AnonyMouse_13453

Surely not!

We sing this with a couple more verses - baa baa white sheep, ..... one for the badger, one for the fox, one for little girl with holes in her socks

baa baa brown sheep, ..... one for the donkey, one for the pig, one for the crocodile who's dancing a jig

Did you know that it had to do with taxation in the middle ages? one for the master a third going to the crown, one for the dame, a further third going to the Church (mother Church) and one (and sometimes none) for the little boy who lives (or cries) down the lane.

He he - made me think of a visit from our area lead teacher a couple of years ago when she suggested we get some 'noisy books' for our quiet area to stimulate the children more - don't think she'd got the point really!

we have a changing book that the person who changes a nappy completes and I as manager countersign. Parents sign to acknowledge it when they collect their child. We also use the same book to record changes to children who have 'accidents'. We don't record what was in the nappy though, and only tell parents if they specifically ask, for example if their child has been constipated or something. This any use to you?

Hi, what we do is still have a basic topic in the background, a couple of activities a week, which we use for assesing areas which don't tend to get picked up on in general child-led activities - this is the stuff we plan for, with the differentiation and the aims we want to observe etc. The rest of the continuous provision and free play is child led. Children find their own activities and we use mosaic tools to quantify the learning we are observing. They lead their own learning and use the adults as resources in their play as 'more knowledgeable others' and sometimes simply as someone who can get something out for them! Occasionally the children suggest an activity which we can see can be utilised as a planned experience, and we do the usual planning for this, but more normally we are assessing experiential play.

Hope this helps

Cait

Hi, I wondered if anyone could help me. There's been a lot of stuff on here recently about ditching topics and going totally with the children's interest when planning, or doing a TASCy kind of thing where you start the topic but you totally take it where the children lead. I do this at the moment to some extent, but next year I'm going from being a jobshare to being full time again and would like to properly do all my planning this way.

 

My question really is, how exactly does it work in practice? Do you get ideas from the children on a monday, plan for the week monday night and set it all up on monday night? Or do you get ideas on a friday and plan and set up over the weekend? And do you have a 'finished' plan to hand in to your headteacher each week?

 

At the moment we plan Wednesdays and my jobshare partner starts setting up for the next week on Friday after school and I go in on Sunday afternoon while my children are having a nap to finish it off. But one of the things I'd hoped for next year, going full time and leaving my children all week (they'll be 2 and 4 by then) was that I could have completely school-free weekend daytimes, which I don't have now.

 

Thanks

 

Emma