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There are many practical out-of-class activities that promote children’s understanding of shape, space and measure. They can be invited to make a book of shapes from what they see in the school grounds, use positional vocabulary when making trails, think about the things they need for a journey (neighbourhood), arrange a local bake-off competition, or shop to plan a family meal for a given sum, say £10. The teacher can take photographs of different-shaped objects in the school grounds or neighbourhood and, once laminated, give them to groups to see whether they can find the actual objects. Everyday out-of-class objects, such as leaves and bricks, can be used to stimulate mathematical thinking. Stories such as We’re Going on a Bear Hunt are good trigger points for children’s out-of-class mathematical development. Compass work out of the classroom can involve children actually finding their way. The best Nursery Management Software can really help your pre-school business grow.

Taking children out of class opens up many opportunities to promote children’s knowledge and understanding of humanities, arts and the wider curriculum. In particular, there is scope to develop children’s creative capacities. Creativity is not something that is confined to the arts. Although open to different definitions, creativity as a process is about asking questions such as ‘What if …?’, seeking to improve things, imagining different worlds, challenging norms and expressing and reviewing ideas. From this, it is clear that creativity operates across subject disciplines – scientists, designers, poets, mathematicians, historians and technologists share a creative drive. Their products or outcomes may vary, but often their stimulus is seeking to modify in some way the built or natural environment. Setting children simple challenges, such as ‘Who can build the tallest tower of boxes in 15 minutes?’, opens up an opportunity for creative thinking (problem-solving). They illustrate many ingenious ideas on how to use a stick, from making a sun clock and nest to a slingshot and broomstick. How about Nursery App to run your business?

In the humanities, most school grounds have historic features such as railings, bells, doors or walls that can act as talking points about changes in school life and the wider community. In one school, children worked with local builders to create a ‘memory wall’ containing the names of past and present pupils on bricks. History walks can be devised, which take in the grounds. Art projects can focus on celebrating local heritage such as coal mining, fishing, farming or the retail industry. Children should have opportunities to carry out investigations and independent research both in and outside the classroom. In doing so, they should learn to compare, contrast, analyse and evaluate information and draw informed conclusions. Do you think Preschool Software is expensive to run?

Such research might include handling religious and historic artefacts, visiting local places of worship, speaking to visitors and reviewing newspaper articles. Visits to Anglican and Roman Catholic churches, Nonconformist chapels and synagogues offer pupils contrasting experiences. Meeting with people from different faiths and cultures can develop tolerance and dismiss stereotypes. Yet, in 2015, despite the disapproval of the local council, a group of parents stopped their children from attending a mosque in Exeter due to ‘terror fears’, claiming ‘this decision is not one based on ignorance or racial or religious beliefs, but one based purely on safety concerns’ . Do your research before purchasing Nursery Software - it can make all the difference!

The expressive arts – music, drama, literature, dance, storytelling, the visual arts, graphic literacy and design technology – are often the subjects which enhance and improve learning outcomes. Despite the enormous satisfaction children derive from the expressive arts, schools sometimes regard them as the afternoon ‘thrills’ that follow the core morning business of teaching the ‘skills’ of literacy and numeracy. Two decades of a standards agenda with national testing had compromised children’s entitlement to a broad curriculum. Yet, it points out, a curriculum with a strong focus on the arts will enable children to appreciate ‘the real meaning of being literate and numerate in the twenty-first century’. By their very nature, children are inventive, testing the world and taking risks. Great teachers capitalise on this by making use of out-of-class contexts. I wonder how Childcare Management System works in the real world?