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Plan steps in a familiar activity eg make a sandwich 
Description:
To independently think through the steps involved in the activity and to put them in the right order.
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| Early years skill: | Speaking |
| Early years typical range: | 40-60+m |
| P-scales/Curriculum skill: | English Speaking |
| P-scales/Curriculum level: | P8 |
| TAP skill: | Expressive Language |
| TAP level: | TAP48 |
| Pre/Nat. Curriculum Area: | not specified |
| Pre/Nat. Curiculum Standard: | not specified |
| Section: | Early Years (0-5yrs) info; Primary (5-11yrs) info; Secondary (11-16yrs) info |
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Cooking Basic kitchen equipment - dependent on what you make. Whiteboard or paper Pen Camera (optional) | 1. Choose something very simple which the children are familiar with, e.g. making toast. 2. Explain to the children that you are going to make toast, and that they are the 'teacher'. They need to tell you exactly what to do, in steps. 3. Ask them what the steps are, and write or draw them on the paper or whiteboard. Do not correct their answers. 4. Carry out the steps exactly as they have told you. Allow them to identify any errors and to correct them. 5. Record the accurate stages at the end of the activity. 6. Photos of the stages of the activity can be used as a sequencing task as well. | Make it fun! It is not a test and exaggerating the errors when you are doing them will allow the children to spot them more easily. |
| Photo sequencing Photos taken in the activity above Paper Scissors Glue | Give the children the photos and explain that they need to put them in the right order so that someone else could do the activity. After they have put them in order, discuss any variations. | If you are making e.g. tea, there will be some acceptable variations - do you put the milk in before or after the tea? |
| Going to the shops Paper Pen Shop! Some money | Tell the children that you are all going to go to the shop to buy something. They need to plan what to do in order to get it. Make sure they include the obvious stages, e.g. make a list, get money, go to the shop, choose item, go to the till, pay, pack bags, go back to school. | |
| Planning steps in familiar routines Paper Pen Whiteboard | Choose a class routine which the children are familiar with, e.g. getting ready for PE or starting their independent work. Explain that they need to think about every step they do so that a visiting alien could join in. Let the children write or sketch the steps on paper or a whiteboard. Take it in turns to act out each other's instructions - allow the children to spot any errors and change them. | To make this easier, give them a number of steps they have to fill in, or pictures to sequence. These tasks are very useful for children who find it difficult to organise themselves. |
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