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 

 

 

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  

 

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