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Hello, welcome back.

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And last session we learned how

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to tell tells talk at stories.

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And I hope you've been telling lots of stories

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with your children and you are already starting to see

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how Tales toolkit ups, levels of engagement.

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And I gave you three principles to think about.

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Create a safe space, let the child lead

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and have lots of fun.

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Today I'm going to introduce you to Further Tale's, toolkit,

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resources, and talk about how you encourage your children

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to become independent storytellers.

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What I want you to understand at the end

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of today's training is

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that Tale's Toolkit isn't just another storytelling

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resource, it helps children become creative problem

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solvers and Tales.

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Toolkit is a tool

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that the children become really familiar with.

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They remember the symbols

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and use them in lots of different situations

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to create stories and solve everyday problems.

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Before we begin, I want

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to talk about your role as facilitator.

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The reason that we don't give all

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of the resources at the start is that it's key

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that children have your support

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and modeling To begin, they watch you lead a story,

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learning the basics such as the symbols for character,

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setting, problem, solution and the words that go with them,

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but also observing.

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You use different voices, songs,

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and actions to bring the story to life.

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Your role is to show enthusiasm

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and bring in the three elements, safe, space, child led,

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and fun when using all

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of the different tells toolkit resources.

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In part one I'm going to talk about

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how you develop your children

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to be independent storytellers.

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And in part two we're gonna look at

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how tells toolkit develops learning right

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across the curriculum.

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So let's start with developing independent storytellers.

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There are two strands here tells toolkit resources

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to build independence

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and resources in your setting

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to encourage creative storytelling.

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So let's start with tells toolkit resources.

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What's the first thing to set the children up

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as creative storytellers?

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After a group story, leave the big bags out

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for the children to play with.

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You've already modeled using the resources

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so children are set up to retell the story

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and create their own tales.

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The children will be able to explore ideas

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that they didn't get to try out in the group.

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Oh, where did the pig go? I buy away,

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But it's not just about the big bags.

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There are a lot more resources that I'm going

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to introduce you to today.

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And all of them use the same four symbols

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for character setting.

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Problem solution,

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which the children are already familiar with.

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This helps to build the children's independence when using

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the different resources to create stories.

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We are training you with three resources today, all

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of which you should have received in your tells Toolkit,

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parcel, the small kit, apron, and Hanger.

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Let's look at the small tails toolkit.

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The small kit consists of a strip

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with four pockets which rolls up

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and fits easily inside a small bag.

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It's easy to transport

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and children can carry it around both inside

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and out on the back at eyelets.

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So you can hang it in different areas using hooks such

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as the small world area or the garden.

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And you can use this kit with small groups

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and individually with a child

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to create stories using the things they

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find around the setting

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That with the sea bump, bumblebee and him

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and came under the sea

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and stung him right on the head on his face.

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The second resource is the apron.

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It also has four pockets for the different story elements

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and this is more often used by individual children.

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They wear the apron

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and go around finding things

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to put in their pockets to create stories.

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And I'm going to come back to the third resource in a while.

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Let's start with the small kit and apron.

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So what's your role

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as facilitator when using these new resources

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and how do you introduce them?

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Start by modeling that they can choose the things

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to go inside the bags.

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It's worth planning in a really good amount of time

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to support the children modeling the use

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of the different resources and supporting them.

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Otherwise it's likely

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that the children will use the resources to transport items

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around the room and you'll find tells toolkit, lying

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around full of all of the things

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that you thought you'd lost.

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So begin with one kit and lots of obvious items

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and we recommend you start with the small kit model

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to the children that they can choose things to go

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inside the bags to create stories

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and make sure you have lots

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of different fabrics for settings.

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Your role is facilitator.

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It's important you start by telling stories together

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and you could ask open questions

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and comments such as, Hmm,

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I'm looking at all the different things we have.

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I'm going to choose a character for my story.

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Oh, we have lots of different fabrics.

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I wonder which we will choose for a setting

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when the children are confident choosing things to go

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inside the bags or pockets to create stories.

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Then begin modeling, finding things from around the setting

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to add to stories.

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Use the small or apron if using the small kit model

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to the children, how they can roll this up

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and pop it inside the bag

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and carry it round the setting to create stories.

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You might encourage the children to go around

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with the small outer bag finding items for their story

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and then add the items

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to the pockets when they finish collecting.

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The purpose of this activity is to show your children

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that they can go around the setting, picking up things

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to put in the pockets to create stories.

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One point time there was a doggy.

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Ooh, tell us about doggy.

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Just a note here about settings though.

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Make sure that you choose a setting big enough

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for the character to be able to move around.

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So for example, a conquer character can jump about on a leaf

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or a small world dinosaur can move around on a paper towel.

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And when the children become more creative in the things

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they pick up, they can tell stories with anything.

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Use your questions and comments to model

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to the children the choices that they can make.

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And think about the language that you use.

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Hmm, I'm looking around the room

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to see if I can find anything to use as my character.

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Do you see what I find A big playground?

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I'd like a scary problem like a tiger or a crocodile.

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I wonder where I could find one.

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The last of the resources is the hanger.

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And this can be used in three ways to encourage tales,

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talk at storylines in play tales,

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talk it story elements in books and tales.

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Talk it structure to real life problems.

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Let's start with tales, talks, storylines in play.

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For example, if the hanger is in the construction area

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and the child builds a castle, then refer to the symbols

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and say, oh, you've made a castle, that's your setting.

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Can we find some characters

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or in the art area, oh you've made a monster,

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maybe he's your character.

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Can we make a setting for his adventure?

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Take care though and remember to tune in.

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Don't jump in with your big feet.

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If the child actually isn't building a castle

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and just wants to stack blocks to reach the ceiling.

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Tells toolkits story elements in books.

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Keep the hanger in the book area

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or in your group area when reading books together.

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Make links to the symbols

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and find the character setting

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problem solution in the story.

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There are lots of stories that aren't a direct fit

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for tell's toolkit structure,

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but this is a great discussion point.

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Sometimes we've tried to use familiar stories

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and I think not all stories fit with that structure, so,

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but it does lead to an interesting conversation

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about, but what's the problem?

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Oh, but there are two problems or is there a solution

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or did it all work out well in the end?

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So I think for those children who can get their heads

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around it, it's, it's a

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really interesting discussion to have.

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Take two minutes as a group

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and think about what the problem was in the

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story of Cinderella.

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Did you agree? I've heard lots of interesting suggestions.

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It could be Cinderella's mum dying or her dad dying

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or the evil stepmother

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or the fact that the clock ran out at midnight

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and there was a curfew.

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It leads to lots of interesting discussions.

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Refer to the hanger when problems arise.

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Hmm, there's only one Spiderman toy and you both want it.

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That's a problem. Can you think of a solution?

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We encourage the children to give two solutions

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and one magic solution.

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One little girl was upset about getting sand in her hair

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and her teacher used the tails toolkit

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structure to talk to her.

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She said, okay, well you are the character.

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The setting is a sandpit.

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The problem is that you get an upset when you

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get sand in your hair.

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Can you give me three solutions and make one of the magic?

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And she came up with Wear a hat, don't let it bother me.

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Use magic to float above the sandpit.

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She chose not to let it bother her

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and she happily blade over time the children move away from

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needing the prompt and start

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to remember the structure in their heads.

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Um, and she'll come and say,

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Mrs. Lloyd, we have a problem.

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And it's something has happened in the classroom

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and she does that at home as well.

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Um, and it's like, how can we fix it?

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And she, well I think the solution could be so the language

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that they're using because of the storytelling

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sessions is brilliant.

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You can even use the hanger to discuss real life problems.

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One reception teacher used this picture

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and the hanger to discuss global warming

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and the problem of a bear on his shrinking iceberg.

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A bear can come and cool down the cloud

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so it can smell again and the snow.

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So now we have an understanding of the new resources

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and how you can use them.

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Let's move on to section two using the resources in your

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setting to enhance creative tales.

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Toolkit stories, although we keep saying

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that you can tell tales, toolkit stories, using

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absolutely anything and I stand by this.

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There's lots you can do

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to really inspire storytelling in your setting.

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And I'm gonna talk through three things here.

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Allow children to transport,

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evaluate resources and make props.

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So let's start with allowing children to transport.

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It can be really frustrating when the children move things

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around and the phone goes missing from the home corner

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for the 17th time.

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But the whole purpose for the small kit, an apron is

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that children are able to collect items from

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around the setting to create stories.

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This is impossible if you don't let them transport.

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Next, evaluate resources.

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Get together as a team and evaluate the resources you have.

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Are there lots of resources for the children to access?

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And what will inspire storytelling in your setting?

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Look again at the list you made in session two.

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Are all of these items freely accessible for the children

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to select lots of soft toy characters, favorite characters,

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different fabrics

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and lots of open-ended resources

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that children can pretend is anything.

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And make links

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with the different cultures you have in your setting.

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And think about your children's interests.

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Some schools have an area set up with four boxes

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for the different story elements with props

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and you might ask the children to bring things from home

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if you do set up an area for tells toolkit, this isn't,

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instead of being able to select things from the provision,

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transporting is still key used a

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Lot. We did use a lot of

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natural materials,

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especially outside in the garden.

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And then again it didn't really need a, a lot

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of adult input.

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They could really do this by themselves

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with just some simple,

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simple natural materials from the garden.

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And maybe one of them would have um, a teddy

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or a doll, which would be the character

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and part of the story.

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But also through that they're exploring the environment,

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which a lot of children don't necessarily do

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unless it's adult led.

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Having that concept in their minds of, you know, using

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resources and using any kind of resource to um, be a part

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of a story was amazing.

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Take a few minutes to talk in your groups

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and think about the provision that you provide.

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Look at the list that you made last session of the resources

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that you could add to stories

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and think about how many

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of these are accessible for the children.

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And if you are gonna add more resources,

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where are you gonna add them in your setting?

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Can the children access resources

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independently and make choices?

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What resources do you have that will inspire storytelling?

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And the last thing I'm going to discuss is make props.

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Provide resources

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so the children can make their own story elements.

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Junk box model, phones and wands.

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Peg doll characters their own pictures cut out

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and stuck on blocks and bottles.

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Encourage the children to use their props to create stories

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and you might use the things they made in

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your group story times.

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It can turn something, It

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Could turn them into something,

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It would turn whi

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into something like a monster.

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A great way to engage the children with Mark making is

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to use really large paper

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and all create a setting together which can be folded up

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to go inside the pocket.

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In the first part of today's training, we looked at

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how you set the children up

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to use Tale's toolkit independently.

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And in the second half of today's training we are going

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to look at how Tale's toolkit fits in

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right across the curriculum.

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Let's start by discussing the characteristics

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of effective learning.

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It's not enough to give children information

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and skills without them developing enthusiasm for learning

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confidence and the attitude to make things happen.

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Using tell's toolkit, children become solution focused

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and develop a growth mindset when exploring the problem.

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Always test ideas before going to the solution bag.

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It's okay to fail and try an alternative way.

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Biting her, yes. Ow, ow, ow, ow. I don't like doing.

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How does that make her feel?

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That makes you, oh I'm very sad. I don't like being bitter.

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Is there anything we can try before we get the solution out?

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We could cut her away. We just

335
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Hide her away so that the, this princess can't find her.

336
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Yeah 'cause she's very good at hiding seat. Hide there.

337
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Hello? Hello, hello. I'm looking for that fairy godmother

338
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'cause I want to bite her 'cause she's so yummy.

339
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Hmm. Is she under here? No.

340
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Uh, is she behind here? No. No.

341
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Is she behind here? No. Is she under?

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Oh, I see you Very good mother. Oh, she found her.

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That was a really good idea. But maybe there's

344
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Something In the solution back that can help us.

345
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It's all clear to the children

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and let them see that you learn from the ideas that you try.

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We try to to scare a monster but he liked loud noises.

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We now know that didn't work. What else could we try?

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You might even occasionally want to have their ideas work

350
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so you don't need to use the solution back

351
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and model your thinking.

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Use words like think, plan, test,

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try show the children that you don't know

354
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and you are trying out ideas together with them.

355
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You might make links to previous stories or core books.

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Leon, A Lady Bird's Got Big or Small Voices.

357
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Do you think Gaston's got a big voice? Yeah. Okay, voice?

358
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Well the Lady Bird in Story.

359
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We first got a really little voice,

360
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but this one's got a big wing.

361
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So do you think she might have a big voice too? Yeah.

362
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Seeing that you learn from failed ideas helps

363
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to build resilience and using the tells talk it language.

364
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In children's play you'll find

365
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that the children become a lot more solution focused.

366
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They really learn to work together.

367
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It was great because with some of our older children

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that were coming up for three years old,

369
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they grasp the context of the storytelling a lot more,

370
00:25:00.225 --> 00:25:03.525
but they were so keen to independently still talk,

371
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tell stories with each other.

372
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So when we'd finished and they'd, they'd be off playing

373
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and they'd be out in the garden.

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We could hear them saying, right,

375
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let's go and find a problem.

376
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And another little child would say, right,

377
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well we need a solution to that problem.

378
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That really was amazing to see at this age.

379
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Tale's toolkit follows the children's interests

380
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and is all about providing quality interactions

381
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where the children's ideas are explored.

382
00:25:34.475 --> 00:25:38.485
Similar to play, lots of areas of learning can be explored

383
00:25:38.485 --> 00:25:40.845
through stories and you do this

384
00:25:40.845 --> 00:25:42.685
through the resources you add

385
00:25:43.465 --> 00:25:45.285
and your interactions with the children.

386
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So the kind of language you use and questions you ask.

387
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We've already talked about how tales talk.

388
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It can be used to develop communication

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and language, social skills and creativity.

390
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But with a little thought, you can use Tale's Toolkit

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to cover a large part of the curriculum in your groups.

392
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Chat about the areas of learning

393
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and skills that you've developed through the Tale's,

394
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toolkit, storytelling that you've done.

395
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Communication and language, social skills

396
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and creativity are

397
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directly impacted every time you use the kit.

398
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And in session four we'll talk more

399
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about physical development.

400
00:28:31.345 --> 00:28:33.885
So I'm not going to focus on these today.

401
00:28:35.025 --> 00:28:37.605
I'm going to look at literacy, maths,

402
00:28:37.905 --> 00:28:39.285
and understanding the world.

403
00:28:39.865 --> 00:28:42.645
And for each we'll discuss resources you can use

404
00:28:42.985 --> 00:28:44.885
and the kind of language that can help.

405
00:28:45.375 --> 00:28:46.765
Let's start with literacy.

406
00:28:47.185 --> 00:28:51.285
So resources, put things in the bags that link

407
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to your core books, making sure you leave the resources out

408
00:28:55.165 --> 00:28:57.365
for the children to create their own stories.

409
00:28:58.065 --> 00:29:00.405
For example, with the Little Red Hen story,

410
00:29:00.865 --> 00:29:03.285
you can add characters and elements from the book.

411
00:29:04.025 --> 00:29:08.845
Hen Pig, hay, egg, bread, wheat,

412
00:29:08.845 --> 00:29:11.565
however, don't have an expectation

413
00:29:11.705 --> 00:29:13.205
of the story that will develop.

414
00:29:14.425 --> 00:29:17.045
You are not going to find the children retelling the story.

415
00:29:17.395 --> 00:29:19.365
They're more likely to come up

416
00:29:19.365 --> 00:29:21.765
with their own creative interpretation,

417
00:29:22.135 --> 00:29:25.285
which we believe is so much better. Oh,

418
00:29:25.285 --> 00:29:26.365
There she is, Rosie the Chicken.

419
00:29:26.395 --> 00:29:28.805
What else does she like to play? Play football.

420
00:29:29.025 --> 00:29:30.165
She likes to play football.

421
00:29:30.345 --> 00:29:32.205
Do you know what she's really good at? Football.

422
00:29:32.835 --> 00:29:33.845
Love her football

423
00:29:33.845 --> 00:29:34.845
Map. But you will

424
00:29:34.845 --> 00:29:37.485
see the information you're teaching them come

425
00:29:37.485 --> 00:29:39.685
out in the children's stories if you give

426
00:29:39.685 --> 00:29:40.845
them resources that link.

427
00:29:41.505 --> 00:29:44.085
Add things to the provision to encourage children

428
00:29:44.185 --> 00:29:46.365
to make their own characters for the stories.

429
00:29:47.615 --> 00:29:51.125
Large paper pictures of farms to create settings.

430
00:29:51.885 --> 00:29:53.845
Feathers to the junk box model area

431
00:29:54.065 --> 00:29:56.085
and use the tells toolkit Hanger.

432
00:29:56.235 --> 00:29:58.925
When sharing a core book to refer

433
00:29:58.985 --> 00:30:00.725
to the different story elements

434
00:30:01.345 --> 00:30:03.005
and even make comparisons

435
00:30:03.005 --> 00:30:04.845
between different versions of the story.

436
00:30:05.265 --> 00:30:09.445
You can use resources that link with rhyme, a rat, a bat,

437
00:30:10.085 --> 00:30:11.285
a cat and a mat.

438
00:30:11.555 --> 00:30:15.565
Some rhyming words with tick. So tick, peak,

439
00:30:16.835 --> 00:30:18.165
Tick, Tick. Hi

440
00:30:19.025 --> 00:30:23.045
Or alliteration, birds, beach Bear,

441
00:30:23.745 --> 00:30:25.485
banana and language.

442
00:30:26.495 --> 00:30:29.965
Using Tales toolkit, you're setting the children up ready

443
00:30:30.025 --> 00:30:33.445
to read and write and you are giving them that ideas

444
00:30:33.745 --> 00:30:36.325
and creativity that's really going

445
00:30:36.325 --> 00:30:38.805
to make all the difference as they go through.

446
00:30:38.805 --> 00:30:40.325
School Tell's Toolkit.

447
00:30:40.325 --> 00:30:43.885
Kit provides lots of opportunities to cover early phonics.

448
00:30:44.485 --> 00:30:46.525
Squish, squish

449
00:30:52.435 --> 00:30:52.725
like

450
00:30:57.915 --> 00:31:00.405
Talk lock, talk lock.

451
00:31:00.625 --> 00:31:03.645
All of these develop early speaking and listening skills

452
00:31:04.225 --> 00:31:06.845
and the children are tuning into the sounds around them

453
00:31:07.235 --> 00:31:08.885
that really helps 'em when it comes

454
00:31:08.905 --> 00:31:11.525
to oral blending and segmenting. If you see

455
00:31:11.525 --> 00:31:12.525
That back, come back. Will

456
00:31:12.525 --> 00:31:12.965
you shout

457
00:31:16.945 --> 00:31:17.925
If you see him come back.

458
00:31:17.985 --> 00:31:22.525
Can you shout at Rat? Do you think you can do that? Yeah.

459
00:31:22.665 --> 00:31:23.665
Are you ready?

460
00:31:28.585 --> 00:31:30.085
Now let's talk about maths.

461
00:31:30.465 --> 00:31:33.605
And there is research that shows children

462
00:31:33.745 --> 00:31:36.805
who learn story structure early on go on

463
00:31:36.805 --> 00:31:39.005
to do better in maths later in school.

464
00:31:39.505 --> 00:31:41.445
So already you are making a difference,

465
00:31:41.625 --> 00:31:44.365
but there are resources that you can add to your stories.

466
00:31:45.435 --> 00:31:49.485
Tape measure, ruler calculator, telephone,

467
00:31:49.715 --> 00:31:53.125
different types of scales, clock and language.

468
00:31:53.795 --> 00:31:57.285
It's really easy to weave mass into story counting,

469
00:31:57.905 --> 00:31:59.605
making a cake or potion.

470
00:31:59.705 --> 00:32:01.965
Can you add in three Wrigley worms

471
00:32:02.505 --> 00:32:05.445
and two spiders add counting to your story.

472
00:32:05.535 --> 00:32:06.885
Let's count how many jumps.

473
00:32:07.455 --> 00:32:10.045
Steps count to the top of the tree.

474
00:32:10.575 --> 00:32:14.765
Count how many mice the cat eats. Use the language of mass.

475
00:32:15.425 --> 00:32:18.485
Bigger, smaller. Is he jumping

476
00:32:18.715 --> 00:32:21.085
High or low now?

477
00:32:21.425 --> 00:32:25.565
Low. Oh, higher. Oh higher.

478
00:32:26.135 --> 00:32:28.645
There we go. Born. Born.

479
00:32:30.925 --> 00:32:34.165
Positional language. Hiding behind, under.

480
00:32:41.065 --> 00:32:42.085
No, there was no rat.

481
00:32:42.545 --> 00:32:45.565
So now it's your turn to have a go at telling a story,

482
00:32:46.145 --> 00:32:48.925
but it is going to be a little bit trickier today.

483
00:32:49.745 --> 00:32:52.285
I'm gonna put on screen lots of different things

484
00:32:52.285 --> 00:32:53.765
that I want you to try

485
00:32:53.765 --> 00:32:56.165
and feed into your tells toolkit story.

486
00:40:07.065 --> 00:40:10.445
Is there anyone brave enough to share their story? I

487
00:42:10.545 --> 00:42:11.365
How did that go?

488
00:42:12.145 --> 00:42:14.685
It is tricky now, but the more practice you have,

489
00:42:14.705 --> 00:42:15.845
the easier it becomes.

490
00:42:16.385 --> 00:42:20.005
And the last area of learning, understanding the world.

491
00:42:20.465 --> 00:42:21.885
So let's talk about resources.

492
00:42:22.145 --> 00:42:24.885
Use resources to go inside the kit that link

493
00:42:24.905 --> 00:42:27.485
to different cultures and celebrations such

494
00:42:27.485 --> 00:42:28.805
as a candle at Deval

495
00:42:29.545 --> 00:42:32.125
or Lucky Money envelopes for Chinese New Year

496
00:42:32.505 --> 00:42:33.805
or chicks at Easter.

497
00:42:34.145 --> 00:42:38.285
Use natural resources, different animals and mini beasts.

498
00:42:38.455 --> 00:42:41.405
Technology can really easily be added to stories.

499
00:42:41.755 --> 00:42:44.845
Putting resources such as a telephone torch,

500
00:42:45.705 --> 00:42:48.405
remote control a camera. It's

501
00:42:48.405 --> 00:42:50.765
Not my phone, it was in the back. How can a phone

502
00:42:50.835 --> 00:42:51.835
Help us? Hello?

503
00:42:51.835 --> 00:42:52.375


504
00:42:52.735 --> 00:42:54.965
Hello. Which I know this isn't which.

505
00:42:56.275 --> 00:42:59.325
Yeah, we went Can we can we can help. Please.

506
00:42:59.905 --> 00:43:02.925
Oh, oh, so you have a whisk and it's not a whisk anymore.

507
00:43:04.185 --> 00:43:05.365
No, it's a monster.

508
00:43:06.105 --> 00:43:09.205
And why not get your children to take photographs

509
00:43:09.385 --> 00:43:11.685
and record your stories in a class book

510
00:43:11.715 --> 00:43:15.105
that can be sent home to families Language.

511
00:43:15.915 --> 00:43:18.585
There are lots of ways that you can use Tells Toolkit

512
00:43:19.085 --> 00:43:21.705
to help children make sense of the world around them.

513
00:43:21.965 --> 00:43:25.225
We taught last week about children making sense

514
00:43:25.325 --> 00:43:28.385
of the things they experience through storytelling.

515
00:43:29.115 --> 00:43:31.785
Tells Toolkit helps children to recognize

516
00:43:32.015 --> 00:43:34.305
that their friends have different experiences,

517
00:43:35.155 --> 00:43:36.825
ideas, and opinions.

518
00:43:37.295 --> 00:43:39.625
Encourage the children to make those links.

519
00:43:40.255 --> 00:43:43.225
Have you been to the beach? What do you like to do there?

520
00:43:43.895 --> 00:43:46.065
Have you had a spider in your house?

521
00:43:46.725 --> 00:43:49.505
And remember in session one when we told you

522
00:43:49.505 --> 00:43:51.225
to share your own experiences.

523
00:43:51.965 --> 00:43:55.785
So you can see Tales Toolkit easily fits right

524
00:43:55.785 --> 00:43:56.865
across the curriculum.

525
00:43:57.285 --> 00:44:01.145
Here's just a few top tips you might feed in counting

526
00:44:01.955 --> 00:44:03.305
rhyme, et cetera,

527
00:44:03.765 --> 00:44:06.305
but the story is still led by the children.

528
00:44:07.005 --> 00:44:09.065
So be ready for it to go off course.

529
00:44:09.965 --> 00:44:12.945
If you want to lead on a story, then make it clear

530
00:44:12.945 --> 00:44:15.385
to the children that you are having your turn

531
00:44:15.685 --> 00:44:17.505
to tell your tales toolkit story.

532
00:44:18.125 --> 00:44:20.625
So for example, one teacher told the story

533
00:44:20.825 --> 00:44:23.425
of Easter using props and the tells toolkit.

534
00:44:24.245 --> 00:44:27.665
The thing I find really useful is to come up with a bank

535
00:44:27.665 --> 00:44:30.305
of ideas before I start telling a story.

536
00:44:31.185 --> 00:44:32.645
In this story, I'm going

537
00:44:32.645 --> 00:44:35.885
to include songs When you introduce the character, counting

538
00:44:35.885 --> 00:44:38.765
with the setting and rhyme towards the end of the story.

539
00:44:39.915 --> 00:44:41.285
Make this easy for yourself.

540
00:44:41.755 --> 00:44:45.565
Just choose one or two things per story for you to focus on.

541
00:44:46.035 --> 00:44:48.045
Some schools add notes to their planning.

542
00:44:48.465 --> 00:44:50.165
You might just write rhyme

543
00:44:50.825 --> 00:44:53.525
and then add a few names for children that you might want

544
00:44:53.525 --> 00:44:56.565
to target, but make this really useful

545
00:44:56.905 --> 00:44:58.325
and not just paperwork.

546
00:44:59.165 --> 00:45:03.205
A bowl and a magic wand are great for creating magic rhyme

547
00:45:03.225 --> 00:45:05.045
and alliteration spells big,

548
00:45:05.295 --> 00:45:08.325
scary creatures can be scared away using

549
00:45:08.645 --> 00:45:09.725
alliteration strings.

550
00:45:10.425 --> 00:45:14.605
Be back, boom, be back, boom.

551
00:45:15.625 --> 00:45:17.925
In your groups, think about the topics

552
00:45:18.145 --> 00:45:20.885
and core books you'll be covering in the next few months

553
00:45:21.545 --> 00:45:23.725
and think about how you can include the

554
00:45:23.725 --> 00:45:24.805
use of Tale's toolkit.

555
00:45:25.515 --> 00:45:28.085
What kind of resources can you put into bags

556
00:45:28.665 --> 00:45:31.285
or leave out for children to make props of their own?

557
00:49:39.865 --> 00:49:41.955
I've given you lots to think about today,

558
00:49:42.335 --> 00:49:43.515
but take it slowly.

559
00:49:44.025 --> 00:49:46.595
It's really important. This doesn't add to your workload

560
00:49:47.205 --> 00:49:51.155
share resources and make sure stories are kept fun.

561
00:49:52.565 --> 00:49:55.625
What's really important to remember from today is

562
00:49:55.625 --> 00:49:58.505
that Tell's Toolkit isn't just a story resource,

563
00:49:59.495 --> 00:50:02.865
it's about getting children to be creative problem solvers.

564
00:50:03.365 --> 00:50:06.665
Not just in story but to solve their own problems.

565
00:50:07.365 --> 00:50:08.945
You've got your new resources

566
00:50:09.365 --> 00:50:11.545
and you are ready now to get your children

567
00:50:12.265 --> 00:50:13.505
independently telling stories.

568
00:50:14.055 --> 00:50:16.225
Have lots of fun and we look forward

569
00:50:16.365 --> 00:50:17.665
to hearing your stories.
 

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