EARLY YEARS Introduction

Learning Outside the Classroom EARLY YEARS

Understanding the World 2Introduction

About this packLearning Outside the Classroom (LOtC) is an approach to learning that makes use of places other than the classroom or setting’s indoor space for teaching and learning. This ranges from activities in the school or setting’s own grounds or local community, for example a visit to the local shopping centre, to planned visits to specialist venues and even overnight stays. There are many reasons for taking learning outside and many benefits for children and staff alike. It appeals to different learning styles, enhances understanding and knowledge of the world, improves physical development and motor skills and promotes self-esteem.

This is one of a range of packs covering the Early Years Foundation Stage. Each pack contains the following elements:

• An introduction to LOtC including information about the pack

• A case study

• 6 lesson ideas

Each case study captures an activity or project at a particular venue. Whilst each is site specific, they demonstrate a range of learning outside the classroom opportunities and should inspire you to think about what you might do with your children.

Each lesson idea has the information needed to develop your own plans – you may decide to use the idea exactly as outlined, or adjust it to fit your particular requirements. As you explore the ideas, change them and build on them to suit your children. We hope they will just be the starting point for you to take more learning beyond the school or setting’s walls, right across the curriculum.

For Scottish practitioners, learning outcomes from the Curriculum for Excellence have been italicised in the list of learning objectives for each activity.

This pack includes activities for use by those who are new to taking learning outside as well as ideas for those with more experience who wish to try something new. It aims to help you, the practitioner, plan LOtC for the EYFS Understanding the world curriculum. Some ideas will take a few minutes within a session and can be carried out with minimal equipment and planning, whilst others might extend over a number of sessions, be part of a range of activities undertaken on a particular theme or focus on a visit to a specific venue.

Written and produced in 2013 by the Council for Learning Outside the Classroom www.lotc.org.uk and www.lotcqualitybadge.org.uk

Learning Outside the Classroom Introduction

Some key tips for teaching outdoors

Preparation is key - have everything ready as it will take time to go back inside to collect resources and equipment, and it may be impossible if you are off site. If you are going off site, liaise with the venue beforehand and undertake a pre-visit if at all possible. Collaborating with the venue’s staff in planning will help to ensure things go smoothly. Look for the LOtC Quality Badge to identify venues offering good quality educational experiences and managing risk effectively. Follow any school, setting, local authority and national guidance carefully and use www.lotc.org.uk for tips on planning visits.Above all make sure children understand that these learning activities are no less important simply because you are not indoors.

What about health and safety?

In 2011 the Department for Education published new health and safety guidance for schools. Summarising existing health and safety law relevant to schools and other concerned bodies, it covers all aspects of LOtC. This document can be found on the DfE website www.dfe.gov.ukIn addition, the Health and Safety Executive (www.hse.gov.uk) has produced a document entitled ‘School trips and outdoor learning activities: Tackling the health and safety myths.’ This document not only outlines some key messages from the HSE about dealing with health and safety in a common sense way but also emphasises the importance of LOtC for all children in developing an understanding of risk.

LOtC Mark

If your school or setting is committed to developing meaningful LOtC, you should consider working towards LOtC Mark.

LOtC Mark is the first national accreditation for schools which recognises and supports the development of learning outside the classroom across all subject areas. LOtC Mark is intended not only to recognise existing exemplary provision, but also to assist and support schools in developing their LOtC offer to enable all children to have access to meaningful LOtC experiences.

For more information, see www.lotc.org.uk/lotc-accreditations/lotc-mark.

Further support for developing your practice

The Council for Learning Outside the Classroom offers a wealth of support and information about LOtC, including training sessions on planning and doing LOtC.Courses include practical workshops on LOtC, as well as some with a more strategic focus on curriculum development and embedding LOtC across the school.A full list of current training opportunities can be found at www.lotc.org.uk.

Risk-Benefit

When identifying the risks within any activity or visit, it is important to also think about the benefits. Consider what the children will gain from the activity and balance this with its risks. Usually, the benefits will far outweigh any risks, but if not, establish what action is needed to reduce the risk.

Note: All images used in this pack are the property of the copyright holder and may not be re-used or reproduced under any circumstances.

LOtC should be frequent, continuous and progressive

Develop an LOtC policy - information on how to do this can be found on the LOtC website www.lotc.org.uk

Ensure activities take place frequently rather than being out of the ordinary or a one off trip at the end of term

Continuity is vital – make sure that LOtC is written into schemes of work and that this builds on and links with work inside the classroom

Plan for activities to progress, build on previous learning and develop throughout a pupil’s time in education

Ofsted’s review of LOtC

In 2008 Ofsted undertook a review of LOtC which found:

When planned and implemented well, learning outside the classroom contributed significantly to raising standards and improving pupils’ personal, social and emotional development and also contributed to the quality and depth of learning

Learning outside the classroom was most successful when it was an integral element of long-term curriculum planning and closely linked to classroom activities

Ofsted described improved outcomes for children including better achievement, standards, motivation, personal development and behaviour. The survey also found examples of the positive effects of learning outside the classroom on young people who were hard to motivate.

These case studies and lesson ideas will help you incorporate meaningful and well-planned activities that are integrated into your wider curriculum delivery.

The LOtC Quality Badge

The Learning Outside the Classroom Quality Badge is the national benchmark for educational visits, recognising organisations offering good quality educational experiences where risk is effectively managed. Choosing a provider with the LOtC Quality Badge will give you assurance regarding safety and quality and help you cut red tape. It is the only accreditation scheme for all types of LOtC - so you only need to look for one accreditation when planning visits.Find out more about the LOtC Quality Badge and search for providers holding the LOtC Quality Badge in your area at www.lotcqualitybadge.org.uk

Learning Outside the Classroom

Case StudyYsgol Glan Gele

About the schoolYsgol Glan Gele is an infant school in North Wales. The school is in the town of Abergele and a 10 minute walk from the North Wales coast. It has approximately 280 children on the school register from nursery to year 2. The school has embraced the implementation of the Foundation Phase Curriculum in Wales, which is now statutory for all children up to year 2. Learning outside the classroom was a prominent part of the new curriculum and Ysgol Glan Gele strives to make this area of learning a success. The school has been awarded LOtC Mark (Gold) in recognition of its good practice.

Background to the project The school has 3 learning mentors whose priority is to provide outdoor experiences to all members of the school. A senior leader is responsible for overseeing the implementation and running of outdoor learning. Although there are designated staff responsible for outdoor learning, all members of staff have a positive view of outdoor learning and have had the opportunity to work in the outdoors and to work alongside more experienced people to improve confidence in learning outside the classroom.Focus and aims The school believes that LOtC is an important way of giving young children meaningful and engaging experiences, which give them a strong foundation for learning, as well as personal, social and emotional skills which will support them in their future education. What the children do The children are given a range of outdoor experiences during their time at Ysgol Glan Gele.The outdoor classroomEach class has its own designated outdoor area, which is designed by the children and their class teacher. The main outdoor classroom is used daily by groups of reception children who work on focused activities with the outdoor mentors. Forest SchoolThe school has 2 members of staff who are qualified Forest School practitioners, as well as a further 3 members of staff who are working towards their Level 3 assessment. This means that Forest School sessions can be accessed by all year groups. There is a designated Forest School site in school as well as a local woodland which can be visited on occasion. In the Forest School area, children have the opportunity to use tools, and develop fine and gross motor skills by building and tying knots. The children also develop their social skills including building self-esteem, self-reflection and managing their own risk.

Focus: EYFS understanding the world

EARLY YEARS

Understanding the World 2

Learning Outside the Classroom Early Years Understanding the world Case study

Beach SchoolsThe school also has 2 members of staff with the Beach Schools qualification. The school’s Parents Association supports LOtC, and has raised money for a school minibus, which has enabled greater access to the North Wales coast and inclusion of all children in these activities. The dramatic nature of the coastline means that children have to consider their environment more closely. They set their own boundaries of where they are allowed to explore in a safe environment, and then manage their own risk and that of their peers. They look at the changing of the environment every week, including weather and tides.DiggerlandDiggerland is a designated area of the school grounds, timetabled for all children to explore. There are bricks, diggers and other resources available in the site to allow children to build and problem solve on a larger scale. All children love working in this area and they are able to adapt what they are learning inside the classroom to the outdoors, cementing and enhancing the learning.Gardening Club/Eco ClubThe school’s eco committee and gardening club meet regularly and are responsible for developing the outdoor classroom. The gardening club has been in charge of planting shrubs and growing vegetables. The eco committee is in charge of looking at ways to improve the grounds and looks after the environment. They look at saving energy, collecting water and litter picking, amongst other things.Comenius ProjectYsgol Glan Gele is now involved with an international project about looking after the environment. Children have looked at ways to stop deforestation and its effects on the environment. Staff have been able to visit other countries in Europe including Turkey and Bulgaria to observe their education system and plant trees. The school has also hosted visitors from these countries and the children have learnt about the countries involved in the project. Key curriculum linksThe LOtC activities at Ysgol Glan Gele enable children to learn about the world around them by engaging with it directly. Through Beach School and Forest School, they observe nature and the changing of the seasons. In Diggerland, they learn about materials and building. Through the gardening and eco clubs, they learn about where food comes from, the life-cycle of plants, and develop an awareness of the environment and the issues of sustainability and climate change.Outcomes Through LOtC opportunities, children are engaged with their learning, and their horizons are broadened by contact with the real world beyond the classroom walls.For more information about LOtC Mark, please see: www.lotc/org.uk/accreditations


Overview of the activity

The children ‘adopt’ a tree and visit it regularly to observe how it changes through the seasons.

Suggested activity format

After the introductory session, the activity will only need a few minutes at a time. Ideally, the children should have the opportunity to visit the tree at least once a week.

Equipment

An easily identifiable tree; camera; log book or journal for recording information; outdoor clothing appropriate to the weather – hats, gloves, sun cream, waterproofs, etc.

Learning objectives

• To make observations of animals and plants and explain why some things occur, and talk about changes

• To find out about the features of the different seasons

• To observe how the seasons affect plants

• To explore and discover the interesting features of the local environment to develop an awareness of the world around me

Success criteria

By the end of the learning:

• All children will be able to identify ‘their’ tree and describe some of the features they have observed

• All children will be able to point out changes in the tree since their last visit

• Most children will be able to talk about the changes to the tree in terms of the seasons

• Some children will be able to relate their observations to other common seasonal changes

Leading up to this work

Before undertaking these activities, children are likely to have:

• Talked about trees and the different features of a tree

Setting up the activity

Before taking the children out, it is a good idea to visit the place where your tree is, and identify 2 or 3 trees that


Subject Understanding the world

Topic The seasons

Title A tree through the year

Lesson setting Setting grounds or local green space

the children could observe, so that they can have the opportunity to choose a preferred tree (if there is only one suitable tree in the setting grounds, that will also work well!).

Activity introduction

Show the children the tree (or trees) and explain that they are going to adopt a tree for the year. Ask them to choose which tree they would like to adopt (indicating which trees they can choose from).

Main activity

1. Encourage the children to observe the tree closely – touch it, see if they can get their arms around it, look at the leaves, flowers and branches and describe the colours.

2. Take a photo of the whole tree, and any particular features that the children are interested in (e.g. if there are any buds, nuts, leaves, etc.).

3. Encourage the children to take some samples from the tree, such as a leaf for pressing, or bark rubbing.

4. Look for evidence of whether anything lives in the tree (e.g. birds, insects, squirrels).

EARLY YEARS



Your own notes

Early Years Understanding the world A tree through the year

5. Write down in the log book what the tree looks like on that day.

6. Return regularly (once a week/once a month) to the tree and make the same observations.

Activity plenary

Discuss what the children have observed – is the tree in leaf, or are the leaves falling off? What do they think will happen next? Which season is it?

Differentiation

Older children can keep their own log about the tree, using photos and simple sentences; they could do this on a blog to store the information and photos.

Extending the work

• Support the children to use identification sheets to find out what kind of tree it is (a range of identification guides are produced by the Field Studies Council www.field-studies-council.org/publications/fold-out-charts.aspx ).

• Before visiting the tree each week, ask them what changes they think they will see and why.

Moving on from this work

Keep the samples of the tree (leaves, seeds, photos, etc.) in the classroom and use them as inspiration for literacy and art activities.

Links to other subjects

Maths: during the first observations of the tree, measure its height and girth; use seeds or leaves from the tree as counters for maths problems.

Literacy: use twigs from the tree as mark makers.

Expressive arts and design: listen to the sounds of the tree (wind in the leaves, bird song) and use them to make a recording for music.


Overview of the activityAs part of a visit to a historic house or heritage site, children dress up as people from another period of history, and find out how those people lived.

Suggested activity formatThis should be the main activity of an educational visit, either a full or half-day visit.

EquipmentAppropriate costumes for each child to wear, and props to generate ideas for play. It is good to have a range of different types of costume; some children could be servants, others the master or mistress. The venue should be able to supply the costumes. You may want to have a camera so that you can record the children’s different activities to remind them what they did when they return to their setting.

Learning objectives• To learn about the similarities and differences

between themselves and others by:

• Finding out what people in another period of history wore, and what they did

• Learning about the traditions and customs of another period of history

• To explore how people lived in the past and use imaginative play to show how their lives were different from those of people living today

Success criteriaBy the end of the learning:

• All children will be able to talk about what they wore and what they did during the activity

• Most children will understand that they were dressing up as people from an earlier period of history

• Some children will be able to talk about similarities and differences between their lives and the lives of the people in history they were impersonating

Leading up to this workBefore taking part in this activity, children are likely to have:

• Seen pictures of the place they are visiting

• Seen pictures of people from different periods of history

• Encountered stories set in the past



Topic Finding out about how other people live

Title How we used to live

Lesson setting Historic house or heritage site

Setting up the activityBefore taking the children to the historic house, it is advisable to undertake a pre-visit and talk to staff at the venue. Discuss with venue staff the learning aims of the activity, and any special needs that the group may have. When planning an educational visit, look for venues which have the LOtC Quality Badge, which indicates good quality teaching and learning, and that risk is managed effectively (see www.lotcqualitybadge.org.uk).

Activity introductionBefore the visit, explain to the children that you will be visiting a special house, and give them a simple introduction to the house, and who lived there. Tell them that they will be dressing up and pretending that it is their house for the day, to find out what it was like to live there.

Main activity1. Split the children into groups to explore the house.

2. Assign a role to each child and give them the appropriate costume.

3. Give the children a series of tasks appropriate to their role (the venue will be able to provide ideas for this).

EARLY YEARS



Your own notes

Early Years Understanding the world How we used to live

Activity plenaryBring all of the children together and talk to them about what they have been doing. Did they enjoy living in the past? Was it different from their normal daily activities? What differences are there? What did they like doing the best?

DifferentiationOlder children will be able to undertake more involved activities. For very young children, the simple act of dressing up may be enough.

Extending the work• Use photos taken on the day for simple

communication activities where children describe what they did. Create a photo montage for the wall with captions suggested by the children.

• Ask the children to draw pictures of themselves dressed up in the historical clothing.

• Link the activity to specific traditions, such as how people celebrate Christmas or Easter during different periods of history.

Moving on from this workRead the children a story set in the same historical period as the house was built and get them to think about how the story compares with their experiences.

Do some dressing up or imaginative play in your school or setting, based on the experiences at the historic house.

Set up a treasure corner with objects (real or replica!) from the historic house or the period it was built in to generate discussion and reflection about the experience.

Links to other subjectsLiteracy: activities can use the experience as a prompt for writing and reading tasks, e.g. in subsequent phonics sessions, use words based around the activity.

Expressive arts and design: teach the children songs from the same period as the house.


Overview of the activityThe children play with a variety of old-fashioned toys, including those used by their parents and grandparents, to find out about how children have played in other times.

Suggested activity formatThis activity can take place during one lesson, or the toys can form part of the standard equipment available for outdoor play, so children can use them in free-flow play activities.

EquipmentA selection of historical toys and games, such as Victorian hoop and stick, Elizabethan quoits, 1970s space hopper, spinning top (your local museum may be able to help you source these, or even have a loan box you can borrow).

Learning objectives• To understand that other children don’t always enjoy

the same things, and be sensitive to this

• To understand that not everyone is the same and that children’s experiences have changed through history, by playing with toys that children might have had in different periods of history

• To develop motor skills through access to different equipment

• To explore how people lived in the past and use imaginative play to show how their lives were different from my own and the people around me


• All children will have had the opportunity to play with a range of different toys

• All children will understand that toys have changed over time and children in the past had a different experience of life

• Most children will be able to talk about who might have played with the toys in the past

• Some children will be able to relate the toys to different periods of history

Leading up to this workBefore undertaking these activities, children are likely to have:

• Been introduced to the concept that life has changed over the course of history, and that the toys their parents and grandparents played with were different from what they play with now.



Topic Finding out about how other people lived

Title Toys old and new

Lesson setting School or setting grounds

• Had the opportunity to choose from a range of different outdoor toys, and managed their own play.

Setting up the activityLay out the different toys in the setting’s outdoor space.

Activity introductionExplain to the children that you have some different toys for them to play with. Explain that they are what children would have played with in the past.

Main activity1. Introduce each toy to the children and explain who

would have played with it.

2. Show the children how to use the toys.

3. Encourage them to try all of the different toys.

Activity plenaryAt the end of the session, talk to the children about the toys. Were they difficult to play with? What did they like? Do they think they would have liked living at the time when these were the only toys?

EARLY YEARS



Your own notes

Early Years Understanding the world A tree through the year

DifferentiationThe types of games used will depend on the age and skills of the children – some will require more dexterity than others. More able children can engage more with the historical context of the objects. Instead of showing children how to play with the toys, leave them to work it out for themselves; put children in pairs and encourage them to help each other to work out what to do.

Extending the work• Look for examples of toys and games from other eras

in films and stories.

• Visit a local museum to find out more about the toys and the children who played with them.

Moving on from this workInvite grandparents (or parents!) to come and talk about the toys they played with as children.

Links to other subjectsExpressive arts and design: the children could incorporate some of the games into a dance activity.

Maths: some games, such as quoits, can be used to develop simple maths skills (e.g. counting how many quoits they got over the rings).


Overview of the activityThe children have the opportunity to meet a person, or series of people, involved in food production, and find out about where food comes from, and the process involved in making it.

Suggested activity formatThis would work as a one-off half-day activity, where the children can talk to one person, but could also be done as a series of activities, either with several visitors in a week, or a visit from a different person each week for the period of the topic.

EquipmentA farmer, baker, butcher or anyone involved in food production.

Learning objectives• To recognise that a range of technology is used in

places such as homes and schools

• To find out where food comes from and some of the processes involved in food production

• To ask questions to find out about a subject

• To explore and discover where foods come from through choosing, preparing and tasting different foods


• All children will have a basic understanding of where staple food items come from

• All children will be able to talk about some of the technology used in food production

• Most children will have been able to ask the visitor about their work and what they do

• Some children will be able to talk about simple food production


• Talked about what they like to eat, and where they think food comes from

• Been introduced to the role of farmers, butchers, bakers and others in food production

Setting up the activityTalk to the visitor in advance about what they will do with the children. Ensure that there are some activities involved in the session, e.g. making butter, or milling flour,



Topic Food production

Title Meet the farmer

Lesson setting School or setting, or local farm

as well as an opportunity for the children to ask the visitor about their work and the technology used. Work with the children beforehand to think about some questions that they might like to ask the visitor, and have some prepared in advance for the children to ask.

Activity introductionIntroduce the visitor and explain who they are and that it is a special treat to be able to find out more about what they do.

Main activity1. The visitor will talk about their work, and show

examples of the kinds of food that they help to produce.

2. The children have an opportunity to ask questions, and try practical activities based around food production (e.g. shaking cream in a jar to create butter).

Activity plenaryAsk the children what they have learnt, and processes used to make butter, flour, etc. Talk about whether any of them would like to be a farmer/butcher/etc. when they grow up, and why.

EARLY YEARS



Your own notes

Early Years Understanding the world Meet the farmer

DifferentiationOlder children will be more confident in asking questions; younger children may need ideas to get them started.

Extending the work• Ask the children to suggest a visitor who could come

and talk to them about food.

• Try some simple cooking activities using the food produced by the visitor (e.g. make cakes with eggs from the farmer).

• Talk to them about the appropriate technology for the activities, such as the spoon used for stirring, how to cook the cakes, etc.

Moving on from this workTake the children to visit the farm or bakery and see the visitor at work.

Visit a flour mill and see the technology used to produce flour in large quantities.

Check out farms which hold the LOtC Quality Badge accreditation using the searchable database at www.lotcqualitybadge.org.uk

Links to other subjectsExpressive arts and design: sing songs based on the visitor’s work e.g. ‘Old Macdonald’ or ‘Baa baa black sheep’.


Overview of the activityThe children use a simple weather station to observe the weather each day.

Suggested activity formatThis should be done at the same time every day, e.g. first thing in the morning or just before lunch.

EquipmentA simple weather kit – you can make one using the Field Studies Council’s fact sheet, which can be found here: www.field-studies-council.org/documents/projects/opal/Weather%20kit.pdf.

(If you have older children at your setting, they could make the weather station as part of their science lessons.) A chart to note the weather (this could be a chart with movable Velcro pieces, or a wipe-clean board which can be updated each day).

Learning objectives• To talk about the features of the immediate

environment and how environments might vary from one another

• To observe the daily changes in the weather

• To develop vocabulary to describe the weather

• To describe and record the weather, its effects and how it makes me feel and relate recordings to the seasons


• All children will have had the opportunity to take measurements and observations of the weather

• Most children will be able to describe the weather to other people, using appropriate vocabulary

• Some children will be able to compare different types of weather


• Talked about different types of weather

• Listened to stories and songs that refer to different types of weather

Setting up the activityYou can buy ready-made weather stations, but it is cheaper, helps meet other learning and development objectives, and more fun to make your own. Once it is made, set it up



Topic Weather

Title Create your own weather station


in the school or setting grounds somewhere that will be easy for the children to access (not too high-up, and not too protected, so that it will gather good weather data!).

Activity introductionShow the whole group the different elements of the weather station and how they work. Explain what the weather station is for and how you will be using it.

Main activity1. Break the group into smaller groups of 3 or 4.

Each day a different group will take the weather measurements.

2. Support the children to take the different observations of the weather.

3. Record the observations on the weather chart.

Activity plenaryYou may want to ask the group that has taken the observations to tell the rest of the group what they have found.

EARLY YEARS



Your own notes

Early Years Understanding the world Create your own weather station

DifferentiationOlder children will be able to take more complex observations.

Extending the work• As well as the daily chart, keep a log of the weather,

and record changes over time.

Moving on from this workLook at weather in different countries, using weather forecasts. Talk about whether the weather in Britain is hotter, wetter, etc.

Links to other subjectsMaths: numerical measurements such as amount of rain can be used to develop maths skills.

Literacy: describing weather, using the weather as inspiration for storytelling.


Overview of the activityThe children experiment with a range of objects to find out how they fly, and then create their own objects and try to fly them.

Suggested activity formatThis can be done with small groups of children, taking it in turn to look at and play with the selected objects.

EquipmentA selection of objects which fly or float through the air, e.g. a dandelion seed head, seeds from a sycamore tree (‘helicopters’), a kite, a small parachute.

Learning objectives• To recognise that a range of technology is used in

places such as homes and schools

• To select and use technology for particular purposes

• To know about similarities and differences in relation to places, objects, materials and living things

• To enjoy playing with and exploring technologies to discover what they can do and how they can help us

• To learn about how things fly


• All children will understand that some objects fly and others do not

• Most children will be able to guess whether an object will fly or not

• Some children will be able to explain why some objects can fly


• Experienced the properties of different materials through water play, sand play, etc.

Setting up the activityGather a selection of objects together to illustrate the ideas of flight, e.g. dandelion seed heads, seeds from a sycamore tree, a small parachute, as well as objects that won’t fly, such as stones, acorns, conkers, etc. Find an area which will give space for the children to experiment with trying to fly the different items. If there is a raised area of the setting playground, from which they can ‘launch’ the objects, use this.



Topic Flight

Title How do things fly?


Activity introductionTalk to the children about what makes things fly or float. Show them some of the objects and ask the children if they think the objects will fly or fall.

Main activity1. In small groups, get the children to play with the

objects.

2. Show them how to blow the dandelion seed heads, so that the seeds float away; throw the sycamore seed ‘helicopters’ in the air, and watch them spin down; drop the parachute and watch it float down; (carefully) drop other objects, such as acorns, and watch how they fall, rather than float.

3. Talk to the children about what makes the objects fall or float, and point out the features that help them to fly.

Activity plenaryTalk to the children about what makes an object fly or float. Find some other objects, and ask them what they think will happen as you drop each one.

EARLY YEARS



Your own notes

Early Years Understanding the world How do things fly?

DifferentiationAsk older children to look round the school grounds and find some more objects that they think will fly. Talk to them in more depth about the technologies involved in flight.

Extending the work• Make paper aeroplanes and fly them across the

playground; which fly furthest?

• Make simple kites out of paper and string, and fly them on a windy day.

Moving on from this workWatch birds and insects and observe how they fly.

Visit a transport museum and find out about aeroplanes.

Links to other subjectsExpressive arts and design: the children can decorate the kites they make.

Maths: measure how far the different items travel.


EARLY YEARS Introduction

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