- 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?