Let's talk about trains...



The role of the teacher

Briefly recap on introduction to transport and trains. Encourage the children to recall key features and vocabulary from yesterday e.g. what the theme is, names of transport etc. What was the type of transport that we talked a lot about called? (trains) Today we are going to carry on talking about trains, but we’re going to think about a very important person on the train. You could ask the children ‘do you know who steers the train, makes it stop/go?’ etc. Prompt if required ‘train driver’. Emphasise the word ‘driver’ as it may be a new word to some children. Discuss, the role of a train driver. ‘Who knows what a train driver might do?’ Do any of the children know a person who is/was a train driver? Ask the children to say ‘train driver’ with you.

What materials do you need?

  • Words on tablet (e.g. Transport, Train, Train Driver, etc)
  • Photographs on tablet (e.g. Trains, Train Driver)
  • Show a video clip of a moving train

How can I prepare for this activity?

  • Pictures are loaded on the tablet
  • Photographs/pictures being used are available
  • Video clips are loaded on tablet
  • 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 or other children are speaking (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

People and communities

Early Learning Goal

Children talk about past and present events in their own lives of family members. They know that other children don’t always enjoy the same things, and are sensitive to this. They know about similarities and differences between themselves and others, and among families, communities and traditions.

Agegroup

Observing how a child is learning

Which feedback needs to be collected?

22-36 Months

Learns that they have similarities and differences that connect them to, and distinguish them from, others.

Observe and note

30-50 Months

Shows interest in different occupations and ways of life

Observe and note

40-60 Months

Looks closely at similarities, differences, patterns and change.

Observe and note

Read Also

Introduction to the transport theme