Pupils
Teachers -Mrs Gill
TA- Miss Gregory
Summer Term 2024:
Communication and language and literacy
This half term we have enjoyed exploring our focused texts Christopher’s Caterpillars by Charlotte Middleton and Walter’s Wonderful Web by Tim Hopgood. We made a Yes/No graph to show who liked spiders and who didn’t and we discussed our reasons. We have listened to lots of stories about minibeasts and had a keen interest in our ‘Summer in the Garden’ topic. One of our favourite texts has been The Very Hungry Caterpillar by Eric Carle. We have continued practicing what we want to say out loud before writing it using our symbol to remind us. In Phonics, Nursery have continued to orally blend and segment, count the syllables in words as well as some children beginning Phase 2 Phonics sessions.
Maths
In Maths this term, we have been focusing on Sequencing and Positional Language, Comparing Groups using the language, ‘more than’ and ‘fewer than’, identifying 2D and 3D shapes and their properties and exploring the Composition of Numbers.
Understanding the World
We have learned all about the season of Summer. We know it comes after Spring, what clothing we might wear in the sun and how to protect ourselves on a hot day. We have explored our environment, learning all about the features and habitats of minibeasts and how to care for them. We also learned about the lifecycles of butterflies. We had lots of fun when we invited Curious Critters in who brought lots of different insects, reptiles and animals for us to handle. During our experience day, we are making minibeast collages and taking a trip to the park for fun and games!
Expressive Art and Design
This term the children have been focusing on creating a background using a range of lines, dots, marks and patterns using drawing tools e.g. pencil, chalk, wax crayon etc. The children then drew their eyes, exploring shapes of eyes (e.g. the lemon shape, circles in circles) which were then stuck onto their background to create their self-portrait. Next, nursery are going to make a collage of a garden linked to our minibeast topic, using natural materials e.g. grass, soil etc. We have also been learning and remembering entire songs and practicing how to ‘pitch match’ – singing the pitch of a tone sung by another.
Personal, Social and Emotional Development
We have continued to develop our social and emotional development through the Think Equal programme, focusing on solving problems with our peers effectively and learning to resolve conflicts peacefully. We have also continued our daily practices of mindfulness and meditation.
Physical Development
We have been choosing the right resources to carry out our own plans and collaborating with others to manage large equipment. We have been developing our fine motor skills by practicing holding and using scissors correctly as well as continuing to practice holding our pencil correctly.
| TOPIC NAMES | Understanding the World | EAD (Expressive Arts and Design | PSED | RE | Physical Development | Literacy (Reading and Writing) | Maths |
| Nursery
AUTUMN
Nursery Rhymes/Colours
My Family (ART 5,6,7,8, 18,20,21, 3) 0
ICT ARTICLE 17 |
Tea party (I’m a little Teapot)
Spiders (Incy Wincy) Day and night (Twinkle Twinkle) Favourite colours Colour changes Autumn and seasonal change/ Bonfire night and Diwalli
Families and homes Winter/cold places and seasonal change Remembrance Christmas
(IWB: Nursery Rhymes, Bonfire night, Poppy Day, People who help us Selecting tools and mark making on the IWB, Beebots) |
Painting- Aut1
Drawing-Aut2
Music and movement- Action songs (phase 1) Familiar songs Expressing feelings through music (ribbon dancing) Copying simple rhythms with instruments
Nativity songs and performance
Role play- home corner, Santa’s workshop. |
Heartsmart – Get Heart smart (Meet Boris)
Heartsmart – Don’t forget to let love in (I am special)
Additional- show effortful control, talk and identify simple feelings, idenitify actions/words that upset others, begin to find soluations- sharing and turn taking Make independent learning choices, Begin to be independent within self-care routines Toileting / Handwashing / Snack time / Outdoor Begin to play with other chn and see themselves as part of a community. |
I am special (diversity)
Harvest (Sukkot- Jewish Harvest) Diwalli
Special people (inc those who help us)
Christmas (Births and birthdays, The Nativity)
Hannukah
Values- Thankfulness, Respect and Love |
Gross Motor- Continue to develop movement skills of walking and running, negotiating space. Continue to develop climbing skills, use stairs using alternate feet, develop balancing skills … balance , Complete low level obstacle courses, Walk up / down a ramp, Stand still, Stand on one leg, develop riding skills – scooter / trike / balance bike, Use bike track: □ following track □ right direction ð Stop / start
Continue to develop ball skills- Rolling (partner / circle games), Kicking Begin to adapt speed / direction to avoid obstacles, learn to hop With support explore climbing frame Begin to use large-muscle movements to wave flags and streamers (top to bottom / anti-clockwise) Paint and make marks (top to bottom / anti-clockwise Fine motor- Write Dance and Dough Disco (Learn to use the toilet with help, and then independently) Begin to show a preference for a dominant hand, learn to use a knife and fork, get dressed independently for outdoor play, Use some one-handed tools and equipment Across provision: □ Pouring / filling □ Stirring / mixing □ Rolling □ Painting / Drawing / mark making … Begin to develop a comfortable grip when using pencils / pen, Model and encourage a tripod grip
|
Phase 1 Phonics / Reading ▪ Begin to develop phonological awareness
Join in with Phase 1 activities, aspects 1 to 6 – (Alliterative activities, begin to identify words starting with the same phoneme within a word) ▪ Begin to understand some of the five key concepts about print: Handle books carefully & correctly Name some book parts … front cover, back cover, page, title Print has meaning □ familiar logos □ environmental labels with photograph Understand print is read left to right . ▪ Enjoy sharing a book with an adult One to one Fiction and Small group time non-fiction ▪ Begin to read own name with visual support
Writing ▪ Add some marks to their drawings, which they give meaning to. For example: “That says mummy . ▪ Make marks on picture to represent name ▪ Begin to attempt to write name with some recognisable letters First letter of name ▪ To begin to understand that own marks represent meaning Point to marks Talk about made marks, label marks. |
Geometry Recognising, naming and matching colours
Sorting by various attributes Continuing AB patterns Measurement Using the language of size Number & Place Value Grasping the Counting Principles Comparing amounts of objects Colours (2 weeks) Recognising, naming and matching colours Sorting (2 weeks) Sorting by various attributes Pattern (2 weeks) Continuing AB patterns. Size (1 week) Using the language of size Counting Principles (2 weeks) One-one principles, stable-order principle, cardinal principle, abstraction principle, order-irrelevance principle Comparing (2 weeks) Comparing amount of objects |
Homework Leaflet- Homework leaflet
