Introduction to the transport theme



The role of the teacher

Introduce transport theme and explain to the children that we are going to find out about lots of different sorts of transport. Show a range of transport on the screen. Can children identify/name any other transport? Prompt as appropriate, giving the name as required, car, train, bus etc. Ask open ended questions such as ‘What does transport do?’, ‘has any one been on any sort of transport?’ Include keywords such as, transport, moving, travel. journey Recap briefly what has been discussed to reinforce. State we are going to focus on trains. “Trains were first used to carry materials and goods.’ Ask children, what type of materials and goods, do they think, were carried in these trains? For example, food, animals. Encourage the children, ‘can you tell me what noise a train makes?’ Give them time to think about and respond to questions asked. Make the sound of a train together ‘Choo, choo’. Can the children follow an instruction to make the sound quietly/loudly, quickly/slowly? Model as required.

What materials do you need?

  • Tablet with the word Transport
  • Photographs of a range of transport, trains, bus, car etc
  • Repeat showing a range of trains as that will be the focus.
  • Pictures of trains carrying goods
  • Pictures of trains with seats
  • Pictures of trains with carriages, for sleeping
  • Possible visual resources to show ‘good looking’, ‘good listening’ etc.

How can I prepare for this activity?

  • Pictures are loaded on the tablet
  • Photographs/pictures being used are available
  • The children have an area to sit where they can see and hear what the teacher is saying
  • Have visuals prompts available to remind children of the ‘good…’ prompts to reinforce key speaking, listening and attention skills.

What is the role of the children?

  • To do good listening and good looking when the teacher is explaining the new theme. (The teacher can explain to the children that they will be doing ‘good listening and ‘good looking’ to reinforce these skills.)
  • To answer questions asked by the teacher
  • Take turns to speak and listen when the teacher has asked a question and children are answering (The teacher can explain that children will get a turn to speak and that we need to listen to other people because we can’t all talk at once)
  • To name different types of transport they know.
  • Repeat the names of transport with the teacher
  • Repeat the names of different types of transport independently, as a group without teacher prompting.

Student Evaluation and Assessment

Area of Learning and Development

Communication and Language

Aspect

Speaking

Early Learning Goal

Children express themselves effectively, showing awareness of listeners’ needs. They use past, present and future forms accurately when talking about events that have happened or are to happen in the future. They develop their own narratives and explanations by connecting ideas or events.

Agegroup

Observing how a child is learning

Which feedback needs to be collected?

22-36 Months

Learns new words very rapidly and is able to use them in communicating.

Observe and note those children who can say the names of different transport when recalled in the activity led by the teacher.

30-50 Months

Builds up vocabulary that reflects the breadth of their experiences. 


Observe and note those children who can recall names of different transport spontaneously when recapped in the activity.

40-60 Months

Extends vocabulary, especially by grouping and naming, exploring the meaning and sounds of new words.

Observe and note those children who are able to recall and name different transport from prior knowledge.

Area of Learning and Development

Communication and Language

Aspect

Listening and Attention

Early Learning Goal

Children listen attentively in a range of situations. They listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions. They give their attention to what others say and respond appropriately, while engaged in another activity.

Agegroup

Observing how a child is learning

Which feedback needs to be collected?

22-36 Months

Single channelled attention. Can shift to a different task if attention fully obtained – using child’s name helps focus.

Observe and note those children who are able to maintain their attention for a developmentally appropriate period of time.

30-50 Months

Focusing attention – still listen or do, but can shift own attention. 



Observe and note those children who find listening and/or responding to the question asked challenging.

It may be that for these children we need to reduce the questions we ask down to key words only.

40-60 Months

Two-channelled attention – can listen and do for short span.

Observe and note those children who are able to listen and respond effectively to questions posed or instructions given as well as being able to answer questions appropriately.

Area of Learning and Development

Understanding the world

Aspect

The world

Early Learning Goal

Children know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments might vary from
one another. They make observations of animals and plants and explain why some things occur, and talk about changes.

Agegroup

Observing how a child is learning

Which feedback needs to be collected?

22-36 Months

Notices detailed features of objects in their environment.

Observe and note those children who are able to identify the different forms of transport visually when pictures are shown.

30-50 Months

Comments and asks questions about aspects of their familiar world such as the place where they live or the natural world.



Observe and note those children who are able to identify some forms of transport by identifying certain characteristics.

40-60 Months

Looks closely at similarities, differences, patterns and change.

Observe and note those children who can identify different features between the different forms of transport e.g. trains have wheels, planes have wings etc.

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