PEFaL Children’s Programme Development

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

Session Concluding Celebration

10.2

General Developing social and communication skills

Objectives Having fun

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: Spirals Oracy: • Open, clear space

minutes • Instruction giving
• The children form a circle holding hands.
• The circle is broken at one point. Motor:
• The child at one end is the ‘anchor’ and the • Physical movement and
child at the other end is the ‘leader’. contact
• The ‘anchor’ does not move. • Body awareness
• The ‘leader’ takes the group round the • Co-ordination
outside of the circle in a spiral. • Balance
• The anchor can then unwind the coil from
1
Focus on energiser.
 the inside. PSD / Social:
• The game ends when every child has had a • Leadership skills
turn to be either a ‘leader’ or an ‘anchor’. • Group skills
• Predicting sequence of
Note events
This game can be played with a slight variation. • Having fun
The game of Vortex is very similar to Spirals.
The ‘leader’ can take the vortex round and through
itself and under arms to form a more complicated
pattern and making any number of shapes with
the children.
The ‘anchor’ then has a greater challenge to
loosen the others from the vortex.

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

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

3.05 p.m. Big Group Activity2:

30 Preparations – Hangman game Oracy: Game

minutes • Developing oral self- • Whiteboard and
• This part of the children’s session is to take expression markers
place while the parents are carrying out their • Developing interpersonal • Pencils
preparations – namely preparing the food communication skills • 1 set of flashcards
and drink. • Listening with party words
2
Step-by-step development
 • Developing group skills • 2 sets of flashcards
• Before the session, the tutor prepares • Talking about ideas, opinions with incomplete
flashcards with names of objects that are and activity instructions
found at parties – e.g. balloons • Giving opinions and feedback
• The tutor prepares another 2 sets of • Answering questions
flashcards – on these flashcards the tutor • Guessing and extrapolating Preparations
writes out instructions which have the • Predicting sequence of • Balloons
names of the things found at parties events • String
included within – e.g. ‘Blow up the balloons’. • Able to comprehend • Tables
• The written instructions are not complete but message and giving • Disposable plates
have blank spaces where the noun / object feedback about instructions and glasses (plastic
should be – for instance, ‘Blow up the • Articulating sentences or paper)
________’. • Cake (or other food)
• Retrieving and conveying
• The instructions can include: messages and a safe knife (or
1) Blow up the balloons and hang them up. other utensil
2) Lay the table with plates and glasses (the Motor: necessary to
plates and glasses should be disposable for prepare the food)
• Physical movement and
safety reasons). • Place names
decorating / making
3) Cut the cake (the tutor and the parents • A banner with the
preparations for the
decide beforehand which food the children outline of the word
celebration
can help prepare). ‘Welcome” drawn on
• Body movement awareness
4) Lay out the place names (the tutor would it
prepare the name of each family before the • Co-ordination and balance
• Colouring material
session so all the children have to do is (pencils or crayons)
decide on the seating order of each family Reading:
• Reading, understanding and to colour in the
and simply put the name at the family’s banner).
place). following instructions if any
are provided • Rolls of paper
5) Colour the welcome banner and put it up
• Understand message, streamers
(the banner would be prepared beforehand
• String to attach to
 so the children would not take long to finish situation and context of the walls
this task). activity if written instructions
6) Decorate the walls with paper streamers are given Other necessities
(this activity should not take long if the tutor • Recognising and pointing out • Napkins
hangs up string at a level that the children known vocabulary • Chairs
can reach and then all they have to do is • Spelling out / reading back
loop the paper around the string). new vocabulary
• Sounding / reading letters
stringing sounds / phonics to
• The Big Group activity starts with the tutor create own words
dividing the children into two teams. • Attempting to extend range of
• Then, the tutor tells the children they are own vocabulary
going to play a guessing game.
• The tutor thinks of a word that describes an Writing:
object used during a party (one of the • Recalling information /
underlined words). vocabulary
• Then on the board, the tutor draws blank • Spelling and attempting new
lines each line representing a letter of the vocabulary
word he /she thought up – e.g. if the tutor • Experimenting with words
thinks of ‘balloons’ then on the board he and writing
/she draws -------- (8 dashes representing 8 • Practicing basic literacy /
letters). writing skills
• Each group takes in turn to try to guess a
letter of the alphabet that is there. PSD / Developmental:
• If the letter is there, the tutor writes it down • Listening and sharing
in its place and the team gets 1 point. • Developing of self confidence
• If the letter is not there the tutor writes it to • Developing discussion skills
one side of the board and the team gets no • Turn taking
points.
• Developing communication
• The teams can try to guess the words only
when it is their turn to speak – if they speak
when it is not their turn, they lose a point
and the other team can try to guess the
word.
• A correct guess of the whole word gets the
team 5 points.
• Every time a word is guessed, the tutor puts
up a flashcard with the word on the board.
• The team with the most points wins.
skills
• Predicting sequence of
events
• Talking about experiences
• Developing group skills
• Observing and interacting
with others

• After the game, the tutor gives each of the 2

teams a set of flashcards with the
incomplete sentences, one flashcard per
child.
• Each child tries to complete the instruction
by writing the missing word on the blank.
• Then each child from the group reads out
his / her instruction and finds his /her
partner from the other group.
• The children carry out their instructions in
pairs.
• The tutor helps the children carry out their
duties.
• In this way, the tutor divides the party
preparation jobs.
3.35 p.m. Closure Activity:

40 Celebration • Concluding activity Party

minutes • Review of things learnt during • Party food and drink
• The party begins when the children have the session • Serving plates and
decorated the room and the parents have • Establishing the session’s cutlery
prepared the food. home link-up activity • Any other necessary
• Families play party games prepared by the objects
tutors as well as games thought up by other
families. Games
• At some point during the celebration, the • Equipment / objects
parents and children are presented with necessary to play
awards / certificates for having the games
successfully completed their family
literacy programme.
• Any other material the families produced
during the sessions and which they have
not yet collected may also be handed to
them at the end of the session.

Note
If the weather allows it and if the staff and parents
are comfortable with the idea, the party games can
take place in a yard or outdoors, conditions
permitting.
• The following are some ideas for party
games that the tutor can prepare
beforehand just in case he / she needs
some other ideas.
Game 1: Musical Islands Game 1 Game 1
• The tutor puts a number of sheets of Oracy: • Open, clear space
newspaper around the hall floor – one less • Instruction giving • Sheets of
than there are players. newspaper
• When the music is turned on, the players Motor: • Music player and
move around the room to the music, in any • Physical movement and music
direction. contact
• When the music stops, all the players must • Body awareness
stand on a newspaper ‘island’ – anybody left • Co-ordination
in the sea would be drowned. • Balance
• Each time the music starts again, the tutor
removes one or more sheets of newspaper. PSD / Social:
• As the ‘islands’ become less and less, more • Partnership building
and more people will need to crowd onto • Group skills
each ‘island’. • Predicting sequence of
• The tutor should encourage players to make events
room for each other, hold one another • Having fun
steady, etc.
• It is possible to have more than one player
trying to stand on a newspaper – the
difficulty is when the newspaper starts to
tear up.
• The tutor must remove any pieces of torn
newspapers so players will find it more and
more difficult to find empty ‘islands’.
• The game continues until all the islands are
full up and there is only one survivor
Game 2: Foxy Foxy Game 2 Game 2
• The tutor lines up the children at one end of Oracy: • Open, clear space
the room. • Instruction giving
• The tutor chooses one child to be ‘Foxy’ and • Chanting
puts him / her in front of the line some
distance away from the other children. Motor:
• The children chant “Foxy, Foxy, can we • Physical movement
cross the river?”. • Running, chasing, dodging
• Foxy replies, “Only if you are wearing a T- • Body awareness
shirt”.
• Children wearing T-shirts are allowed to PSD / Social:
cross the room without being chased by • Group skills
Foxy. • Predicting sequence of
• When they reach the other end of the room, events
everyone who is left has to try to run across • Having fun
the room to join them while trying to avoid
being caught by Foxy.
• If they are caught, they become foxes and
help to catch others.
• The game continues until the whole group
become foxes.
• The game starts again with a new Foxy.
• Remember to vary Foxy’s replies, such as,
“Only if you have blue eyes”, “Only if you
have short hair”, etc.
Game 3: Ball Games Game 3 Game 3
• A. Oracy: • Open, clear space
• The children stand in a circle, holding a • Instruction giving • Large sheet to act
sheet / parachute at waist level. as parachute
• The tutor puts a large beach ball on the Motor: • Number of balls of
sheet. • Physical movement and different sizes
• Players try to roll the ball around the outside contact
of the parachute without letting it roll down • Body awareness
the middle. • Co-ordination
• They do this by making a wave, lifting the • Balance
sheet up behind the ball and putting it down
in front of the ball to pass it on to the next PSD / Social:
child. • Group skills
• This game requires a lot of co-operation. • Predicting sequence of
events
• B. • Having fun
• The tutor chooses one or more players to go
underneath the parachute.
• Players who are underneath the sheet try
and knock the ball off.
• Everyone else has to grip the parachute
edge and try to keep the ball on.

• C.
• The game starts with everyone holding the
sheet stretched out.
• The tutor throws as many balls as there are
available on top of the sheet.
 • All children pull the sheet upwards and
outwards at the same time, throwing the
balls as high in the air as possible.
• The aim of the game is to catch all the balls
once again as they are coming down
without letting any fall on the floor.

In Portfolio:

Families take their portfolio home.