In the skills-based role play, the learners can experience through play, a variety of industries. This role play begins a short input initiated by the teacher, which quickly becomes a brief discussion about the skills and jobs that might be involved in the profession that has been set up.
A corner of the classroom is set up as, for example, a veterinary surgery, using a mixture of real and imaginary props e.g.leaflets from pets at home (real), wooden vet kits (imaginary), patients (imaginary), and items from role play sections on 'twinkl' (e.g. vet surgery sign, waiting area sign etc).
The children are then left to play freely in the area during the day, and observations made. When the area becomes less used, in the case of the vet this was after 2 weeks, a new profession was introduced (this concept of changing the learning environment to keep it inspiring and lively ties in well with the Froebelian theory the school are also trying to implement in their setting).
The second profession, which is currently still in play, is a beauty salon, and the cycle began in the same way, short in put/discussion then play. The real props here are the practice heads that hairdressers train on, imaginary being the beauty kit (a wooden one and a plastic one) to improvise with. The children keenly ask daily if the salon is open. They love it! When the salon starts to dwindle the teacher will introduce yet another sector. They have 3 more role play boxes to work through, and once they have been done the teacher can reintroduce the initial ones or create new ones for the children to enjoy based on interests that they display.
Click the download button to read the full case study.