Teachers -Mrs Gill, Miss Featherston Lester
TA- Miss Gregory
Summer term 2026:
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, particularly digging for bugs in the bug hotel! One of our favourite texts has been The Very Hungry Caterpillar by Eric Carle. We have continued practicing forming the letters in our names correctly and 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, exploring the Composition of Numbers and what comes ‘after’/’before’.
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. 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 ‘Collage’. We have looked at different collages and learned what a collage is. We have made our own self portrait collages. Next, nursery are going to make minibeast collages linked to our ‘Summer in the Garden’ 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 thoroughly enjoyed our new outdoor equipment and are demonstrating excellent gross motor skills. 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 to draw pictures and write our names.
| TOPIC NAMES |
Understanding the World |
EAD (Expressive Arts and Design |
PSED |
RE |
Physical Development |
Literacy (Reading and Writing) |
Maths |
|
| Nursery
AUTUMN
ICT ARTICLE 17 |
AUT 1: Nursery Rhymes/Colours
AUT 2: My Family
(ART 5,6,7,8, 18,20,21, 3)
|
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.
Additional- SEE NURSERY CURRICULUM DOC. |
Think Equal
AUT 1: Me, Myself and I Black History Month
AUT 2: Is there anyone like me? Anti-bullying week Amazing Daisy Healthy Minds A: Mindful bodies- awareness of attention and breath Healthy Minds A: Growing friendships with kindness Healthy Minds A:Mindful bodies- awareness of attention and breath
Additional- SEE NURSERY CURRICULUM DOC. |
BELIEVING: Which stories are special and why?
Diwali
Remembrance Day
Christmas (Births and birthdays, The Nativity)
Hannukah
Values- Thankfulness, Respect and Love |
Gross Motor Skills
▪ Continue to develop movement skills of walking and running ð Negotiating space ð Begin to adapt speed / direction to avoid obstacles ▪ Continue to develop climbing skills ð Use stairs using alternate feet ð With support explore climbing frame ▪ Continue to develop balancing skills ð Complete low level obstacle courses ð Walk up / down a ramp ð Stand still ð Stand on one leg ▪ Begin to learn to hop ▪ Continue to develop riding skills – scooter / trike / balance bike ð Use bike track: □ following track □ right direction ð Stop / start ▪ Continue to develop ball skills ð Rolling (partner / circle games) ð Kicking ▪ Begin to use large-muscle movements to ð Wave flags and streamers (top to bottom / anti-clockwise) ð Paint and make marks (top to bottom / anti-clockwise)
Fine Motor Skills ▪ Learn to use the toilet with help, and then independently. ▪ Begin to show a preference for a dominant hand ▪ Begin to learn to use a knife and fork ▪ Begin to get dressed independently for outdoor play ▪ Use some one-handed tools and equipment ð Across provision: □ Pouring / filling □ Stirring / mixing □ Rolling □ Painting / Drawing / mark making ▪ Begin to develop a comfortable grip when using pencils / pen ð 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 ð Distinguish between different sounds: □ Environmental Sounds □ Instrumental Sounds □ Body Percussion – Rhythm and rhyme: begin to develop awareness of words that sound the same – Alliterative activities, begin to identify words starting with the same phoneme within names – Explore and copy different voice sounds ▪ Begin to understand some of the five key concepts about print: ð Handle books carefully & correctly ð Name some book parts … front cover, back cover, page, title ð Print has meaning □ familiar logos □ environmental labels with photograph ð Understand print is read left to right . ▪ Enjoy sharing a book with an adult ð
One to one ð Small group time ▪ 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 ð First letter of name ▪ To begin to understand that own marks represent meaning ð Point to marks ð Talk about made marks Label marks |
AUT 1: Colours
Matching Sorting
AUT 2: Number 1 Number 2 Pattern
Additional – SEE MASTER THE CURRICULUM Planning |
Homework Leaflet- Homework leaflet
