Travelling Tales Stickman

The heart-warming tale of Stick Man from former Children’s Laureate, Julia Donaldson is the perfect story for Christmas or a forest theme. Travelling Tales: Stick Man also includes resources and inspiration to plan a cross-curricular scheme of work centred around a quality text.

In the story, Stick Man gets lost and is away from his family over the span of several seasons. Fortunately, Stick Man comes across Santa right when it matters most and is returned home just in time for Christmas. Stick Man is a particularly brave character who you can’t help but feel incredibly sorry for. But his determination to return home and stick (ahem!) up for himself against those who mistakenly think he is merely a stick to be used is a fantastic lesson in bravery and resilience.

This Travelling Tales story sack includes a Stick Man figure for you and your pupils to use to tell the story in a memorable way. Pupils can also make their own Stick Man as all the materials are included as well as a printed story mat, both of which can be used as part of the re-telling stage of the storytelling learning process.

• Tell and re-tell the story of Stick Man using a multi-sensory approach, utilising the printed story mat, Santa hat and Stick Man figure.

• Create a series of cross-curricular lessons that include arts and crafts using the range of resources centred around Stick Man.

• Excite and engage even the most reluctant readers with this fantastic Christmastime tale of Stick Man from the award-winning penmanship of Julia Donaldson.

What’s in the Travelling Tales sack?

1 x copy of Stick Man

1 x activity book about sticks

1 x printed story mat

1 x Stick Man figure

1 x kit for a class to make Stick Men

1 x Santa hat

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.