Age Group: Reception (4–5 years) 

Duration: 30–40 minutes 

Theme: Winter Sensory Play 

Focus Areas: 

• Physical Development: Fine motor control 
• Communication & Language: Vocabulary and expressive language 
• Literacy (Writing Framework): Oral rehearsal and mark-making 

 

Links to EYFS Early Learning Goals 

Physical Development:  

• “Hold a pencil effectively in preparation for fluent writing.” 
• “Use a range of small tools, including scissors, paintbrushes, and cutlery.” 

 → Achieved through scooping, shaping, and sorting tactile materials. 

Communication & Language:  

• “Express ideas and feelings using full sentences.” 

 → Achieved through describing textures and discussing sensory experiences. 

Literacy:  

• “Write recognisable letters, most correctly formed.” 

 → Achieved through mark-making extension (drawing winter scenes) and oral sentence building. 

Links to Writing Framework 

Oral rehearsal before writing: 

 → Children describe textures and sequence actions verbally before drawing or writing. 

Vocabulary development for descriptive writing: 

 → Teacher models words like “cold,” “soft,” “slippery” and encourages use in sentences. 

Fine motor readiness for handwriting: 

 → Scooping, pinching, and sorting strengthen grip and control. 

Learning Objectives 

• Explore winter-themed sensory materials to develop fine motor skills. 
• Use descriptive vocabulary to talk about textures and sensations. 
• Practise oral sentence building linked to sensory experiences. 
• Build confidence in mark-making and early writing readiness. 

Resources 

• Faux snow (cotton wool, shredded paper, or instant snow powder) 
• Ice cubes or frozen gel packs 
• Wool scraps, ribbons, and textured fabrics 
• Scoops, spoons, tweezers, and small containers 
• Sorting trays 

• Optional: winter-themed toys, storybooks (The Snowy Day) 

Room Setup 

Winter Sensory Stations:  

• Snow Station: Scooping and shaping faux snow. 
• Ice Station: Stacking and sliding ice cubes. 
• Texture Station: Sorting wool and ribbons by colour/texture. 
• Clear movement paths for safety. 

• Mats or trays for easy cleanup. 

Step-by-Step Lesson Plan 

1. Starter (5 mins) – Hook 

• Show a Winter Mystery Bag with items (snowflake, wool, ice cube). 
• Ask: “What season do these belong to?” 
• Introduce theme: “Today we’ll explore winter textures and use our fingers to play and learn!”. 

2. Main Activity (20 mins) – Sensory Stations 

Rotate children through stations:  

• Snow Station: Scoop and shape faux snow. 

 Prompt: “Can you make a snowball? How does it feel?”. 

• Ice Station: Stack ice cubes, watch melting. 

 Prompt: “Is it slippery? What happens when it melts?”. 

• Texture Station: Sort wool and ribbons. 

 Prompt: “Which one feels soft? Which is rough?”. 

• Encourage full sentences and new vocabulary. 

3. Reflection & Language Focus (5–7 mins) 

Gather children:  

• “What was your favourite texture?”. 
• “Which was cold? Which was soft?”. 
• Reinforce descriptive words: cold, smooth, fluffy, slippery. 
• Praise effort and creativity. 

Adaptation 

Support:  

• Larger tools for children with emerging motor skills. 
• Visual prompts and modelling for EAL learners. 

Challenge:  

• Ask confident children to sequence steps (e.g., “First scoop, then pour”). 
• Encourage two-adjective descriptions (e.g., “soft and white”). 

Assessment Opportunities 

Observe:  

• Grip strength and finger control during scooping and sorting. 
• Use of descriptive vocabulary in discussion. 
• Ability to form oral sentences. 

Extension Ideas 

• Mark-Making: Draw a winter scene and label textures (soft snow, cold ice). 
• Story Link: Read The Snowy Day and discuss textures mentioned. 

• Math Connection: Sort items by size or count scoops of snow.