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 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?
*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?