Note: Children working significantly above or below age-related expectations will need differentiated support, which may include tracking forward or back in terms of learning objectives. EAL learners should be expected to work within the overall expectations for their year group. For further advice see the progression strands and hyperlinks to useful sources of practical support.

Phase 1: Practical work; information finding; talk for writing (1 day)

Teaching content:

• Introduce this work in the context of setting up a classroom display, perhaps as part of the settling-in process at the beginning of term. Use the classroom environment by having one-word and longer labels and lists relating to classroom routines prominently displayed, and refer to them whenever possible. Encourage children to participate, for example by writing their own names under the headings School dinners or Packed lunches.
• Ask children to bring in objects for a classroom display (possibly linked to another curriculum area), for example on favourite toys or pictures of themselves as babies. Give time for general discussion of display and objects, building confidence and extending vocabulary. Record and display any good words for future reference.

Learning outcome:

• Children can say what the purposes of lists and labels in the classroom are.