The rectangle shape was decided, we measured the wood cutting it to size, developing knowledge of measurement/shapes. The wood was joined using hammer and nails, risk assessing as we worked keeping our peers and ourselves safe. “It has to be the same size there and there”AM, “I can measure it”QC.

Releasing them into water we spoke about them floating or sinking and the distance they traveled ”look my ones went so far!”RW. How the different materials effected if they float or sank “the paper floated for a little”QC. Discovering some materials float while others sank slowly or quickly.

Interests turned to boats, going back to nursery we spoke about different materials we could use to make them. “Sticks float”AM, “paper does too”QC. Using a variety of tools/materials we designed boats. Developing creativity and problem solving while working out how to stick/tie the pieces together.

Bringing their aeroplanes to the woods they problem solved where was best to launch them “mines is crashing into the hill”DH, “what about the top of it”FM. Climbing to the top of the hill to launch them, we discussed distances traveled, developing gross motor skills and knowledge of measurement.

Following the instructions and diagrams we created aeroplanes and helicopters, then test flew them. Deepening our knowledge of how we constructed them by discussing their differences in flight patterns and looks. “It turns and goes down”RW. “This bit moves, that one does”IV.

Choosing the aeroplanes and helicopters we created a shopping list. Developing fine motor skills and our knowledge of letters representing words while showing our curiosity through questions. “That’s the r from my name” RW. “I need these things, what are they?” QC

Using our thermometer to check in, we discussed how we were feeling. “If I was outside i’d be up here but I’m actually not feeling well so I’m down here.” MW
“I’m up here but if I run out of energy I’ll be down here.” SMcA
“I’m in the middle as S didn't want to play with me.” JD #emotions #checkin

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“This one is heavy, I’m putting more in this one.” MW
“You need to make them the same.” JD
“this is heavy and this is empty.” AC
#teamwork #numeracy #problemsolving

The children used their imagination & creativity skills to cook, serve & socialise in the mud kitchen cafe.
KS-let’s make some hot chocolate we can mix some mud & water
I-RH-who wants to be our customer?
SB-would you like some chocolate milk? If add more mud it will be really chocolatey

As the week progressed outside was still very busy, some of the children were spending lots of time running so we added a provocation of proprioceptive experience encouraging children to burn of energy SMc” this is me pulling so hard I’m going to win”

AM “ we need a slide to make it super fun“ the children used large loose part pipes to create their very own slide. Through discussions the children decided to make a line so that everyone could have a turn and that it was safe to do so. MW ” I can lift it with you it’s easier“

We have been developing our form and gross motor skills throughout the building process as we worked as a team to move the large equipment DH -“ can you help us move they tyres Mr Johnstone they are too big and heavy”. Through moviing the equipment we have also developed our mathematical language.

Once the wood was “safe” RM, we worked as a team to design how the bookcases would be constructed with suggests of a square or rectangular shape. “Should be a rectangle, my one is“ AM, “I think a square, maybe lots of squares”RM. Also thinking of the materials we would need “wood, hammer, nails” AM

As a team we took apart the recycled wood we were donated. Developing our fine motor skills with the tools we used and risk assessing through group discussions “we have to be careful of the nails, they are sharp” AM, “we should watch our fingers”FM on how to keep ourselves safe during the process.

Developing our understanding of measure using mathematical language
RS - I have lots of tiny bits
FMcC - I need a little bit more milk
RW - My glass is full

Continuing to develop our problem solving skills
A-RB - there’s no plates left
I-RH - there’s more plates in the cupboard