation?
we treat our friends? What do we like to do with our
can experiment with making hand prints on paper, then How might this character be feeling?
friends?
invite them to touch hands to mix their paint. They will have
made a new colour together which they can now explore!
As children explore the storybook, encourage
empathy by asking them to describe how the
Build it – children can be given construction kits and invited characters might be feeling at different stages of the
to work together to build a model, or be given a puzzle to story – worried, sad, excited, angry etc. What actions/
complete such as a jigsaw or giant floor puzzle. events might have made them feel that way?
End the session by exploring a storybook about friendship Pair children with someone they would not ordinarily
and kindness. Good examples include: Rainbow Fish by play with.
Marcus Pfister (North-South Books, 2007), Strictly No
Elephants by Lisa Mantchev (Simon & Schuster, 2016) and
Boy + Bot by Ame Dyckman (Random House, 2016).

Develop the themes of friendship and teamwork by setting As well as the suggestions for Phase A, you can provide VOCABULARY
up one or more of the following tasks: further challenge with the following activities: together, we can…
Friendship chain – provide strips of card that children can Friendship blanket – how do kind words make us feel? pairs, groups, number names
make into links by taping the ends together. Each child Explore the children’s ideas. Consider words such as warm, PLG vocabulary
can work on their own section of chain – or children can happy, comfy, joyful. Reveal your friendship blanket. Explain friendship qualities (kind, sharer, helper,
work together in their pairs from the Explore session. You that, when someone is kind and friendly to us, it can feel friend, friendship, friendly, …
can then link all the chains together to make one long like we are wrapped in a nice blanket. Have children feel
friendship chain that all the children will have contributed your blanket – describe how it feels. Then invite each child
to. You can then stand in a circle, with everyone holding in turn to wrap themselves in the blanket. Invite other
the chain. Sing the ‘Let’s be friends’ song and perform the children to say a nice comment about that child – perhaps
actions (see resource file). something they are good at, or a kind act that they have
done. Provide assistance as necessary. Pass the blanket
Collaborative art – choose a character from the storybook
around the circle so everyone gets a chance to receive kind
you shared in the Explore session, such as the rainbow
messages.
fish, the elephant or the robot. Have a large outline of the
character drawn on a sheet of paper. Then provide collage Friendship mail – set up a mailbox in your classroom and
materials (tissue paper, card, paper, glitter, etc.) and invite provide some hearts that children can decorate and post to
groups of four to work together to decorate the character. other members of your setting. This will also give children
Encourage kindness and the sharing of materials – as well opportunity to practise their mark-making and emergent
as open collaborative discussion of patterns, colours etc. writing. You could also link this to a storybook character – Language opportunities
and invite children to write/draw friendship messages for QUESTIONS
Empathy doll – introduce children to a doll (or another toy)
the character to cheer them up. Children will enjoy opening
and explain that they are feeling very sad. No one wants What can you do together?
up the post box at the end of each day or week to see what
to play with them and they haven’t got any friends. What How can you help each other?
post might be inside. Try and post some of your own, to
could we do to help? Explore the children’s ideas. They may
ensure every child receives a nice message.
want to include the doll in their own games/activities. Have
a different child take the doll home each evening to look Sprinkle kindness – make cupcakes, biscuits or flapjacks
after. If possible, have parents/carers record each visit with to share with other members of the school community.
photographs so that you can make a scrapbook of all the Follow your favourite recipe and involve the children in
lovely things the doll got to experience in different homes. helping you to weigh out and mix ingredients. When baked,
Share the scrapbook with the children to talk about the acts children can be given a selection of toppings to decorate
of kindness and friendship. their cakes, such as icing, sprinkles, shredded coconut,
chopped nuts, cherries, chocolate flakes, sauces etc.
Copy and paste a colouring page based on The Rainbow
(Always check with parents/carers for any food allergies.)
Fish storybook into a paint program. (A Google Images
Children could also decorate boxes to put their gifts inside.
search will provide many examples.) Children can then use
the available paint tools to colour in the character.

learning through:
INDEPENDENCE AND INTERDEPENDENCE Collaborator: Children may learn and participate in games learning is taking place?
1.11a Being empathic and sensitive towards others in pairs. Are learning experiences developmentally appropriate
Empathetic: Children may show kindness and – do children need to revisit Phase A learning
1.15a Playing alone, alongside and with others in a wide
consideration to others through their play. activities or extend to Phase B learning activities?
range of contexts
1.16a Participating in group activities EXPRESS
1.21a Responding to praise and encouragement Respectful: Children may consider the feelings and needs Is anything hindering learning from becoming
1.22a Recognising that gratification is not always instant of others by sharing praise and support. secure?
Communicator: Children may communicate kind words What types of learning experiences will further
and messages both verbally and through practical work. support children’s progression?
CREATIVITY
2.76a Exploring how colour and texture can be changed

learning through:

1.11b Being respectful towards others International Dimension – children may be learning Possible IEYC Learning Outcomes
1.21b Giving praise and encouragement to others through:
KNOWLEDGE OF:
1.22b Recognising that the needs of others may be a priority SENSE OF THEIR WORLD 2. Similarities and differences between familiar people and
1.16b Co-operating, taking turns and following the rules of Explore their world through multisensory communities
group activities experiences. 12. The roles and needs of listeners and speakers
COMMUNICATING THROUGH WRITING Express reactions to different sensory experiences.
2.29b Writing for a range of purposes and meaningful real- Extend experiences with the natural world and others.
7. Form positive relationships and respond to own and
life and play contexts
SENSE OF OTHER others’ feelings
COMMUNICATING THROUGH EXPRESSIVE ARTS AND Explore different social contexts. 9. Play, cooperate and collaborate with others in a variety of
CREATIVITY situations
Express the similarities and differences between their
2.76b Expressing ideas, moods and feelings through a wide life and the lives of others. INTERNATIONAL:
range of art, construction and model making activities Extend experiences involving international learning. Develop high levels of trust and trustworthiness.
Activity 5: Be Brave | Overview
Children will learn that being brave is part of a healthy Physical opportunities Literacy & Mathematical opportunities
mindset – as it allows us to take chances and experience
The Explore experiences offer a range of sensory Create a simple table to record children’s reactions to the
new things. A number of challenging sensory activities
experiences that may promote motor skills development. Explore experiences. This can be a communal table or
are offered for children to choose from and participate
Providing different trails will enable the children to given to children (as developmentally appropriate). This may
in – to show bravery and courage. Children then explore a
explore different areas and locations across the learning provide you with an opportunity to discuss tally charts and
storybook on the theme of bravery, to help them appreciate
environment. data recording.
that we can all feel worried or scared at times – but
sometimes we can overcome those feelings by being brave. Adventure trails may provide children with different The tables can be used to create simple pictograms. You
opportunities to move in a variety of ways may choose to do this with groups of children (using
The Express activities continue this theme, offering fun but
children’s images will help explanations and conclusions).
challenging experiences for children to show their bravery Introducing risky play opportunities into the learning
This can be made into a display (see below).
– from venturing into a ‘dark den’ to completing an obstacle environment (such as high climbing, balancing, jumping,…)
course. may provide children with further opportunities to show Children may be supported to create a Being Brave book
they are being brave. that shows examples of them being brave (images can be
taken from a display, or books can support the display)

EXPLORE The letterbox from the previous activity can be used (by Families can be encouraged to create dens within the
Paint, paint trays, large sheets of paper adults initially) to post images and messages that show/ home to introduce dark spaces. This can be extended to
Wet sand explain how children are being brave within the learning become a cave, and families can be encouraged to explore
environment. the cave…maybe there is a bear inside (preparing children
Photographs of school staff
for LB4 Activity 1)
Sample foods A ‘Being Brave’ display may extend the ‘Being Kind’ display
Feely bag and objects from the previous activity. As before, adults can collect Families can be encouraged to create a video in which
Storybooks based on courage/bravery images and examples of children being brave to display and they talk about being brave. This could include an example
showcase. of their bravest moment (teachers may have to create an
EXPRESS example for parents to view to achieve best results)
You may choose to create a pictogram display that shows
Art and collage materials, kitchen sponges the result of the children’s tasting activities. This could use 2
PE equipment different icons/emojis to show their likes and dislikes.
Blankets/sheets for dark den
Encourage children to draw conclusions from the display.
Empathy dolls
Storybooks based on light and dark
Start your session by setting up some varied and Phase A differentiation Language opportunities
challenging sensory experiences for children to participate
It’s important to reassure children that saying no to VOCABULARY
in. Try and gently encourage children to try things they
something also takes bravery. Some children may movement (walking, running, rolling, hopping,
might not normally choose.
not feel confident to try out some of the sensory leaping, crawling,…)
New tastes – have some samples of different foods to taste experiences on offer. Encourage them to watch
recalling an event, past tense,
that cover the five basic taste groups: sweet, sour, salt, others and participate in other ways.
sequencing (first, then, finally, after,...)
bitter and savoury. Foods might include: mango, lemon, Have photographs of the staff at your setting that
grapefruit, sweet and salty popcorn, pretzels, chopped children interact with (cleaners, school leaders,
olives, and so on. lunchtime supervisors etc.) Help the children to
Fun with feet – invite children to take their shoes and socks understand that they can approach these adults if
off, then experience putting their feet in paint, wet sand, they need help or guidance.
shaving foam etc. and describing what it feels like.
What’s inside? – have some feely bags and/or boxes
with different materials/textures inside. Are children brave
enough to put their hand inside?
Afterwards, invite the children to sit with you. Ask children
to put their hand up if they think they have been brave
today. How did they feel before/after trying something
new? Then ask children if there are other times when we
might have to be brave. Provide some examples – such as
going to the doctor, swimming for the first time with arm- Children can draw their own worry monsters. Have QUESTIONS
bands on, and so on. Do the children have any examples of them cut these out and tape to a lolly/popsicle stick. Can you show me how to…?
when they have done something brave? Explain that, sometimes, by talking about our worry it
What do you think this action is?
can help us to be brave. Children can then use their
Read a storybook about being brave. Examples might Can you describe what your body is doing
worry monster if they are feeling worried – by telling
include: Little Tree by Lauren Long (Philomel Books,
their worry to their monster.
2015), Tomorrow I’ll Be Brave by Jessica Hische (Trigger
Publishing, 2020) or Shy by Debra Freedman (Viking, 2016).
Consider the types of things that might worry us or
scare us. Lead by example by describing something
Use the book as a stimulus for discussion about being
that you are afraid of – or something you were afraid
brave. Explain that, often we need to be brave when we are
of when you were the children’s age.
worried or scared about doing something. We can show we
are brave by doing it, even if we are feeling scared.
Invite children to show you their best ‘I am brave’ poses.
Model one yourself. Practise marching around the setting
being brave, with heads held high, marching confidently.
Give everyone a clap afterwards for being very brave!

Adventure trail – set up an adventure trail using available We are brave book – invite children to draw or paint a VOCABULARY
PE equipment, such as hoops, benches, crawl tunnels picture of when they have been brave. As children work light and dark, experiences, brave, scared, frightened,
etc. Choose a scenario that the children will be familiar on their pictures, encourage them to talk about the event. terrified, bravery, fear,
with, such as exploring a jungle, an alien planet, a dinosaur Why did they need to be brave? How did they feel before
swamp etc. Have children experience/explore each piece and after? Scribe a sentence for them to accompany their
of equipment, encouraging them to be brave. For example, picture. For example, ‘Jayesh was brave when he…’. Collate
a bench could become a rickety bridge, the hoops could the pictures into a class book that the children can view and
be stepping stones across a crocodile-infested river, a crawl discuss together.
tunnel could be a bat cave, and so on. Lead the children
Dark den – children often have a fear of the dark. By setting
around the trail, encouraging different movement skills and
up a dark den, children can start to tackle this fear, whilst
the use of their imaginations as they brave the many perils!
also playing and learning about light and dark. Try and make
‘They are brave’ party – have a toy or doll that you can a den large enough for two or three children to comfortably
present to the children. Explain that they are going to do fit inside. This could be created from blankets and sheets
something very brave – for example, go to the dentist. What stretched over tables, chairs or another structure. Have a
could the children say to encourage the toy? Then have box of light sources outside that children can choose from,
the toy leave the room. Explain that you want the children that they can take into the den – such as torches, light-up
to help you decorate some cakes so that you can have a gel bracelets, fibre optic wands, UV toys etc. You could
party when the toy returns. To make your play cakes, have also have storybooks about the dark placed inside, as well
an adult cut kitchen sponges into triangles and squares. as soft toys, cushions etc. Encourage children to be brave Language opportunities
Then use craft glue to stack layers to make a cake slice. by exploring the dark den with and without a light source.
Children can then use various collage materials to decorate You could place different sensory objects in there on a daily QUESTIONS
their cakes, such as felt (for icing), small pompoms, glitter, basis so there is always something new to explore. What can we say to encourage him/her?
beads etc. Remind children that the cakes are for play only What did you do that was brave?
Brave talk – use empathy dolls/toys on a regular basis to
– and should not be eaten! When the toy returns you can How did you feel when…?
revisit/explore common worries and fears. Present the
have them describe their experience and how they were
toy to children and explain they have a worry. You can How will you feel next time?
brave. Then provide plates, cups, saucers etc. to have a
then pretend the toy is whispering in your ear. Relay the
celebration party!
information to the children – and then invite them to help
‘We are brave’ party – surprise the children with some the toy to tackle their worry. What could they do to be
treats of your own so that they can have their own party to brave? What nice things can the children say to encourage
celebrate being brave. Perhaps this could be a follow-up to them? Children can then go on to make cards, badges or
your adventure trail journey! other gifts to award the toy for being brave.

learning through:
INDEPENDENCE AND INTERDEPENDENCE Resilient: Children may demonstrate resilience by learning is taking place?
1.11a Being empathic and sensitive towards others approaching and completing the challenging tasks. Are learning experiences developmentally appropriate
1.16a Participating in group activities Empathetic: Children may reflect on times when they or – do children need to revisit Phase A learning
someone else has displayed bravery. activities or extend to Phase B learning activities?
1.17a Seeking help and support appropriately
ENQUIRING EXPRESS
3.01a Exploring the senses Adaptable: Children may show increased confidence Is anything hindering learning from becoming
as they tackle experiences, such as the dark den or the secure?
HEALTHY LIVING AND PHYSICAL WELL-BEING obstacle course.
What types of learning experiences will further
4.09a Exploring movement including walking, running, Communicator: Children may talk about their own support children’s progression?
kicking, skipping, climbing, rolling, crawling, hopping, experiences and use these to help encourage others.
jumping, sliding, throwing, catching and swimming if
appropriate
4.11a Developing confidence, control and coordination
using small and large equipment

learning through: International Dimension – children may be learning Possible IEYC Learning Outcomes
through:
INDEPENDENCE AND INTERDEPENDENCE KNOWLEDGE OF:
1.17b Overcoming challenges with increasing independence SENSE OF THEIR WORLD 1. Themselves as a unique individual with a cultural heritage,
1.18b Offering support to others when able to Explore their world through multisensory positive qualities, abilities, views, feelings and personal
experiences. needs.
1.21b Giving praise and encouragement to others
Express reactions to different sensory experiences. 45. Similarities and differences in people, living things, the
1.22b Recognising that the needs of others may be a priority
Extend experiences with the natural world and others. environment and materials.
ENQUIRING
SENSE OF PLACE IN THE WORLD SKILLS OF BEING ABLE TO:
Explore the characteristics the school is helping to 10. Approach routines and tasks with increasing confidence
3.10b Exploring energy sources, light, sound, forces and and independence.
develop.
motion 48. Investigate by: Posing questions: Exploring ideas:
Express the ways in which they are motivated to act
on issues of significance. Making observations; Providing simple explanations.
Extend experiences involving choice and INTERNATIONAL:
consequence. Develop high levels of trust and trustworthiness.
Increase their Understanding of choices and their impact
on the world.
Reflective Practices for Improving Learning: Myself and Others (LB3)

Free to be Me
Learning Block 4

learning.
Learning Block 4: Free to be Me

HEALTHY HABITS | PLAYFUL LEARNING EXPERIENCES | LEARNING BLOCK 4: FREE TO BE ME 97
Learning Block Overview for Teachers Extending Learning and Development within Free to be Me
Mindfulness is a movement that is growing in popularity in settings and schools, and Children need time, space, and pace to repeat, process, consider, and enjoy
offers a useful means of helping children to deal with anxiety and stress. The aim is their learning and activities. Within the IEYC, ongoing provision is a recognised
to provide children with moments of rest and stillness – to help them to become classroom approach that enables children to lead their own experiences, supporting
aware of their own bodies and their senses, and how these interact with the world them to make connections and encouraging holistic approaches to learning and
around them. Self-expression is also vitally important for positive mental well-being. development. Ongoing provision nurtures and stretches child-initiated learning.
In this Learning Block, children will be able to get physical with some collaborative
Ongoing provision involves planning and preparing different areas or centres
(and messy!) art projects – which will give their gross motor skills a good work out.
within the learning environment. It is recommended that both the indoor and
They will also be experiencing the joy of dance and imaginative movement – which
outdoor environment offer a broad range of these areas. The table below suggests
you may wish to extend into a special performance to share with others during the
ideas for ongoing provision, that are linked to the thematic learning and activities
Exit Stretch.
within this Learning Block and Unit of Learning. The list provided is a starting point
for Reflective Practices for Improving Learning to guide teachers in the nurturing
Pathway through Free to be Me (for children)
responsive and playful decisions they make as they lead and improve learning.
The following is an overview of the IEYC activities and experiences within the Free Creativity in thinking about the areas offered within the learning environment is
to be Me Learning Block. You will need to adapt this to your specific context to encouraged!
ensure that it reflects your planned pathway through the Learning Block.
In Free to be Me, it’s time to get messy! Repetition in different areas is intentional. It offers children the opportunities to
We’ll be exercising our bodies and making them healthy and strong by transfer their experiences and their learning across the learning environment. It
creating some really, really big artwork! is expected that some/most activities will be available for longer periods of time,
We’ll need a good rest afterwards, so it will be time to relax our bodies and allowing children to repeat and revisit their learning experiences through the
learn how to be calm and still. Learning Block.
We’ll go outside and explore nature – and use our senses to discover new
things and have exciting experiences.
Then finally, we’ll need to just shake out all our healthy energy with a good
dance.
Extending Learning within Free to be Me (Learning Block 4)

Flies in the web (Activity 1) Music and paints (activity 2) Books on the natural world Picture atlases Buried treasure
Finger walking Making finger trails (activity 2) All Join In Images of different habitats Sieves,
Exploring different textures Paired art/craft (from LB3) The Very Hungry Caterpillar and environments Cups, cutlery, pots and pans
The Lorax Matching animals to habitats
Maps with a variety of scales
and projections

Pooters and insect collection Miming Minibeasts and natural Maze making Pipettes, syringes
tools Insect costumes & roleplay materials Building blocks Sunken treasure
Twigs, sticks and natural Bedtime roleplay (from LB3) Using maps to create scenes
materials (activity 3) with small world resources,
Making insect wings and using small world scenes
to create maps
Making minibeast hotels
(Activity 3)

Brushes and buckets, balls, Don’t wake the bear! (Activity Map making using classroom Mazes (small and large), Gratitude Washing Line
paint and canvas 4) images Instruction sequencing (Activity 2)
Map making for ‘Avoid the Dancing stage Crayons and floor drawing Objects of different shapes Mood meter (continued from
Sharks’ (Activity 4) Drums Goal setting post box and sizes LB3)
Making minibeast hotels Maps
(Activity 3)
Parachute games
Activity 1: Big Art | Overview
Children explore the gross motor movements that they Physical opportunities Literacy & Mathematical opportunities
can do with their bodies – firstly by joining in with actions
The Explore and Express activities may provide multiple Mazes may provide opportunities to use a range of
related to a storybook, then through imaginative play
opportunities to develop both fine and gross motor skills. mathematical vocabulary, and consider sequencing and
and exercises. This links back to Learning Block 1 and the
Try to arrange paper at different heights and orientations patterns. Providing tape and chalk outside may allow
importance of doing exercise to keep our hearts and bodies
to encourage children to work at different levels and in teachers and children to collaborate and make simple
happy and healthy.
different ways. mazes for children to travel through.
The Express section gives children the chance to further
You may decide to introduce a daily game of ‘What’s the You may choose to use active storytelling to create story
practise some of these gross motor skills by using various
Time, Mr Wolf?’ and other outdoor/playground games to trails within the learning environment. Children can be
equipment to create collaborative art. This will also provide
play with the children. Over time, encourage the children to encouraged to recall the story and make maps for the story
opportunity for children to, not only talk about the colours
lead these sessions. trail. These story can be adapted and changed by teachers
and patterns they are creating, but also the movements and
and children, for example, We’re Going on a Bug Hunt.
actions they are using to create them (pulling, throwing,
scraping, brushing, rolling, sliding, pushing etc.).

EXPLORE You may start to display examples of artwork from the Forewarn parents about these potentially messy activities,
Storybooks that feature movement children that they have created during the unit. These may suggesting that children bring in old clothes to wear.
Hoops be used to create an art gallery display which can be used You could also ask if families have any old shirts that can
within the Exit Point. Children may be encouraged to show be made into painting aprons (cut off collar and wear
Ribbons or scarves
and explain, where possible, their artwork. backwards)
Beanbags
Building on the ‘Being Brave/Kind’ displays from the Invite parents in for a big art session, in which their children
EXPRESS previous Learning Block, you may choose to create a can show them all the different ways of painting and
Art materials, ribbon, cord, string ‘Being Helpful’ display that shows children taking in part in creating!
Brushes (different sizes) classroom routines (sweeping the floor, wiping the table,
Encourage families to try painting and drawing from home.
Paper/card washing the window, tidying up,…)
Ask them to send in images of their paintings and creations,
Plastic bottles these can then be used to create a virtual art gallery in
Balls (different sizes) PowerPoint or Slides, to share with the whole classroom
Pipettes and syringes community.
Wheeled toy vehicles
Share a picture book where children can join in with the Phase A differentiation Language opportunities
actions.
Play a game of ‘What’s the Time Mr Wolf?’. VOCABULARY
After sharing the book, recap and discuss the different Colours, shapes, sizes,
One adult can play Mr Wolf, while another adult stays with
actions you explored. Ask the children if they can think of
the children. Mr Wolf stands at one end of the space with Actions (brushing, painting, making, creating, joining,
other ways we can move our bodies. Invite volunteers to
his back to the children, while the children stand in a line at sticking, …)
demonstrate their ideas. Prompt children to explore actions
the other end. Model the actions, by getting the children to
by asking ‘Who can show me…?’. For example, ‘who can
call out ‘What time is it, Mr Wolf?’. After each chant, Mr Wolf
show me how to… sweep the floor, wash the window, wipe
turns and answers with a time (e.g. three o’clock). He then
the table, tap our feet, click our fingers, throw a ball, stand
turns his back again as the children start to advance closer.
on tiptoes’ and so on. Remind children that, as we learnt in
The game continues until the children are close to Mr Wolf,
Learning Block 1, our bodies like it when we move because
then he can finally respond with ‘It’s dinner time!’ at which
it helps our heart to stay healthy. Shall we try and get our
point, he chases the children back to the starting line. If he
hearts to go boom, boom, boom?
catches any, they join him as a wolf for the next round. The
Follow up with a short exercise workout by linking some game will help children with practising stopping and starting
different movements together (jogging, star jumps, running movements – as well as listening and responding.
on the spot etc.) to get hearts pumping. Then take a quiet
moment for everyone to catch their breath. You might want
to curl up into balls, like the wombat character in the story
book Sometimes I Like to Curl Up in a Ball, and play some
peaceful music.
End the session by giving children further opportunity to
Further develop body awareness by asking children QUESTIONS
explore the movements they can make with their bodies.
to balance a beanbag on their head. Can they move Who can show me…?
Gather the children in a large open space where there is
slowly/quickly without dropping the beanbag? Set up
plenty of room to move around. Provide some children What can you make/paint/create?
a simple obstacle course to navigate.
with hoops (these can be different sizes, from quoits to How will you make/paint/create it?
Give children an action to perform and ask the other
hula hoops) and others with ribbons. Play music of different
children to try and guess what they are doing. For
tempos (slow, fast) and invite children to move safely about
example, painting a picture, baking a cake, building a
the space. The children with hoops can imagine they are
tower, climbing a mountain, stepping through mud,
bubbles floating in the air – or perhaps the hoop could be
skating on ice,...
the wheel of a car or truck. They can be lifted, rolled etc.
Children with the ribbons can enjoy exploring how the
ribbon moves by turning, twisting, running etc. Then let
children swap their equipment so they can have a go with
each.

Provide some fun art experiences that encourage gross Provide art experiences that give children an opportunity to VOCABULARY
motor movement. As these activities will be very messy, move in different ways (throwing, rolling, pushing etc.). movement/actions (throwing, pushing, rolling etc.),
children are encouraged to wear old play clothes or art colour and shape.
Flies in the web – make a web of packing tape across an
aprons. Always use paints that are washable and cover
open doorway or between two structures (tables, walls sequencing words (first, next, then, after, finally,…)
any delicate surfaces with newspaper or cardboard as
etc.). Provide children with coloured tissue paper that they
necessary.
can roll into balls and throw at the web to see if they stick.
Paint dance – have a child dip their feet in paint, then they Children can experiment with how hard or soft they throw
can step and dance on a piece of paper to see what types the balls. As the balls stick, children will end up creating a
of prints they can make. Play music with different tempos colourful display.
and explore the different art you can make linked to each
Paint splats – tape paper to a vertical surface (this is best
music piece.
done outside) and then provide children with different-sized
Bubble bop – place some card or paper on the floor and balls. One side of each ball can be dipped in paint, then
dribble some paint on top of it. Then place a layer of bubble children throw the balls at the paper. The activity teaches
wrap on top and tape it down to the card/paper. Children patience and resilience, as many tries might fail to leave
can then enjoy gently stepping on the bubble wrap with a paint impression on the paper. Through persistence,
their bare feet and enjoying its texture, as well as moving children will start to make shapes and patterns as the
the paint around underneath with their feet (and/or hands) painted side of the balls connect with the paper.
to make patterns. These can be displayed afterwards.
Ribbon play – provide children with ribbons, cords and
Language opportunities
Move it – lay out large sheets or rolls of paper and provide string that they can dip into a choice of paints. They can
children with different sized balls and/or wheeled vehicles. then experiment with throwing, dragging or running them QUESTIONS
Children can dip these in paint and then explore the across a large canvas. Can you describe your painting to me?
patterns they can make by rolling or bouncing the balls Can you show me the movements you made?
Colour maze – use packing tape to mark out a maze across
across the paper – or pushing their wheeled vehicles across
a large canvas. Children can then dip wheeled vehicles (or What do you like best about your artwork?
the paper. If you wish, children could also have access to
balls) in paint then roll/push them around the maze leaving How did you create that shape/pattern?
pipettes and syringes to squeeze paint across the paper.
trails and patterns. If multiple children are playing, then the
Big brushes – provide children with sponges that they can activity also encourages cooperation and awareness of
dip in paint then move across paper to make shapes and space.
patterns. Children could also explore different-sized brushes
Shake it all about – have a collection of different-sized
– even using an old dust mop/broom
plastic bottles. Invite children to choose two colours of
paint to squeeze into their chosen bottle. Then ask them to
predict what colour they think they will make. Screw the top
on the bottle tightly, then the children can enjoy shaking
or tilting their bottles (and dancing if they wish) – and then
watch as the colours mix.

learning through:
COMMUNICATING THROUGH EXPRESSIVE ARTS AND Collaborator: Children may participate in group movement learning is taking place?
CREATIVITY activities and games. Are learning experiences developmentally appropriate
2.74a Using the senses to explore materials and textures Adaptable: Children may engage in imaginative play with – do children need to revisit Phase A learning
2.75a Exploration of colour, texture, materials, textiles, equipment such as hoops and ribbons. activities or extend to Phase B learning activities?
space, line and shape involving tools, manipulation, Is the learning sufficiently engaging and challenging?
EXPRESS
techniques and construction Is anything helping learning to become secure?
Thinker: Children may engage in varied art experiences, Is anything hindering learning from becoming
2.80a Freely experimenting with art materials and initiating
using equipment in new and imaginative ways. secure?
own art adventures
Communicator: Children may discuss their choice of What types of learning experiences will further
HEALTHY LIVING AND PHYSICAL WELL-BEING colours and equipment, and describe the shapes and support children’s progression?
4.10a Developing gross motor skills using a range of patterns they are creating.
equipment

learning through:
COMMUNICATING THROUGH EXPRESSIVE ARTS AND through:
CREATIVITY KNOWLEDGE OF:
SENSE OF THEIR WORLD 41. The uses of a range of art tools, materials and musical
2.75b Exploration of colour, texture, materials, textiles,
space, line and shape involving tools, manipulation, Explore their world through multisensory instruments.
techniques and construction to create unplanned and experiences. 42. A range of songs and music.
planned effects Express reactions to different sensory experiences.
2.80b Freely experimenting with art and design and Extend experiences with the natural world and others.
43. Experiment and express ideas using a range of art tools,
presenting ideas through artwork materials and musical instruments.
SENSE OF OTHER
HEALTHY LIVING AND PHYSICAL WELL-BEING Explore different social contexts. 52. Demonstrate control, coordination and increasing
4.10b Taking part in games and activities involving Express the similarities and differences between their confidence in a range of physical activities.
equipment life and the lives of others. INTERNATIONAL:
4.11b Exploring balance Extend experiences involving international learning. Develop high levels of trust and trustworthiness.
4.13b Body and space awareness Know about shared, contrasting and/or other countries.
Activity 2: And Relax... | Overview
The ability to calm our minds is an important part of Physical opportunities Literacy & Mathematical opportunities
a healthy mindset. Children are given opportunity to
You may choose to highlight the importance of rest. Children may be encouraged to write stories about their
participate in a number of mindfulness exercises. These
special moment (see Phase B differentiation).
are designed to help calm and settle us – and to make us The breathing activities may provide you with an
more aware of ourselves and our surroundings through our opportunity to explore slow and considered movements. The activities provide opportunities to consolidate counting
senses. Children will learn they can use these techniques if You could also film children in slow motion and watch the with small numbers, and introduce counting actions. This
they feel anxious or need to have a moment to calm down movements back with them (this can be done with quick can be extended to gross motor movements in the outside
– or just as part of a healthy daily routine. movements too!) area. Encourage children to count actions. For example,
how many (steps/hops/ giant steps/jumps/…) does it takes
The Express activities provide further sensory experiences You may introduce repeated actions, such as jumping,
to cross the outside area?
to encourage calmness and reflection – and to also practise hopping, to enable children to consolidate counting actions
listening and concentration skills. (see right)

EXPLORE If the calm and rest areas were created (in LB3), you may There are many guided meditation channels to watch and
Mindfulness bell, singing bowl or app want to revisit, through observation and discussion, to listen to online, which lead children through a relaxation
Feather understand how they are being used. sequence. These could be played before or after a very
active activity – to help with calming children and regaining
Discuss with the children which resources are being used,
EXPRESS their concentration.
and which are not. Can they improve the areas so they are
Art materials better used? Consider the new techniques learnt in this Provide families with a set of images/short video of the
Scented massage oil activity, can any of these be introduced into the calm and children relaxing in different ways. Encourage them to try
Musical instrument (e.g. tambourine, triangle) rest areas? Allow the children to take action to revise and these, and send images of the child relaxing in the home
Music device (e.g. tablet/MP3 player) renew the spaces. and the toys that help them. They could even send an
Examples of classical music image of the whole family relaxing at the same time.
Gently introduce children to mindfulness meditation. This Phase A differentiation Language opportunities
involves breathing methods and other techniques that
When lying down, children could hold a soft toy to VOCABULARY
encourage children to relax their bodies and to focus on
their belly and watch it as it moves up and down as sounds (e.g. loud, soft, quiet),
the physical sensations that they are experiencing. You will
they breathe.
need to regularly repeat and practise techniques – perhaps the senses, parts of the body
as a calm down activity when children may be more Sing the Happy Dragon song (see resource file), to
inclined to rest and concentrate. With practice, children’s give children further opportunity to practise the 1 to 4
attention span will improve – and mindfulness then breathing technique.
becomes a useful tool for a child to cope with stress and
anxiety.
1 to 4 breathing – to start, children will need to practise a
simple breathing technique. This can be done both standing
and lying down. Children put hands on their belly and
feel their bodies moving as they breathe in and out. Then
introduce the deep breathing technique. Count 1, 2, 3, 4
while children breathe in, then have them ‘hold’ their breath
for a count of 1, 2, 3 – before breathing out for a count of
1, 2, 3, 4. When they breathe out, children can imagine they
are blowing out candles on a cake.
Tickle my toes – children take off their shoes and socks,
and lie down with their eyes closed. Start by spending time
being still and quiet, concentrating on your breathing and Begin by sharing a moment that is special for you, QUESTIONS
the sensations of your surroundings. Once everyone is modelling the expected language. Ask children to picture What can you hear inside/outside?
relaxed you can explain the game. You will have a feather a moment when they felt happy and safe. Can they
What can you feel with your body?
and you are going to tickle one child’s toes. When a child remember what they were doing, who was with them,
Can you teach me how to relax?
thinks they have been tickled, they can open their eyes and and how it made them feel? Encourage them to hold the
picture in their minds. Do they like their picture? What name Would you like to try this again another time?
put their hand up. If they were the chosen child, that child
then takes over the feather and gets to tickle another child’s would they give to their picture? After a minute or two,
toes. invite children to open their eyes. Ask volunteers to share
what they were picturing. Explain that, when we are feeling
Sound of silence – invite children to walk around the
sad or worried, we can always close our eyes and picture
space. Invite them to smile to anyone that they pass as they
our happy moment.
move around. Then when you ring a bell or singing bowl
(mindfulness bell apps are available online) the children
should freeze. Have everyone close their eyes, listen and
concentrate on the sound. When they think they can’t hear
it anymore, they can quietly sit down. Repeat the exercise.

These activities should be introduced when one or more You may want to introduce these activities as a follow-up to VOCABULARY
children need personal time to calm down or relax, perhaps a more energetic activity, when children are more inclined textures (rough, smooth, soft),
after a livelier session. to rest and be calm. feelings (happy, sad).
Finger walking – have the child close their eyes. On a Breathing hands – children draw around one of their hands. You may choose to explore the difference between
sheet of card have a trail marked out using a raised texture As they draw up a finger they breathe in, when they draw the words to do with resting. Sleep, calm, relax, rest
that the child will be able to feel with their finger. It could down a finger they breathe out. (Refer back to the breathing (and any other words relevant to your context)
be sand, cotton wool, felt or another material arranged technique from the Explore session.) They could do this
to provide a path – or you could create a more random with their eyes closed, feeling the sensation of their pencil/
pattern with glue then sprinkle sawdust or glitter along crayon as it traces the edges of their fingers. Repeat with
it. Make multiple versions with different textures (rough, the other hand. Afterwards, children can colour their hands
smooth etc.). Place the child’s finger at the beginning of in their favourite colours – or draw a picture inside each
a path, then ask them to feel their way along the path, hand of something that makes them feel happy/relaxed.
trying to keep their finger from straying. It encourages
Gratitude washing line – invite children to think about
concentration and coordination. Prompt the child to think
something nice that someone did for them or something
about and describe how the texture feels. Can they imagine
that made them happy. You might want to remind children
in their head the pattern they are creating?
of the friendship mail activity in Learning Block 2 – Let’s be
Massage oil – place a small amount of massage oil in the friends. Children can then draw a picture of the event or
child’s palm. Then invite them to gently massage their hand create a thank you note/card. These can then be pegged
with the other. Refer back to the handwashing technique to a washing line in your setting to create a display. Leave Language opportunities
they learnt in Learning Block 1. Explore different motions, resources next to the washing line, so that children can QUESTIONS
such as rubbing palms together, taking an index finger and continue to add to it when they feel they have a thank
moving it along the fingers of their other hand, grip a thumb you to share. Look together and discuss the notes/cards
Can you describe how it makes you feel?
and turn it in the palm, clasp hands together, and so on. Are regularly. These notes/cards can be sent home or used to What kind actions have you experienced today?
these motions different to our hand washing technique? create an end of week newsletter to parents. What could you do to help others?
Make this a slow and thoughtful exercise, perhaps with soft Did the music give you ideas for your picture?
Music corner – have art materials set up alongside a music
music in the background.
device (e.g. tablet, MP3 player) and headphones. If possible,
Find the sound – have children sit in a circle, with one child have some different examples of classical music saved into
blindfolded in the middle of the circle (some children may folders. These could be a mix of happy and lively tracks, and
not feel comfortable wearing a blindfold – so model this also some slower and more reflective tracks. Children can
yourself first, then ask some confident volunteers to take then select a track to listen to as they draw/paint/sculpt –
on this role). The children in the circle pass an instrument using the music for inspiration.
around the circle (such as a tambourine or triangle). Each
child plays the instrument and then passes it on. When you
call stop, the blindfolded child must try and point to where
they think they last heard the instrument.

learning through:
COMMUNICATING THROUGH SPEAKING AND LISTENING Collaborator: Children will participate in guided meditation, learning is taking place?
2.13a Listening to others and joining in listening activities for group activities and games. Are learning experiences developmentally appropriate
developmentally appropriate periods of time Empathetic: Children may consider and communicate how – do children need to revisit Phase A learning
they are feeling at different times. activities or extend to Phase B learning activities?
CREATIVITY EXPRESS
2.74a Using the senses to explore materials and textures Communicator: Children may talk about feelings and Is anything hindering learning from becoming
2.82a Singing songs, making sounds, exploring musical experiences when engaging in tasks. secure?
instruments and their sounds and joining in musical Respectful: Children may demonstrate thanks to those in What types of learning experiences will further
activities their setting who have helped support them. support children’s progression?
2.83a Exploring sounds and music in the environment
ENQUIRING

learning through:
INDEPENDENCE AND INTERDEPENDENCE International Dimension – children may be learning Possible IEYC Learning Outcomes
through:
1.21b Giving praise and encouragement to others KNOWLEDGE OF:
SENSE OF THEIR WORLD: 1. Themselves as a unique individual with a cultural heritage,
2.13b Concentrating on what others are saying and
experiences. needs.
responding at the appropriate time
Express reactions to different sensory experiences. 41. The uses of a range of art tools, materials and musical
COMMUNICATING THROUGH EXPRESSIVE ARTS AND Extend experiences with the natural world and others. instruments.
CREATIVITY
SENSE OF PLACE IN THE WORLD SKILLS OF BEING ABLE TO:
2.76b Expressing ideas, moods and feelings through a wide
range of art, construction and model making activities Explore the characteristics the school is helping to 6. Express and self-regulate emotions.
develop. 44. Represent ideas through music, movement, dance, role-
2.85b Responding to rhythm and beat in creative ways
Express the ways in which they are motivated to act play and drama.
including linking music to art, dance and movement
on issues of significance. INTERNATIONAL:
ENQUIRING
Extend experiences involving choice and Develop high levels of trust and trustworthiness.
3.01b Using the senses to make discoveries consequence. Increase their Understanding of choices and their impact
on the world.
Activity 3: Mindful of Nature | Overview
The theme of mindfulness from the previous activity is now Physical opportunities Literacy & Mathematical opportunities
taken outdoors – so that children can use their senses to
Set up additional Treasure Hunt activities that require the Encourage the children to set up their own Treasure Hunts.
experience the positive benefits of nature on their doorstep.
children to find treasures at different heights and by moving Providing children with a camera will allow them to show
This could be set in your regular outdoor setting, or you
in different ways (crawling, climbing, walking,…). You may the locations, if they are unable to write.
might want to take the children to a different locality – such
choose to put these in sight but out of reach to see how
as a park, forest or other area of natural interest. Treasure Hunts may allow you to introduce maps and
the children solve the problem.
map-making to the children. Creating maps of the learning
The activities encourage children to pay closer attention to
Making a nest with the children may provide many spaces may enable children to use them and begin to make
their surroundings – to experience and appreciate nature
opportunities for fine motor skills. Provide a range of their own.
through their senses. They can start to use language to
resources to allow the children to attach these in different
describe what they are seeing and experiencing. Building a nest may allow children to write instructions for
ways
nest building. Taking photos of the building activity may
The Express activities allow children to further explore
support writing and sequencing.
nature, whether its creating artwork, going on outdoor
treasure hunts or making homes for minibeasts.

EXPLORE You may use any natural materials collected by the families Ask families to collect natural resources for use within class.
Coloured craft feathers (see right) to create a nature display for children. Try to
Encourage parents to discuss the journey to school with
Cushions/mats ensure there are a range of textures, smells and colours.
their children. If they travel with their children, ask them to
This may provide opportunities for sorting activities.
Art materials make a map of the journey. If they send this to school, ask
Magnifying glasses, pooters (minibeast catchers) If children choose to create maps and treasure hunts, you the children to explain it to you and other children.
may collect these and display for independent use. They
EXPRESS After the activity, encourage children to teach their parents
may also be kept for continued use within other themes.
to make a minibeast hotel. Ask the parents to send in
Art materials
images/videos of this, which can then be shared with the
Natural materials classroom community.
Chalk/pastels
Marbles
Digital camera
Mindfulness can also be practiced outdoors, giving children Phase A differentiation Language opportunities
further opportunities to develop self-awareness and
For younger children, have the cushions/mats VOCABULARY
concentration, as well as develop empathy for the natural
positioned together so that children can feel secure sounds, senses
world.
and discuss their experiences as a small group. You
shapes
Start by taking the children on a sensory walk around could arrange them around a tree, pond or another
textures, the natural world
your chosen outdoor space, so they can feel familiar and key feature.
confident exploring this on their own or in pairs later. Encourage children to observe any minibeasts, trees,
Discuss the things they might expect to see, hear and smell plants, leaves etc. that they see. Get children to look
on their journey. Have moments of stillness, where children closely at details, and describe to you what they can
can practise their breathing with the 1 to 4 technique (see see. Support children with words they may not know.
previous activity). Prompt them to think about what they
can feel with their bodies (e.g. the wind against their face,
grass beneath their feet). Can they hear the sound of their
breathing? What other sounds can we hear?
Next, explain that a special rainbow bird has lost some
of its feathers. Can the children help to find them? (Prior
to the session, have an adult place some coloured craft
feathers around the outdoor area – one for each child. Try
and place these in areas that will require some exploration
– e.g. under stones, between bushes, on a branch, behind
objects, ...) Children can then have opportunity to find all of
the feathers. Each child can then keep a feather to hold. Invite children to lie back and look at the sky. (Remind QUESTIONS
children not to look directly at the sun.) Can they see What can you see/hear/touch/feel/taste?
Place mats or cushions on the ground for children to sit
any shapes in the clouds? How fast are they moving?
on. If you wish, you can place these in different areas Can you describe this plant/tree/rock etc.?
Which direction?
around the space so that children will have different views/ What did you enjoy doing the most?
Ask children to place their feather on their chest. Can
surroundings, but will remain in sight of you or an adult.
they see it rising and falling as they breathe? Ask them
Invite children to choose a mat/cushion to sit on. Explain
to close their eyes and imagine the feather still rising
that this is going to be their special place for the next few
and falling on their chest. Again, practise breathing
minutes. Ask children to look around at what they can see
with the 1 to 4 technique.
from their position. Before you leave, collect a wide range
of natural materials for use within the Express activities.
Back in your setting, children can draw or paint a picture of
their outdoor adventure. It might be something they saw,
something they did – or something that they imagined.

Set up opportunities for children to experience mindful play As with Phase A, set up opportunities for mindful play in VOCABULARY
in the outdoor environment. These could include: the outdoor environment. These activities have a greater senses, the natural world, colour, size, shape.
emphasis on collaboration and/or problem-solving.
In the frame – collect twigs, sticks and other natural
materials. Support the children to create a picture frame Treasure hunt – hide some marbles (or other small objects)
out of the twigs and sticks. Then invite children to around your outdoor setting. Give the children clues by
collaboratively create a picture within the space using taking a close-up photograph of each location. Children
natural materials. Encourage children to only to use natural can then be given the collection of photos. Let them decide
materials that are on the ground (to avoid children pulling for themselves how they want to organise the task. Perhaps
up any flowers and/or damaging any of the local natural they will decide to look for each treasure as a whole group,
area!). You might want to help them collect their materials or divide up the photos so children are exploring individually
and provide some of your own to supplement their or in pairs. Set an appropriate time limit for the challenge.
collection. How many can they find?
Foot safari – choose a short pre-determined route Nest building – develop the rainbow bird theme by
which will feature some different textures for children challenging children to build a nest. Start by researching
to experience, such as short grass, long grass, leaf litter, and investigating different bird nests using books and the
bark, gravel etc. Ensure all surfaces are safe for bare feet internet. Where do birds like to build their nests? What
beforehand. Then invite children to walk barefoot along are the requirements for a good nest? (For example,
the route. Encourage them to talk about the different well-camouflaged from predators, strong and sturdy
sensations that they feel. for protection, soft inside for eggs etc.) Children can Language opportunities
then choose a suitable location for their nest and gather QUESTIONS
Chalk it up – provide children with coloured chalks that
materials to make it (twigs, sticks, pine cones, grass, leaves
they can use to draw with in the outdoor environment, What materials can we use/find?
etc.) Children may also want to use a binding material such
such as on rocks, stones, bark, paving stones etc. For the Can you tell me about what you have made?
as mud or clay to help create their structure. They could
latter, children can help with the clean-up using mops and
also be encouraged to create a ‘nest’ for themselves in the What does it feel like?
brushes for some gross motor practise.
calm area you made during Learning Block 3. Can you see anything that could help us to do that?
Nature stick – give each child a length of card with a strip How could we make this structure stronger?
Minibeast hotel – children can create a minibeast hotel by
of double-sided sticky tape along it. Children can then
collecting and piling up twigs, stones, logs and leaves. You
explore the outdoor space and record their journey by
could also provide plant pots, old fencing panels, plastic
collecting natural items along the way and sticking them to
tubes etc. Leave for a few days and then revisit. Invite
their strip. They can then be encouraged to talk about their
children to carefully remove a stone or two to observe any
journey afterwards and describe the objects they collected.
minibeasts that might have moved in. Provide hand lenses
so that children can get a closer look at their new guests.
Remind children to act kindly and be respectful to any
minibeasts they discover.

learning through:
COMMUNICATING THROUGH EXPRESSIVE ARTS AND Empathetic: Children may consider and may discuss the learning is taking place?
CREATIVITY sights and sensations they are experiencing. Are learning experiences developmentally appropriate
2.74a Using the senses to explore materials and textures Respectful: Children may demonstrate consideration and – do children need to revisit Phase A learning
care for living things in the environment. activities or extend to Phase B learning activities?
ENQUIRING
3.01a Exploring the senses EXPRESS
3.12a Exploring natural materials and objects Collaborator: Children may work in pairs or small groups to Is anything hindering learning from becoming
3.14a Exploring features of living and non-living things complete tasks, such as creating artwork or completing the secure?
treasure hunt.
3.16a Observing nature in the local environment What types of learning experiences will further
Thinker: Children may research and find out about bird support children’s progression?
3.20a Exploring wildlife, domestic animals, birds, sea-life,
nests and any minibeasts they have identified.
insects and other life forms that are of interest

learning through:
1.27b Being a member of a team and learning with others
ENQUIRING through:
KNOWLEDGE OF:
SENSE OF THEIR WORLD: 41. The uses of a range of art tools, materials and musical
3.11b Classifying and comparing objects in the natural world
Explore their world through multisensory instruments.
3.18b Representing the environment through maps, plans, experiences. 47. Features in the environment.
drawings, photographs and diagrams
3.19 Exploring wildlife habitats SKILLS OF BEING ABLE TO:
3.20b Exploring the needs of wild-life, domestic animals, 44. Represent ideas through music, movement, dance, role-
birds, sea-life, insects and other life forms that are of interest SENSE OF PLACE IN THE WORLD play and drama.
Explore the characteristics the school is helping to 48. Investigate by: Posing questions; Exploring ideas;
develop. Making observations; Providing simple explanations.
Express the ways in which they are motivated to act INTERNATIONAL:
on issues of significance. Develop high levels of trust and trustworthiness.
Extend experiences involving choice and Increase their Understanding of choices and their impact
consequence. on the world.
Activity 4: Learning Together | Overview
This activity builds on the learning from Learning Block 3, Physical opportunities Literacy & Mathematical opportunities
when children explored friendship and kindness. Children
Introducing parachute games will allow you to plan for If you choose to provide the Story Box activity or families
will know learn more about the skills needed to work in a
different movements involving gross motor skills. As create a story with their children (see Learning-Link), you
team – listening, communicating, respecting others etc.
children get more experienced this can be extended to may choose to create the story book in school.
In the Explore session, the focus is on parachute games. focus on coordination and control.
Parachute games may provide will a number of
These really focus children in coordinating their actions
Building on the ‘Avoid the Sharks’ activity (Phase B Express), opportunities to consolidate and develop counting with
as a team to move the parachute in various ways – and
set up ‘islands’ in the outside area, and encourage children number (objects and actions, building on learning within
complete tasks such as moving a ball or a balloon on top of
to move around without touching the floor. Children may previous activity).
the parachute.
be supported to find other routes to travel and objects to
The Express activities give children further opportunity stand on.
to play and collaborate with others and practise the skills
necessary to be good team players.

EXPLORE Create a ‘Together We Can Learn’ display (or extend the Encourage families to focus on Grouping Up (Phase A
Parachute (or large piece of fabric) Together We Can display from LB 3, if you chose to create Express), such as matching laundry and sorting into piles.
Soft balls it). Use images of children learning together to highlight
Ask parents to support their children to create a story using
learning from all 3 Dimensions.
Balloon/s their favourite clothes, props, and/or toys. Encourage the
‘Treasure box’ with soft objects inside (avoid hard Provide frames and ribbons at different locations across families to take photos and write the story down. If these
edges) your learning environment, encourage children to weave are sent into school, then children may be supported to
these to create patterns and fabric art. Taking photos will make the book.
EXPRESS allow you to add these images to an art gallery to share in
Let children teach their families the Blind Draw activity
Art materials, construction bricks or straws the Exit Point.
(Phase B Express). The child can take the role of the teacher
Pairs of socks and/or cut-up pictures and their family take on the roles of the drawers. Ask
PE mats families to share these drawings.
Rubber ring/quoit
Tambourine or bell
Cardboard box
Play some parachute games to encourage children to Phase A differentiation Language opportunities
concentrate and coordinate their actions with others.
Arms can tire easily, so allow time in between the more VOCABULARY
Start with the children standing evenly spaced and holding
vigorous games for children to relax. Explore other ways of positional vocabulary (up, down, lift, lower etc.)
onto the edge of the parachute (or a large piece of fabric).
using the parachute – for example, children could sit on the
Practise lifting it up above your heads and then lowering it. parachutes, jumping beans, washing machine,
parachute while adults pull the parachute along, imagining
Play a game where you call two names, then count 1, 2, 3. treasure, diver
they are going for a ride! You could also call out a colour
On 3, the children lift up the parachute as high as they can fish names
on the parachute – and everyone must find and stand on
– and the two children that were named run underneath numbers for counting
that colour. Combine with actions. For example, ‘red, stand
and swap places. The parachute is then lowered again.
on one leg’, ‘yellow, run on the spot’ and so on.
Place a balloon or an inflatable ball in the middle of the
parachute. Gently lift and lower the parachute to make it
bounce. Everyone must try and perform the actions at the
same time. Try and keep the balloon/ball on the parachute.
Next, add a selection of balls to the parachute. Children
must work together to bounce all the balls off the
parachute. They can imagine they are jumping beans! You
can add soft toys to the parachute instead. Children can
then try and bounce them off, one at a time. You could sing
the song, ‘There were five in the bed…’ as you play along.
Imagine the parachute is now a washing machine. Place Phase B differentiation Language opportunities
some doll’s clothing on the parachute. Start with a ‘spin
Children can count the balls/toys that are on the QUESTIONS
cycle’ by inviting the children to keep one hand on the
parachute. As the children bounce them off the I wonder what would happen if we…?
parachute while slowly walking round in a circle. Call out
parachute, pause to ask the children to count how
instructions to pause and change directions. Then go into How many balls can we see?
many are left or how many have fallen off.
‘tumble dry mode’ with everyone shaking the parachute to What happened when we…?
Place a soft ball on top of the parachute. Call out a
dry out the clothes. Can you…? Can we…?
name and have the children try to roll the ball gently
End your session by imagining the parachute is now the over to the child whose name was called. This game
sea. Invite children to move their arms up and down to will give children further practice in cooperating and
make small and large waves. Then place a box of objects working as a team.
underneath the parachute. You can imagine this is a lost
treasure at the bottom of the ocean. Children continue to
make waves by raising and lowering the parachute. Call
out a child’s name and one of the objects in the box. That
child now becomes the diver and must crawl underneath
the parachute to retrieve the object. Continue until all the
‘treasures’ have been found.

The following activities will help promote healthy social The following activities require children to share, VOCABULARY
skills and teamwork: communicate with others, and take on responsibility to colours, shapes,
reach common goals. sizes (big/small, large/little, huge/tiny,…)
Grouping up – a fun way of putting children into pairs or
small groups for activities is to make it into a game. For Rock the box – take a large cardboard box and create a pattern words (same, different, again, repeat, shapes,
pairing up children, have a selection of socks. Mix them up, maze inside of it by gluing down construction bricks or colours,…).
then ask each child to pick out a sock. They must then find straws to create walls. Place a marble or small ball at one
the child with their matching pair. Add challenge by having end of the maze. In pairs or small groups, children must
socks of similar colours, but are differentiated by pattern hold onto one end of the box and work together to tilt the
or shade. For creating larger groups of three or four, give box to guide the marble carefully around the maze to reach
children a piece of a simple picture you have divided up – a marked end point.
and have them find the children with the other pieces to
Blind draw – have children sit back-to-back. One child has
complete their puzzle.
a simple picture (this could be an arrangement of shapes),
Happy crayons – have a large sheet of paper for children which they must describe to their partner who has to try
to draw on. Let each child choose a colour of crayon and draw it. Compare the pictures afterwards. Vary the
etc. They can then take it for a ‘walk’ by moving it across game by having one child think of a picture in their head,
the paper. Each child will be walking their own crayon on which they describe to their partner – who then draws a
the same paper. Explore the emerging patterns. Children picture based on what is described. The finished piece will
may start to work together as shapes and pictures start to then be an interesting collaborative effort.
emerge. Suggest that they meet up with each of the other Language opportunities
Story box – one of the best ways to promote social skills
crayons as they go on their walk. QUESTIONS
is to give children a box of props, such as costumes and
Ring ‘n ribbon – take a long piece of rope or ribbon and random objects, and then prompt them to use these to How did it feel to work/play together?
weave it between various objects (this could be outdoors, create a story. You could also have art and craft materials What else could you add to your creation?
around trees and over bushes – or indoors, around tables, available if children want to create further props for their
Could you have described that in a different way?
under chairs etc.). Thread a rubber ring/quoit onto the rope role play.
What would help if you tried that task again?
before securing both ends. In pairs, children can take hold
Avoid the sharks – place a series of mats around the hall
of the quoit and work together to guide it from one end to
(or other open space). These can be combined to make
the other. The challenge is for both children to keep one of
‘islands’ of different sizes. Play music as the children
their hands on the ring at all times.
imagine they are swimming around the islands. When
Don’t wake the bear – place a soft toy in the centre of you stop the music, it means a shark is coming! Everyone
the circle. Then have children carefully pass a bell or must quickly get onto a mat. As you play the music
tambourine around the circle as quietly as they can without again, remove some mats so that there are fewer islands.
‘waking the bear’. Eventually, have just one or two mats left. Can the children
arrange themselves to get everyone safely onto the mat/s
so no one is touching the water?

learning through:
INDEPENDENCE AND INTERDEPENDENCE Collaborator: Children may need to coordinate their learning is taking place?
1.16a Participating in group activities actions to move and guide the parachute. Are learning experiences developmentally appropriate
1.27a Learning independently, alongside and from others Communicator: Children may need to listen and respond – do children need to revisit Phase A learning
to instructions when playing games. activities or extend to Phase B learning activities?
2.13a Listening to others and joining in listening activities for EXPRESS
developmentally appropriate periods of time Communicator: Children will need to describe patterns or Is anything hindering learning from becoming
pictures to pair up. secure?
Children will need to describe shapes/pictures and listen to What types of learning experiences will further
direction from others. support children’s progression?
Empathetic: Children may demonstrate kindness and
4.12a Playing games and using equipment independently, in
consideration to others in paired and group tasks.
pairs and with groups
4.13a Following instructions, copying and repeating actions

learning through:
through:
1.27b Being a member of a team and learning with others KNOWLEDGE OF:
SENSE OF THEIR WORLD 1. Themselves as a unique individual with a cultural heritage,
2.05b Using increasingly complex language to describe experiences. needs.
Express reactions to different sensory experiences. 49. The importance of healthy eating and physical activity.
present
CREATIVITY SENSE OF OTHER 9. Play, cooperate and collaborate with others in a variety of
Explore different social contexts. situations.
2.90b Exploring characters, storylines and roles through
Express the similarities and differences between their 52. Demonstrate control, coordination and increasing
drama activities involving costume and props
life and the lives of others. confidence in a range of physical activities.
Extend experiences involving international learning. INTERNATIONAL:
4.09b Exploring direction and movement in games and
Develop high levels of trust and trustworthiness.
physical activities
4.10b Taking part in games and activities involving
equipment
Activity 5: We Can Dance! | Overview
The popular storybook, Giraffes Can’t Dance, serves as the Physical opportunities Literacy & Mathematical opportunities
focus for this session. By exploring the character of Gerald
The dancing and music activities may provide you with a Children may be encouraged to create come ‘Being Brave’
the Giraffe and the events that happen in the story, children
range of opportunities to focus on gross and fine motor posters, using images from the Being Brave display (LB3)
will learn about the qualities or resilience and perseverance.
skills development.
The Animal Party activity (Phase A Express) may provide
Children consider the things they can do now that perhaps
Extending the Jungle Orchestra activity (Express Phase opportunities to write party invitations and create other
they couldn’t do before. This can provide a stimulus for
B) may allow you to encourage the children to explore party resources, which may enable children to engage in a
Phase B to think about things they would like to get better
the outside area and find objects that can be used to range of mark making and writing experiences.
at. Setting goals is part of a healthy mindset. This can also
make music, if these are at different heights then this will
be linked to the theme of bravery from Learning Block 3. The dancing and music activities may provide children
encourage a range of movements to play them.
with an opportunity to explore rhythm and sequences
The Express activities allow opportunity for children to
of movement. This may allow you to discuss repeating
explore the storybook further – by researching and making
patterns of movement, which may enable children to
jungle animals, composing jungle music, performing their
consolidate learning on counting actions (LB4)
own animal dances and giving resilience/friendship advice
to a soft toy. These can all contribute towards your own
retelling/performance of the story.

EXPLORE Collect images/videos of the children dancing. This can Ask families to teach dances to their children for sharing
Storybook with dance/music theme be used to create a presentation (see Learning-Link) or a within the classroom. If a parent has a dance to share, invite
Picture cards or small world toy animals ‘Giraffes Can’t Dance But We Can’ display. If you chose them in to teach the dance to the whole class.
to create the ‘Being Brave’ display (LB3), you can add the
Baby photographs You could create a presentation of children dancing using
images of the children dancing to it.
video and images taken during this activity. This can be
EXPRESS The ‘African Safari’ activity (Express Phase B) may provide shared with parents and families.
Musical instruments you with a display opportunity to present the collage that
Goal setting by the children may provide you with an
Art materials the children make, with labelling opportunities.
opportunity to communicate these to their families to
Pictures of animals inform and guide the Learning-Link dialogue. Goals
Soft animal toy identified may enhance Parent-Teacher Conferences/
Resources on the theme of Africa/Savannah Meetings.
These activities are based on the popular storybook, Phase A differentiation Language opportunities
Giraffes Can’t Dance by Giles Andreae (Orchard Books,
Have a collection of small world animals or picture cards. VOCABULARY
2014). There are many readings of the book available online.
As you read the story and a new animal is introduced, invite animal features (size, colour,...)
Alternatively, the activities can be easily adapted to link to
a child in the circle to pick out the relevant animal from the
another book with a similar movement/dance theme.
collection. They can then hold it as the story continues.
Look together at the cover of the book. What do they When you have finished the story, go around the circle.
think the story is about? More confident children can be Children can hold up and name their animal. Ask questions
challenged to discuss how the illustration and the title don’t to encourage children to observe others in the circle. For
seem to match. Do they think the giraffe is dancing on the example, who is holding the elephant? Can you point to an
cover? animal with stripes?
As you read the book, encourage children to think about
how Gerald might be feeling. How does Gerald show how
he is feeling? Look closely at the images. What animals can
the children see? Encourage them to name the animals and
describe them. Make up your own dance actions for the
children to perform – waltz like the warthogs, cha-cha like
the chimps, rock ‘n roll like the rhinos, and so on.
At the end of the story, Gerald amazes everyone with his
dance. Have children perform their own ‘Gerald dance’ to
music. Encourage everyone to release all their energy – Phase B differentiation Language opportunities
they can be as silly as they want! Give everyone a round of
Encourage children to reflect on the theme of the story. QUESTIONS
applause afterwards. Explain that dancing is a good form of
What does Gerald learn about himself? Talk about the How do you feel about that?
exercise for us. Remind children that our bodies like it when
personal goals of resilience and cooperation. Gerald did
we move. Ask children to put hands on their chests and What do you think will happen next?
not give up – and with the cricket’s help he was able to
check their heartbeat. Refer back to Learning Block 1. What helps you to feel better when you’re feeling
discover something new about himself. Ask the children
sad?
Revisit the last pages of the book, where Gerald is dancing. to think about times when they needed to be resilient to
Gerald learned a new skill. Ask the children if there are achieve something. Can they also give you examples of How might we help Gerald to feel better?
things they can do, which they couldn’t do before. You cooperation – when they might have helped someone or
might want to look at some baby photographs to help perhaps someone helped them. Explore their experiences,
younger children think about the things they have learned then consider why those personal goals might be important
to do – such as walk, draw, paint, talk etc. More confident for a happy and healthy setting.
children can be challenged to think about things they
would like to learn to be able to do – or get better at. Reach
an understanding that setting goals for ourselves is healthy
and encourages us to improve.

These activities will give children opportunity to further Use these activities as an opportunity for children to talk VOCABULARY
explore the themes of the book. about the new things they are learning or trying out – just animal features (size, colour etc.),
like Gerald in the story. music making actions (hit, scrape, beat, shake etc.)
Animal party – provide children with a varied selection of
pre-cut shapes from craft foam or felt. Have pictures of Jungle orchestra – provide children with a selection of
animals available. Invite children to choose their favourite musical instruments for them to explore. Instruments
animal and use the shapes to build up a picture of their might include tambourines, bells, maracas, claves, drums,
animal. As children work on their animal, prompt them castanets, guiro and cymbals. Allow time for children to
to describe the features of their animal. When they are explore the sounds that each instrument can make, and
happy with their creations, these can be glued onto a card. how they are played. Reinforce vocabulary such as hit,
Children can then join up with others and take their animal scrape and shake. Give children a very simple rhythm to
to the jungle dance party. Have play equipment such as follow by saying a chant (see resource file) and clapping out
plates, cups, cutlery, teapot etc. so that children can role the syllables of the words. Once children gain confidence,
play their party. What healthy food could the animals try? you can choose different instruments to play for certain
Refer back to children’s exploration of healthy foods from lines – such as drums for the elephants, castanets for the
Learning Block 2. Play some music and have children chimps and so on.
move/dance as their animal.
African safari – take the children on a trip to Africa by
Comfort animals – use a soft toy animal to represent a sharing books, maps, posters and other resources that
character for the children to meet (it could be a giraffe or explore the location, animals and landscape of the African
another animal character based on the resources you have savannah. (The author wrote the book after a trip to Kenya.) Language opportunities
available). Explain that they are feeling very sad. Encourage Children can try and find photographs of the animals that QUESTIONS
children to ask the toy questions. Reveal a reason for why feature in the book – and with adult assistance, find out
the animal is feeling sad. For example, the animal was told more about them. They can also discover other animals
Can you describe your animal to me?
it was no good at drawing or no good at counting. Ask native to Africa that might not have featured in the book. What different sounds can you make?
the children for ideas of what they could do to help the Children can then create their own collaborative collage What made you decide to choose that one?
character. Remind them of how they helped a doll to feel by drawing and sticking animals to a backdrop. Encourage How should we treat others?
better in Learning Block 3 – Let’s be friends. Talk afterwards them to talk about the new things they have learned.
about the importance of helping others to feel better if they
Giraffes need hugs – revisit the part of the story when
are feeling sad.
Gerald was feeling sad because he was told he couldn’t
Jungle drums – give the children drums that they can dance. Ask the children to make a card or a gift for Gerald
play. Lead them on a procession through your setting and to help cheer him up – or even rehearse and create a dance
outdoor area. Beat out a simple rhythm for the children to for him to enjoy. Talk about the importance of helping and
copy. Then invite children to take turns to be the leader. supporting each other – and being aware of how others
Encourage them to create their own short rhythms for might be feeling (this can be linked to learning from LB3).
others to copy.

learning through:
INDEPENDENCE AND INTERDEPENDENCE Communicator: Children may describe characters, feelings learning is taking place?
1.20a Recognising situations that impact on feelings and and retell story scenes using their own words. Are learning experiences developmentally appropriate
emotions Resilient: Children may reflect on a past disappointment – do children need to revisit Phase A learning
and consider how perseverance can help us achieve a goal. activities or extend to Phase B learning activities?
CREATIVITY EXPRESS
2.85a Exploring rhythm and beat by clapping, tapping, Collaborator: Children will play instruments together and Is anything hindering learning from becoming
banging, stamping and moving copy short rhythms and beats. secure?
2.86a Freely expressing ideas through movement and Adaptable: Children may take on new roles as they What types of learning experiences will further
dance demonstrate movements for their animals. support children’s progression?
2.89a Exploring movement and dance in the natural world
ENQUIRING
3.03a Exploring similarities and differences in people
3.20a Exploring wildlife, domestic animals, birds, sea-life,
insects and other life forms that are of interest
KNOWLEDGE OF:
COMMUNICATING THROUGH EXPRESSIVE ARTS AND SENSE OF THEIR WORLD: 42. A range of songs and music.
CREATIVITY Explore their world through multisensory 45. Similarities and differences in people, living things, the
2.81b Experimenting making sounds and music in a wide experiences. environment and materials.
range of activities Express reactions to different sensory experiences.
2.85b Responding to rhythm and beat in creative ways Extend experiences with the natural world and others.
44. Represent ideas through music, movement, dance, role-
including linking music to art, dance and movement
SENSE OF PLACE IN THE WORLD play and drama.
2.86b Freely expressing ideas, moods and feelings through
Explore the characteristics the school is helping to 48. Investigate by: Posing questions; Exploring ideas;
movement, dance and rhythm
develop. Making observations; Providing simple explanations.
ENQUIRING Express the ways in which they are motivated to act INTERNATIONAL:
3.18b Representing the environment through maps, plans, on issues of significance. Develop high levels of trust and trustworthiness
drawings, photographs and diagrams Extend experiences involving choice and Increase their Understanding of choices and their impact
3.19 Exploring wildlife habitats consequence. on the world.
Reflective Practices for Improving Learning: Free to be Reflecting on the Journey

Me (LB4)
Within each IEYC unit of learning, it is important that teachers reflect on the Teachers may decide to capture children’s learning within the IEYC Playful Learning
pathways of learning that are unfolding, where children’s curiosity is taking them, Experiences. The IEYC Learning Journey provides a framework to focus Reflective
and how it can be further nurtured. The Learning Block Review may help identify Practices for Improving Learning on progress towards the IEYC Learning Outcomes.
Focus learning (IEYC Learning Outcomes and Personal Learning Goals) that was
identified on the Pathway-Planner should be highlighted to ensure that progress
towards curricular objectives is recorded.
details are available in the Reflective Practices for Improving Learning document. This working document can also act as a starting point for reflection within the Exit
Stretch.
having and how their IEYC thematic learning journey is unfolding. It is neither These Reflective Practices frameworks are available in the IEYC Reflective
practical nor desired that all children are included in each Learning Block; the Practices for Improving Learning document and on the MyFieldwork Curriculum
intention is to have a planned approach for supporting all children to consider their Portal.
learning and development.
influence ongoing provision for the Exit Stretch to enable a nurturing and responsive
approach.
HEALTHY HABITS | EXIT STRETCH 120
Exit Stretch
The Exit Stretch stage provides teachers with the opportunity to capture a more detailed picture of
the thematic and focus learning and development from this IEYC unit of learning.
Reflect
Ongoing provision is used to offer children a range of opportunities to repeat, revisit and reflect on
significant learning experiences from their journey through this unit of learning. Ongoing provision
also provides time and space for children to persist with their individual and collective child-initiated
pathways of learning.
When planning ongoing provision, it is important that teachers reflect on the pathways of learning
that are in process, where children’s curiosity is taking them and how it can be further supported,
maintaining child voice in planning. It is therefore recommended that the ongoing provision
suggestions are used as a starting point and are adapted to your specific context.
Teachers are best placed to make judgements about which significant thematic learning experiences
to repeat, the current pathways of learning in process, and the preparation required for the Exit Point.
It is expected that the next thematic unit of learning, if already selected, will influence ongoing
provision within the Exit Stretch.
Share
Sustained shared thinking on children’s learning between children and teachers is a rich context for
metacognitive learning. The IEYC Reflective Practices questions should scaffold these conversations.
Learner agency should be encouraged within the conversations. The objective is to allow teachers to
scaffold children’s thinking as they interpret:
their learning experiences within the theme, and
their current thematic learning and development.
Use of the wider IEYC enabling environment (such as displays, images, creations, etc.), learning
journals, and digital portfolios are recommended to provide visual and place-based prompts
for memories, recognition and recall. It is recommended that children’s thinking is nurtured, in
developmentally appropriate ways, as they consider their learning experiences. Narrating actions and
describing photos or products of playful learning to a child supports learning.
Repeating, revisiting and reflecting on learning within the Exit Stretch

Making playdough Making food using play Significant books from the Photographs of children Sieves, funnels, spades and
Cutting and preparing food dough, and craft materials unit of learning taking action within the scoops
(for Exit Point) Painting and drawing with The book, with story props, environment. Filming Scented objects buried in the
different techniques that may be used within the children explaining the action sand
Exit Point they took
Creating an art gallery
Emotion books Book making or poster
making
Learning portfolios (to reflect
on and share learning)

Shells (listening to sounds) Hospital area, with medical Soft toys and bandages Making a café (seating, tables) Washing toys, and dolls
Bones, teeth resources to support the Farm animals, vehicles, and for Exit Point Hand washing station
narrative for the Exit Point. blocks Building vehicles (leading to
Fruit and vegetables
Farm shop roleplay, with building an ambulance in
Calm area fruit and vegetables, baskets, LB1)
shopping till, etc

Mindfulness activities Calming music Making posters and signs for Measuring jugs, tapes, rulers X-rays, tissue paper, light box
Exercise activities Different instruments Exit Point Weighing scales Bones and teeth
Dance stage Different genres of music Gratitude washing line (for Cutting and preparing food Skeleton and body model
audience to learn how to use (for Exit Point)
Children should lead these to in Exit Point)
prepare for Exit Point
Mood meter (for audience to
learn how to use in Exit Point)
Exit Point
The following suggested sessions each give children an opportunity to share and celebrate their
learning over the course of this unit. You may choose to invite parents and families or members of
the community, such as another class from your school/setting. Classes from the year before or
after support vertical transitions at the start and towards the end of the year respectively.
You may want to offer all four experiences – or choose those that best fit with your planning or the
children’s own interests. For each activity, children’s parents/families can be invited to participate,
letting the children lead the activity for them.
Health clinic
Children can set up their own health clinic to educate others about the importance of looking
after themselves and staying healthy. Work together with the children to decide what your health
clinic will feature. You might want to remind children of some of the tasks they performed during
Learning Block 1 – such as handwashing/hygiene, the importance of exercise, doctor and hospital
visits and so on. You might want to incorporate some parts of your hospital roleplay area, such as the
reception, waiting room, doctor’s room etc. Set up a circuit that visitors can go on, with children at
each area taking on roles or explaining instructions. These might include:
Health check-up – visitors names are taken down, then they can go to the waiting room until called.
A doctor can then see them and use equipment to examine them.
Hygiene lesson – children can teach their visitors about germs and how they can be passed on.
They can then demonstrate good handwashing practice – and share a song or rhyme as they wash
hands.
If you choose this as a form of taking action with others, children can show the visitors all the ways
that they took action to inform other children about the importance of hand washing and the most
effective method.
Circuit training – have mats and equipment set up, where visitors can perform simple exercises/
movements. The children can choose and demonstrate the exercises, such as doing star jumps,
running on the spot, balancing along a line or bench, going up and down steps, lifting a heavy
object, and so on. Children can talk about which parts of the body they use when they do each
exercise. They can also talk about how exercise makes our heart beat faster.
Healthy snack bar

Revisit and celebrate children’s learning from Learning Block 2 by setting up a roleplay café or snack
bar. Talk with the children about the foods that you will have on your menu. What foods do we know
are healthy? What fruits/vegetables do we think our visitors would like to try? You can either have
children create play food from playdough or you might want to have them prepare real fruit and
vegetables that visitors can try – perhaps with a dipping sauce or as part of a smoothie. Children can
also draw/paint menus, set tables, act as waiters etc. to develop the theme further.
Rest and relaxation

Organise a relaxation session for visitors, where children can teach and share their learning from
Learning Block 3. This may involve having mindfulness exercises, teaching some calming/breathing
techniques, taking visitors on a nature walk, leading a guided meditation, teaching a parachute game,
and so on.
Story time
Work together to retell one of your favourite stories from this unit, such as Giraffe’s Can’t Dance,
Rainbow Fish, Strictly No Elephants etc. Reread the story to explore the characters and the theme of
the story. Decide how you will put on a performance for your visitors. As well as assigning roles, you
might want to make some props and costumes, and consider creating music or sound effects using
percussion instruments. To draw on children’s learning from Learning Block 4, you may want to have
a narrator that explains how a character is feeling at certain points in the story. Likewise, children
who are playing the characters can be encouraged to think about how they can use body language
to show if a character is feeling happy, sad or angry.
For each session, children should also be encouraged to share any models, artwork, displays and
other examples of their learning that link with each theme.
HEALTHY HABITS | ADDITIONAL GUIDANCE 124
Additional Guidance
Extending Learning within the Next Unit
The dynamic nature of IEYC learning environments mean that children lead their learning journey in
multiple directions within each unit. The IEYC enables children and teachers to collaborate and co-
construct learning experiences within each theme; this further reinforces that the IEYC recognises
each child’s unique learning journey.
However, the thematic nature of IEYC units of learning and the planned activities that are provided
within them guide the experiences and provide opportunities for children to develop shared
interests. The units identified below, from both the IEYC and IPC, may offer further opportunities for
children to build on their experiences and make connections in their learning between and across
unit themes. These suggestions are intended to identify potential links between units that can be
used to scaffold reflective thinking about how to further improve learning.
Links with IEYC units of learning

Animal Rescuers
We share our world with many different animals – from the pets that we might
look after at home to the big wild animals we might see on television or in books.
We are going to imagine we are travelling all around the world, to visit some very
exciting places and meet the animals that live there. We’re also going to help these
animals to feel happy and safe. Some might even want to share some amazing
stories with us! Are you ready to pack your bags for a fabulous adventure?
This unit of learning provides opportunities to build on the learning experiences

that focused on caring for ourselves and others.
https://members.greatlearning.com/ieyc/unit/72/animal-rescuers
The World Around Us

Look out of the window and what do you see? We share our world with lots of
living things – people, insects, animals, birds, plants and trees. We need to make
sure that our world is well looked after, so that everyone in it can enjoy a healthy
and happy life.

that focused on enjoyment of and engagement with the natural world activities.
https://members.greatlearning.com/ieyc/unit/87/the-world-around-us
To The Rescue
Superheroes to the rescue! Superheroes are all around us, using their special super
powers to help others in need. We’re going to become heroes too, by making our
own costumes and imagining the amazing and incredible powers we will use to
help ourselves and other people around us. Lots of exciting new adventures await
us as we explore and learn about the world of Superheroes!

that focused on helping others.
https://members.greatlearning.com/ieyc/unit/5/to-the-rescue
Links with IPC units of learning
How Are You?

In How Are You?, we will be taking on the role of biologists, nutritionists, historians
and sportspeople to explore the many ways that we can look after ourselves and
try to stay healthy. How can we maintain a healthy body and a healthy mind?
This unit of learning builds on the learning experiences that focused on

introducing healthy habits to the children.
https://members.greatlearning.com/ipc2020/unit/19/how-are-you
We Are What We Eat

In We Are What We Eat, we will be learning about the vital role of food in sustaining
human life, as well as its importance in history and culture throughout the world. As
scientists and nutritionists, we will be studying the different types and amounts of
food our bodies need so that we can plan healthier diets and enjoy healthier lives.
This unit of learning builds on the learning experiences that focused on the
importance of food.
https://members.greatlearning.com/ipc2020/unit/165/we-are-what-we-eat
Appendix 1: Toileting & Intimate Care Guidance
What is intimate care?

Intimate care describes any care which involves washing, touching or carrying out an agreed
procedure that most young children carry out independently. Intimate care tasks involve direct or
indirect contact with intimate personal areas. These tasks may include dressing and undressing
(underwear), changing nappies, helping a child to use the toilet, and cleaning a child after they have
soiled or vomited on their clothes. Very young children may require a level of support with their self-
care tasks and will benefit from regular and consistent care.
However, intimate care tasks are also associated with other accidents that may require a child to
undress and change clothes, such as a result of water play, messy play, sickness and weather. Whilst
schools/settings may not wish to encourage such accidents, they can be part of the busy and
purposeful early learning environment that the IEYC fosters.
Due to the intimate nature of these tasks any policy, practices and procedures should be developed
in partnership with your school’s Designated Safeguarding Officer/Lead (DSO/DSL) to ensure that
intimate care processes are in line with recommendations of the International Task Force on Child
Protection.
Toilet Training must be recognised as intimate care.
Guiding Principles of Toilet Training

Ensuring Dignity is Maintained – This is a phase of development within which all humans need
care and guidance. All children requiring intimate care have a right to dignity. Sensitive support from
consistent adults provides the context for progress towards self-management.
The Learning-Link – Parents can find their child’s toileting needs a challenge, but effective solutions
require involvement from the family. Children’s learning and development are improved when there
is a consistency of approach between home and school. Shared strategies and partnership working
provide the context for progress towards self-management.
A Nurturing Approach – Children’s well-being and involvement should be at the centre of any
procedures and processes. Whilst general principles apply to scaffolding children through this phase
of development, each child’s unique needs should be recognised and addressed. Personalised
planning that builds on child strengths, and acknowledges achievements and progress, provides the
context for progress towards self-management.
Information, Instruction and Training – Teachers assisting young children with their toileting needs
should be provided with sufficient information, instruction and training to enable them to carry
out this work positively, safely, and without significant risk to their health and that of others. Clear
systems that help staff to feel supported provide the context for progress towards self-management.
Understand the Pressure – A designated practitioner for each child with toileting needs ensures
consistency of care and awareness of agreements made with parents. However, being responsible
for a child with toileting needs can, at times, be challenging; being responsible for multiple children
can, at times, be overwhelming. Supporting adults so this learning journey is a positive experience for
all involved provides the context for progress towards self-management.
The following is best practice guidance and should be used to inform the creation of a toileting
policy. However, the IEYC recognises and understands that different schools will have different
resources and different approaches; toileting and intimate care procedures should follow the guiding
principles to ensure that all children are treated in a nurturing and dignified way.
Best practice includes ensuring that:

All children are supported to achieve the highest level of autonomy that is possible, given
their age and ability. Staff encourage the child or young person to do as much as possible
independently.
Staff work in partnership with the child or young person’s parents or carers, to discuss their
needs, routines or preferences.
Parents/carers will be informed the same day if their child has needed help with meeting
intimate care needs (e.g. if soiled or passed urine).
Information regarding intimate care is treated as confidential and communicated in person,
by telephone, or by sealed letter, not through the home/school diary, or by any other method
which is not confidential.
Adults who assist a child or young person one-to-one are employees of the school. Careful
consideration is given as to how many staff might need to be present when a child or young
person needs help with intimate care. Whenever possible, staff should care for a child of the
same gender.
A member of the trained staff (who is ideally familiar to the child/young person) will work
alongside a new or more inexperienced colleague when they are introduced to a child and
their toileting routines.
If two members of staff are present to assist with intimate care procedures, they do not talk
over the child or young person.
Staff inform other colleagues when they are going to assist a child with intimate care.
Advance consideration should be given to arrangements for offsite activities.
To maintain the young person’s dignity, appropriate alternative facilities should be available
e.g. adult visitors or disabled toilet, rather than pupil toilet. The facilities for children should be
clean, warm and safe and have a lockable cupboard for equipment.
Cameras and mobile phones are never taken into bathroom areas.
Appendix 2: Playful Learning Experiences overview

Appendix 3: IEYC Glossary
Term used Working definition

Academic Dimension of Learning and development that is focused on education. The 4 IEYC
Learning and Development Learning Strands form the Academic Dimension of Learning and
Development.
Child-initiated (Learning The child’s own innate curiosity, motivation and interests drive child-
Experiences) initiated learning, Children generate and design ideas for learning that
are often sparked by an IEYC learning activity, experience, observation,
or interest, which gives children ownership of their own learning. They
can also include knowledge or experiences that they have gathered from
home or the community.
Children Can be interchanged with toddlers, learners, pupils, students.
Classroom approaches Agreed, demonstrated, and documented structures and strategies that
contribute to improving learning driven by the shared vision of the people
the school is helping to develop.
Community Parents, families, caregivers, guardians, significant adults, parent forums,

nannies, advisory boards or similar, childminders, the wider school, local
school, school business team, operational staff, health professionals.
Culture (of the school) ‘The way we do things here’, connected to the school’s shared vision. The
most successful schools - the schools in which children learn best across
the personal, international, and academic dimensions - are those that are
able to embed improving learning into the school culture where this aim
drives everything they do.
Curiosity A child’s innate desire to both seek out, explore, and understand their
environment. A natural urge that drives much of children’s learning.
Evidence of learning What is seen or heard that shows learning is in progress, which can be
collected through observation, discussion or viewing products of learning
and may be used for assessment purposes.
Holistic learning This is developed by linking experiences rather than emphasising the
acquisition of discrete subject knowledge and skills. This integrated view
of learning places emphasis on activities that are meaningful using real-life
experiences, exploring the environment, and making relevant connections
between new and previous learning.
Implementation The initial and continued use of the International Curriculum in school to
improve learning.
Independent learning Learning that takes place without the support of or need for the
intervention of other children or teachers.
Interdependent learning Learning where success depends on the active participation and
engagement of others. It is part of cooperative and collaborative learning
where members of a group who share space, resources, and/or common
goals work together, and success depends on the participation of the
whole group.
International Dimension of Learning and development that is focused on building a sense of other
Learning and Development and an appreciation of difference and diversity. Through the development
of international mindedness and global competence children construct
an emerging understanding of perspectives beyond their own.
Involvement A quality of activity through which children demonstrate attention,

concentration, and persistence.
HEALTHY HABITS | APPENDIX 3 | IEYC GLOSSARY 130
Leaders Responsible for providing direction to the setting. Can be interchanged

with Principals, Head teachers, Managers, Deputy, IEYC leads, Middle
leaders, Foundation Stage Leads, Early Years setting Leaders, Room
leaders.
Learning-Link The partnership between home and school, including the child
where appropriate. It strives to be active, positive and productive. This
partnership contributes to the process of reflecting on what has been
learned, evaluating the progress that has been made and considering the
next steps in the learning journey. Includes strong parent partnership and
the community being involved in the children’s learning.
Learning environment A broad term that includes classrooms (both indoor and outdoor; IEYC
and other), play spaces, areas for caregiving routines, libraries, lunch and
snack rooms, assembly halls, and all other areas within which children,
teachers, support staff and parents spend a significant amount of time.
Metacognition An awareness of how one thinks and learns.
MyFieldwork Curriculum Portal Online platform for accessing International Curriculum documents, units
of learning and community area.
Pathways of learning A collection of IEYC Learning Experiences and activities that contribute to
a child's learning journey through the thematic unit of learning. These can
be within and across days, can be individual and/or shared, and can be a
mix of child-initiated and teacher-scaffolded learning experiences.
Pedagogy The method of teaching, what teachers do in the classroom to lead

learning.
Personal Dimension of Learning and development that is focused on building a strong sense of
Learning and Development self and deep, broad and enriching learning dispositions and personal
qualities. The 8 Personal Learning Goals form the Personal Dimension of
Learning and Development.
Pinboard Part of the MyFieldwork platform where members can share ideas,
celebrate learning, ask questions, and connect with other schools.
Planning The decisions, usually documented, a teacher makes on how they intend
to lead learning.
Playful Learning Experiences are engaging, allowing children to expand their own interests, ideas
and learning;
are motivating, providing meaningful contexts which value, nurture
and stretch creativity and capabilities;
are dynamic, encouraging investigation and experimentation;
are rigorous, enabling children to remember, apply and transfer
their Knowledge, Skills and increasing Understanding;
are socially interactive, encompassing a range of independent and
interdependent contexts.
Practice The teacher's activities, actions and interactions as they lead learning.
Preparation The teacher's activities, actions and interactions as they get ready to lead
learning.
Provision How they environment is designed to provoke interest and lead learning.
Repeat, Revisit & Reflect A hierarchy that supports children to engage in metacognitive thinking.
Repeating enables children to anticipate and adapt their actions based
on their prior experience. Revisiting involves children recalling significant
aspects or details of the event or experience. Reflecting involves children
making judgements on their prior experiences, with a gradual emphasis
on improving learning.
HEALTHY HABITS | APPENDIX 3 | IEYC GLOSSARY 131
Practice The teacher's activities, actions and interactions as they lead learning.
Preparation The teacher's activities, actions and interactions as they get ready to lead
learning.
Provision How they environment is designed to provoke interest and lead learning.
Repeat, Revisit & Reflect A hierarchy that supports children to engage in metacognitive thinking.
Repeating enables children to anticipate and adapt their actions based
on their prior experience. Revisiting involves children recalling significant
aspects or details of the event or experience. Reflecting involves children
making judgements on their prior experiences, with a gradual emphasis
on improving learning.
Rigour The International Curriculum definition of rigour is adopted from the

Glossary of Education Reform, stated as: ‘Learning Experiences that are
sufficiently and appropriately challenging for individual children or groups
of children, not simply difficult’.
Setting Can be interchanged with school, or the place/establishment where the

IEYC is implemented and used as a curriculum for learning.
Specialist teachers Teachers who are not class based but have responsibility for leading
learning in one curriculum area, such as Art, ICT, Music or PE.
Structures and systems Practical manifestations of policies to help schools run effectively and
smoothly; they define how things are done for example: displays, staff
meetings, observations and moderation, assemblies, parent evenings,
reports, etc.
Shared vision A school's defined purpose, goals and values. Using the IEYC Personal and
International Dimensions of Learning and Development as foundations,
an aspirational description of the people the school is helping to develop.
Teachers All adults who lead learning in the IEYC environment.
Teacher-scaffolded (Learning The IEYC experiences and activities within which the teacher observes the
Experiences) children, interacts with the children in a meaningful context, recognises
the stage of learning they are at and then provides support to help them
to reach the next stage. These are learning activities that help spark
children’s imagination, enabling interests and enquiry to flourish through
contextualized learning.
Teachers can also scaffold children’s learning in the moment.
Thematic unit Follows the Process to Facilitate Learning and outlines the activities
through which children will learn and develop.
Transition A process through which change happens. This change can include (but
not limited to) changes to activity, location, teachers, classes, year groups.
(Horizontal) Transition Horizontal transitions occur on an everyday basis. They refer to the
routine changes within children’s daily experience. These include coming
to school / setting, changes in activity and schedule, and moving around
the school / setting.
(Vertical) Transition Vertical transitions are significant changes within a child’s life, often
associated with ‘upward’ movement. These include moving to a new
class, school / setting, or country.
Well-being The state in which children are content, aware and functioning well.
Working Wall (display) A display that is used as a visual record of the learning journey through the
unit. It is added to as the learning journey unfolds.
PO Box 76081, London, EC4P 4JY
+44 (0) 20 7531 9696
members@fieldworkeducation.com
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2021-2026

Preparation and Planning 5

Journey through the Theme 21

Playful Learning Experiences 22

Learning Block 2: Feed the Brain 48

Learning Block 3: Myself and Others 72

Learning Block 4: Free to be Me 96

Exit Stretch 120

Additional Guidance 124

The IEYC Process to Facilitate Learning

Preparation and Planning

Healthy Habits unit of learning overview

Learning Block 1 – Healthy Bodies

Learning Block 2 – Feed the Brain

Learning Block 3 – Myself and others

Learning Block 4 – Free to be Me

Practice makes perfect and permanent

Pathway-Planner for Healthy Habits

Unit title: Healthy Habits Class: Year of implementation:

Connected learning (IEYC links to

Doctors and Nurses Food, Glorious Food

Wash Our Hands Fabulous Fruit

Healthy Hearts Eat Your Greens!

Dancing Bones Little Chefs

Key language focus: Key language focus:

How Do I Feel? Big Art

Calming Down And Relax...

Time For Bed Mindful of Nature

Let’s Be Friends Learning Together

Key language focus: Key language focus:

Exit Point date:

A possible pathway through the theme, Healthy Habits

Enable the Environment

Playful Learning Experiences

Wash Our Hands Fabulous Fruit Calming Down And Relax...

Brush Our Teeth Wake Up to Breakfast! Let’s Be Friends Learning Together

Dancing Bones Little Chefs Be Brave We Can Dance!

Taking action in Healthy Habits

Other possible opportunities for children to take action include:

Myself and Others Set up a buddy system with another class.

Free To Be Me Garden project and calm areas in the outside space.

Resources and storybook preparation

 Art materials (paints,  Bicycle pump  Felt hand puppets

Funnybones by Janet and Allan Ahlberg (Puffin, 1999)

I Don’t Want to Wash My Hands by Tony Ross (Anderson Press, 2017)

Learning Block 2 – Feed the Brain

 Art materials (paints,  Tick sheets  Gardening equipment

Handa’s Surprise by Eileen Browne (Scholastic, 2006),

Pancakes for Breakfast by Tomie dePaolo (HMH Books, 2018).

Learning Block 3 – Myself and Others

 Art materials  Musical instruments  Pairs of socks and/or

A Book of Sleep by Il Sung Na (Alfred A. Knopf Books, 2011)

Learning Block 4 – Free to be Me

 Art materials  Storybooks with bedtime  Paper strips (for paper

Preparation and Planning for Healthy Habits

 How would we describe a healthy  How do we stay clean?

Ongoing Provision Suggestions: Ready, Steady for Healthy Habits

Sensory Creative Book International Sand

Natural World Roleplay Small World Construction Water

Outside Music Writing Maths Science

Journey through the Theme

Playful Learning Experiences

Part of the Healthy Habits unit of

Learning Block 1: Healthy Bodies

Preparation and Planning 5

Journey through the Theme 21

Playful Learning Experiences 22

Learning Block 2: Feed the Brain 48

Learning Block 3: Myself and Others 72

Learning Block 4: Free to be Me 96

Exit Stretch 120

Additional Guidance 124

Art materials (paints, Bicycle pump Felt hand puppets

Art materials (paints, Tick sheets Gardening equipment

Art materials Musical instruments Pairs of socks and/or

Art materials Storybooks with bedtime Paper strips (for paper

How would we describe a healthy How do we stay clean?