The class of Y1A had the delightful opportunity to immerse themselves in the wonders of autumn. The focus of this activity was on exploring the natural transformations occurring during this season. As the children ventured into the outdoors, their senses were awakened to the captivating world of fallen leaves, each displaying a spectrum of autumnal hues. They actively engaged in hands-on exploration, carefully examining and appreciating the different colours and textures of the fallen foliage as they scanned the grass and woodland floor. 

Y1A班的孩子们沉浸在秋天的美景中。这次活动重点是探索秋天季节发生的变化。当孩子们走进户外时，他们的感官被唤醒，进入了迷人的落叶世界，每片落叶都呈现出不同的秋色。他们积极动手探索，在草坪和树林中仔细观察和欣赏落叶的不同颜色和纹理。

Additionally, the discovery extended to fallen sticks, providing a multi-sensory experience as the students observed and interacted with these elements of nature. This immersive activity promoted the development of the children’s observational skills, a connection with the environment, and an appreciation for the changing seasons. The hands-on exploration of autumn's offerings serves as a meaningful and enriching experience for them, fostering curiosity and a sense of wonder in their early educational journey.

此外，孩子们的发现还延伸到了掉落的树枝上，在观察这些自然元素并与之互动的过程中，他们获得了多重感官体验。这种身临其境的活动促进了孩子们观察能力的发展、与环境的联系以及对季节变化的欣赏。在早期教育旅程中，秋季课程的亲身实践探索对孩子们来说是一种有意义和丰富的体验，能培养他们的好奇心和惊奇感。

In the outdoor activity conducted by K1A, the children collected twigs and crafted various 2D shapes they had learnt previously. The creation of shapes such as squares, rectangles, triangles and circles demonstrated the children's understanding and application of mathematical concepts in a practical context.

在K1A班的户外活动中，孩子们收集树枝并制作了之前学习过的各种二维图形。正方形、长方形、三角形和圆形等形状的制作展示了孩子们对数学概念的理解和实际应用。

The outdoor setting provided an opportunity for holistic development, as the forestry class fostered not only structured learning but also social interaction, bonding, and exploration of the natural environment. Through hands-on experiences in the outdoor environment, the children not only reinforced academic knowledge but also developed essential social and emotional skills crucial for their growth and well-being.

户外环境为孩子们的全面发展提供了机会，因为森林课堂不仅促进了有组织的学习，还促进了社交互动、亲子关系和对自然环境的探索。通过在户外环境中亲身体验，孩子们不仅巩固了学术知识，还培养了对其成长和幸福至关重要的社交和情感技能。

K1B’s forestry activity perfectly encompassed various learning goals. The outdoor adventure, undertaken with raincoats and rain boots, promoted the children’s physical development as children engage in gross motor activities while exploring the park.

K1B班的森林活动包含了各种学习目标。孩子们穿着雨衣和雨靴参加户外探险，在探索公园的过程中参与了粗大运动技能活动，这促进了幼儿身体发展。

They constructed homes which became a hands-on project that not only enhanced fine motor skills but also encouraged creativity and problem-solving, contributing to the goals of communication and language development and physical development. The teacher's guidance in posing questions about the house's needs stimulated their critical thinking and understanding of the world.

The discussion around the consequences of rain and wind on the house introduced concepts related to the environment, weather, and sustainability. Finally, the responsible conclusion of returning collected materials to their original places emphasized the importance of environmental awareness. This lesson offered an engaging and enjoyable experience for the children whilst developing the children’s knowledge of nature and the world around them.

K1C’s activity began with a review of different colours and engaging the children in a discussion and guessing game related to fall colours. The children shared their ideas and experiences in a nurturing and welcoming environment. 

在K1C班，孩子们从回顾不同的颜色开始，并参与有关秋天颜色的讨论和猜谜游戏。在温馨的环境中，大家分享了自己的想法和经验。

Their journey through Xiangfu Park was a hands-on experience of looking for fall colours in the forested area which  stimulated the children’s  curiosity and a sense of wonder, nurturing the children's innate sense of exploration. This culminating activity, where the children create different creations with fall leaves, allows the children to explore their budding creative minds. This not only allows for creative expression but also enhances fine motor skills and encourages imagination.

在湘府公园的旅程中，孩子们亲身体验了在森林中寻找秋天的颜色，激发了好奇心和惊奇感，培养了与生俱来的探索精神。活动最后，孩子们用秋叶创作出不同的作品，探索萌芽中的创意思维。这不仅能进行创造性表达，还能提高精细动作技能和鼓励想象力。

Time can be a difficult concept to grasp for young learners. Thankfully, this concept is made simple through the use of digital clocks and other time-keeping devices. But what about before such technology?

对于幼儿来说，时间是一个很难掌握的概念。幸好有了数字时钟和其他计时设备，这个概念才变得简单了些。但在这些技术出现之前呢？

K2A’s children explored this interesting topic of timekeeping and natural phenomena. The introduction of a sundial in the front garden effectively allowed the children to observe and understand the connection between the sun's position and the passage of time.

K2A班的孩子们探索了计时和自然现象这一有趣的话题。通过在前花园引入日晷，孩子们有效地观察并理解了太阳位置与时间流逝之间的联系。

The interactive component, where each child placed a stone on the shadow, not only enhanced fine motor skills but also encouraged teamwork and participation, fostering their sense of community and relationship with one another.The amazement and discovery upon returning from the forest walk was plain to see upon the children’s faces. This activity certainly highlighted the practical application of theoretical knowledge, fostering a sense of wonder and curiosity in the children.

The transition from the outdoor experience to the classroom, where children create their own sundials from paper plates and sticks, extends the learning by encouraging creativity and imagination. The testing of these sundials in the sun provided a practical and tangible experience, linking theory to application and supporting goals in Communication and Language Development.

从户外体验过渡到教室，孩子们用纸盘和树枝制作日晷，通过鼓励创造力和想象力来扩展学习。在阳光下测试这些日晷提供了一个实际而具体的体验，将理论与应用联系起来，并支持交流和语言发展的目标。

K2B’s forestry class, blended forestry with an ECSTEM activity. In a dynamic and multidimensional approach that seamlessly integrated various aspects of the EYFS curriculum, and with focus on technology and engineering, encouragment to explore, experiment and comprehension of scientific concepts, the children participated in a holistic and enjoyable experience.

K2B班的森林课与ECSTEM早起科学活动相结合。活动以动态和多维的方式将幼儿早期教育课程的各个方面完美地融合在一起，以技术和工程学为重点，鼓励孩子们探索、实验和理解科学概念，让孩子们参与了一次全面而愉快的体验。

This activity consisted of hands-on engagement by placing pipe-fittings together in the park. This was a collaborative effort, which developed the children’s teamworking and communication skills. After the pipes were all fitted together, The children tested the pipeline, which introduced an experimental element, where children assessed the integrity of their creation, promoting critical thinking and observation skills. The opportunity for children to make predictions added an element of scientific inquiry. This activity was a chance for them to test and learn.

在公园里，孩子们亲身参与了一项把管道配件组拼在一起的活动。这是一项协作活动，培养了孩子们的团队合作和沟通能力。管道全部安装完毕后，孩子们对管道进行了测试，引入了实验元素，孩子们对自己的作品的完整性进行评估，促进了批判性思维和观察能力。孩子们进行预测的同时也增加了科学探究的元素。这项活动为他们提供了一个测试和学习的机会。

K2C class’s art project provided a delightful blend of creativity and nature, aligning harmoniously with various EYFS learning goals. The collaboration on a class art project not only encouraged teamwork but also allowed for individual expression. The use of unconventional materials, such as dragon fruit skin, leaves, and playdough, promoted sensory exploration and fine motor skills, supporting objectives in physical development. The children's engagement in gathering leaves from the BeeMee gardens connected them with the environment. 

The collective imagination that took flight around the lengthy canvas showcased the integration of Expressive Arts and Design principles. The process of painting intricate scenes with dragon fruit skin, affixing leaves with playdough, and adding bold strokes with coloured markers demonstrated creativity, critical thinking, and fine motor skills. 

孩子们围绕着长长的画布展开的集体想象力，展示了表现艺术与设计原则的融合。用火龙果皮绘制复杂的场景，用橡皮泥粘贴树叶，用彩色笔大胆地描绘，这些过程充分展示了创造力、批判性思维和精细动作技能。

This delightful session not only encouraged artistic expression but also intertwined art with nature, providing a holistic learning experience. The energy and enthusiasm generated in the classroom during this activity contribute to the overall goal of creating a positive and engaging learning environment for the vibrant young minds in K2C.

这节令人愉快的课程不仅鼓励了艺术表现，还将艺术与自然交织在一起，提供了一种全面的学习体验。孩子们在课堂上激发出了活力和热情，此次活动有助于K2C班学习目标的实现，也为充满活力的孩子们创造了一个积极向上、引人入胜的学习环境。

K3A’s teddy bear picnic activity provided a delightful and socially enriching experience for the children. The emphasis on a collaborative event with classmates and teddy bears promoted goals within the Personal, Social, and Emotional Development domain. The preparation of snacks by the children not only enhanced fine motor skills but also encouraged teamwork and cooperation, fostering positive social interactions. The circle setting during the picnic further supported social development, as the children happily shared their snacks. This communal sharing aligned with EYFS goals, emphasizing the importance of positive relationships and effective communication.

K3A班的泰迪熊野餐活动为孩子们提供了一次愉快而丰富的社交体验。孩子们和泰迪熊野餐合作的活动促进了个人、社会和情感发展领域的目标。孩子们准备零食的过程不仅提高了精细动作技能，还鼓励了团队精神与合作，促进了积极的社会交往。野餐期间的圆圈活动进一步促进了社交发展，因为孩子们开心地分享了他们的零食。这种集体分享符合幼儿早期教育目标，强调了积极的人际关系和有效沟通的重要性。

The teddy bear picnic served as a creative and imaginative activity, contributing to the Expressive Arts and Design domain. The combination of preparation, sharing, and the overall enjoyment of the picnic fostered a positive learning environment, supporting the overarching goal of creating a positive and engaging space for young learners. This teddy bear picnic was a joyful and memorable experience for the children.

泰迪熊野餐是一项富有创造力和想象力的活动，有助于表达艺术和设计领域的发展。野餐的准备、分享和整体乐趣营造了一个积极的学习环境，为幼儿创造一个积极和有吸引力的空间，支持了总目标的实现。这次泰迪熊野餐对孩子们来说是一次快乐而难忘的经历。

K3C’s outdoor activity focused on tallies, introducing the children to a practical and engaging aspect of mathematical understanding. The exploration of making tallies in the park not only fostered mathematical development but also encouraged active exploration and observation. The distinction made between the method taught and the Chinese way of making tallies introduced cultural diversity and awareness. This approach not only enriched the learning experience but also encouraged the children to appreciate different perspectives and methods.

K3C班的户外活动以 "计数器 "为重点，向孩子们介绍了数学理解的实用性和参与性。在公园里孩子们探索制作统计表，积极参与和观察，促进了数学发展。老师的教学方法与中国统计法之间的区别引入了文化多样性和文化意识。这不仅丰富了学习体验，这种方法不仅丰富了孩子们的学习经验，而且鼓励他们欣赏不同的观点和方法。

In K3D, the class focused on introducing the concept of symmetry, reflecting a well-rounded approach to learning. The interactive discussion about symmetry in nature, using a butterfly as an example, engaged the children in Understanding the World, fostering their observation skills and understanding of natural patterns. The hands-on exploration in the park allowed the children to actively apply the concept they learned, encouraging curiosity and independence. Identifying symmetry in leaves, flowers, and rocks not only connected the children with nature but also reinforced the concept in a practical and tangible way.

在K3D班，重点介绍了对称的概念，体现了全面的学习方法。以蝴蝶为例，通过互动讨论自然界中的对称现象，孩子们更好地了解世界，培养观察能力和对自然规律的理解。孩子们通过公园里的实践探索能够积极应用所学概念，激发好奇心和独立性。辨别树叶、花朵和岩石的对称性，孩子们不仅与大自然联系在一起，还以一种实际而具体的方式强化了这一概念。

This creative activity involved the collection of natural materials and the creation of symmetrical patterns which extended the learning into Expressive Arts and Design. This segment not only enhanced fine motor skills but also encouraged creativity and imagination, contributing to the overall development of the children. The day effectively and holistically integrated the concept of symmetry into outdoor exploration and creative expression.