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Topic “Concepts”
Activities to understand and use the concepts hot/cold
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Hot/cold sorting game | 1. Choose a selection of picture cards to sort - print and cut these out along with the hot/cold symbols. 2. Explain to your child that you are going to sort the pictures into whether the item is hot/cold. 3. Take turns at choosing a picture and sorting it on to hte correct symbol. Name the picture as you sort, e.g. 'ice cube is cold'. 4. You could use a turn taking game alongside sorting to make the activity fun. | |
| Hot/cold clothing sorting game |
Communication activities for classes
A selection of speaking and listening activities on Commtap which could be used with classes, for example on No Pens Day Wednesday. If you spot any other suitable activities on the site, you can edit this page. Or if you have an idea for another activity, you could add it to the site.
Communication activities for classes
various contributors
Created 12 September 2012; updated 11 May 2023.
Understand and use ordinals (1st, 2nd, 3rd etc)
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Write it Writing materials |
| This works best 1:1. Use this activity only with a child who can read and write. With children with less good literacy skills, you will need to talk about what you are going to focus on, but miss out the written support. With children who can cope with larger numbers, you might want to go beyond 10, be careful to explain how numbers such as 21st, 22nd and 23rd are formed. |
| Line up None | This works best with a class or group. You may want to focus more on the front of the line. | |
| PE Equipment as required by the PE activity | This works best with a class. | |
| Small World Small world equipment, including several ‘people’. | This works best 1:1. This activity is more suited to younger children. | |
| Actions Equipment as required by the actions. Visual prompt cards if required. | This works best 1:1 or with a small group. Make sure you stress words such as “first”, “second” etc. Bear in mind the child’s auditory memory – the more instructions you give, the harder it will be to remember them. |
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