In school, play is often the domain of the playground or reserved for our youngest pupils. However, evidence suggests the importance of play for all children.
As leaders, we frequently struggle to integrate play into our curriculum design and feel that we will be penalised for using this approach to learning. But when play is implemented in a carefully planned manner, it positively impacts pupil wellbeing and outcomes.
Throughout my work with schools across the country for the Chartered College of Teaching’s Rethinking Curriculum project, I have been privileged to witness various play-based curriculum designs. Each is unique to the specific context and needs of the school community, but all make the educational experience more exciting and engaging for learners.
Looking at the bigger picture
A crucial aspect of curriculum design is fostering a school-wide culture that supports the chosen approach and ensures that everyone involved has a clear understanding of what that approach entails in the specific setting. When it comes to play, it’s important to establish a shared understanding and agreement on what play should look like in your school.
Play exists on a broad spectrum. On the one hand, there is free play, ‘with no external goals set by adults and… free from adult imposed curriculum’ (Play England, 2024). On the other hand, there is structured play, which ‘tends to be adult-led and includes activities that can be a measure for either education or clinical reasons’ (Rees-Edwards, 2022).
Have a vision
When considering your vision for play within the curriculum, you may find it helpful to reflect on the following questions:
- What role do you envision for the adults working within the play setting?
- How frequently do you expect play to occur, and for what duration?
- Will the expectations differ for different age groups?
- Will play take place indoors, outdoors, or both?
Ideally, these ideas need to be discussed and developed collectively as a school team.
As with any school-wide decision, this process may involve differing opinions and perspectives. Your role is to unify the vision for play, ensuring that everyone feels valued and respected while also providing the best opportunity for the children.
This conversation will not be a quick one; however, having a solid foundation is crucial, as failure to address this comprehensively can hinder the successful implementation of the curriculum.
Planning play
During the initial phase of your discussions, it is also important to consider the broader school community’s understanding of play.
What do the governors or trustees know about play? What are the perspectives of your families? How do your children perceive play?
By exploring the views of these key stakeholders, you can identify additional training needs as part of your implementation planning. By understanding any reservations or differing views, you will be able to explore why play is still suitable or even uncover why your stated vision may not quite work.
Once the vision is established, it’s important to consider the systems and policies that will support the development of play-based learning in your setting. There are two key areas that I believe need to be addressed in detail.
Inclusive play
First, it is crucial to ensure that the introduction of play is inclusive. Identify whether there are young people who may find this approach challenging, and think about how to help them fully access the learning experience.
If you plan to conduct play activities outside as part of the curriculum, ensure that all students can participate; if some cannot, consider what accessibility improvements can be made. Additionally, assess whether you have sufficient behaviour management strategies in place to ensure that play can be conducted safely for everyone involved.
Development versus assessment
Secondly, it is essential to evaluate the current assessment expectations and systems of your curriculum and how play-based learning will fit into these.
Often, assessment is viewed as a barrier to curriculum development. High-stakes accountability and external pressures can erode practitioners’ confidence. Therefore, your assessment system and policies must support the play-based approach you have adopted.
Address these issues upfront with colleagues so they feel less anxious about fitting play into previous assessment systems.
Communication and CPD
If your staff members lack experience in integrating play and assessment, it is crucial to plan for long-term training to help build their expertise and confidence in these new methods.
As the school leader, you should also be ready to discuss the assessment policy with governors or trustees, who may be familiar with more traditional assessment methods. By aligning assessment with your play-based approach, you can ensure that play is an integral part of the curriculum delivery cycle, rather than an additional task.
Curriculum development is a gradual process, and the strategy for introducing play must be considered on a long-term basis.
Play it your way
The National Curriculum is often cited as a barrier to implementing a creative curriculum approach such as play. However, the method of delivering the curriculum content is ultimately up to individual schools.
If you believe a play-based approach is right for your school, take the time to understand why and plan accordingly.
Here are some questions upon which to reflect:
- Why is play the most beneficial way to enhance your curriculum?
- Is this the right moment to undertake curriculum development work? Do you have the necessary capacity?
- Can you prioritise training and professional development around play for all your staff?
If you can confidently address these questions, then be bold and embrace the wonderful world of play!
For more information on Rethinking Curriculum, and to access a free evaluation tool and play resources, visit chartered.college/rethinkingcurriculum
Jenna Crittenden is an experienced Early Years and primary teacher and leader of 17 years. She is now curriculum design lead at The Chartered College of Teaching, leading on Rethinking Curriculum.
