PEFaL Children’s Programme Development

Session: Module 5 Week 10 Focus: Families Learn and Have Fun Together Parents/Children: Separate

Session Review, revision and evaluation

10.1

General Revising and consolidating skills targeted by the programme

Objectives Reviewing, revising and evaluating the programme
Administration of Post-test

Development Targets Resources

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

2.45 p.m. Transition Activity/Activities1:

15 Energiser: Sticky Popcorn Oracy: • Open, clear space

minutes • Articulating sounds or • Music player and
• The tutor scatters the children all around sentences to accompany the music
the room. action
• The tutor chooses a child to be the first bit • Giving instructions
of ‘popcorn’.
• At the start of the music the ‘popcorn’ Motor:
shouts JUMP. • Physical movement and
• All the players including the ‘popcorn’ start jumping skills

1
Focus on energiser.
 to jump. • Body awareness
• The ‘popcorn’ jumps in the direction of the • Co-ordination
other players until he / she bumps into
another child. PSD / Social:
• Because the ‘popcorn’ is ‘sticky’ the • Partnership building
‘popcorn’ sticks to this child who also • Group skills
becomes a bit of popcorn. • Predicting sequence of
• The music stops and the two bits of events
‘popcorn’ decide on another action – e.g. • Having fun
HOP, LEAP, SKIP, etc.
• The music starts again, the ‘popcorn’ shout
the instruction (e.g. HOP) and start moving
around the room (that is, hopping).
• Because they are ‘sticky’, if the ‘popcorn’
touch or bump into another player, they
must ‘stick’ to them and move together.
• The music stops and the new ‘popcorn’
players decide on a new action.
• The game repeats itself until everyone is
stuck together into one big blob of popcorn.

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

• Introductory discussion seating
5 minutes • Recalling what was done
during the previous session
• Instruction giving

3.05 p.m. Big Group Activity2:

30 Apple Dunking Oracy: • Two big basins of
minutes • Developing oral self- water
• Children are divided into two groups. expression • Water
• The tutor places the two basins at the far • Developing interpersonal • An apple per child
end of the room. communication skills • Container for apples
• The tutor fills the basins with water. • Listening to others’ • Food pyramid chart
• He / she divides the apples equally into two contributions • Blank drawing paper
groups and puts one group in one basin and • Developing group skills • Writing and
the other group in the other basin. • Talking about ideas, opinions drawing / colouring
• The tutor goes to the other end of the room and activity materials
and draws a line on the floor with chalk or • Able to comprehend • Flashcards
marks out a line in coloured sticky tape. message and giving • Whiteboard and
• The two groups of children must stand feedback about instructions markers
behind this line, each group opposite its • Articulating sentences • Board and pins /
basin. • Articulating messages to be sticky tape or other
• At the tutor’s signal the first child must run to later communicated in writing material to stick
its group’s basin, kneel down with hands flashcards and
behind his / her back and try to catch an Motor: drawings on it
apple with his / her teeth. • Physical movement and
• When he / she manages, the child must running skills
stand up and run back to its team with the • Body movement awareness
apple still in his / her mouth. • Co-ordination and balance
• If he / she drop the apple on the way back,
he / she must go back to the basin, put the
apple in his / her mouth again and then run
back to the team. Reading:
• When the first child arrives behind the line, • Recognising sounds and

2
Step-by-step development
 the second child runs towards the basin and
the game continues like this until the last
child has caught the last apple.
• If a child moves in front of the line or starts
running before the previous player has
arrived back, then he / she loses his / her
turn and plays last.
• If a child picks up an apple from the basin
with his / her hands and not teeth, then the
child loses his/ her turn as well.
• The team that finishes first is the winner.
• At the conclusion of the game, the tutor
introduces a chart of the food pyramid.
• The tutor explains what the chart represents
and explains difficult words such as
‘vitamins’, ‘minerals’, ‘proteins’, etc. always
using language suitable to the age of the
children.
• After the explanation, the tutor asks each
child draws his / her favourite food and then
the group must decide where that food fits
within the food pyramid.
• A discussion about healthy eating follows.
• As a conclusion to the activity, the tutor
gives each child a flashcard.
• Each child must write down something
about his / her food (or any other food if
he/she prefers).
letters
• Recognising simple words
• Understanding text
• Recognising and pointing out
known vocabulary
• Spelling out / reading back
new vocabulary
• Sounding / reading letters
stringing sounds / phonics to
create own words
• Predicting expressions
• Predicting sentence
sequence
• Reading simple sentences
using correct construction
• Questioning unknown words /
print
• Shared reading
• Attempting to extend range of
own vocabulary
Writing:
• Writing individual letters
• Writing frequently used
letters
• Observing adults writing
• Knowing there are spaces
between words
• The children must writes one fact that they
have learnt, each according to his / her
ability, for example “Apples are good /
Apples have lots of vitamins” or “chocolate
has sugar / Chocolate is good but I can only
eat a little every day”.
• The flashcards are then stuck on the board,
each one near the food it is about.
• This display will describe at a glance what
the eating habits of the children are and
may be used during the closure activity with
the parents when the tutor discusses with
them the preparations that need to be done
for the last session.
PSD / Developmental:
• Knowing the difference
between drawing and writing
• Writing simple words
• Attempting to write new
words
• Experimenting with writing by
using previously learnt words
• Practicing basic writing skills -
– writing from left to right,
writing letters clearly,
stringing individual letters into
words, spacing words, writing
one word for each word
needed, spelling correctly,
writing with minimal help from
an adult
• Knowing difference between
drawing and writing
• Using basic punctuation
• Using basic sentence
structuring and word
sequencing
• Reading back own writing
• Developing self-awareness
and self-esteem
• Developing self-confidence
• Practicing discussion and
 listening skills
• Sharing and co-operating
• Respecting the feelings of
others
• Developing interpersonal
communication and group
skills
• Develop awareness about
eating habits and the role of
food within a culture
• Developing awareness about,
healthy eating and related
issues
• Develop life skills
• Practicing turn taking
Developing co-ordination

3.35 p.m. Small Group Activity:

30 Administration of post-test Oracy:

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

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

minutes • Review of things learnt during seating
• Each family is to contribute to the the session • Handouts with
celebration activity held to mark the • Establishing the session’s activity instructions
closure of the programme. home link-up activity (if necessary)
• Each family is to bring one item of food,
perhaps a traditional family recipe.
• Each family can also think of one party
game.
• The children are to write out the
ingredients and recipe of the item of food
the family is bringing OR the name of the
party game, list of equipment necessary
and the rules of the game.
• The children’s work is put in the portfolio
with the other material.

In Portfolio:

Post-test activity, the recipe or rules of the party game.