Teaching and classroom support
Morning routine cards
Arrange routine steps in a chosen order and use the Now, Next and Finished areas to make the current and upcoming step visible.
Back to creators 
Early years teacher
Hazel Koh Yan Ting
I teach an afternoon early years group, where learning may begin with an idea that has already been explored earlier in the day.
Explore the collectionA little about me
I teach an afternoon early years group, where learning may begin with an idea that has already been explored earlier in the day. I want to find a genuine way in for the children with me: what have they noticed, what are they ready to investigate and what might they add? Continuing an inquiry does not mean repeating the same activity or treating one session as an appendix to another.
Documentation matters because it makes the thinking of each group visible. I look for notes that show what children actually did and how the work developed, rather than a summary written only to match an earlier plan. That record can help me decide whether to offer a related material, revisit a question or leave the investigation open for another day.
I choose teaching ideas for the possibilities they create, not because every group should follow the same sequence. A resource can offer a starting point, but I need to adapt it to the time, materials and interests available. I want the afternoon’s work to have its own focus and to be documented with the same care as any other part of the learning day.
How I approach a lesson
Begin from what the current group has noticed.
Extend an inquiry without assuming that repetition is continuation.
Document each session as its own contribution to learning.
Templates I'd use with my class
Explore these templates and decide what fits your own setting.