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May 2017

Children learn through first-hand experiential activities with the serious business of ‘play’ providing the vehicle. Through their play children practise and consolidate their learning, play with ideas, experiment, take risks, solve problems, and make decisions… First-hand experiences allow children to develop an understanding of themselves and the world in which they live. This term we decided to investigate different eggs particularly those of DINOSAURS ! The children investigated Frozen dinosaur eggs with Mr Turnbull, they are beginning to use more complex sentences to link thoughts, comments from the children included: "wait for the sun to come out to warm it up”, “we could put it in the oven or just cover it in sand", “let’s find a hot flower to warm the egg."

Children learn through first-hand experiential activities with the serious business of ‘play’ providing the vehicle. Through their play children practise and consolidate their learning, play with ideas, experiment, take risks, solve problems, and make decisions… First-hand experiences allow children to develop an understanding of themselves and the world in which they live. This term we decided to investigate different eggs particularly those of DINOSAURS !  The children investigated  Frozen dinosaur eggs with  Mr Turnbull,  they are beginning to use more complex sentences to link thoughts,  comments from the children included: "wait for the sun to come out to warm it up”, “we could put it in the oven or just cover it in sand", “let’s find a hot flower to warm the egg." 1
Children learn through first-hand experiential activities with the serious business of ‘play’ providing the vehicle. Through their play children practise and consolidate their learning, play with ideas, experiment, take risks, solve problems, and make decisions… First-hand experiences allow children to develop an understanding of themselves and the world in which they live. This term we decided to investigate different eggs particularly those of DINOSAURS !  The children investigated  Frozen dinosaur eggs with  Mr Turnbull,  they are beginning to use more complex sentences to link thoughts,  comments from the children included: "wait for the sun to come out to warm it up”, “we could put it in the oven or just cover it in sand", “let’s find a hot flower to warm the egg." 2
Children learn through first-hand experiential activities with the serious business of ‘play’ providing the vehicle. Through their play children practise and consolidate their learning, play with ideas, experiment, take risks, solve problems, and make decisions… First-hand experiences allow children to develop an understanding of themselves and the world in which they live. This term we decided to investigate different eggs particularly those of DINOSAURS !  The children investigated  Frozen dinosaur eggs with  Mr Turnbull,  they are beginning to use more complex sentences to link thoughts,  comments from the children included: "wait for the sun to come out to warm it up”, “we could put it in the oven or just cover it in sand", “let’s find a hot flower to warm the egg." 3
Children learn through first-hand experiential activities with the serious business of ‘play’ providing the vehicle. Through their play children practise and consolidate their learning, play with ideas, experiment, take risks, solve problems, and make decisions… First-hand experiences allow children to develop an understanding of themselves and the world in which they live. This term we decided to investigate different eggs particularly those of DINOSAURS !  The children investigated  Frozen dinosaur eggs with  Mr Turnbull,  they are beginning to use more complex sentences to link thoughts,  comments from the children included: "wait for the sun to come out to warm it up”, “we could put it in the oven or just cover it in sand", “let’s find a hot flower to warm the egg." 4
Children learn through first-hand experiential activities with the serious business of ‘play’ providing the vehicle. Through their play children practise and consolidate their learning, play with ideas, experiment, take risks, solve problems, and make decisions… First-hand experiences allow children to develop an understanding of themselves and the world in which they live. This term we decided to investigate different eggs particularly those of DINOSAURS !  The children investigated  Frozen dinosaur eggs with  Mr Turnbull,  they are beginning to use more complex sentences to link thoughts,  comments from the children included: "wait for the sun to come out to warm it up”, “we could put it in the oven or just cover it in sand", “let’s find a hot flower to warm the egg." 5

We went outside to search for a dinosaur. Miss Nicolson shared a video she had previously recorded of a dinosaur on the school field; we went to investigate what it was doing. Outside we found a variety of dinosaur footprints. We explored the field to also find dinosaur eggs. When finding the eggs we showed understanding of prepositions such as 'under', 'on top'. Once we collected the scattered eggs we placed them all inside a nest. Prior to this we counted the eggs, using some number names and number language spontaneously. Some dinosaur eggs were cracked, we searched for baby dinosaurs but none could be found.

We went outside to search for a dinosaur.  Miss Nicolson shared a video she had previously recorded of a dinosaur on the school field; we went to investigate what it was doing.  Outside we found a variety of dinosaur footprints.  We explored the field to also find dinosaur eggs.  When finding the eggs we showed understanding of prepositions such as 'under', 'on top'. Once we collected the scattered eggs we placed them all inside a nest.  Prior to this we counted the eggs, using  some number names and number language spontaneously. Some dinosaur eggs were cracked, we searched for baby dinosaurs but none could be found. 1
We went outside to search for a dinosaur.  Miss Nicolson shared a video she had previously recorded of a dinosaur on the school field; we went to investigate what it was doing.  Outside we found a variety of dinosaur footprints.  We explored the field to also find dinosaur eggs.  When finding the eggs we showed understanding of prepositions such as 'under', 'on top'. Once we collected the scattered eggs we placed them all inside a nest.  Prior to this we counted the eggs, using  some number names and number language spontaneously. Some dinosaur eggs were cracked, we searched for baby dinosaurs but none could be found. 2
We went outside to search for a dinosaur.  Miss Nicolson shared a video she had previously recorded of a dinosaur on the school field; we went to investigate what it was doing.  Outside we found a variety of dinosaur footprints.  We explored the field to also find dinosaur eggs.  When finding the eggs we showed understanding of prepositions such as 'under', 'on top'. Once we collected the scattered eggs we placed them all inside a nest.  Prior to this we counted the eggs, using  some number names and number language spontaneously. Some dinosaur eggs were cracked, we searched for baby dinosaurs but none could be found. 3
We went outside to search for a dinosaur.  Miss Nicolson shared a video she had previously recorded of a dinosaur on the school field; we went to investigate what it was doing.  Outside we found a variety of dinosaur footprints.  We explored the field to also find dinosaur eggs.  When finding the eggs we showed understanding of prepositions such as 'under', 'on top'. Once we collected the scattered eggs we placed them all inside a nest.  Prior to this we counted the eggs, using  some number names and number language spontaneously. Some dinosaur eggs were cracked, we searched for baby dinosaurs but none could be found. 4
We went outside to search for a dinosaur.  Miss Nicolson shared a video she had previously recorded of a dinosaur on the school field; we went to investigate what it was doing.  Outside we found a variety of dinosaur footprints.  We explored the field to also find dinosaur eggs.  When finding the eggs we showed understanding of prepositions such as 'under', 'on top'. Once we collected the scattered eggs we placed them all inside a nest.  Prior to this we counted the eggs, using  some number names and number language spontaneously. Some dinosaur eggs were cracked, we searched for baby dinosaurs but none could be found. 5
We went outside to search for a dinosaur.  Miss Nicolson shared a video she had previously recorded of a dinosaur on the school field; we went to investigate what it was doing.  Outside we found a variety of dinosaur footprints.  We explored the field to also find dinosaur eggs.  When finding the eggs we showed understanding of prepositions such as 'under', 'on top'. Once we collected the scattered eggs we placed them all inside a nest.  Prior to this we counted the eggs, using  some number names and number language spontaneously. Some dinosaur eggs were cracked, we searched for baby dinosaurs but none could be found. 6
We went outside to search for a dinosaur.  Miss Nicolson shared a video she had previously recorded of a dinosaur on the school field; we went to investigate what it was doing.  Outside we found a variety of dinosaur footprints.  We explored the field to also find dinosaur eggs.  When finding the eggs we showed understanding of prepositions such as 'under', 'on top'. Once we collected the scattered eggs we placed them all inside a nest.  Prior to this we counted the eggs, using  some number names and number language spontaneously. Some dinosaur eggs were cracked, we searched for baby dinosaurs but none could be found. 7
We went outside to search for a dinosaur.  Miss Nicolson shared a video she had previously recorded of a dinosaur on the school field; we went to investigate what it was doing.  Outside we found a variety of dinosaur footprints.  We explored the field to also find dinosaur eggs.  When finding the eggs we showed understanding of prepositions such as 'under', 'on top'. Once we collected the scattered eggs we placed them all inside a nest.  Prior to this we counted the eggs, using  some number names and number language spontaneously. Some dinosaur eggs were cracked, we searched for baby dinosaurs but none could be found. 8
We went outside to search for a dinosaur.  Miss Nicolson shared a video she had previously recorded of a dinosaur on the school field; we went to investigate what it was doing.  Outside we found a variety of dinosaur footprints.  We explored the field to also find dinosaur eggs.  When finding the eggs we showed understanding of prepositions such as 'under', 'on top'. Once we collected the scattered eggs we placed them all inside a nest.  Prior to this we counted the eggs, using  some number names and number language spontaneously. Some dinosaur eggs were cracked, we searched for baby dinosaurs but none could be found. 9
We went outside to search for a dinosaur.  Miss Nicolson shared a video she had previously recorded of a dinosaur on the school field; we went to investigate what it was doing.  Outside we found a variety of dinosaur footprints.  We explored the field to also find dinosaur eggs.  When finding the eggs we showed understanding of prepositions such as 'under', 'on top'. Once we collected the scattered eggs we placed them all inside a nest.  Prior to this we counted the eggs, using  some number names and number language spontaneously. Some dinosaur eggs were cracked, we searched for baby dinosaurs but none could be found. 10
We went outside to search for a dinosaur.  Miss Nicolson shared a video she had previously recorded of a dinosaur on the school field; we went to investigate what it was doing.  Outside we found a variety of dinosaur footprints.  We explored the field to also find dinosaur eggs.  When finding the eggs we showed understanding of prepositions such as 'under', 'on top'. Once we collected the scattered eggs we placed them all inside a nest.  Prior to this we counted the eggs, using  some number names and number language spontaneously. Some dinosaur eggs were cracked, we searched for baby dinosaurs but none could be found. 11
We went outside to search for a dinosaur.  Miss Nicolson shared a video she had previously recorded of a dinosaur on the school field; we went to investigate what it was doing.  Outside we found a variety of dinosaur footprints.  We explored the field to also find dinosaur eggs.  When finding the eggs we showed understanding of prepositions such as 'under', 'on top'. Once we collected the scattered eggs we placed them all inside a nest.  Prior to this we counted the eggs, using  some number names and number language spontaneously. Some dinosaur eggs were cracked, we searched for baby dinosaurs but none could be found. 12
We went outside to search for a dinosaur.  Miss Nicolson shared a video she had previously recorded of a dinosaur on the school field; we went to investigate what it was doing.  Outside we found a variety of dinosaur footprints.  We explored the field to also find dinosaur eggs.  When finding the eggs we showed understanding of prepositions such as 'under', 'on top'. Once we collected the scattered eggs we placed them all inside a nest.  Prior to this we counted the eggs, using  some number names and number language spontaneously. Some dinosaur eggs were cracked, we searched for baby dinosaurs but none could be found. 13
We went outside to search for a dinosaur.  Miss Nicolson shared a video she had previously recorded of a dinosaur on the school field; we went to investigate what it was doing.  Outside we found a variety of dinosaur footprints.  We explored the field to also find dinosaur eggs.  When finding the eggs we showed understanding of prepositions such as 'under', 'on top'. Once we collected the scattered eggs we placed them all inside a nest.  Prior to this we counted the eggs, using  some number names and number language spontaneously. Some dinosaur eggs were cracked, we searched for baby dinosaurs but none could be found. 14
We went outside to search for a dinosaur.  Miss Nicolson shared a video she had previously recorded of a dinosaur on the school field; we went to investigate what it was doing.  Outside we found a variety of dinosaur footprints.  We explored the field to also find dinosaur eggs.  When finding the eggs we showed understanding of prepositions such as 'under', 'on top'. Once we collected the scattered eggs we placed them all inside a nest.  Prior to this we counted the eggs, using  some number names and number language spontaneously. Some dinosaur eggs were cracked, we searched for baby dinosaurs but none could be found. 15
We went outside to search for a dinosaur.  Miss Nicolson shared a video she had previously recorded of a dinosaur on the school field; we went to investigate what it was doing.  Outside we found a variety of dinosaur footprints.  We explored the field to also find dinosaur eggs.  When finding the eggs we showed understanding of prepositions such as 'under', 'on top'. Once we collected the scattered eggs we placed them all inside a nest.  Prior to this we counted the eggs, using  some number names and number language spontaneously. Some dinosaur eggs were cracked, we searched for baby dinosaurs but none could be found. 16
We went outside to search for a dinosaur.  Miss Nicolson shared a video she had previously recorded of a dinosaur on the school field; we went to investigate what it was doing.  Outside we found a variety of dinosaur footprints.  We explored the field to also find dinosaur eggs.  When finding the eggs we showed understanding of prepositions such as 'under', 'on top'. Once we collected the scattered eggs we placed them all inside a nest.  Prior to this we counted the eggs, using  some number names and number language spontaneously. Some dinosaur eggs were cracked, we searched for baby dinosaurs but none could be found. 17
We went outside to search for a dinosaur.  Miss Nicolson shared a video she had previously recorded of a dinosaur on the school field; we went to investigate what it was doing.  Outside we found a variety of dinosaur footprints.  We explored the field to also find dinosaur eggs.  When finding the eggs we showed understanding of prepositions such as 'under', 'on top'. Once we collected the scattered eggs we placed them all inside a nest.  Prior to this we counted the eggs, using  some number names and number language spontaneously. Some dinosaur eggs were cracked, we searched for baby dinosaurs but none could be found. 18

We went on a dinosaur hunt. On the hunt we tuned into sounds in the environment listening to different noises. We used our imagination whilst following directions that involved positional language. During the adventure outside we copied familiar expressions from our favourite story bear hunt. We chased the dinosaur and ran across the field; we initially hid from the dinosaur. We called our new friend Borris.

We went on a dinosaur hunt. On the hunt we tuned into sounds in the environment listening to different noises. We used our imagination whilst following directions that involved positional language. During the adventure outside we copied familiar expressions from our favourite story bear hunt. We chased the dinosaur and ran across the field; we initially hid from the dinosaur. We called our new friend Borris. 1
We went on a dinosaur hunt. On the hunt we tuned into sounds in the environment listening to different noises. We used our imagination whilst following directions that involved positional language. During the adventure outside we copied familiar expressions from our favourite story bear hunt. We chased the dinosaur and ran across the field; we initially hid from the dinosaur. We called our new friend Borris. 2
We went on a dinosaur hunt. On the hunt we tuned into sounds in the environment listening to different noises. We used our imagination whilst following directions that involved positional language. During the adventure outside we copied familiar expressions from our favourite story bear hunt. We chased the dinosaur and ran across the field; we initially hid from the dinosaur. We called our new friend Borris. 3
We went on a dinosaur hunt. On the hunt we tuned into sounds in the environment listening to different noises. We used our imagination whilst following directions that involved positional language. During the adventure outside we copied familiar expressions from our favourite story bear hunt. We chased the dinosaur and ran across the field; we initially hid from the dinosaur. We called our new friend Borris. 4
We went on a dinosaur hunt. On the hunt we tuned into sounds in the environment listening to different noises. We used our imagination whilst following directions that involved positional language. During the adventure outside we copied familiar expressions from our favourite story bear hunt. We chased the dinosaur and ran across the field; we initially hid from the dinosaur. We called our new friend Borris. 5
We went on a dinosaur hunt. On the hunt we tuned into sounds in the environment listening to different noises. We used our imagination whilst following directions that involved positional language. During the adventure outside we copied familiar expressions from our favourite story bear hunt. We chased the dinosaur and ran across the field; we initially hid from the dinosaur. We called our new friend Borris. 6
We went on a dinosaur hunt. On the hunt we tuned into sounds in the environment listening to different noises. We used our imagination whilst following directions that involved positional language. During the adventure outside we copied familiar expressions from our favourite story bear hunt. We chased the dinosaur and ran across the field; we initially hid from the dinosaur. We called our new friend Borris. 7
We went on a dinosaur hunt. On the hunt we tuned into sounds in the environment listening to different noises. We used our imagination whilst following directions that involved positional language. During the adventure outside we copied familiar expressions from our favourite story bear hunt. We chased the dinosaur and ran across the field; we initially hid from the dinosaur. We called our new friend Borris. 8
We went on a dinosaur hunt. On the hunt we tuned into sounds in the environment listening to different noises. We used our imagination whilst following directions that involved positional language. During the adventure outside we copied familiar expressions from our favourite story bear hunt. We chased the dinosaur and ran across the field; we initially hid from the dinosaur. We called our new friend Borris. 9
We went on a dinosaur hunt. On the hunt we tuned into sounds in the environment listening to different noises. We used our imagination whilst following directions that involved positional language. During the adventure outside we copied familiar expressions from our favourite story bear hunt. We chased the dinosaur and ran across the field; we initially hid from the dinosaur. We called our new friend Borris. 10
We went on a dinosaur hunt. On the hunt we tuned into sounds in the environment listening to different noises. We used our imagination whilst following directions that involved positional language. During the adventure outside we copied familiar expressions from our favourite story bear hunt. We chased the dinosaur and ran across the field; we initially hid from the dinosaur. We called our new friend Borris. 11
We went on a dinosaur hunt. On the hunt we tuned into sounds in the environment listening to different noises. We used our imagination whilst following directions that involved positional language. During the adventure outside we copied familiar expressions from our favourite story bear hunt. We chased the dinosaur and ran across the field; we initially hid from the dinosaur. We called our new friend Borris. 12
We went on a dinosaur hunt. On the hunt we tuned into sounds in the environment listening to different noises. We used our imagination whilst following directions that involved positional language. During the adventure outside we copied familiar expressions from our favourite story bear hunt. We chased the dinosaur and ran across the field; we initially hid from the dinosaur. We called our new friend Borris. 13
We went on a dinosaur hunt. On the hunt we tuned into sounds in the environment listening to different noises. We used our imagination whilst following directions that involved positional language. During the adventure outside we copied familiar expressions from our favourite story bear hunt. We chased the dinosaur and ran across the field; we initially hid from the dinosaur. We called our new friend Borris. 14
We went on a dinosaur hunt. On the hunt we tuned into sounds in the environment listening to different noises. We used our imagination whilst following directions that involved positional language. During the adventure outside we copied familiar expressions from our favourite story bear hunt. We chased the dinosaur and ran across the field; we initially hid from the dinosaur. We called our new friend Borris. 15
We went on a dinosaur hunt. On the hunt we tuned into sounds in the environment listening to different noises. We used our imagination whilst following directions that involved positional language. During the adventure outside we copied familiar expressions from our favourite story bear hunt. We chased the dinosaur and ran across the field; we initially hid from the dinosaur. We called our new friend Borris. 16
We went on a dinosaur hunt. On the hunt we tuned into sounds in the environment listening to different noises. We used our imagination whilst following directions that involved positional language. During the adventure outside we copied familiar expressions from our favourite story bear hunt. We chased the dinosaur and ran across the field; we initially hid from the dinosaur. We called our new friend Borris. 17
We went on a dinosaur hunt. On the hunt we tuned into sounds in the environment listening to different noises. We used our imagination whilst following directions that involved positional language. During the adventure outside we copied familiar expressions from our favourite story bear hunt. We chased the dinosaur and ran across the field; we initially hid from the dinosaur. We called our new friend Borris. 18
We went on a dinosaur hunt. On the hunt we tuned into sounds in the environment listening to different noises. We used our imagination whilst following directions that involved positional language. During the adventure outside we copied familiar expressions from our favourite story bear hunt. We chased the dinosaur and ran across the field; we initially hid from the dinosaur. We called our new friend Borris. 19
We went on a dinosaur hunt. On the hunt we tuned into sounds in the environment listening to different noises. We used our imagination whilst following directions that involved positional language. During the adventure outside we copied familiar expressions from our favourite story bear hunt. We chased the dinosaur and ran across the field; we initially hid from the dinosaur. We called our new friend Borris. 20

o_3793_2ja5evbf07t55k8spfc3qb0xj2dcy1aa.mp4

Still image for this video

We found some dinosaur footprints. We used language of size to compare and contrast quantities. The children estimated how many shoes they could fit into the footprint. During the activity the children were able to recite some numbers in order to 10.

We found some dinosaur footprints. We used language of size to compare and contrast quantities. The children estimated how many shoes they could fit into the footprint. During the activity the children were able to recite some numbers in order to 10. 1
We found some dinosaur footprints. We used language of size to compare and contrast quantities. The children estimated how many shoes they could fit into the footprint. During the activity the children were able to recite some numbers in order to 10. 2
We found some dinosaur footprints. We used language of size to compare and contrast quantities. The children estimated how many shoes they could fit into the footprint. During the activity the children were able to recite some numbers in order to 10. 3
We found some dinosaur footprints. We used language of size to compare and contrast quantities. The children estimated how many shoes they could fit into the footprint. During the activity the children were able to recite some numbers in order to 10. 4
We found some dinosaur footprints. We used language of size to compare and contrast quantities. The children estimated how many shoes they could fit into the footprint. During the activity the children were able to recite some numbers in order to 10. 5
We found some dinosaur footprints. We used language of size to compare and contrast quantities. The children estimated how many shoes they could fit into the footprint. During the activity the children were able to recite some numbers in order to 10. 6

On the 18th of May the children took part in a dinosaur discovery! After looking at a newspaper article on arrival to nursery with Miss Nicolson, we were astonished to see Sarah Black and her dog who had the night previously discovered bones on the school field! Sarah gave us details about her audial which we were so excited to hear about! Outside we used a map of google earth to locate where on the school field the discovery was. Following our maps, we directed ourselves to the planting area. We dug using different tools excavating bones on the school field. We noticed different aspects of our environment like worms in the soil and creatures such as flies when exploring the natural area. We practiced safe measures when using the equipment and worked together well as a team. This passion and enthusiasm increased with more discoveries, the children counted out 6 bones in total! We studied the bones and used language of measure and size. After the activity, we referred to the newspaper article, developing our understanding of different texts and the information that can be relayed in the form of print.

On the 18th of May the children took part in a dinosaur discovery!  After looking at a newspaper article on arrival to nursery with Miss Nicolson, we were astonished to see Sarah Black and her dog who had the night previously discovered bones on the school field!  Sarah gave us details about her audial which we were so excited to hear about!  Outside we used a map of google earth to locate where on the school field the discovery was.  Following our maps, we directed ourselves to the planting area. We dug using different tools excavating bones on the school field. We noticed different aspects of our environment like worms in the soil and creatures such as flies when exploring the natural area. We practiced safe measures when using the equipment and worked together well as a team.  This passion and enthusiasm increased with more discoveries, the children counted out 6 bones in total! We studied the bones and used language of measure and size.  After the activity, we referred to the newspaper article, developing our understanding of different texts and the information that can be relayed in the form of print. 1
On the 18th of May the children took part in a dinosaur discovery!  After looking at a newspaper article on arrival to nursery with Miss Nicolson, we were astonished to see Sarah Black and her dog who had the night previously discovered bones on the school field!  Sarah gave us details about her audial which we were so excited to hear about!  Outside we used a map of google earth to locate where on the school field the discovery was.  Following our maps, we directed ourselves to the planting area. We dug using different tools excavating bones on the school field. We noticed different aspects of our environment like worms in the soil and creatures such as flies when exploring the natural area. We practiced safe measures when using the equipment and worked together well as a team.  This passion and enthusiasm increased with more discoveries, the children counted out 6 bones in total! We studied the bones and used language of measure and size.  After the activity, we referred to the newspaper article, developing our understanding of different texts and the information that can be relayed in the form of print. 2
On the 18th of May the children took part in a dinosaur discovery!  After looking at a newspaper article on arrival to nursery with Miss Nicolson, we were astonished to see Sarah Black and her dog who had the night previously discovered bones on the school field!  Sarah gave us details about her audial which we were so excited to hear about!  Outside we used a map of google earth to locate where on the school field the discovery was.  Following our maps, we directed ourselves to the planting area. We dug using different tools excavating bones on the school field. We noticed different aspects of our environment like worms in the soil and creatures such as flies when exploring the natural area. We practiced safe measures when using the equipment and worked together well as a team.  This passion and enthusiasm increased with more discoveries, the children counted out 6 bones in total! We studied the bones and used language of measure and size.  After the activity, we referred to the newspaper article, developing our understanding of different texts and the information that can be relayed in the form of print. 3
On the 18th of May the children took part in a dinosaur discovery!  After looking at a newspaper article on arrival to nursery with Miss Nicolson, we were astonished to see Sarah Black and her dog who had the night previously discovered bones on the school field!  Sarah gave us details about her audial which we were so excited to hear about!  Outside we used a map of google earth to locate where on the school field the discovery was.  Following our maps, we directed ourselves to the planting area. We dug using different tools excavating bones on the school field. We noticed different aspects of our environment like worms in the soil and creatures such as flies when exploring the natural area. We practiced safe measures when using the equipment and worked together well as a team.  This passion and enthusiasm increased with more discoveries, the children counted out 6 bones in total! We studied the bones and used language of measure and size.  After the activity, we referred to the newspaper article, developing our understanding of different texts and the information that can be relayed in the form of print. 4
On the 18th of May the children took part in a dinosaur discovery!  After looking at a newspaper article on arrival to nursery with Miss Nicolson, we were astonished to see Sarah Black and her dog who had the night previously discovered bones on the school field!  Sarah gave us details about her audial which we were so excited to hear about!  Outside we used a map of google earth to locate where on the school field the discovery was.  Following our maps, we directed ourselves to the planting area. We dug using different tools excavating bones on the school field. We noticed different aspects of our environment like worms in the soil and creatures such as flies when exploring the natural area. We practiced safe measures when using the equipment and worked together well as a team.  This passion and enthusiasm increased with more discoveries, the children counted out 6 bones in total! We studied the bones and used language of measure and size.  After the activity, we referred to the newspaper article, developing our understanding of different texts and the information that can be relayed in the form of print. 5
On the 18th of May the children took part in a dinosaur discovery!  After looking at a newspaper article on arrival to nursery with Miss Nicolson, we were astonished to see Sarah Black and her dog who had the night previously discovered bones on the school field!  Sarah gave us details about her audial which we were so excited to hear about!  Outside we used a map of google earth to locate where on the school field the discovery was.  Following our maps, we directed ourselves to the planting area. We dug using different tools excavating bones on the school field. We noticed different aspects of our environment like worms in the soil and creatures such as flies when exploring the natural area. We practiced safe measures when using the equipment and worked together well as a team.  This passion and enthusiasm increased with more discoveries, the children counted out 6 bones in total! We studied the bones and used language of measure and size.  After the activity, we referred to the newspaper article, developing our understanding of different texts and the information that can be relayed in the form of print. 6
On the 18th of May the children took part in a dinosaur discovery!  After looking at a newspaper article on arrival to nursery with Miss Nicolson, we were astonished to see Sarah Black and her dog who had the night previously discovered bones on the school field!  Sarah gave us details about her audial which we were so excited to hear about!  Outside we used a map of google earth to locate where on the school field the discovery was.  Following our maps, we directed ourselves to the planting area. We dug using different tools excavating bones on the school field. We noticed different aspects of our environment like worms in the soil and creatures such as flies when exploring the natural area. We practiced safe measures when using the equipment and worked together well as a team.  This passion and enthusiasm increased with more discoveries, the children counted out 6 bones in total! We studied the bones and used language of measure and size.  After the activity, we referred to the newspaper article, developing our understanding of different texts and the information that can be relayed in the form of print. 7
On the 18th of May the children took part in a dinosaur discovery!  After looking at a newspaper article on arrival to nursery with Miss Nicolson, we were astonished to see Sarah Black and her dog who had the night previously discovered bones on the school field!  Sarah gave us details about her audial which we were so excited to hear about!  Outside we used a map of google earth to locate where on the school field the discovery was.  Following our maps, we directed ourselves to the planting area. We dug using different tools excavating bones on the school field. We noticed different aspects of our environment like worms in the soil and creatures such as flies when exploring the natural area. We practiced safe measures when using the equipment and worked together well as a team.  This passion and enthusiasm increased with more discoveries, the children counted out 6 bones in total! We studied the bones and used language of measure and size.  After the activity, we referred to the newspaper article, developing our understanding of different texts and the information that can be relayed in the form of print. 8
On the 18th of May the children took part in a dinosaur discovery!  After looking at a newspaper article on arrival to nursery with Miss Nicolson, we were astonished to see Sarah Black and her dog who had the night previously discovered bones on the school field!  Sarah gave us details about her audial which we were so excited to hear about!  Outside we used a map of google earth to locate where on the school field the discovery was.  Following our maps, we directed ourselves to the planting area. We dug using different tools excavating bones on the school field. We noticed different aspects of our environment like worms in the soil and creatures such as flies when exploring the natural area. We practiced safe measures when using the equipment and worked together well as a team.  This passion and enthusiasm increased with more discoveries, the children counted out 6 bones in total! We studied the bones and used language of measure and size.  After the activity, we referred to the newspaper article, developing our understanding of different texts and the information that can be relayed in the form of print. 9
On the 18th of May the children took part in a dinosaur discovery!  After looking at a newspaper article on arrival to nursery with Miss Nicolson, we were astonished to see Sarah Black and her dog who had the night previously discovered bones on the school field!  Sarah gave us details about her audial which we were so excited to hear about!  Outside we used a map of google earth to locate where on the school field the discovery was.  Following our maps, we directed ourselves to the planting area. We dug using different tools excavating bones on the school field. We noticed different aspects of our environment like worms in the soil and creatures such as flies when exploring the natural area. We practiced safe measures when using the equipment and worked together well as a team.  This passion and enthusiasm increased with more discoveries, the children counted out 6 bones in total! We studied the bones and used language of measure and size.  After the activity, we referred to the newspaper article, developing our understanding of different texts and the information that can be relayed in the form of print. 10
On the 18th of May the children took part in a dinosaur discovery!  After looking at a newspaper article on arrival to nursery with Miss Nicolson, we were astonished to see Sarah Black and her dog who had the night previously discovered bones on the school field!  Sarah gave us details about her audial which we were so excited to hear about!  Outside we used a map of google earth to locate where on the school field the discovery was.  Following our maps, we directed ourselves to the planting area. We dug using different tools excavating bones on the school field. We noticed different aspects of our environment like worms in the soil and creatures such as flies when exploring the natural area. We practiced safe measures when using the equipment and worked together well as a team.  This passion and enthusiasm increased with more discoveries, the children counted out 6 bones in total! We studied the bones and used language of measure and size.  After the activity, we referred to the newspaper article, developing our understanding of different texts and the information that can be relayed in the form of print. 11
On the 18th of May the children took part in a dinosaur discovery!  After looking at a newspaper article on arrival to nursery with Miss Nicolson, we were astonished to see Sarah Black and her dog who had the night previously discovered bones on the school field!  Sarah gave us details about her audial which we were so excited to hear about!  Outside we used a map of google earth to locate where on the school field the discovery was.  Following our maps, we directed ourselves to the planting area. We dug using different tools excavating bones on the school field. We noticed different aspects of our environment like worms in the soil and creatures such as flies when exploring the natural area. We practiced safe measures when using the equipment and worked together well as a team.  This passion and enthusiasm increased with more discoveries, the children counted out 6 bones in total! We studied the bones and used language of measure and size.  After the activity, we referred to the newspaper article, developing our understanding of different texts and the information that can be relayed in the form of print. 12

We explored clay to create dinosaur eggs. We are beginning to be interested in and describe the texture of things, we squeezed the clay between our hands manipulating it into an egg shape. We used different tools to make marks in the clay and cut it into pieces.

We explored clay to create dinosaur eggs.  We are beginning to be interested in and describe the texture of things, we squeezed the clay between  our hands manipulating it into an egg shape. We used different tools to make marks in the clay and cut it into pieces. 1
We explored clay to create dinosaur eggs.  We are beginning to be interested in and describe the texture of things, we squeezed the clay between  our hands manipulating it into an egg shape. We used different tools to make marks in the clay and cut it into pieces. 2
We explored clay to create dinosaur eggs.  We are beginning to be interested in and describe the texture of things, we squeezed the clay between  our hands manipulating it into an egg shape. We used different tools to make marks in the clay and cut it into pieces. 3
We explored clay to create dinosaur eggs.  We are beginning to be interested in and describe the texture of things, we squeezed the clay between  our hands manipulating it into an egg shape. We used different tools to make marks in the clay and cut it into pieces. 4

We mixed ingredients together to create dough. We discussed the different textures when mixing the ingredients, taking turns to spoon in one or two scoops each. We looked at a story about dinosaur bones and fossils of a dinosaur. We imprinted different objects into the dough, and let them dry.

We mixed ingredients together to create dough. We discussed the different textures when mixing the ingredients, taking turns to spoon in one or two scoops each. We looked at a story about dinosaur bones and fossils of a dinosaur. We imprinted different objects into the dough, and let them dry.  1
We mixed ingredients together to create dough. We discussed the different textures when mixing the ingredients, taking turns to spoon in one or two scoops each. We looked at a story about dinosaur bones and fossils of a dinosaur. We imprinted different objects into the dough, and let them dry.  2
We mixed ingredients together to create dough. We discussed the different textures when mixing the ingredients, taking turns to spoon in one or two scoops each. We looked at a story about dinosaur bones and fossils of a dinosaur. We imprinted different objects into the dough, and let them dry.  3
We mixed ingredients together to create dough. We discussed the different textures when mixing the ingredients, taking turns to spoon in one or two scoops each. We looked at a story about dinosaur bones and fossils of a dinosaur. We imprinted different objects into the dough, and let them dry.  4
We mixed ingredients together to create dough. We discussed the different textures when mixing the ingredients, taking turns to spoon in one or two scoops each. We looked at a story about dinosaur bones and fossils of a dinosaur. We imprinted different objects into the dough, and let them dry.  5
We mixed ingredients together to create dough. We discussed the different textures when mixing the ingredients, taking turns to spoon in one or two scoops each. We looked at a story about dinosaur bones and fossils of a dinosaur. We imprinted different objects into the dough, and let them dry.  6
We mixed ingredients together to create dough. We discussed the different textures when mixing the ingredients, taking turns to spoon in one or two scoops each. We looked at a story about dinosaur bones and fossils of a dinosaur. We imprinted different objects into the dough, and let them dry.  7
We mixed ingredients together to create dough. We discussed the different textures when mixing the ingredients, taking turns to spoon in one or two scoops each. We looked at a story about dinosaur bones and fossils of a dinosaur. We imprinted different objects into the dough, and let them dry.  8
We mixed ingredients together to create dough. We discussed the different textures when mixing the ingredients, taking turns to spoon in one or two scoops each. We looked at a story about dinosaur bones and fossils of a dinosaur. We imprinted different objects into the dough, and let them dry.  9
We mixed ingredients together to create dough. We discussed the different textures when mixing the ingredients, taking turns to spoon in one or two scoops each. We looked at a story about dinosaur bones and fossils of a dinosaur. We imprinted different objects into the dough, and let them dry.  10
We mixed ingredients together to create dough. We discussed the different textures when mixing the ingredients, taking turns to spoon in one or two scoops each. We looked at a story about dinosaur bones and fossils of a dinosaur. We imprinted different objects into the dough, and let them dry.  11
We mixed ingredients together to create dough. We discussed the different textures when mixing the ingredients, taking turns to spoon in one or two scoops each. We looked at a story about dinosaur bones and fossils of a dinosaur. We imprinted different objects into the dough, and let them dry.  12
We mixed ingredients together to create dough. We discussed the different textures when mixing the ingredients, taking turns to spoon in one or two scoops each. We looked at a story about dinosaur bones and fossils of a dinosaur. We imprinted different objects into the dough, and let them dry.  13
We mixed ingredients together to create dough. We discussed the different textures when mixing the ingredients, taking turns to spoon in one or two scoops each. We looked at a story about dinosaur bones and fossils of a dinosaur. We imprinted different objects into the dough, and let them dry.  14
We mixed ingredients together to create dough. We discussed the different textures when mixing the ingredients, taking turns to spoon in one or two scoops each. We looked at a story about dinosaur bones and fossils of a dinosaur. We imprinted different objects into the dough, and let them dry.  15
We mixed ingredients together to create dough. We discussed the different textures when mixing the ingredients, taking turns to spoon in one or two scoops each. We looked at a story about dinosaur bones and fossils of a dinosaur. We imprinted different objects into the dough, and let them dry.  16

The children helped to collect different media to make a dinosaur swamp. They collected mud and then we put water in the middle to make a swamp. This activity provoked interest in shape and space by playing with shapes or making arrangements with objects.

The children helped to collect different media to make a dinosaur swamp. They collected mud and then we put water in the middle to make a swamp. This activity provoked interest in shape and space by playing with shapes or making arrangements with objects.  1
The children helped to collect different media to make a dinosaur swamp. They collected mud and then we put water in the middle to make a swamp. This activity provoked interest in shape and space by playing with shapes or making arrangements with objects.  2
The children helped to collect different media to make a dinosaur swamp. They collected mud and then we put water in the middle to make a swamp. This activity provoked interest in shape and space by playing with shapes or making arrangements with objects.  3
The children helped to collect different media to make a dinosaur swamp. They collected mud and then we put water in the middle to make a swamp. This activity provoked interest in shape and space by playing with shapes or making arrangements with objects.  4
The children helped to collect different media to make a dinosaur swamp. They collected mud and then we put water in the middle to make a swamp. This activity provoked interest in shape and space by playing with shapes or making arrangements with objects.  5
The children helped to collect different media to make a dinosaur swamp. They collected mud and then we put water in the middle to make a swamp. This activity provoked interest in shape and space by playing with shapes or making arrangements with objects.  6
The children helped to collect different media to make a dinosaur swamp. They collected mud and then we put water in the middle to make a swamp. This activity provoked interest in shape and space by playing with shapes or making arrangements with objects.  7

We enjoyed adding different ingredients together to create a volcano eruption outside on the school field. The ingredients included: Water, baking soda, washing up liquid, paint and vinegar. How it works: A chemical reaction between vinegar and baking soda creates a gas called carbon dioxide. Carbon dioxide is the same type of gas used to make the carbonation in sodas. What happens if you shake up a soda? The gas gets very excited and tries to spread out. There is not enough room in the bottle for the gas to spread out so it leaves through the opening very quickly, causing an eruption! This experiment was a good opportunity to take turns and share tasks and resources. We enjoyed discussing our observations and predictions for the experiment linked to our dinosaur topic.

We enjoyed adding different ingredients together to create a volcano eruption outside on the school field.  The ingredients included: Water, baking soda, washing up liquid, paint and vinegar.  How it works:  A chemical reaction between vinegar and baking soda creates a gas called carbon  dioxide. Carbon dioxide is the same type of gas used to make the carbonation in sodas. What happens if you shake up a soda? The gas gets very excited and tries to spread out. There is not enough room in the bottle for the gas to spread out so it leaves through the opening very quickly, causing an eruption!  This experiment was a good opportunity to take turns and share tasks and resources. We enjoyed discussing our observations and predictions for the experiment linked to our dinosaur topic. 1
We enjoyed adding different ingredients together to create a volcano eruption outside on the school field.  The ingredients included: Water, baking soda, washing up liquid, paint and vinegar.  How it works:  A chemical reaction between vinegar and baking soda creates a gas called carbon  dioxide. Carbon dioxide is the same type of gas used to make the carbonation in sodas. What happens if you shake up a soda? The gas gets very excited and tries to spread out. There is not enough room in the bottle for the gas to spread out so it leaves through the opening very quickly, causing an eruption!  This experiment was a good opportunity to take turns and share tasks and resources. We enjoyed discussing our observations and predictions for the experiment linked to our dinosaur topic. 2
We enjoyed adding different ingredients together to create a volcano eruption outside on the school field.  The ingredients included: Water, baking soda, washing up liquid, paint and vinegar.  How it works:  A chemical reaction between vinegar and baking soda creates a gas called carbon  dioxide. Carbon dioxide is the same type of gas used to make the carbonation in sodas. What happens if you shake up a soda? The gas gets very excited and tries to spread out. There is not enough room in the bottle for the gas to spread out so it leaves through the opening very quickly, causing an eruption!  This experiment was a good opportunity to take turns and share tasks and resources. We enjoyed discussing our observations and predictions for the experiment linked to our dinosaur topic. 3
We enjoyed adding different ingredients together to create a volcano eruption outside on the school field.  The ingredients included: Water, baking soda, washing up liquid, paint and vinegar.  How it works:  A chemical reaction between vinegar and baking soda creates a gas called carbon  dioxide. Carbon dioxide is the same type of gas used to make the carbonation in sodas. What happens if you shake up a soda? The gas gets very excited and tries to spread out. There is not enough room in the bottle for the gas to spread out so it leaves through the opening very quickly, causing an eruption!  This experiment was a good opportunity to take turns and share tasks and resources. We enjoyed discussing our observations and predictions for the experiment linked to our dinosaur topic. 4
We enjoyed adding different ingredients together to create a volcano eruption outside on the school field.  The ingredients included: Water, baking soda, washing up liquid, paint and vinegar.  How it works:  A chemical reaction between vinegar and baking soda creates a gas called carbon  dioxide. Carbon dioxide is the same type of gas used to make the carbonation in sodas. What happens if you shake up a soda? The gas gets very excited and tries to spread out. There is not enough room in the bottle for the gas to spread out so it leaves through the opening very quickly, causing an eruption!  This experiment was a good opportunity to take turns and share tasks and resources. We enjoyed discussing our observations and predictions for the experiment linked to our dinosaur topic. 5
We enjoyed adding different ingredients together to create a volcano eruption outside on the school field.  The ingredients included: Water, baking soda, washing up liquid, paint and vinegar.  How it works:  A chemical reaction between vinegar and baking soda creates a gas called carbon  dioxide. Carbon dioxide is the same type of gas used to make the carbonation in sodas. What happens if you shake up a soda? The gas gets very excited and tries to spread out. There is not enough room in the bottle for the gas to spread out so it leaves through the opening very quickly, causing an eruption!  This experiment was a good opportunity to take turns and share tasks and resources. We enjoyed discussing our observations and predictions for the experiment linked to our dinosaur topic. 6

As part of creating an engaging environment at Peter Rabbits Nursery, we aspire to Introduce children to a wide range of music and forms of expression. During PE this term we have planned activities where children practiced moving in different ways and at different speeds. We particularly enjoyed following the two different routines from Koo Koo music video dinosaur stomp, and walk the dinosaur to coincide with our class interest. We had a wonderful time performing both our dinosaur dances to the whole school. Before leaving the assembly, the whole school cheered the children for their efforts praising them for what they had done.

As part of creating an engaging environment at Peter Rabbits Nursery, we aspire to Introduce children to a wide range of music and forms of expression.  During PE this term we have planned activities where children practiced moving in different ways and at different speeds.  We particularly enjoyed following the two different routines from Koo Koo music video dinosaur stomp, and walk the dinosaur to coincide with our class interest.  We had a wonderful time performing both our dinosaur dances to the whole school.  Before leaving the assembly, the whole school cheered the children for their efforts praising them for what they had done. 1
As part of creating an engaging environment at Peter Rabbits Nursery, we aspire to Introduce children to a wide range of music and forms of expression.  During PE this term we have planned activities where children practiced moving in different ways and at different speeds.  We particularly enjoyed following the two different routines from Koo Koo music video dinosaur stomp, and walk the dinosaur to coincide with our class interest.  We had a wonderful time performing both our dinosaur dances to the whole school.  Before leaving the assembly, the whole school cheered the children for their efforts praising them for what they had done. 2
As part of creating an engaging environment at Peter Rabbits Nursery, we aspire to Introduce children to a wide range of music and forms of expression.  During PE this term we have planned activities where children practiced moving in different ways and at different speeds.  We particularly enjoyed following the two different routines from Koo Koo music video dinosaur stomp, and walk the dinosaur to coincide with our class interest.  We had a wonderful time performing both our dinosaur dances to the whole school.  Before leaving the assembly, the whole school cheered the children for their efforts praising them for what they had done. 3
As part of creating an engaging environment at Peter Rabbits Nursery, we aspire to Introduce children to a wide range of music and forms of expression.  During PE this term we have planned activities where children practiced moving in different ways and at different speeds.  We particularly enjoyed following the two different routines from Koo Koo music video dinosaur stomp, and walk the dinosaur to coincide with our class interest.  We had a wonderful time performing both our dinosaur dances to the whole school.  Before leaving the assembly, the whole school cheered the children for their efforts praising them for what they had done. 4
As part of creating an engaging environment at Peter Rabbits Nursery, we aspire to Introduce children to a wide range of music and forms of expression.  During PE this term we have planned activities where children practiced moving in different ways and at different speeds.  We particularly enjoyed following the two different routines from Koo Koo music video dinosaur stomp, and walk the dinosaur to coincide with our class interest.  We had a wonderful time performing both our dinosaur dances to the whole school.  Before leaving the assembly, the whole school cheered the children for their efforts praising them for what they had done. 5
As part of creating an engaging environment at Peter Rabbits Nursery, we aspire to Introduce children to a wide range of music and forms of expression.  During PE this term we have planned activities where children practiced moving in different ways and at different speeds.  We particularly enjoyed following the two different routines from Koo Koo music video dinosaur stomp, and walk the dinosaur to coincide with our class interest.  We had a wonderful time performing both our dinosaur dances to the whole school.  Before leaving the assembly, the whole school cheered the children for their efforts praising them for what they had done. 6
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