EYFS Adult Input Plan

Topic Theme: We Are All Different Activity Title: We Are All Different Discussion Box

Date: Organisation: Circle time activity on the carpet.

Learning Intention: Knows some of the things that make them unique, and can talk about some of the similarities and
differences in relation to friends or family. (UtW: P&C 30-50)

Key Questions: Key Vocabulary:

What does different mean?
How are the children in the story different from each other?
Why do the children like different things?
Does it matter if you like different things to your friends?
Are the children in the story friends?
Do friends have to like the same things?
Does it matter if friends have different coloured hair?
Do you have the same pets as your friends?
What is your favourite hobby?
Does your friend have the same hobby?
Are everyone’s families the same?
What would the world be like if everyone was the same and
liked the same things?
What do you think unique might mean?
Is it good to be different?
We Are All Different, story, fiction, reading, discussion,
characters.
Same, similar, similarities, favourite, likes, dislikes, different,
differences, unique.
Ourselves, body, skin, eyes, hair.
Friends, families, family, Mummy, Daddy, mother, father,
brother, sister, grandparents.
Hobbies, football, ballet, art, singing, writing, sports, reading,
pets.

Resources: We Are All Different eBook, We Are All Different Discussion Cards, Discussion Box Signs, mirrors, a
large box.

Adult Role(s):
Prior to the activity, print and cut out the We Are All Different Discussion Cards and the Discussion Box Signs. You may also
wish to laminate them. Attach the signs onto the front of a box and put the cards inside, ready to be passed around during the
session. Please note, it is important to be aware of the different home situations of all of the children before carrying out this
activity so as to be sensitive to the needs of children who may find elements of this topic more difficult.
 Seat the children in a circle and start by reading the lovely Twinkl Originals story ‘We Are All Different’. Question
the children about the differences on each page. “How are the children different?”, “Why do they like different
things?” Introduce the word ‘unique’ as meaning one of a kind.
 Focus on the last page ‘We are all different. We are all friends!’ Talk about the importance of being unique whilst still
being friends. Explain to the children that they will explore their own differences by playing a little game.
 Show the children the discussion box and talk about the signs attached to it. Explain that the children are going to pass
round the box whilst singing a little song. When the song ends, the child holding the box will choose a card and try to
tell the other children about themselves.
 Pass the discussion box around the circle, encouraging the children to join in singing (to the tune of ‘Here We Go
Round the Mulberry Bush’).
‘We’re all different and we are friends, we are friends, we are friends! We’re all different and we are friends,
let’s see how together!’
 The child holding the box when the song finishes chooses a card from the box and then tells the group about the aspect
shown in relation to themselves, e.g. hair type, skin colour, hobby, language spoken, pets, eye colour. (It may be
useful to provide mirrors so that the children can check their physical features.)
 Repeat the game until all of the children have had a turn. As children start to pull out cards that have been picked by
other children before them, challenge them to compare their answers with their friends. “Do you have the same pets as
Aisha?”, “Is your skin the same colour as Daniel’s?”, “Are you friends with Ali even though you have different
hobbies?”
 Look through the ‘We Are All Different’ story again and, this time, encourage some children to contribute
their own differences on each page too. Emphasise that being different from each other makes friendships more fun.
Encourage the children to recognise that everyone is unique (remind about hair colour, eye colour, height, hobbies,
likes and dislikes) and that families are unique too. Explain that this makes the world more exciting.
Differentiation/Opportunities for Challenge:
 Support less confident children by encouraging them to talk about their differences to a friend or grown-up instead of

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 the whole group.
 Children with English as an additional language may benefit from support in some pre-learning of the English
vocabulary related to the topic, e.g. body parts, family members and hobbies.
 Reinforce this activity and explore the theme of the children being unique, using some of the lovely We Are All
Different Circle Time Games.
Ideas for Extension into Continuous Provision:
 Encourage the children to use the We Are All Different Playdough Mats to make some of the children from the
story. Can they make themselves and their friends too?
 This We Are All Different Small World Background together with these engaging We Are All Different Stick
Puppets will make a lovely addition to your provision.
 Put a laminated copy of We Are All Different PowerPoint in the Reading Area to encourage the children to revisit
the story.
 Challenge the children to use mirrors to look at their faces then draw self-portraits. Encourage the children to look for
similarities and differences between themselves and their friends.

Opportunities for Observation and Assessment:

PS&ED: Making Relationships
(40-60) Explains own knowledge and understanding, and asks appropriate questions of others.
(ELG) Children show sensitivity to others’ needs and feelings, and form positive relationships with adults and other
children.
PS&ED: Self-Confidence and Self-Awareness
(22-36) Expresses own preferences and interests.
(40-60) Confident to speak to others about own needs, wants, interests and opinions.
(40-60) Can describe self in positive terms and talk about abilities.
C&L: Listening and Attention
(30-50) Listens to others one to one or in small groups, when conversation interests them.
(40-60) Maintains attention, concentrates and sits quietly during appropriate activity.
C&L: Understanding
(40-60) Listens and responds to ideas expressed by others in conversation or discussion.
C&L: Speaking
(22-36) Uses language as a powerful means of widening contacts, sharing feelings, experiences and thoughts.
(30-50) Uses vocabulary focused on objects and people that are of particular importance to them.
(40-60) Uses talk to organise, sequence and clarify thinking, ideas, feelings and events.
UtW: People and Communities
(22-36) Learns that they have similarities and differences that connect them to, and distinguish them from, others.
(30-50) Shows interest in the lives of people who are familiar to them.
(ELG) Children know about similarities and differences between themselves and others, and among families, communities
and traditions.
UtW: The World
(40-60) Looks closely at similarities, differences, patterns and change.
Activity Adaption:
**Insert here how you will differentiate the activity to meet the specific needs of your children.**

Next Steps:
**Insert here details of next steps relevant to specific children.**
Evaluation to Inform Future Planning:

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