Key Question: Who Helps Me at School?

Created by Kerry Moody

Week Beginning: 12.11.2012 PLC: People who help us - Who are the different people who help me? Week: PLC 2

Key Question: Who helps me at school? Time Monday Tuesday Wednesday Thursday Friday 8:50 Carpet session 1: Register and Carpet session 1: Register and Carpet session 1: Register and Carpet session 1: Register and Carpet session 1: Register then news from the weekend Introduce Wake & Shake – Take 10 Wake & Shake – Take 10 Wake & Shake – Take 10 Whole School Celebration children to key question of the Assembly week. 9:15 Physical Development :KM/LSm Adult Led Activity Adult Led Activity Adult Led Activity See separate planning sheet Obj: Readers / observations Obj: Readers / observations Obj: Readers / observations Adult Led Activity Val Sabin Gymnastics 4-5 CT: Ind Readers/Handwriting CT: Cont Prov/ Outside Act CT: Ind Readers/Handwriting Obj: Readers / observations Years N/R Reception HLTA: : Ind Readers/Handwriting HLTA: Ind Readers/Handwriting HLTA: Cont Prov/ Outside Act TA: Cont Prov/ Outside Act TA: Cont Prov/ Outside Act TA: Ind Readers/Handwriting TA: Ind Readers/Handwriting Introductory Unit Lesson 3 HLTA: Ind Readers/Handwriting Children: Children: Children: Children: 9.45 Carpet session 2: Mathematics Carpet session 2: Mathematics Carpet session 2: Mathematics Carpet session 2: Mathematics WALT: Use space safely; Obj:SSM 40-60a, b; ELGiii Obj:SSM 40-60a, b; ELGiii Obj:SSM 40-60a, b; ELGiii Obj:SSM 40-60a, b, f; ELGii, iii recognise directions and Warm Up: Finding one more/ one Warm Up: Chn use fingers to show Warm Up: Revise 3D shape names Warm Up: Use a select ion of 3D travel with control; identify less quickfire questions. Demo using numbers that are 1 more/ less. as Thursday. Find a cone, cube etc. shapes, ask chn to find a shape and use different parts of the number line, show me using number before/ after/ greater/ smaller/ What is this shape called? What can which does not have 6 faces, flat HLTA: body and work co-operatively fans. between a given number. Model you tell me about the faces? What faces, any corners, a circle at the Setting up to move simple apparatus. Main Teaching Session: using number line on IWB. can you tell me about the number of end, any square faces etc. What continuous Key Vocab: point, corner, side, Main Teaching Session: edges? does the shape have instead? Play a Provision/ match, same, similar, different Key Vocab: sphere, cube, Main Teaching Session: game of Guess my shape – model Outdoor (MH30-50a, d; 40-60a, c, d, WALT: Talk about the similarities cuboid, cone, cylinder, solid/3D, Key Vocab: sphere, cube, asking ?’s. Activities ELGi, ii, iii; HSc30-50f; 40- and differences of 2D shapes. flat/2D, face, edge cuboid, cone, cylinder, solid/3D, Main Teaching Session: then 60c, d, e,f; ELGi, ii; links with Display the shapes we had WALT: Recognise, name and flat/2D, face, edge Key Vocab: pattern, repeating, Ind Readers C&L U30-50c; 40-60a, d; PSED yesterday (also have smaller or describe 3D shapes. WALT: Recognise, name and after, next, before SCSA30-50d; 40-60b; ELGi, iii) larger ones). Pick two shapes that Introduce 3D shapes: sphere, describe 3D shapes. WALT: Recognise and talk about Lesson 3: Track 7, cones, could go together. Ask how they are cube, cone, cylinder. Ask chn to Use a selection of 3D shapes, Hide patterns. Use 2 colours of cubes, tambourine & mats the same. E.g. triangle and star both choose one – say its name clearly – a solid shape in a feely bag, pass it give alternate colours to 6 chn. Go have points/circle and heart both all repeat. Talk about the difference around the circle asking chn to feel round and ask them to say the colour Carpet session 2: Mathematics have curves. Ask the children to between solid shapes and flat without looking and name it. Can of their cube. Which colour comes Obj:SSM 40-60a, b; ELGiii make choices about which shapes shapes. Ask the children to describe you tell me which 3D shape is next? Continue pattern, handing out Warm Up: Ordering numbers 0-10 are the same and why/how. Select each of them in turn. Ask them what hidden? How do you know? cubes to rest of class. Explain they on teaching board. Which number is two shapes that are different and flat shapes they can see. Remove from bag and ask ind to tell have been making patterns. Explore 1 more/ 1less/ before/ after/ ask how they are different. E.g. the How many faces does it have? you something about it. E.g. cone patterns book. Repeat using 3 colours between given no’s? triangle has 3 sides, the square has Are the faces flat or curved? What has one curved edge, one circle of cube. Then use shapes on IWB. Main Teaching Session: 4. Ask the children to make choices shape are the faces? How many face, rolls but won’t roll in a straight Display a simple repeating pattern of Key Vocab: circle, square, about which shapes are different corners? How many edges? line, stands on its face, you can buy 2 alternating shapes. Ask the children triangle, rectangle, (star/heart), and why/how. Which shapes roll? Which shapes ice-cream in a cone etc.. Repeat to ‘read’ the pattern, then ask what curved, round, straight do not roll? Model sorting the with different shapes and have comes next. Ask how they know. Try WALT: Recognise, name and shapes. duplicate bags for speed. var of different patterns, including describe 2D shapes. some with 3 shapes. Try a pattern of Play ‘shape detective’, showing the 3D shapes eg. cone, cube, cone, children part of a shape while the cube, cone . rest is concealed in an envelope. CT/HLTA CT/HLTA CT/HLTA CT/HLTA 10:00 Have Adult Led Activity Adult Led Activity Adult Led Activity Obj: SSM 40-60f Obj: SSM 40-60f; ELGii Obj: SSM 40-60f; ELGii Take chn for a walk around the Provide chn with a choice of resources e.g. compare bears, 2D shapes, Assemble some diff coloured 2D Hold up two of the shapes and ask school and look for patterns in the beads, cubes etc.. shapes. Model making a repeating children to point to the one named. environment. use a camera to Using the chosen resources, Model making (AB) pattern and ask chn to pattern using 2 different shapes but Ask children to find shapes in the record any patterns that are identify it. Explain that you are going to make a (AB) pattern for each of only 1 colour. Ask chn to identify classroom and indicate by pointing identified. Then: Chn thread beads them to continue. Ext and vary the pattern: AABB, ABB. pattern. Invite them to copy and to to them. Then ask individuals what using 2 colours of beads, EXT 3 Key Questions: Tell me about what can you see? How many colours/ continue given patterns. they are pointing at. colours of beads. shapes have been used in the pattern? What will come next in the pattern? Repeat using various amounts of How do you know? Why? What will come before? shapes/ colours. AB, AABB, ABB, ABC. Children: CT Observations/ Children: LA Rainbow Fish Children: MA Hungry caterpillars Children: MA Elmers Children: HA Gruffalos Identified Focus Groups from CT/HLTA/TA CT/HLTA/TA CT/HLTA/TA CT/HLTA/TA AFL 10:20 PLAYTIME

10:35 Carpet session 3: L&S Carpet session 3: L&S Carpet session 3: L&S Carpet session 3: L&S Carpet session 3: L&S Recall – s/ a/ t/ p/ i/ n/ m/ d/ g/ o/ Teach ‘f’ using action/ song/ Recall s/ a/ t/ p/ i/ n/ m/ g/ o/ c/ k/ Recall s/ a/ t/ p/ i/ n/ m/ g/ o/ c/ k/ Recall s/ a/ t/ p/ i/ n/ m/ g/ o/ c/ k/ c /k/ ck/ e/ u/ r/ h/ b using flashcard. ck/ e/ u/ r/ h/ b/ f with flashcards. ck/ e/ u/ r/ h/ b/ f with flashcards. ck/ e/ u/ r/ h/ b/ f / ff with flashcards/ action/songs. flashcards. Play sound buttons p58: if, fit, Play Quickwrite letters p55. Blending for reading: Buried Practise high frequency word: a, fun, fig, fed, fin. Treasure p60. Which words are Play Quickwrite letters p55. at, as to, get, got, the, is, it, in, an, Revise ‘f’ and teach ‘ff’ ending real? Foff, puff, fib, hug, huff, kiff, I, and, on, not, into, can, no, go, Play Cross the River p43, using using phonics scheme. kick. Create a picture to go with one of back, put, his, him Make using fin, bed, hat, duck, pig with the captions on p71. Say the word cards on phoneme frames. matching pictures and word Phoneme frame p62: puff, off, Demonstration writing p67. Write caption and ask the children to cards. huff, fan, fat. Make sure they the following caption: I huff and write it. Play Quickwrite letters p 55. Use Practise reading no, go, his, him. understand that the ff is one puff. the initial sound objects : Play phoneme/sound and goes in one Sentence building using ‘Pass the sound box round and Practice writing the, and, to section of the frame. flashcards. What sentences can round. All chn write initial sound. flashcards p64. they make orally? 11:00 Carpet Session 4: CLL Carpet Session 4: CLL Carpet Session 4: CLL Obj:LA30-50a; 40-60a; U30-50d; 40-60d; R30-50n, o, p; 40-60f, g, h Obj: R30-50n, o, p; 40-60f, g, h Obj:S30-50d; 40-60a, c, d; W40-60b, g, h, o; ELGii, iii Texts: Non- Main Text: A Day in the Life of a Doctor Author: Carol Watson WALT: Identify a contents page WALT: Ask simple questions. Look at a picture and think of questions fiction: Big WALT: Recognise the differences between fiction and non-fiction and an index in an information starting with Why, When, Where, Who; What, How. Book: texts. Identify a contents page and an index in an information text. text. Use these to find the right Firefighters. Shared Reading: Look at front cover – predict what this book might be page to answer simple question. Recap on features of info texts: What does a contents page tell us? The People about. Introduce the title and ask children to discuss with their talking How do we use an index to find out more about chosen topic? Who Help partners a time when they visited the doctor. Take some feedback. Read Recap on yesterday’s lesson. How How is the contents page and index different? Show the children the Us, series the book. can we tell the difference between cover of the n.f text How have things changed? People who help us? from f and n.f? What parts of a n.f text Explain that this information book is about all the different people that help us. Wayland/ A Show the chn other examples in the series e.g. A Day in the life of a vet, are important for locating the What kind of people might this book be about? Who helps us at school/ Day in the firefighter, dentist. What is similar about each of these books? Do you right information to answer a home/ to keep safe/ to keep healthy? Model writing a list on the board. Life of, think these books are fiction or non-fiction? How can you tell? question? series from Give the children a selection of books and ask them to sort themselves in to Tell the chn that the information in the book helps us to find out how these Watts/ fiction and non -fiction books. Discuss the sorting with the children, Shared Reading: Ask whether people helped us in the past and now. Show picture of a classroom in the addressing any misconceptions at this point. Discuss features of information anyone remembers what was wrong past. What would you like to know about this picture? books. How do we know the difference between a fiction and non- with Charlotte. Read the section up fiction book? What do non-fiction books have that fiction books don’t? to page 9. Show them the question hand and the words that are on there. What kind of person who helps us is shown in this picture? How do you Ask the children to choose one of the information books from the selection Shared Writing: Write a list of what know? What can you see in the picture? How is the classroom in the that they would like to use to find out more information about our topic . Ask the doctor did with Charlotte. E.g. picture different to our classroom? What activities do you think the the children to show you the contents and index then ask them to tell what First Nicky took Charlotte’s children in the classroom would have done in the past? info they find on page …... temperature. Then …etc. Model to the children how to write question sentences. CT/HLTA CT/HLTA CT/HLTA CT/HLTA CT/HLTA 11:30 Adult Led Activity: G. Reading/ G. Adult Led Activity: G. Reading/ G. Writing/ G. Talk Adult Led Activity: G. Reading/ G. Adult Led Activity Writing/ G. Talk Obj:S30-50d; 40-60a, c, d; W40-60b, g, h, o; ELGii, iii Writing/ G. Talk Obj: Obj:S30-50d Provide chn with a range of books including examples of non-fiction linked Obj:S30-50d; 40-60a, c, d; W40- Show chn a variety of photographs to PLC. Ask chn to work as a group to sort them in to fiction and non -fiction. 60b, g, h, o; ELGii, iii CT Observations/ Identified Focus depicting different people who help Show chn a variety of photographs depicting different people who help us. See MA yesterday but ext through: Groups from AFL us. Can chn name the different Can chn name the different people shown? How might each of them people shown? Focus on one of the help us? Ask chn to choose one of the picture e.g. firefighter/ crossing Children to ask and write a pictures e.g. firefighter/ crossing patrol. Ask the children what sort of book we might find this picture in? question for each word on the HLTA: Spellings and patrol. What types of books give us facts? question hand.. Handwriting Focus Children to ask a what, why and Ask chn to recreate the picture chosen using self chosen media. who question. Model and support children to ask and write a what, why, when and who question about their picture. Children: HA Gruffalos Children: MA Elmers Children: MA Hungry Caterpillars Children: LA Rainbow Fish Children: CT Observations/ CT/HLTA/TA CT/HLTA/TA CT/HLTA/TA CT/HLTA/TA Identified Focus Groups from AFL

11:50-12:00 PSED/ Singing: Play the ‘thank you ball rolling game’. AIA: Demonstrate how to roll a ball across the circle, modelling how to aim the ball and push it hard enough to reach someone but not so hard it goes out of the circle. Once chn have had an opportunity to practise rolling a ball, ask them to stand up, still in the circle. Explain that they are each going to have a turn at rolling the ball. Before sending the ball, model saying, “I’m going to send the ball to……” After they have rolled the ball they should sit down. Repeat the activity this time saying “Thank you …….. for…………”, enc the chn to keep an eye on the ball, to send it quickly and to sit quickly. Challenge the chn to complete the circle rolling before the sand runs out of a timer and through varying the size of the ball. (MH30- 50f; 40-60e, g; ELGi, iii) Handwashing & Lunchtime 1:00 Carpet Session 5: Register and Carpet Session 5: Register and Carpet Session 5: Register and Carpet Session 5: Register and Carpet Session 5: Register and Wake & Shake – Take 10 Wake & Shake – Take 10 Wake & Shake – Take 10 Wake & Shake – Take 10 Wake & Shake – Take 10 1:15 Carpet Session 6: Carpet Session 6: ICT Skills: Physical Development – DW Carpet session 6: L&S WALT: To respond to questions Obj: MR40-60a, ELGii; SCSA30- Developing mouse and keyboard See separate planning sheet about people who help us. 50E, 40-60a, ELGi; MFB40-60a, skills Logging on to Purple Mash Val Sabin Gymnastics 4-5 Carousel of activities: ELGi. - Using 2Simple City to Years N/R Reception 1. Speed sounds books Everyday there are lots of people During a circle time ask chn to Encourage Independent ICT Work green/purple Introductory Unit Lesson 4. who help us. Brainstorm some ideas suggest the names of all the people in the EYFS 2. Phase 2 matching captions about people who help us. Look at a who help them at school. Encourage WALT: Log on to a virtual city and game picture stimulus for ‘people who help them to think about the people who use the mouse to move to the WALT: Use space safely; 3. HFW – make and write us’. Who is helping in the picture? keep our school clean, serve our different locations. recognise directions and magnetic letters. What is a job? Why do people have lunch, look after the books, look Explain that the program we are travel with control; identify jobs? after us at playtimes, set out our going to use is a virtual city where and use different parts of the activities and answer the telephone. we can visit different locations to body and work co-operatively Physical Development/Creative HA: Children to draw a picture of Talk about what would happen if find out more about the different to move simple apparatus. Development (Music): – what they would like to be when one of these people were ill and jobs of people in our community. Rotate on a carousel basis: they grow up. Support to write a could not do their work. Help the caption to match. children to appreciate that each Briefly explain and model how to (MH30-50a, d; 40-60a, c, d, 1:20 – 1:50pm person has an important role and navigate around before giving chn ELGi, ii, iii; HSc30-50f; 40-  Y1/2: Music RM – See MA: Look at some reference books use this as an opportunity to re-visit time to explore the programme 60c, d, e,f; ELGi, ii; links with Separate planning – about jobs. Discuss the jobs and our school motto ‘Together we can.’ independently. C&L U30-50c; 40-60a, d; PSED Christmas Nativity. what they entail. See also UtW MTP for ALA Dust SCSA30-50d; 40-60b; ELGi, iii) Investigation/ PSE MTP Circle Support chn around the room in how  EYFS: Take LA: Taskboard Time – How can we help others? to operate its video controls and 10/Fundamentals KM – Invite an adult known to the chn give some direct guidance in how to See Separate planning to come and talk about their use the program to maximum effect Lesson 4: Track 3, cones, memories of school. Who were (e.g. highlighting to them how to tambourine & mats the people who helped them? click on some of the objects in the What did they do to help their drag-and-drop scenes to make them teachers and other adults? (PC30- animate) 50a, d; ELGi) 1:45 Adult Led Activity Adult Led Activity See MTP Spring 4 RE/ SEAL Plans: Getting On and Falling Out Physical Development/Creative Obj: (N30-50b, c, d, e, l; 40-60e, Obj: (N30-50b, c, d, e, l; 40-60e, g) Obj: (MR 30-50c,d; 40-60a; ELG; SCSA 40-60b; MFB ELG work as part Development (Music): – g) TA: AIA of a group/class – links with CLL LA 40-60a) Rotate on a carousel basis: CT AIA: Involve chn in creating a Involve chn in creating a number TA: AIA Remind children of circle time skills number frieze of pictures associated frieze of pictures associated with the 1:50 – 2:20pm with the people who help us. E.g. people who help us. E.g. the frieze Resources: Story of Squeak and Snappy p15 /16  EYFS: Music RM – See the frieze could be of 1 nurse, 2 could be of 1 nurse, 2 farmers, 3 Two puppets Separate planning farmers, 3 paramedics, 4 paramedics, 4 shopkeepers, 5 Circle time – See also blue book for games & rounds. shopkeepers, 5 teachers etc or it teachers etc or it might be of objects  Y1/2: Take  Pass the smile around the circle might be of objects e.g. 1 fire e.g. 1 fire engine, 2 envelopes, 3 10/Fundamentals KM –  Pass the hug around the circle engine, 2 envelopes, 3 milk crates, milk crates, 4 recycling bins, 5 life See Separate planning 4 recycling bins, 5 life boats etc boats etc  Finish the sentence I like ...... (food, toy, person) because ………………… TA: Outside Activities/ Observing/ CT: Observing/ Ind Readers  Continue the “Squeak and Snappy” story with puppets. Ind Readers 2:05 Whole School Assembly 2:20 PLAYTIME 2:30 Adult Led Activity Adult Led Activity Adult Led Activity Adult Led Activity Golden Time Obj: Obj: Obj: Obj:

CT AIA: TA AIA: Continue as before break TA AIA: Continue as before break TA AIA: Continue as before break

TA: Outside Activities/ Observing/ Ind Readers CT: Observing/ Ind Readers CT: Observing/ Ind Readers CT: Observing/ Ind Readers FILM CLUB

3:00 – 3:20 Story and Hometime: Read a story about a child going to school for Story and Hometime: Read Mr Tick the Teacher by Allan Ahlberg and Faith Jaques. Is Mr Tick similar to Mrs the first time e.g. I Am Absolutely Too Small for School by Lauren Moody or the other teachers at Newton Primary? Would chn like to be taught by Mr Tick? What sound do all Child. Talk about the reasons why the chn were worried about going to the chn’s names begin with in Mr Ticks’ class? As a group make a word bank of names that begin with t. school and the things that they looked forward to. What helped them What phoneme is at the beginning of our names? Sort our names into the alphabet and use this as an to be happy to go to school? (LA30-50a, 40-60a; R30-50d, e, 40-60g) introduction to the names of each letter in the alphabet. (LA30-50a, 40-60a; R30-50d, e, 40-60b, d, g) Continuous/ Enhanced Provision – Classroom/ Central Learning Environment Malleable Phonics Playdough mats. Act: What letters/ words can you make? How many letters are in your word/ name?

Sand Act: To begin to record no’s. To estimate a number and check by counting. Resources: Boxes/pots of various coloured threading beads. Put a different number of beads into each box from 0 to 10. Ask the chn to guess how many beads are in each box. Check by counting. Mix the boxes up, challenge the chn to pick the box with 2 beads. Repeat several times. Suggest labels for the boxes to show how many items are inside. Ask the chn to count and label, allowing them to choose how they record – marks/ numerals. Q:Can you put something on the label to help you remember how many objects are inside? How many are there in this container? How many should be in that box? What does that label say? Can you order the boxes from smallest to largest? Enhance: Use the beads for creating and talking about patterns. Water Act: Remind chn of discussions as part of PSED activities about putting toys away in their correct places. Fill the water tray with shredded paper and a variety of wrapped 3D shapes and ask them to help you sort them into hoops or baskets. As chn sort, encourage them to talk about the shapes, the number of edges/faces and their names. Ask chn to make labels for the baskets and to count how many shapes have been sorted into each group. (SSM30-50f, g, 40-60a, b, f, ELGii,ii; N40-60e) Number Chn sort a selection of different Children make shape people/animals/patterns using pattern blocks. Chn sort a collection of different Chn thread beads using three then World Act sized and coloured 2 shapes into They count and record the number of shapes they have used sized 3D shapes into hoops. They four colours. Chn use 3 x 2D trays. Encourage them to explain altogether. How many squares? How many rectangles/ How many explain how they have sorted shapes to copy and continue. Copy and record how they have sorted circles? them, then name and describe the patterns found in different cultures the shapes. shapes. using different media. Music/ Make a collection of untuned percussion instruments and label them 1-6. Roll a dice and play the matching Listening Act instruments. Support the chn to write a sequence of 3 or 4 numbers/ use phone numbers/ number plates. Invite chn to play the instruments in the correct order. Then try playing a sequence of instruments and working out which numbers to write. Writing Act: Support chn in drawing around one of their hands and to cut it out. Decorate their hands with drawings of Enhance the writing area through setting it up as a classroom by adding adults or children being helpful. Use the hands as leaves on a helping hand tree to enhance the role play a small blackboard and chalk; a variety of writing media; books; papers area and stimulate emergent writing opportunities. Encourage chn to record opportunities of people being etc. invite chn to take turns to act in role as a teacher and to enjoy helpful using the digital camera and to print these out to display on the helping hand tree. (EMM ELGii; helping their pupils learn. (BI30-50f, g, I; 40-60a, d, e; ELGii) BI30-50j; 40-60a links with UtW T40-60a, b; ELGi, ii) Construction Make finger/ hand puppets of the people who help them at school Act: using a widening variety of materials and media. Encourage and play alongside chn to use the puppets to make up stories and plays for their friends. (BI30-50f, g, I; 40-60a, d, e; ELGii; EMM30-50j, k; 40-60e, g; ELGii) Creative Act: Ask children to create a picture of someone who helps them at school. Encourage them to explore a variety of media and tools and to combine media. Collate these together to make a big book and add this to the display started in PLC1. MR40-60a, ELGii; SCSA30-50E, 40- 60a, ELGi; MFB40-60a, ELGi. ICT/ Book Logging on to Purple Mash - Using 2Simple City to Encourage Turn the book corner into a library. Invite chn to help make tickets for books, labels for boxes and posters to Act: Independent ICT Work in the EYFS show where different books are kept. Talk about the difference between fiction/ non-fiction books. Logging on to KLP – Locating People who help us topic page and Throughout the week encourage chn to take turns to be a librarian and run the Diamond Class library – use exploring. this as an opportunity to initiate a home school library. (S30-50c, h, 40-60b, d; W30-50a, 40-60a, g, h) Sml World/ Use the small world town mat and cars as an opportunity to talk about road safety. Talk to the children about their experiences of crossing the road. Who helps them to cross the road Tuff spot Act: to get to the setting? Give each child an enlarged, card copy of the activity sheet. Invite them to use it to design a new road safety sign. Encourage the children to explain their design and choice of colours. Ask them to include a bold word, for example, ‘Stop’ or ‘Look’. Say each word slowly to the children, and encourage them to repeat the words, emphasising the individual sounds. Write the words on the whiteboard. Invite the children to stick their new sign on to a strip of stiff card or a dowelling rod to use for role play. LA: Work alongside the children during the design and making stages. MA/HA: Encourage the children to include other bold words or phrases on their sign. (R40-60b, c, e; W40-60d, e, g, h) Home Corner/ Adult Focus on Police Role Play: Investigate a robbery carried out by a story character. Read Burglar Bill /Cops and Robbers with the children. Discuss the different characters Role Play illustrated in the books. Help the children to make a set of humorous masks using the ‘Cops and robbers’ activity sheets. Then, invite them to take turns to dress up as ‘cops’ and ‘robbers’ for role play based on the story characters. Place four to six items, such as gadgets and ornaments on a table in the home area. Invite a ‘robber’ to remove one or two items. Suggest that they also move the position of other items to set the scene. Encourage the ‘cops’ to investigate the ‘robbery’ by looking for clues, for example, ‘Has anything changed?’, ‘Does anything look different?’, ‘Is anything missing?’. Use this activity to help prompt discussion about ‘right and wrong’, and the role that is played by real police officers. LA: Help the children to select dressing-up clothes to represent a ‘cop’ or a ‘robber’. MA/HA: Encourage the children to draw any missing items during their investigation (W30-50c, d; 40-60a; ELGiii) Outdoor Act: See Outdoor Play Plans Talk about the routines that are helpful when playing outside with large toys, such as stopping for a bell. Enjoy playing outside with large Play a game in which chn are delivering bean-bag post. Encourage toys and enc chn to be helpful and also appreciate how the adults who them to aim at a variety of high and low targets and to deliver their are on duty help them. (MH30-50f; 40-60d, e, g; ELGi, ii) post quickly and safely. (MH30-50a, d; 40-60a, c. e. g; ELGi, ii, iii)