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Witches get a bad rep. From the fantastic Julia Donaldson, Room on the Broom is an exploration of inclusivity and the benefits of being kind to everyone. The Witch allows the animals she comes across to join her on her broom and is rewarded for this kindness when she comes into a spot of bother with a dragon. Children (and adults!) are sure to fall in love with this fantastic story. Travelling Tales from Hope Education provides educators with everything you would need for a series of cross-curricular storytelling lessons based on this quality text.
Clear throats and fill lungs with the fantastically fun song book (also from Julia Donaldson) and re-tell the story of Room on the Broom using the main character puppets included in this Travelling Tales story sack. A printed story mat helps pupils to imagine the setting of the story and a Teacher Guide gives educators ideas for a series of cross-curricular storytelling lessons based on Room on the Broom. It’s a one-stop shop for all your storytelling resources!
• Rest your vocal cords and let a professional guide your pupils through songs by Julia Donaldson using the audio CD included with the song book.
• Inject fun and engagement for the more reluctant storytellers in your classroom with a Room on the Broom board game.
• Teach a series of quality literacy lessons using a range of cross-curricular resources and the Teacher Guide for inspiration.
What’s in the Travelling Tales sack?
1 x copy of Room on the Broom
1 x witch’s hat
1 x board game
1 x Julia Donaldson song book with CD
6 x puppets of the main characters
1 x printed story mat
1 x Teacher Guide
Contents may vary from description.
Reasons to Love:
• Quality texts from well known authors, great for sharing with children; the patterned language promotes choral reading and retelling, naturally encouraging audience participation!
• Each bag provides a window into a new world where the children can learn new ideas and information through engaging and exciting stories
• Good quality materials support the texts, allowing children to create their own play with the characters, further developing vocabulary and language
• Each bag contains a related non-fiction text, developing the idea of the story with further information
• The games link to the text and provide the opportunity to work collaboratively and take turns, while extending and developing the story
Learning Outcomes:
EYFS
Communication and Language and Understanding
• After listening to stories, children can express views about events or characters in the story and answer questions about why things happened.
Expressive arts and design
• This involves supporting children to explore and play with a wide range of media and materials. It involves providing children with opportunities and encouragement for sharing their thoughts, ideas and feelings through a variety of activities including role-play.
Being imaginative:
• Children use what they have learnt about media and materials in original ways, thinking about uses and purposes
• They represent their own ideas, thoughts and feelings through … role-play and stories
Letters and Sounds - Phase 1: Enjoying and sharing books
• Experience shows that children benefit hugely by exposure to books from an early age. Right from the start, lots of opportunities should be provided for children to engage with books that fire their imagination and interest. They should be encouraged to choose and peruse books freely as well as sharing them when read by an adult. Enjoying and sharing books leads to children seeing them as a source of pleasure and interest and motivates them to value reading.
Spoken language
• The National Curriculum for English reflects the importance of spoken language in pupils’ development across the whole curriculum – cognitively, socially and linguistically. Spoken language underpins the development of reading and writing. The quality and variety of language that pupils hear and speak are vital for developing their vocabulary and grammar and their understanding for reading and writing. Pupils should develop a capacity to explain their understanding of books and other reading, and to prepare their ideas before they write.
• Pupils should be able to adopt, create and sustain a range of roles, responding appropriately to others in role. They should have opportunities to improvise, devise and script drama for one another and a range of audiences, as well as to rehearse, refine, share and respond thoughtfully to drama and theatre performances.
Reading
• Good comprehension draws from linguistic knowledge (in particular of vocabulary and grammar) and on knowledge of the world. Comprehension skills develop through pupils’ experience of high-quality discussion with the teacher, as well as from reading and discussing a range of stories, poems and non-fiction. All pupils must be encouraged to read widely across both fiction and non-fiction to develop their knowledge of themselves and the world in which they live, to establish an appreciation and love of reading, and to gain knowledge across the curriculum.
• Reading widely and often increases pupils’ vocabulary because they encounter words they would rarely hear or use in everyday speech. Reading also feeds pupils’ imagination and opens up a treasure-house of wonder and joy for curious young minds.
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