The Connexion | Clever Play - School Readiness Assessment Training

Curriculum weekly lesson planner.
Curriculum lesson example.
Clever Play Assessment Example.

Theme: This is where I live
D A Y 1	1/1 Theme Discussion Houses in: Rural areas. In the city. Unusual homes. Benefits of houses.	1/2 Creative Activity 2/2 Box Construction Extra Activities Dough - hands	1/3 Developmental Play Movement Beanbags
D A Y 2	2/1 Theme Discussion Building Materials. How do we build a house?	2/2 Creative Activity Painting Extra Activities Dough - Keys. Cutting.	2/3 Music "Building my own house"
D A Y 3	3/1 Teaching a Rhyme "Building a house"	3/2 Creative Activity Pasting Extra Activities Painting. Dough - clothes pegs.	3/3 Developmental Play Movement: Patterns. Balancing. Spatial Orientation.
D A Y 4	4/1 Science Properties of glass. Marshmallows.	4/2 Creative Activity 5/2 Folding and Drawing Extra Activities Dough - saucers. Painting - rollers - walls	4/3 Music A Walking Dance
D A Y 5	5/1 Perception Opposites Worksheet	5/2 Creative Activity Cutting and pasting Extra Activities Dough - cookie cutters and rollers.	5/3 Developmental Play A Game: "Over and Under"
Stories: "Where's Jamela" is a lovely book about a little girl who didn't want to move to a new house. Puppets (wooden spoons) and puppet theatre inspire learners to make up their own stories.

Theme: This is where I live.			Activity: Science.
Learning Programme and Area: LITERACY NUMERACY NATURAL SCIENCES (l) Arts and Culture			Learning Outcome: LO 5 Thinking & Reasoning LO 1 Numbers, Operations, Relationships LO 1 Scientific Investigation LO 2 Reflecting
Assessment Standards: LITERACY: LO 5 AS 3 a,b Ask questions, searches for solutions/ gives explanations and offers LO 5 AS 4 Processes information: Picks out selected information from a description. NUMERACY: LO 1 AS 1 Counts to at least 10 everyday objects reliably NATURAL SCIENCES: LO 1 AS 1,2,3 Plans, participates and reviews.
Preparations: If you can't get hold of marshmallows, get any other kind of sweets that have a variety of properties.
LP & A	Assessment Observation	Introduction		Resources (Alternative)	Concepts
Literacy	LO 5 AS 4 Can the learner process the clues (selected information) given to him and come up with an answer?	This is a riddle. Do you know what a riddle is? I will give you clues about what I'm thinking of, without giving you the answer. This is my riddle - I am there, but I'm transparent (that means see-through) and I protect you. Here are some more clues - I can move, I can break and I can hurt you. No, I'm not talking about a window or a door, but the glass in the window or the door.			Critical Thinking Auditory Memory
Natural Sciences	LO 1 AS 1,2,3 Does he communicate while he is contributing towards planning, investigating and reviewing what has been done?	Learning Activities: 1. Let's all go to the window. Do you see the glass in the window? What do you see? I see what is going on outside - why? The glass is transparent. Can you think of something else that is transparent? Yes, water - I can see the bottom of the glass when I drink water. Smell the glass - do you smell it? No, it has no smell. Can you hear the glass - put your ear to the glass - any noise? No noise. When will you be able to hear the glass? When it breaks!! Do you think it will taste like something? No, it's tasteless.		Window / Glass door	Sensory-Motor Learning Concrete Reasoning Critical Thinking
Literacy	LO 5 AS 3 a,b Can the learner use language to investigate and explore? a) asks questions and searches for explanations b) give explanations and offer solutions?	Touch the glass - what do you feel? It is cold/warm, it is smooth and it is hard. It lets light through, and it can break easily. Can we colour it? Yes, you paint it! And if rain falls against it? It will keep the water out. It is waterproof. That means that glass has 8 properties - those are 8 features that nobody can deny. Let's name these 8 properties again. Through questions help the learners to name the properties. How did we get to these properties? We used our senses - touch, see, smell, hear and taste.			Tactile Perseption Visual Discrimination Number Memory
(l) Arts and Culture	LO 2 Can he reflect critically on the discussion, using all of his senses?	2. Now I'm giving you each a marshmallow. Let's find out the properties of a marshmallow. Can you see it? Yes. Is it transparent? No. Does it have a smell? Yes. Do you like the smell? Yes! Can you hear it? Squeeze it, listen? Anything? No. Can you feel it? Yes. What does it feel like? Soft, spongy, smooth and inside it is sticky. Can it be coloured. Yes, pink, white, blue, yellow. Can you taste it? Try. Do you like the taste? Excellent!		Marshmallows	Sensory-Motor Learning Olfactory Perception
Numeracy	LO 1 AS 1 Can he match the claps to the number when counting?	Conclusion: Let's each hav another one, just to make sure of all it's properties. So, how many marshmallows have you each had? Two! Let's clap one clap for each marshmallow! Let the learners repeat the properties.			Gustatory Perception Sensory Perception Number

BASIC MOVEMENT
		2-3 Yrs	4-5 Yrs	6 Yrs
	Walk Look at the gait - is the movement co-ordinated?	C
	Run a short distance Look at the gait - co-ordinated/limp/clumsy/arms not moving	I	M	C
	Crawl Is it a smooth action, can the head turn whilst crawling?	C
	Roll Is it log rolling or segmented rolling?	I	M	C
Beanbag	Jump with 2 feet together Use the beanbag and get the child to jump over it.		I	M C
	Jump on 1 foot The child should skip five paces.		I	M C
	Skip The child should skip five paces.		I	M C
	Gallop		I M	C
	Put the right hand over the head and then touch left ear The child's hand should be able to touch the tip of his ear if the bodily proportions are in place.		I	M C
BALANCE
	Maintain body in upright position Get the child to sit and stand unaided.	C
	Walk on tyres above ground If available - see if the child can maintain balance even when tyres sag.	I	M	C
Chalk	Walk on a line Use chalk and draw a 2m straight line on the ground. Watch out for windmill arms.		I	M C
	Hop five steps on one leg The child should move forward on one leg and then alternate legs.		I M	C
	Walk five steps backwards Look at the gait - is the movement co-ordinated? The child must keep his head forward (proprioception).		I	M C