Child led planning and documentation with the Floorbook Approach - Training Courses


We're the creators of the Floorbook Approach - learn from us!

Want to discuss your training requirements? Give us a call on 01764 650030 or drop us an email.

Demonstrating the whole planning cycle in action

Planning is effective when it is responsive and relevant. Floorbooks have been noted as an outstanding method to show the whole planning cycle in action, all in one location.

At the end of this course you will be able to:

  • Understand the ten planning cycle steps to create a Floorbook.
  • Identify the key features of the Floorbook that make it a child-led planning strategy.
  • Bring the curriculum alive, to make planning an enjoyable experience.
  • Practical hands-on creation of a learning pathway, with key features for sharing playful pedagogies.

Tracking learning inside, outside and beyond

The challenge of tracking learning is complex when a large number of children are involved, but it can be done through calm, supportive interactions.  Join us to examine how to track learning for a range of purposes in the early years.

At the end of this course you will be able to:

  • Identify key features through examining examples of tracking.
  • Link the process of tracking to group documentation in a Floorbook.
  • Create a learning journal or family book as an example of individual progression.

Supporting children to philosophise

“When control over the investigation of knowledge is handed back to the child (Jeffrey and Craft 2004) they have the opportunity and authority to be innovative.” In a world where we can feel under pressure to control and direct education, we need to protect time and space for children to be innovative. To wonder if….

At the end of this course you will be able to:

  • Justify the place of philosophy with children.
  • Effectively engage children in philosophical experiences to develop higher order thinking.
  • Design environments that support innovation and creativity.

Planning in the moment with children

When we are with children, we respond by interacting in the moment and considering what to do next.  Floorbooks link these spontaneous moments and adult intent. They allow adults to see how responsive we can be to children’s ideas and interests at the same time as being aware of what they need to know - all in one location.

At the end of this course you will be able to:

  • Improve your settings practice of planning through greater understanding of the process.
  • Use Floorbooks and in the moment planning books together.

Celebrating attainment with learning stories and Family Books

Learning stories (electronic or hard copy), are wonderful ways to share what children are exploring. Family Books that include learning stories, focus on the competent child at home first and then moves their experiences into the setting through real world experiences.

At the end of this course you will be able to:

  • Justify children owning their own documentation in the form of a Family Book.
  • Identify how these impact on family involvement.

Empowering children with additional support rights

All children have the right to be heard (UNCRC). The way that we communicate changes with each person we meet, some prefer to speak, others through eye or body movement. Embracing individuality within a group allows us to respect all forms of communication and raise them up so everyone is heard.  Floorbooks can include a wide range of languages including sign language, electronic messaging, braille and preferences through body language.

At the end of this course you will be able to:

  • Understand the Floorbook process.
  • Justify their use as inclusive group documentation.
  • Create a Talking Tub that aims to engage individual children.

Managing behaviour through Floorbooks

When children are engaged in learning the level of focus increases. This positive cycle of sharing success back to the children can affirm an image of themselves as learners. Documentation that aims to be meta-cognitive can have an impact on aspects of inclusion, social interaction, perseverance, motivation etc.

At the end of this course you will be able to:

  • Justify the use of Floorbooks for all children, but especially those with complex behaviours.
  • Share the research around positive behaviour management and intrinsic motivation.
  • Reflect on the relationship between pedagogy and child behaviour.

3D mind mapping for higher order thinking skills

Two-dimensional mind mapping has been popularised by Tony Buzan and is often used in education. Three-dimensional mind mapping uses the Talking Tub to support children to make links between objects and concepts. It is a transient experience that encourages children to see learning as a process rather than as a finite answer.

At the end of this course you will be able to:

  • Define and justify the use of Talking Tubs in the consultation and planning process.
  • Run a 3D mind mapping session with children.

Encouraging child led inquiries

Inquiry based learning supports a playful pedagogy that bridges experiences from early years into Primary school. This course explores how to frame inquiry-based experiences that are a balance of adult led and child led inquiries.  A practical session that shares how a range of international models of early years practice embrace the planning cycle whilst maintaining child led inquiries.

At the end of this course you will be able to:

  • Justify inquiry-based learning as an approach to education.
  • Plan/programme whilst maintaining open ended opportunities.
  • Identify lines of inquiry from observations that provide a wide range of opportunities.

Floorbooks in the Primary school

What does inquiry based documentation look like in the Primary school?  It  should be dynamic, engaging and fun. Join us to explore some outstanding use of Floorbooks in Scottish classrooms.

At the end of this course you will be able to:

  • Use the strategies in Floorbooks to engage children in inquiry-based learning across the curriculum.
  • Make learning process inside and outside the classroom visible to children, teachers and families.
  • Balance core skills in the Curriculum for Excellence and the applied learning in a child-led, time efficient way.

Discuss your training requirements with us, phone 01764 650030 or email.