FAIRY/ ELF WORLD

PIONEER SCHEME

SECTION OBJECTIVES

LEVEL 2

WELLBEING & EMOTIONAL INTELLIGENCE

• Enjoys various outdoor activities, showing curiosity.

SELF MANAGEMENT OF RISK

• Listens & responds to simple rules and instructions when outdoors.

ENVIRONMENTALLY FRIENDLY

• Handles plants & animals with care.

CREATIVITY & IMAGINATION

• Creates using natural materials.

RESILIENCE & PROBLEM SOLVING

• Willingly partakes in outdoor learning in all weathers.

MAP SKILLS • Stays within a marked area.

• Starts to use simple directional and

positional language.

• Can identify, name & describe basic plant features when seen, such as: tree, leaf, flower, grass, stick.

• Takes part in simple scavenger hunts with adults.

• Can talk about what they have experienced outdoors.

Session Focus Children will be able to explore their environment & use their imagination to spot ‘fairy items.’

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Curriculum Links

Literacy: Listens to verbal stories; Give meaning to marks.

PSHEE (PSED): Play cooperatively with others, Confident to try new activities.

PE/ D: Shows good control and coordination in small movements.

Maths: Shape recognition.

Geography (UW): Talk about features of their immediate environment.

Design & Technology (EAD): Manipulate materials to achieve a planned effect.

CORE

VAL

UES

OUT

DOOR

SKIL

LS

OUTDOOR SKILLS

SPEC

IES

IDEN

TIFI

CATI

ON

Resources

Fairy door, fairy note (following page), flour, fairy hunt sheets.

Preparation

Place the fairy door & note in your outdoor area & leave sprinkles of flour leading to the door.

Associated Risk Assessments

Generic Site RA; Collecting & Handling Natural

Materials RA.

Session Outline

• Children to follow the ‘magic dust’ (flour) to find the fairy door & note in their outside environment. Children to spot fairies (model) high up in the tree. Read the note to explain that the fairies have left some of their belongings in their outdoor learning area & model some imagination, e.g. a leaf is a fairy blanket, a stick is a fairy wand, etc. Can the children find any fairy items? Can the children use their imagination and creativity to name some other ‘fairy items?’

• Give lots of opportunity for the children to find their own ‘fairy objects’ using their imagination.

Differentiation:

HA- Name and describe their fairy features in detail.

LA- Help with prompts for fairy features.

Extension:

Give children a Fairy Hunt Sheet: can they find any of the items? Encourage children to describe the similarities between the pretend object and

the item they find.

SPECIESIDENTIFICATION

REVI

EW &

RE

FLEC

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R LE

ARNING MA

DE E

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PIONEER SCHEME©

CORE

VALUES

OUTDOOR

LE

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NIN

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DE EASY

SESSION REFLECTIONS

FAIRIES & ELVES

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Fairy Note Print out, roll up & place near the fairy door for the children to find.

Dear Children,

We, The Outdoor Fairies, like to play in your outdoor area at night time.

Sometimes we forget to tidy up and leave some of our fairy items in you outdoor area. Can you spot any of our items?Can you find us any new items from the features in your outdoor area?At night, when we come to play, we will enjoy the new items you find for us.

Thank you so much for your help.

Lots of love from,

The Outdoor Fairiesxxx

www.outdoorlearningmadeeasy.co.uk ©

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