No’s and All’s – the very few rules of Helicopter Stories

There are very few rules for Helicopter Stories. It can be adapted to fit within any early years setting and is suitable for children aged 2 to 7. You can work with the whole group, or small groups, inside or outside, weekly, twice weekly, daily, it is entirely up to you. However, there are a … Read more No’s and All’s – the very few rules of Helicopter Stories

A Class of Thirty Authors: Helicopter Stories in Year 1

Guest Blog: Shernice Donovan Year 1 Teacher, Rusthall St Paul’s, Kent Back in June 2018, when I found out I would be teaching Year 1 the following year, I was asked to dedicate every Friday morning to Helicopter Stories. This was a concept I knew very little about, only what I had heard from the … Read more A Class of Thirty Authors: Helicopter Stories in Year 1

My Monster is Raaah: How Helicopter Stories Supports Children with Delayed Language Development

Ggggggrrrrrh,   Ggggggrrrrrh, Ggggggrrrrrh, Ggggggrrrrrh, Ggggggrrrrrh, Ggggggrrrrrh, Ggggggrrrrrh, Ggggggrrrrrh, He scares the people away. He scares the people in the garden. My monster is Raah. Then he scares my monster away in the house. The story above was dictated to me by Zandra aged 4. Every time Zandra growled, I repeated her sounds exactly as she … Read more My Monster is Raaah: How Helicopter Stories Supports Children with Delayed Language Development

Helicopter Stories – Helping Children Make Sense of the World…

Guest Blog: Isla Hill Education Director MakeBelieve Arts Chelsea’s Story* Once there was a little boy called Oscar. He went to the park with Riley. And he went to see Chelsea. And she went home to see Oscar. And Oscar loves Chelsea. Then they all went home to see my dad because he went up … Read more Helicopter Stories – Helping Children Make Sense of the World…

A celebration of the many positions children adopt when they engage with writing

The Ofsted Bold Beginnings report stated a need for children in Reception to be taught proper pencil grip and how to sit correctly at a table. But why does writing always have to happen at a table? For the children I work, with the amount of self-elected writing they engage with is phenomenal. But hardly … Read more A celebration of the many positions children adopt when they engage with writing