Kate Shelley 00:00:13.585 --> 00:00:35.815 Hello, welcome back. And last session we learned how to tell Tales Toolkit stories. And I hope you've been telling lots of stories with your children and you are already starting to see how Tales toolkit ups, levels of engagement. And I gave you three principles to think about. Create a safe space, let the child lead and have lots of fun. 00:00:36.265 --> 00:01:09.935 Today I'm going to introduce you to Further Tale's, toolkit, resources, and talk about how you encourage your children to become independent storytellers. What I want you to understand at the end of today's training is that Tale's Toolkit isn't just another storytelling resource, it helps children become creative problem solvers and Tales. Toolkit is a tool that the children become really familiar with. They remember the symbols and use them in lots of different situations to create stories and solve everyday problems. 00:01:10.395 --> 00:02:04.775 Before we begin, I want to talk about your role as facilitator. The reason that we don't give all of the resources at the start is that it's key that children have your support and modelling To begin, they watch you lead a story, learning the basics such as the symbols for character, setting, problem, solution and the words that go with them, but also observing. You use different voices, songs, and actions to bring the story to life. Your role is to show enthusiasm and bring in the three elements, safe space, child-led and fun when using all of the different Tales Toolkit resources. In part one I'm going to talk about how you develop your children to be independent storytellers. And in part two we're going to look at how Tales Toolkit develops learning right across the curriculum. 00:02:05.675 --> 00:02:24.895 So let's start with developing independent storytellers. There are two strands here Tales Toolkit resources to build independence and resources in your setting to encourage creative storytelling. So let's start with Tales Toolkit resources. What's the first thing to set the children up as creative storytellers? 00:02:25.585 --> 00:02:43.655 After a group story, leave the big bags out for the children to play with. You've already modelled using the resources so children are set up to retell the story and create their own tales. The children will be able to explore ideas that they didn't get to try out in the group. Teacher in the classroom 00:02:44.225 --> 00:02:46.255 Where did the pig go? Kate Shelley 00:02:47.995 --> 00:03:20.335 But it's not just about the big bags. There are a lot more resources that I'm going to introduce you to today. And all of them use the same four symbols for Character, Setting, Problem and solution, which the children are already familiar with. This helps to build the children's independence when using the different resources to create stories. We are training you with three resources today, all of which you should have received in your Tales Toolkit parcel, the small kit, apron, and hanger. 00:03:21.815 --> 00:04:03.725 Let's look at the small Tales Toolkit. The small kit consists of a strip with four pockets which rolls up and fits easily inside a small bag. It's easy to transport and children can carry it around both inside and out on the back at eyelets. So, you can hang it in different areas using hooks such as the small world area or the garden. And you can use this kit with small groups and individually with a child to create stories using the things they find around the setting 00:04:04.305 --> 00:04:22.245 The second resource is the apron. It also has four pockets for the different story elements and this is more often used by individual children. They wear the apron and go around finding things to put in their pockets to create stories. And I'm going to come back to the third resource in a while. 00:04:23.615 --> 00:06:17.125 Let's start with the small kit and apron. So, what's your role as facilitator when using these new resources and how do you introduce them? Start by modelling that they can choose the things to go inside the bags. It's worth planning a really good amount of time to support the children modelling the use of the different resources and supporting them. Otherwise it's likely that the children will use the resources to transport items around the room and you'll find a Tales Toolkit, lying around full of all of the things that you thought you'd lost. So, begin with one kit and lots of obvious items and we recommend you start with the small kit model to the children that they can choose things to go inside the bags to create stories and make sure you have lots of different fabrics for settings. Your role is facilitator. It's important you start by telling stories together and you could ask open questions and comments such as, Hmm, I'm looking at all the different things we have. I'm going to choose a character for my story. Oh, we have lots of different fabrics. I wonder which we will choose for a setting when the children are confident choosing things to go inside the bags or pockets to create stories. Then begin modelling finding things from around the setting to add to stories. Use the small or apron if using the small kit model to the children, how they can roll this up and pop it inside the bag and carry it round the setting to create stories. You might encourage the children to go around with the small outer bag finding items for their story and then add the items to the pockets when they finish collecting. The purpose of this activity is to show your children that they can go around the setting, picking up things to put in their pockets to create stories. A child in the classroom 00:06:18.255 There was a doggy. Teacher in the classroom 00:06:21.905 Oh, tell us about the doggy. Kate Shelley 00:06:26.795 --> 00:06:33.645 Just a note here about settings though. Make sure that you choose a setting big enough for the character to be able to move around. 00:06:34.985 --> 00:06:48.005 So, for example, a conquered character can jump about on a leaf or a small world dinosaur can move around on a paper towel. And when the children become more creative in the things they pick up, they can tell stories with anything. 00:06:49.505 --> 00:07:02.165 Use your questions and comments to model to the children the choices that they can make. And think about the language that you use. Hmm, I'm looking around the room to see if I can find anything to use as my character. Teacher and children in the classroom 00:07:03.225 --> 00:07:05.645 Do you see? Yeah, I could find a big playground. Kate Shelley 00:07:06.585 --> 00:07:11.845 I'd like a scary problem like a tiger or a crocodile. I wonder where I could find one. 00:07:12.425 --> 00:07:26.805 The last of the resources is the hanger. And this can be used in three ways to encourage: Tales Toolkit storylines in play, Tales Toolkit story elements in books and Tales Toolkit structure to real life problems. 160 00:07:27.135 --> 00:011:00.405 Let's start with Tales Toolkit storylines in play. For example, if the hanger is in the construction area and the child builds a castle, then refer to the symbols and say, oh you've made a castle, that's your setting. Can we find some characters or in the art area, oh you've made a monster, maybe he's your character. Can we make a setting for his adventure? Take care though and remember to tune in. Don't jump in with your big feet. If the child actually isn't building a castle and just wants to stack blocks to reach the ceiling. Tales Toolkit story elements in books. Keep the hanger in the book area or in your group area when reading books together. Make links to the symbols and find the character setting problem solution in the story. There are lots of stories that aren't a direct fit for the Tales Toolkit structure, but this is a great discussion point. Sometimes we try to use familiar stories and I think not all stories fit with that structure so, but it does lead to an interesting conversation about, but what's the problem? Oh, but there are two problems or is there a solution or did it all work out well in the end? So I think for those children who can get their heads around it, it's a really interesting discussion to have. Take two minutes as a group and think about what the problem was in the story of Cinderella. 00:11:01.165 --> 00:11:16.585 Did you agree? I've heard lots of interesting suggestions. It could be Cinderella's mum dying or her dad dying or the evil stepmother or the fact that the clock ran out at midnight and there was a curfew. It leads to lots of interesting discussions. 00:11:17.235 --> 00:11:26.185 Refer to the hangar when problems arise. Hmm, there's only one Spiderman toy and you both want it. That's a problem. Can you think of a solution? 00:11:27.245 --> 00:12:10.825 We encourage the children to give two solutions and one magic solution. One little girl was upset about getting sand in her hair and her teacher used the tails talk structure to talk to her. She said, okay, well you are the character. The setting is a sandpit. The problem is that you're getting upset when you get sand in your hair. Can you give me three solutions and make one of the magic? And she came up with: Wear a hat, don't let it bother me, use magic to float above the sandpit. She chose not to let it bother her and she happily blade over time the children move away from kneading the prompt and start to remember the structure in their heads. Rachel Lloyd 00:12:11.465 --> 00:12:28.685 Um, and she'll come and say, Mrs. Lloyd, we have a problem. And something has happened in the classroom and she does that at home as well. Um, and it's like, how can we fix it? And she, well I think the solution could be so the language that they're using because of the storytelling sessions is brilliant. Kate Shelley 00:12:29.465 --> 00:12:33.365 You can even use the hanger to discuss real life problems. One reception teacher used this picture and the hanger to discuss global warming and the problem of a bear on his shrinking iceberg. A child in the classroom 00:12:34.124 -- > 00:12:48.100 A fairy can come and cool down the planet so it can snow again and the snow can come. 00:12:49.665 --> 00:12:59.445 So now we have an understanding of the new resources and how you can use them. Let's move on to section two using the resources in your setting to enhance creative Tales Toolkit stories. 00:13:00.765 --> 00:13:21.725 Although we keep saying that you can tell Tales Toolkit stories using absolutely anything and I stand by this. There's lots you can do to really inspire storytelling in your setting. And I'm going to talk through three things here. Allow children to transport, evaluate resources and make props. 00:13:22.385 --> 00:13:45.445 So, let's start with allowing children to transport. It can be really frustrating when the children move things around and the phone goes missing from the home corner for the 17th time. But the whole purpose for the small kit and apron is that children are able to collect items from around the setting to create stories. This is impossible if you don't let them transport. 00:13:46.835 --> 00:14:24.965 Next, evaluate resources. Get together as a team and evaluate the resources you have. Are there lots of resources for the children to access? And what will inspire storytelling in your setting? Look again at the list you made in session two. Are all of these items freely accessible for the children to select lots of soft toy characters, favourite characters, different fabrics and lots of open-ended resources that children can pretend is anything. And make links with the different cultures you have in your setting. And think about your children's interests. 00:14:25.435 --> 00:14:43.285 Some schools have an area set up with four boxes for the different story elements with props and you might ask the children to bring things from home if you do set up an area for Tales Toolkit, this isn't, instead of being able to select things from the provision, transporting is still key used a lot. Sandra Matthews 00:14:44.645 --> 00:15:25.645 We did use a lot of natural materials, especially outside in the garden. And then again it didn't really need a lot of adult input. They could really do this by themselves with just some simple, simple natural materials from the garden. And maybe one of them would have um, a teddy or a doll which would be the character and part of the story. But also, through that they're exploring the environment, which a lot of children don't necessarily do unless it's adult led. Having that concept in their minds of, you know, using resources and using any kind of resource to um, be a part of a story was amazing. Kate Shelley 00:15:26.955 --> 00:21:44.245 Take a few minutes to talk in your groups and think about the provision that you provide. Look at the list that you made last session of the resources that you could add to stories and think about how many of these are accessible for the children. And if you are going to add more resources, where are you going to add them in your setting? Can the children access resources independently and make choices? What resources do you have that will inspire storytelling? And the last thing I'm going to discuss is making props. Provide resources so the children can make their own story elements. Junk box model, phones and wands. Pegs character their own pictures cut out and stuck on blocks and bottles. Encourage the children to use their props to create stories and you might use the things they made in your group story times, Kate Shelley 00:21:45.735 --> 00:21:55.135 A great way to engage the children with Mark making is to use really large paper and all create a setting together which can be folded up to go inside the pocket. 00:21:56.555 --> 00:22:10.495 In the first part of today's training, we looked at how you set the children up to use Tales Toolkit independently. And in the second half of today's training we are going to look at how Tale's toolkit fits in right across the curriculum. 00:22:11.425 --> 00:22:43.215 Let's start by discussing the characteristics of effective learning. It's not enough to give children information and skills without them developing enthusiasm for learning confidence and the attitude to make things happen. Using Tales Toolkit, children become solution focused and develop a growth mindset when exploring the problem. Always test ideas before going to the solution bag. It's okay to fail and try an alternative way. A child in the classroom 00:22:44.845 Biting her. Ow, ow, ow. I don't like biting, it does make her... that makes you..., oh I'm very sad. I don't like being bitten. Teacher in the classroom 00:22:48.144 Is there anything we can try before we get the solution out? A child in the classroom 00:22:53.098 We could put her away. We could hide her away so that this princess can't find her. Yeah cause she's very good at hide and seek. Hide there. Teacher in the classroom 00:22:10.345 Hello? Hello. I'm looking for that fairy godmother because I want to bite her cause she's so yummy. Hmm. Is she under here? No. Uh, is she behind here? No. No. Is she behind here? No. Is she under? Oh, I see you very good. Oh, I actually found her. That was a really good idea. But maybe there's something in the solution back that can help us Kate Shelley 00:23:38.605 --> 00:24:00.905 So clear to the children and let them see that you learn from the ideas that you try. We tried to scare a monster, but he liked loud noises. We now know that didn't work. What else could we try? You might even occasionally want to have their ideas work so you don't need to use the solution bag and model your thinking. 00:24:01.105 --> 00:24:15.965 Use words like think, plan, test, try, show the children that you don't know and you are trying out ideas together with them. You might make links to previous stories or core books. Teacher in the classroom 00:24:16.465 Ladybird, do you think she has got a big or small voice? Children in the classroom 00:24:19.067 Big Teacher in the classroom 00:24:20.975 Well the Lady Bird in the previous story got a really little voice, but this one's got big wings. So, do you think she might have a big voice too? Children in the classroom 00:24:28.356 Yeah. Kate Shelley 00:24:31.975 --> 00:24:43.795 Seeing that you learn from failed ideas helps to build resilience and using the Tales Toolkit language. In children's play you'll find that the children become a lot more solution focused. Sandra Matthews 00:24:44.705 --> 00:25:24.225 They really learn to work together. It was great because with some of our older children that were coming up at three years old, they grasp the content of the storytelling a lot more, but they were so keen to independently still talk, tell stories with each other. So, when we'd finished and they'd, they'd be off playing and they'd be out in the garden. We could hear them saying, right, let's go and find a problem. And another little child would say, right, well we need a solution to that problem. That really was amazing to see at this age. Kate Shelley 00:25:25.495 --> 00:28:18.075 Tales Toolkit follows the children's interests and is all about providing quality interaction where the children's ideas are explored. Similar to play, lots of areas of learning can be explored through stories and you do this through the resources you add and your interactions with the children. So the kind of language you use and questions you ask. We've already talked about how tales talk. It can be used to develop communication and language, social skills and creativity. But with a little thought you can use Tales Toolkit to cover a large part of the curriculum in your groups. Chat about the areas of learning and skills that you've developed through the tell's toolkit. Storytelling that you've done. 00:28:19.175 --> 00:28:33.655 Communication and language, social skills and creativity are directly impacted every time you use the kit. And in session four we'll talk more about physical development. So I'm not going to focus on these today. 00:28:34.985 --> 00:28:44.565 I'm going to look at literacy, maths, and understanding the world. And for each we'll discuss resources you can use and the kind of language that can help. 00:28:45.335 --> 00:29:24.045 Let's start with literacy. So resources. Put things in the bags that link to your core books, making sure you leave the resources out for the children to create their own stories. For example, with the Little Red Hen story, you can add characters and elements from the book. Hen Pig, hay, egg, bread, wheat, however, don't have an expectation of the story that will develop. You are not going to find the children retelling the story. They're more likely to come up with their own creative interpretation, which we believe is so much better. Kate Shelley in the classroom 00:29:25.235 There she is, Rosie the Chicken. What else does she like to play? Children in the classroom 00:29:28.005 Play football. Kate in the classroom 00:29:29.015 --> 00:29:33.115 She likes to play football. Kate Shelley 00:29:34.215 --> 00:30:04.435 But you will see the information you're teaching them come out in the children's stories if you give them resources that link. Add things to the provision to encourage children to make their own characters for the stories. Large paper pictures of farms to create settings. Feathers to the junk box model area. And use the Tales Toolkit hanger. When sharing a core book to refer to the different story elements and even make comparisons between different versions of the story. 00:30:05.225 --> 00:30:25.405 You can use resources that link with rhyme, a rat, a bat, a cat and a mat. Or alliteration, birds, beach, bear, banana. 00:30:26.455 --> 00:30:37.925 And language, using Tales Toolkit, you're setting the children up ready to read and write and you are giving them ideas and creativity that's really going to make all the difference as they go through. 00:30:38.765 --> 00:30:43.285 Tales Toolkit provides lots of opportunities to cover early phonics, Children in the classroom 00:30:44.485 --> 00:30:59.405 (making environmental sounds, voice sounds, body percussions and rhyme) Kate Shelley 00:31:00.585 --> 00:31:10.605 All of these develop early speaking and listening skills and the children are tuning into the sounds around them that really helps 'em when it comes to oral blending and segmenting. Kate with children in the classroom 00:31:11.485 If you see that come back. Will you shout...? Children in the classroom 00:31:13.705 Raaaat Kate in the classroom 00:31:16.905 If you see him come back. Can you shout at Rat? Do you think you can do that? Are you ready? Children in the classroom 00:31:21.678 Yeah Kate Shelley 00:31:28.545 --> 00:31:52.045 Now let's talk about maths. And there is research that shows children who learn story structure early on go on to do better in maths later in school. So already you are making a difference, but there are resources that you can add to your stories. Tape measure, ruler calculator, telephone, different types of scales, clock and language. 00:31:53.755 --> 00:31:57.245 It's really easy to weave mass into story counting, making a cake or potion. Can you add in three Wrigley worms and two spiders? Add counting to your story. Let's count how many jumps, steps count to the top of the tree. Count how many mice the cat eats. Use the language of mass, bigger, smaller. Teacher in the classroom 00:31:58.784 Is he jumping high or low? Children in the classroom 00:32:20.825 Low. Oh, no higher. Higher. Teacher in the classroom 00:32:26.055 There we go. Boink, boink, boink. Kate Shelley 00:32:30.885 --> 00:32:41.125 Positional language. Hiding behind, under. 00:32:42.545 --> 00:40:06.525 So now it's your turn to have a go at telling a story, but it is going to be a little bit trickier today. I'm gonna put on screen lots of different things that I want you to try and feed into your Tales Toolkit story. 00:40:07.025 --> 00:42:09.405 Is there anyone brave enough to share their story? I 00:42:10.505 --> 00:42:11.325 How did that go? 00:42:12.105 --> 00:42:15.645 It is tricky now, but the more practice you have, the easier it becomes. 00:42:16.345 --> 00:42:47.965 And the last area of learning, understanding the world. So let's talk about resources. Use resources to go inside the kit that link to different cultures and celebrations such as a candle at Deval or Lucky Money Envelopes for Chinese New Year or chicks at Easter. Use natural resources, different animals and mini beasts. Technology can really easily be added to stories. Putting resources such as a telephone torch, remote control, a camera. Kate in the classroom 00:42:48.075 It's not my phone, it was in the bag. How can her phone help us? Hello? Children in the classroom 00:42:53.085 Hello, is it a witch? Can we win please? Kate in the classroom 00:42:59.865 Oh, oh, so you have a whisk and it's not a whisk anymore. Children in the classroom 00:43:04.165 No, it's a monster. Kate Shelley 00:43:06.085 --> 00:43:14.185 And why not get your children to take photographs and record your stories in a class book that can be sent home to families. 512 00:43:15.855 --> 00:43:50.525 Language. There are lots of ways that you can use Tales Toolkit to help children make sense of the world around them. We talked last week about children making sense of the things they experience through storytelling. Tales Toolkit helps children to recognize that their friends have different experiences, ideas, and opinions. Encourage the children to make those links. Have you been to the beach? What do you like to do there? Have you had a spider in your house? And remember in session one when we told you to share your own experiences. 00:43:51.945 --> 00:44:17.725 So you can see the Tales Toolkit easily fits right across the curriculum. Here's just a few top tips you might feed in counting rhyme, et cetera, but the story is still led by the children. So be ready for it to go off course. If you want to lead on a story, then make it clear to the children that you are having your turn to tell your Tales Toolkit story. 00:44:18.025 --> 00:44:58.605 So for example, one teacher told the story of Easter using props and the tells toolkit. The thing I find really useful is to come up with a bank of ideas before I start telling a story. In this story, I'm going to include songs when you introduce the character, counting with the setting and rhyming towards the end of the story. Make this easy for yourself. Just choose one or two things per story for you to focus on. Some schools add notes to their planning. You might just write rhymes and then add a few names for children that you might want to target, but make this really useful and not just paperwork. 00:44:59.125 --> 00:45:09.165 A bowl and a magic wand are great for creating magic rhyme and alliteration spells. Big, scary creatures can be scared away using alliteration strings. Children in the classroom 00:45:10.385 --> 00:45:14.565 Be back, boom, be back, boom. Kate Shellay 00:45:15.585 --> 00:49:38.885 In your groups, think about the topics and core books you'll be covering in the next few months and think about how you can include the use of the Tales Toolkit. What kind of resources can you put into bags or leave out for children to make props of their own? 00:49:39.835 --> 00:49:51.925 I've given you lots to think about today, but take it slowly. It's really important. This doesn't add to your workload, share resources and make sure stories are kept fun. 00:49:52.535 --> 00:50:20.595 What's really important to remember from today is that Tale's Toolkit isn't just a story resource, it's about getting children to be creative problem solvers. Not just in story but to solve their own problems. You've got your new resources and you are ready now to get your children independently telling stories. Have lots of fun and we look forward to hearing your stories.