Observation, Assessment and Planning
2,787 topics in this forum
-
- 5 replies
- 1k views
Any suggestions for next steps? A child was playing with the construct-o-straws; he had managed to join 2 'wheels' to a straw axle. The wheel came off the axle and he could not fix it. He asked me to do it for him (it was quite tricky). Instead of joining the axle to the centre of the wheel, I joined it to the rim; he became fascinated with his new construction and said "It's rolling funny!" He spent the next 45 mins playing and exploring with his new set of wheels. Any thoughts?
-
- 8 replies
- 1.6k views
I know this question gets asked lots and lots but I am feeling so helpless at the moment and this post may get jumbled as I remember things. We have twin boys (just turned 4) who are always fighting. Not just any fighting - they can be really aggressive to one another. They start outside when they are waiting to come in and will always be pushing, shoving and hitting one another. They come to me 3 days a week (we are essentially child care for the parents) and I can see the other parents' faces fall if they turn up on the other two days. We are overrun with boys at the moment so our main resources reflect this with lots of construction, painting, big things etc being o…
-
moderation
by Guest- 0 replies
- 885 views
Just wondering if anyone has a form template for carrying out moderation? as I want to update and change the one I have been given.
-
- 6 replies
- 1.6k views
We used to plan Next Steps at the start of a half term. However, our advisor told us that they should be child initiated and much less long term. for Ofsted. So we started to do them on the spot with a comment on what the child is doing, a proposed next step (hopefully to be possibly on the spot or written into the next week's planning) and finally an observation to show what happens that goes on to Tapestry. What do you all do? And had any experience of what Ofsted actually want?
-
- 2 replies
- 741 views
Hi What do you plan for child initiated literacy (free choice activities)? Our children are working on phase 1 phonics in small groups but a lot of those activities are too difficult for them to do independently. Do you provide activities that involve letter sounds e.g. digging for letters and sorting them etc? or do you wait for children to know their sounds before you do this? Each day we have our mark-making area, mark-making in the role play area and books around the room and in the cosy corner, but we would like to have a table that is a literacy based activity like we do with mathematics. Thanks :1b
Last reply by AnonyMouse_31752, -
Humpty Dumpty
by Guest- 17 replies
- 11.3k views
Hello everyone! Does anybody have any ideas on the theme Humpty Dumpty. We are going to make finger puppets....and that is as far as ive got.......!
-
- 2 followers
- 24 replies
- 6k views
Hi, I have never posted here before but really value the wise words I find on here, so I thought I would see if there is anyone out there who has a found a way of providing evidence that children are making progress without using observations? I see that there is no expectation any more that children have learning journeys so how do you provide evidence of progress? I'm confused!
-
- 1 follower
- 11 replies
- 4.5k views
Hello Please can anyone offer any suggestions of how they teach and provide stimulating opportunities for length, height, weight and capacity please. I just need some inspiration (3&4 yr olds) Thank you.
Last reply by AnonyMouse_30128, -
- 0 replies
- 684 views
Hi my staff have asked if we could have an assessment sheet of prompts to use when looking at key skills. Does anyone have anything they could share? Ie counts to.... Friends with..... Scissor control...prepositions ...pen grip..... Thanks ?
Last reply by AnonyMouse_2821, -
- 24 replies
- 2.5k views
Hi! My latest dilemma! I have 3 boys who are very 'into' playing goodies and baddies type fighting games - fighting monsters, sword play etc. There has been a few times where they have been using knives from the home-corner as weapons near faces at which I have (rightly or wrongly?) intervened. The problem is that although I am aware of the need to allow children to engage in this type of role-play, I'm always concerned about how far to let them go with it. I find that this is a type of play that children can get 'stuck' in and am trying to find different ways to extend and develop it, so it is much more than just who can make the biggest arm movement to kill the bigges…
