Halloween

 

 

Princess Slime

A child was very unsettled when arriving nursery. Mum mentioned to the EYP that she enjoyed making slime when she attended nursery previous session and that she would like to make princess slime today.

Intent

Personal, Social and Emotional

• •Separates from main carer with support and encouragement from a familiar adult.

Implementation 

eyp provided resources to make princess slime, such as glitter, sequences and variety of food colouring. Eyp guided the children by talking through step by step in how the children were independently making their princess slime.

Impact

Personal, social and emotional

Making Relationships

•  Interested in others’ play and starting to join in. 
• Seeks out others to share experiences. 
• Shows affection and concern for people who are special to them

Managing feelings and behavior

• Begins to accept the needs of others and can take turns and share resources, sometimes with support from others

Active learning-Being involved and concentrating

•  Maintaining focus on their activity for a period of time
•  Showing high levels of energy, fascination

Creating and Thinking Critically

• Making links
• Making links and noticing patterns in their experience
• Making predictions 
• Testing their ideas

Lets get messy

Intent: 

• Communication & Language
• Expressive arts and Design
• Understanding the world

Implementation: The EYP set an Invitation to learning where the messy tray was set in sections of different sensory resources.

Impact:

Physical 

Shows control in holding and using jugs to pour, hammers, books and mark-making tools

Expressive Arts and DesignNotices and is interested in the effects of making movements which leave marks

Active Learning

Being involved and concentrating

•Maintaining focus on their activity for a period of time 

Do you know what you are entitled to?

Childcare is paid in a number of ways:

• private fees and charges 
• Government funding, paid via the local authority 
• Childcare/ employer voucher scheme 
• Tax free childcare 
• Universal credits or childcare element of working tax credits 
• Care to learn 
• Grants to support higher education

Check childcare choices website to see if you are entitled to any of the above. 

Zoo Lab visit- Meg and Mog

A story based active learning workshop helps children develop independent thought processes as we follow an apprentice witch under the instruction of the famous Meg. 

They are in charge of magic-ing up a spread of tasty party foods, however the spells don't go quite right! (Instead of food they got a frog, a rat, a snake!)

Robots

"I want to make a robot"

Keira provided the resources for children to make a robot. 

"I am a robot" 

Keira suggested making robot vests.

(Intent): knowing that the children's next steps were to use one handed tools to make snips, draw lines and circles (Implementation): Keira provide large cardboard box vests for the children to decorate. 

Moving like robots 

We then used the Bee-Bot robot 

 IMPACT

PSE – Making relationships

•Demonstrates friendly behaviour, initiating conversations and forming good relationships with peers and familiar adults.

PSE – Self confidence

•Welcomes and values praise for what they have done.

C&L – Listening and attention

•Listens to others one to one or in small groups

Physical – moving and handling

•Uses one-handed tools and equipment, e.g. makes snips in paper with child scissors.

Literacy – writing

•Sometimes gives meaning to marks as they draw and paint.

Maths – Numbers

Realises not only objects, but anything can be counted, including steps, claps or jumps.(Bee-Bot activity)

UTW

Technology

•Knows how to operate simple equipment (Bee-Bot activity)

Expressive arts and design – being imaginative

•Creates movement in response to music.

Creating and thinking critically

Making links

•Making links and noticing patterns in their experience

•Making predictions

•Testing their ideas

•Developing ideas of grouping, sequences, cause and effect