Using woodland animal placement carpets for storytelling

Build a group arrangement from the real carpet

Measure the usable floor area and look at the orientation of the images. Check whether the adult and pupils can see the shared teaching material from their intended positions. A printed animal should not automatically be treated as a seat allocation if that creates cramped spacing or an awkward viewing angle.

Offer suitable alternative seating and ways to indicate an image. A pupil can point to a matching card or describe an animal without sitting directly on its picture. This keeps the activity available to the whole group while allowing the room arrangement to suit individual needs.

Distinguish observation, fact and invention

Begin by asking pupils what they can see in an illustration: shape, colour, posture or position. Then choose a question that needs a classroom reference, such as where the animal lives. Finally, invite an invented story using the character. Naming these different kinds of statement helps pupils understand what the carpet can and cannot establish.

For a paired task, one pupil describes an animal without naming it and the partner identifies the image. Ask the class which clues were useful and which were too broad. Extend the activity by building a shared story in which each character contributes one event, keeping the sequence coherent.

Reset and inspect the floor resource

Store matching cards and reference books in a nearby labelled container. Remove loose materials after the session so the carpet remains clear for its next use. Follow the maker’s cleaning and placement instructions and inspect edges, backing and faded images within the room routine.

Check that furniture has not gradually covered some animals while leaving others available. If the layout changes, revise the activity rather than requiring pupils to reach beneath shelves. Review group size and sightlines whenever a different class begins using the area.