What learning experiences will arise through the Living Eggs experience?

What mathematical thinking will arise from discussions around the eggs and chicks?

What questions will the children ask and what experiences will they share within their groups?

How can the children use technology to record our experiences and the changes they notice with the eggs and chicks?

Can the children use the language of ‘first’, ‘next’ and ‘last’ to sequence simple events?

How will children use mark making to represents their observations of the Living Eggs?

How can we support children to develop a new technique for painting with watercolours?

With the introduction of some softer materials, will the children use their technology skills to develop ideas around ‘habitats’?

How can we support children in identifying their feelings and help them to manage their feelings in a positive way?

• How can we support children in identifying their feelings and helping them to manage their feelings in a positive way?
• How can we inspire children with work at cushion time to further develop their work with the found materials?
• How can we develop the children’s skills in joining different materials and using different techniques?
• Using their experiences from storytelling in Literacy and group time, what ideas can the children share to map out a story with a simple beginning, middle and end?
• How can we support children in their physical play in a positive way?
• If we open the mud kitchen, what needs to be in place for the children to access it independently?

• How can we support our children in understanding the importance of tidying up and looking after our school environment and resources?
• How can we encourage the children to ‘work together’ to tidy up at the end of each session?
• How can we support children through different transition times e.g. getting ready for Forest School?
• What ideas have the children got for developing the role-play area and what resources can we offer to support this?
• Which children are ‘noticing’ change in the environment?
• What resources can we provide to encourage children to begin making their own books for story-telling?

Which children are able to retell the main parts of a story considering the beginning, middle and end of the story?     

• How will the children respond to the new group of children starting in Main Nursery?
• How can we encourage the children to share the rules and routines of Nursery with the Pink and Sky Blue groups?
• How will children from the Pink and Sky Blue groups respond to exploring their new environment and resources?
• Which children are ‘noticing’ change in the environment?
• Can the children talk about their experiences of the ‘ice’ as they use their senses to explore?
• What other opportunities can we provide for the children to further explore colouring mixing?
• How will children respond to the introduction of a small group time ‘challenge’ when they join their colour group?
• How can we encourage all children to begin to make marks to represent their name?
• How will children respond to the introduction of ‘finger gym’?
• How will children respond to the introduction of ‘Mud kitchen’?

• How will children respond to the opportunity to work with paints on a three dimensional scale?
• What learning will this painting opportunity lead to?
• Which children are able to use scissors effectively for cutting and which children need support?
• Are children ‘noticing’ changes in their environment?
• Do children show an awareness of their own and others safety in the outdoor area?
• With Christmas festivities taking place in the local community and Christmas traditions starting at home, are the children talking about their experiences with adults and each other?
• Children are requesting to share stories with adults during the session – is there a pattern to the timings of this and which children are they?
• With the introduction of colour group post boxes will the children be encouraged to write cards for each other?
• Will the introduction of the Advent bags support number recognition and any further mathematical enquiry?
• How will children respond to the change of size of blocks in the construction area?

• Which children are interested in the open-ended exploration with the materials provided at the light table?
• Can we provide different opportunities for children to mix and change colours?
• Children are requesting large wooden blocks, how will they use them in their learning?
• Can we continue to encourage children to use phrase “I’ve got an idea, let’s test it” and apply it to learning opportunities in the Nursery School?
• Children have been noticing the different sizes of leaves, can we challenge them to sort by size and to search for leaves that may be larger or smaller?
• If we enlarge the space provided for duplo construction and add zoo animals will the interest and creative responses continue?
• How will children respond to positional language listening activities using finger lights?

*As the children continue to explore the pumpkins are they able to use mathematical language to talk about the size and weight of them, making direct comparisons and ordering them?
* Can the children use their observations and exploration of the pumpkins to represent them using marks on paper?
* By using the seeds from the cut open pumpkins, will this encourage children to develop their counting skills, counting beyond 10 to extend to teens numbers? Which children are recognising numerals to 10 and beyond?
*How will the children respond to the addition of more mark-making equipment and a larger area to develop mark-making in the outdoor classroom?
* How will children respond to the introduction of the challenge basket – small perspex blocks to use on the light table?
* How will the children respond to their first Literacy session with Christy, focusing on ‘listening and attention’?
* Where will the work with clay, the children have explored with Matt, lead to next?      * What will happen when the children are offered opportunities to explore colouring mixing in different areas of Nursery e.g. in the water tray, painting on the easels, using colour paddles?

How will children respond to working collaboratively on a creative piece of work?

• Will the children recreate their experiences of fireworks displays using paints and black paper in the creative classroom?
• Can the children recall their music and movement session based on fireworks and will they link movements they made with the movement when painting?
• Will the introduction of name cards encourage the children to write their name?
• Which children will show interest in name writing and letter recognition?
• How will the trains and track in the outdoor classroom allow children to continue to explore trajectory or will their interests change with the new resource?
• Can pumpkins and gourds inspire the children to talk about and describe their features?
• What mathematical language will children use during their explorations of the pumpkins?
• How will the children respond to their first introductory Forest School session?

• How will the children settle back into Nursery after the half term break?
• How will the children respond to being invited to their first adult focused activity; drawing their self portrait in their work books?
• As more children stay for lunch, can we support the staff and children to adapt to the new routines?
• Will the children continue their interest in exploring sensory materials in the Nursery environment?
• In the outdoor classroom will the children continue to explore trajectory and movement?
• Using musical instruments in the Nursery environment can the children continue to explore the instructions ‘stop’ and ‘play’?

• Will the introduction of tweezers in the pasta challenge the children to practice their fine motor skills when filling pots?
• Can we encourage the children to continue their interest in autumn leaves by providing collections of natural resources for the children to explore and sort?
• If small spoons and mark making tools are introduced into the corn flour will different children choose to explore it?
• Where is mark making happening in the Nursery environment?
• Will the introduction of cable ties in addition to treasury tags and hole punches provoke further interest in fixing and joining?
• If we place different shaped enclosures using masking tape in the block area, how and what will the children choose to build?
• Which children will be interested in planting spring bulbs in our raised bed?