1. EYFS Bite-size Training Expressive arts and design: Being imaginative

2. Aims and outcomes Participants to: o know the early learning goal in relation to being imaginative o understand how to interact with children to encourage their imaginative play and creativity o know what resources and staff interactions will support children in developing their imaginations and creative and critical thinking o gain confidence in planning for this area of learning and development for children of different ages and stages

3. In advance o Before the training session you will have read Handout 1: What quality looks like in practice: Expressive Arts and Design: Being imaginative o If you have not read the handout, please inform the trainer.

4. Step 1 (5 -10 mins) o Read the early learning goal relating to 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 design and technology, art, music, dance, role play and stories.’ o Think about what the early learning goal means for you in practice working with different age groups of children. o With a partner, choose three things which you do in practice to support learning and development in being imaginative to feed back to the whole group.

5. Being imaginative in practice

6. Step 2 (10 mins) In groups of 3 or 4, discuss the following questions: o Do all practitioners recognise that children’s imagination and creativity can be fostered by responsive adults from babyhood? o Do we make sure that children have the space and time necessary to become deeply involved in imaginative and creative expression? o Do we give children opportunities to use open ended materials and to explore light and dark using dark dens, torches, light boxes and overhead projectors? o How well do we work with parents to help them see how being imaginative and demonstrating creativity is fundamental to children developing an enquiring mind? What could we do to improve what we currently offer?

7. Feedback your ideas to your trainer

8. Step 3 (5-10 mins) o Thinking about what you read in Handout 1 and what you have learned today, work on your own to plan a new activity which focuses on children’s development in this area of learning. o Share your ideas with a colleague.

9. After the training, part 1 o After the training use Handout 3: Individual Action Plan to plan three or four things you will do in the next two weeks to improve your provision for Expressive, Arts and Design: Being imaginative. o Give your action plan to your trainer within the next seven days.

10. After the training, part 2 o Use Handout 2: Environment Audit to check you have the right layout and resources in your setting to encourage children’s learning and development in being imaginative. o Make a note of any changes to be made and resources which need to be ordered or replaced. o Hand in the completed audits to your trainer.