Pupils & Classes
Teachers -Mrs Gill, Ms Quinn
TA- Miss Gregory, Miss Austen
Autumn Term 2025:
Communication and language and literacy
This term we have welcomed our lovely new nursery children into our school and they have settled into their new classroom beautifully. We have enjoyed learning lots of new Nursery Rhymes and learning some key vocabulary linked to nursery rhymes. We had a lovely time when we invited our parents in to a story morning and it was great to see parents enjoying reading with their child. We enjoyed listening to stories like Pete the Cat, Elmer and Brown Bear, Brown Bear where we explored colour further. We have also enjoyed Owl Babies, Stick Man and stories about families. We have begun Phase 1 phonics focusing on environmental sounds and instrumental sounds.
Maths
In maths we have been recognising colours, matching and sorting objects. We have been singing lots of counting songs and are beginning to develop our subitising and number recognition skills. We have been deepening our knowledge of numbers 1 and 2 and learning how to extend patterns.
Understanding the World
We have learned all about the season of Autumn. We know it comes after Summer, we know what clothing we might wear in the Autumn and have learned about Autumn colours and festivals that are celebrated in Autumn, such as Diwali. We have talked about what the word “family” means and the different family members in our family, immediate and extended. We have really enjoyed looking at each other’s family photos on our display. We have talked about similarities and differences in our families and ways in which we have changed since we were babies. We have discussed activities that our families like to do together and how we celebrate special times.
Expressive Art and Design
This term we have focused on ‘Painting’ and ‘Drawing’. We have been learning and experimenting with colour, colour mixing, colour shading, painting Pete the Cat and the Owl Babies, as well as making firework pictures and autumn pictures. We have also made self-portraits and drawings of our families.
Personal, Social and Emotional Development
The children are getting used to following the school rules and new routines (and teaching their mice!) and are forming lovely friendships. We have been learning to listen to others, taking turns to speak and responding to a range of simple instructions and questions. In Think Equal, the children have been talking about how they are special, unique and different. This has been further explored whilst discussing Black History Month and Anti-Bullying Week.
Physical Development
We have been developing the physical skills needed for early writing through lots of malleable activities such as painting, creative activities, playdough and mark-making in various media. We have also been encouraging children to hold their pencil correctly to develop their fine motor skills and practicing giving meaning to marks as we draw and write. We have enjoyed exploring our outdoor environment and using our gross motor skills to ride bikes and scooters around the track and practice playing bat and ball, basketball and using the stepping stones as well as using big movements with our arms whilst ribbon dancing in the hall.
| TOPIC NAMES |
Understanding the World |
EAD (Expressive Arts and Design |
PSED |
RE |
Physical Development |
Literacy (Reading and Writing) |
Maths |
|
| Nursery
SUMMER
ICT ARTICLE 17 |
SUM 1: Journeys and Transport
(ART 13)
SUM 2: Summer in the Garden (ART 29)
|
Sculpture- Sum 1
Collage – Sum 2
Music and Movement Identifying songs and music Parachute games End of year performance
Role play- Transport role play- bus, station, Minibeast garden.
Additional- SEE NURSERY CURRICULUM DOC. |
Think Equal
SUM 1: The Tale of Baby Beetroot Lara the Yellow Ladybird My Voice Healthy Minds C: What else can we do when we are upset? Healthy Minds C: Forgiving Myself Mindful movement in the hall
SUM 2: Kitchi’s Moccasins Helping Hands Diego’s Great Idea Head, Heart and Hands My Amazing Brain Healthy Minds D: Forgiving Others Healthy Minds D: Gratitude for People or things in my life
TRANSITION
Additional- SEE NURSERY CURRICULUM DOC. |
LIVING: Where do we belong?
Values- Faith, Hope and Love |
Gross Motor Skills
§ Begin to refine movement of walking and running § Begin to refine climbing skills § Begin to refine balancing skills § Learn to skip § Continue to develop riding skills § Continue to develop ball skills § Use large muscle movements § Remember some sequences and patterns of movement related to music and rhythm § Take part in some group team activities § Match developing physical skills to tasks and activities in setting § Choose the right resource to carry out chosen plan § Collaborate with others to manage large items
Fine Motor Skills § Use one-handed tools and equipment. § Eat independently using a knife and fork § Be increasingly independent getting dressed and undressed § Use a comfortable grip with good control when holding pens and pencils.
|
Phase 1 Phonics / Reading
§ Develop phonological awareness
ð Join in with P1 activities, aspects 1 to 7 – Listen, remember & talk about different sounds with increasing vocabulary: □ Environmental □ Instrumental □ Body Percussion – Talk about rhyming words and begin to create rhyming strings – Hear and say initial sounds in words – Explore and talk about different voice sounds, enunciating some phoneme correctly – Participate in oral blending/segmenting activities – Clap syllables in words § Engage in extended conversations about stories and non-fiction texts, learning & using new vocabulary
§ Use the five key concepts about print: ð Identify a word in a sentence and understand it carries meaning ð Identify a letter in a word ð Name parts of book and show awareness of page number … page number ð Continue to develop understanding of word / letter ð Follow print, know it is read from top to bottom & use 1:1 correspondence § Read own name in a variety of fonts/context
Writing § Use knowledge of print / letter knowledge in writing
ð
Recognisable letters ð Left to right / top to bottom directionality ð Top to bottom directionality
§ Begin to match some letters to phonemes e.g. m for mummy § Engage in purposeful early writing Write name, from memory, with correct letter formation |
SUM 1: Sequencing
Positional language More than/Fewer than 2D Shape 3D shape
SUM 2: Number Composition What comes after What comes before Numbers to 5
Additional – SEE MASTER THE CURRICULUM Planning
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Homework Leaflet- Homework leaflet
