It’s hard not to love the fun and catchy story We’re Going on a Bear Hunt from Children’s Poet Laureate, Michael Rosen. This enchanting and rhythmic tale is perfect for developing children’s knowledge of language, sentence rhythm and storytelling skills. We’re Going on a Bear Hunt choral chant describes a fantastic adventure through the woods.

You can re-tell the story with a multi-sensory approach by using the resources included in this Travelling Tales story sack. Story sequencing cards and a set of wooden characters from the story can be used by you or the pupils to tell the story in an exciting and memorable way. The sack also includes a non-fiction book about bears and a board game to help pupils make links between subjects and activities.

• Resource your wood-themed or forest school lessons with the perfect one-stop shop for storytelling resources centred around a quality text.

• Inject excitement and engagement in your storytelling lessons with fun and tactile resources to re-tell We’re Going on a Bear Hunt.

• Teach effective cross-curricular storytelling lessons using the non-fiction book about bears and help children to make links with what they have read.

What’s in the Travelling Tales sack?

1 x copy of We’re Going on a Bear Hunt

1 x non-fiction book about bears

1 x board game

1 x set of Story Talk sequencing cards

1 x set of wooden characters

1 x plush bear toy

1 x story mat

1 x Teacher Guide

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.