Classes and Pupils
Teacher -Mrs Gill
TA’s- Miss Gregory and Mrs Campbell
Autumn 2:
This half term has been a very exciting one filled with naughty elves, glitter and all things Christmas! But our main focus in Nursery this half term has been learning all about families. 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.
We had our experience day where we welcomed a nurse and a firefighter into school to talk about their occupations. The children found out lots of interesting facts. We enjoyed our Welly Walk to the park where we found lots of signs of Autumn and had great fun throwing the leaves up in the air and at Miss Austen!
We have also enjoyed lots of new stories like ‘My Mum is Fantastic’, ‘Owl Babies’ and ‘Monkey Puzzle’. We have especially liked our Big Read times where we get cosy and settle down in front of the “fire” for a special story.
In Maths, we have done some wonderful work on pattern, making patterns with colours, bricks, signs of Autumn, as well as making body percussion patterns in phonics!
We were brilliant and brave performing our first Christmas show for the rest of the school and our families. We have enjoyed being elves in Santa’s workshop and wrapping all the presents in preparation for Santa’s journey on Christmas Eve! We ate a yummy Christmas lunch and danced away at our Christmas party.
| TOPIC NAMES | Understanding the World | Technology | EAD (Expressive Arts and Design | PSED | RE | Physical Development | Literacy (Reading and Writing) | Maths | |
| Nursery
SPRING
Bears (Teddy Bears Picnic) (ART24,27)
Spring has Sprung (ART 29)
ICT ARTICLE- 17 |
Food changes and decay
Chinese New Year Spring and Seasonal Change
Farm animals Lifecycles Mothers’ Day Easter
(IWB activities and skills continued, Moving Toys, remote controls, Introduce CD player, E-safety focus) |
Textiles- Spr 1
Printing – Spr 2
Music and movement Bear Hunt dance Chinese new year dragon dance Singing songs Making rhythms independently Changing sounds
Role play- explorers, toy shop, Three Bears House, Bear hunt/cave, farm. |
Heartsmart – Too much selfie isn’t healthy (I love others)
Heartsmart – Don’t rub it in, rub it out! (I am a good friend)
Begin to understand and talk about how others might be feeling and the reasons why, and talk to resolve conflicts. Settle at activities, increasing independence. Begin to share and take turns with others and to extend and elaborate play ideas with others
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The Stories Jesus Heard (The Bible)
The Stories Jesus Told (Parables) Easter
Holi (Hindu festival)
Values- Forgiveness, compassion and Love |
Gross Motor- Continue to develop movement of walking and running, climbing skills, balancing skills, riding skills
Continue to develop ball skills, use large muscle movement Learn to hop Begin to learn to skip, remember some sequences and patterns of movement related to music and rhythm Begin to 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 Begin to collaborate with others to manage large items
Fine motor– Write Dance and Dough Disco Show preference a for a dominant hand Continue to learn to use a knife and fork Increase independence getting dressed and undressed Use a range of one-handed tools and equipment Continue to develop a comfortable grip with good control when holding pens and pencils. |
Reading– Continue to develop phonological awareness, join in with P1 activities, aspects 1 to 7, tune into alliterative words, begin to identify / hear some initial phonemes in words,
Begin to participate in oral blending/segmenting activities Clap syllables in own name. Begin to engage in conversations about stories and non-fiction texts, learning new vocabulary Continue to develop an understand the five key concepts about print: Handle books carefully & correctly, Name some book parts …. title / blub, Print has meaning – recognise some new logos, Begin to understand what a word / letter is … letter / word, Follow print left to right and begin to use 1:1 correspondence ,Know where to start reading … first Read own name without visual support Writing- Begin to use some print / letter knowledge in writing. Symbols- lines/circles, recognisable letters, left to right, top to bottom. Begin to engage in purposeful mark marking Attempt to write name, using name card, with some recognisable letters, some correctly formed
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Number & Place Value Understanding Number 1 -6, Number 1-4
Counting to 1 Finding 1 object, 1 being the first number, its position on a number line, ordinal numbers, Numicon 1, Dice 1, Subitising 1 Representing 1 on a 5 frame A circle – 1 sides shape (including in the environment, 1 action e.g. 1 hop, 1 jump, 1 clap, The numeral and formation of 1, Number 1 in the environment Representing 1 using marks, pictures and finger Matching numeral to quantity Number 5 and 6 as above (3 is a part of me, 2 is a part of me; 4 is a part of me, 1 is a part of me) Explain 6 as being 5 and 1 more |
Begin Phase 2 Letters and Sounds
Consolidate Phase 1 Story structure, events, character and settings, inference and prediction, Non- fiction texts Understand directionality of print Ascribe meaning to print they see in different places, gives meaning to marks they make as they write Begins to break flow of speech into words Begins to write own name Begins to be aware of spaces between words Begins to leave spaces between marks representing words Uses some clearly identifiable letters to communicate meaning representing some sounds correctly Enjoys writing for a purpose |
Numbers 6-10/Counting 10 & back
Finding one more, Subitising 6 and 8 The structure of square numbers (4 and 9) Partitioning and combining 10 ones are equivalent to one 10. Addition and subtraction of 1 Begin to estimate and check Begin to record using marks they can interpret and explain.
Pattern- continue and create Use shapes appropriately for tasks Begin to select a named shape. Size and time- ordering Begin to use money Use positional language |
Homework Leaflet- Homework leaflet
