Nursery Autumn Term - All about me Phase One

Phase Two

Phase Three

My Body (younger children could focus on one body part)

Keeping Healthy

Sense s

Area of Learning and Development

Core Val ues

Self Confidence and selfawareness

PRIME

Physical Development



       

 Making San dwiches

 Experiencing what it is like to

Separating from care r Self Registration Discuss photos i.e. similarities/differences Establishing greetings and morning routines Exploring new environment Familiar faces Dressing dolls, dressing up, changing for PE Friendship tree/faces display

 Expectations f or snack time  Choosing others to sit with

Co mpassion

be Blind/dea f/ mute

 Othe r ways o f communicating e.g. sign language

 Different clothes peop le wear  Autu mn wa lk

 Moving our bodies  Dressing/undressing independently

 Hand washing/Teeth cleaning/hy giene  Use bikes, large/outdoor

 Morning Meeting  Focus on g reetings

Language

Speaking

Writing

 Printing with texture s  Moving to mu sic

 Making snacks etc

Understanding

Reading

 Mallea ble materials

apparatus

Health and self care

Listeni ng and attention

Communication and

 Respect

Managing feelings and behaviour Moving and handling

Literacy

 Courage

Communication and Langu age

Person al, Social and Emotional Developm ent

Making Relations hips

   

Letter sounds of names Recognise/write name Self registra tion Bumps in the Night - Funny bones stories (Ahlberg)  Songs about body parts  Experiment with writing

 Talk about what being he althy

 Talk about like s & dislikes of

means

differen t sme lls/taste s etc.

 Naming healthy f oods

 Asking questions rela ting to

 Describing f ood taste & textures

needs o f people with disabi lities

 Listening games

 Listening game s

 Menus

 Retelling stories - Peace at

 Shopping list game / Memory

Last (J Mu rphy)

game  Retelling stories - The Shopping Basket (J Burningham), Handa’s Surprise (E Bro wne), Scritch Scratch (M Moss, D Durand)

Mathematics Understandin g the World

SPECIFIC

 Recognise & name f ruit and v eg. Numbers

Shape, spac e and meas ure

People and Communiti es

   

Count parts of body – use songs and rhymes Symmetry of face Counting and days of week at registra tion Draw a picture of a hand to help with the song ‘1, 2, 3, 4, 5’  Sort and count children  2 photos, one of now and one as a baby.

 Timer and actions

 People have different skin

 Diff erent cultures/diff erent food

 Sort and estimate fruit, Handa’s basket  Using money to ‘buy ’ f ruit and v eg

 Feely bag and half hidden shapes  Sort and e sti mate leave s  Pattern – Au tu mn colours/leaves  Autu mn wa lk (seasons)

e.g. bread  Handa’s Surprise (Bro wne) e.g. diff erent f ruit and v eg, carry ing f ruit, harv est time

 Different clothes e.g. India saris  Harve st festival

The world

   

Name and labe l body parts Use one body part for creative focus Hand and fee t prints Self portraits

 Healthy snacks – food tasting

 Food tasting game

 Name and taste fruit and v eg

 Smelling game

 Walking to school

 Feely bag  Explore colou r tran sparencies  Water tray and sand tray  What does autu mn look like

Expressive Art s and d esign

around your school? Technology

 Take photos of each othe r  Record sounds with tape recorder

 Sorting programme - f ruit

Exploring and using media and materials

      

 Design and make a snack

Simple skeleton pictures and models (Rec) Photocopy and rearrange features Explore self portraits/creating faces Famous portraits e.g. Andy Warhol Focus on skin tones “I’ve got a body” song “Head, shoulde rs, knees and toes” song

 Listening station – use of tape recorde r

 Roamer

 Include sen se re late d materials

sandwich  Make own breakf ast

 Smelly and te xture collage

 Body printing

 Different te xture paints

 Tooth paste painting

 Drawing games

 Body sounds

 Listening skills/ga mes  Make mu sic shakers  Move to music

Being imaginati ve

 Home corner and kitchen role play

 Add f ood, fruit, v egetables,

 Add leng ths o f mate rial to ho me corner

baskets etc. to home corner

Area of Learning and Development

Core Val ues

Physical Development

PRIME

My Home

Cultures and Beliefs

 Fairness (Justice)

 Responsibility

 Hope

 Dress/undress  Routines of their day

   

 Use of mirrors to explore feelings and expressions  Explore feelings on special occasions e.g. Christmas

Who lives in your home Your extended family Care for people and things Favourite place

 Independent use of kitchen tools

 Cutting etc to make decorations

Health and self care

Language

Communication and

My Day and My Night

Managing feelings and behaviour

Listeni ng and attention

Understanding

Speaking Reading

Literacy

Phase Six

Self Confidence and selfawareness

Moving and handling

SPECIFIC

Phase Five

Writing

 Talk about daytime & night time activities and make stories Communication and Language

Person al, Social and Emotional Developm ent

Making Relations hips

Phase Four

 Talk about routines of the day  Role play – Magic Bed (J Burningham)

 Sequencing and re-telling a story. Owl Babies (Martin Wadell)  Firework handwriting patterns

 Talk about everybody’s differences  Talk about where they live and what they do in each room  Talk about kitchen utensils & sounds they make, sort & classify

 Retelling the Christmas story  Talking to each other about what happens at Christmas  Talking about feelings at Christmas

 Retelling stories - Jolly Tall (J Hissey), The Tiger Who Came to Tea (J Kerr)  Asking questions about each other’s homes

    

Letters to Santa Christmas cards Christmas story Present lists Christmas alphabet words

Expressive Art s and d esign

Understanding the World

Mathematics

Numbers

Shape, spac e and meas ure

 Make shape firework pictures  Old/new hot w ater bottles, lights & lamps  Sequence of day & its activities

People and Communiti es

 Bonfire night

The world

 Night time animals  Hot water bottles with different temperatures  Torches/candles  Safety – candles, electricity etc.  Photos of things on their journey to school

 Washing clothes and washing up.  Kitchen utensils in sand and water  Talk about where they live and what do they do in each room

 Glitter in sand, water and playdough, glue, clay, shiny things  Father Christmas – cold place

Technology

 My World - make a face  Photos of local environment  Print pictures in colour/black & w hite

 Disposable camera / take home

 Painting Program to make Christmas pictures  Making Christmas cards on the computer

Exploring and using media and materials

 Firework pictures  “Tw inkle , twinkle”  Design/make duvet cover, sleeping bag  Model rocket for bonfire night

 Draw home & people/ pets in it.  Print with kitchen utensils.  Kitchen utensils as instruments  Box model of home

   

Being imaginati ve

 Dressing gowns, pyjamas, slippers, torches etc

 Hindu home shrine (Diwali)  Building site/DIY.

 Stable  Father Christmas’s workshop  Xmas tree in home corner

 Door numbers & number order  Counting members of family  Pictograms – how many people live with you  10 in a Bed books  Link days of the week to home activity

 Wrap up 3D shapes for children to guess  2D and 3D decorations  Use of money to ‘buy’ presents/decorations  Sharing out presents  Father Christmas’ workshop  The Christmas story - happened a long time ago    

Christmas story from Bible. Rama & Sita – Diwali Mendhi patterns Festival of lights

Decorations and cards Christmas play-dough Christmas songs Make decorations

Spring Term – Bears

Area of Learning and Development

Introduction to Bears Core Val ues

Person al, Social and Emotional Developm ent

Making Relations hi ps

Wild Bears

 Responsibility

 Courage



Self confidenc e – new children.



Exploring learni ng env ironment.



Self esteem – n ew chi ldren .



Linking with others f or support.



Talk about o wn bears at ho me.



Pair work and guid ance.



Feelings link to Bear Hunt.



Hall time/outside play – Act out Bear



Actions to songs.



Fine motor skills – t eddy jigs aws / writin g.

Language



Talk ing about your bear.

Understand -ing

Speaking Reading

Writing

Communication and Langu age

Health and self care

Listeni ng and attention

Literacy

Going on a Bear Hunt, Whatever Next? (journey s, feelings)  

Respect

Bears in the zoo - Care and concern for living things.



Managing feelings and behaviour

Physical Development

PRIME

Phase Three

Self Confidence and selfawareness

Moving and handling

Communication and

Phase Two

Phase One



Wild bear dance.



Extending vocabula ry –

Hunt story. Spatial awareness. 

Moon walking.



Bear Hunt – use some of apparatus.



Describe materials in f eely bags.



Feelings link to Bear Hunt.

using non-fiction texts & word bank. 

Asse ssmen t – using new words in plenary.



Letter from and to Boris.



Listen to Bear stori es e.g. Paddington



on a Bear Hunt’ (Michael Rosen &

Bear (Michael Bond).

Helen Oxenbury ). 

Sequence and retell ‘We’re Goin g



Tak e Boris home – recording activ ity.



Hot seat Boris.



Making M armal ade sand wiches.



Compare bears.



Positional languag e – Bear Hunt.



Old/new b ears.



Parachute games.



Roamer Hunt.



Night and day.



Whatev er Next (Jill Murphy ).



Journey s/ev ents children hav e



books. 

Write about bears, u sing information books.

Repeating patterns, rhy thms & rhy mes in ‘Going on a Bear Hunt’.

Wild Bears in non fiction



Co mpare fiction and nonfiction bears (whe re’ s my teddy? ).

Mathematics Understandin g the World

SPECIFIC

Numbers

Shape, space and measure People and Communiti e s



Our own speci al b ears.



New Year/resolutions.



Ordinal nu mbers – link to animals in Chinese Ne w Year.



Seasons – hi bernation.



Link to Chinese Ne w Year – Panda.

taken with f amilies. 

Chinese New Year Respect fo r culture s/be liefs of others.

The world



Where does Boris live?



(environment). 

Diff erent env ironments in the story



Where bea rs li ve?

‘We’re Going on a Bear Hunt’.



Hot/cold weather.

Pair work to draw/make maps.



Zoos.



Co mpare wi ld bea rs with story/toy bears.



Fro zen pola r bear ice blocks in wate r tray.



Hibernation – winter/su mmer – wea the r (Can’ t you sleep little bear? by Martin Waddell/Barbara Firth)(Mooncake by Frank Asc h).

Technology

Expressive Art s and d esign

Exploring and using media and materials



My World – dress the t eddy - find t eddy.



Roamer hunt.



Bear Hunt mapping.



Paint, draw, collage, print b ears.



‘Printing using f abrics/ play dough.



Collage bears.



Painting diff erent env ironments/



Making M armal ade sand wiches.



Songs ‘Teddy B ear, Teddy B ear’.



Internet – look for bear pictures.



Colour mi xing – shade s of brown , black and white pictures i.e. pandas.

seasons f rom ‘Bear Hunt’. 

Explore materials in a f eely bag.



Mono printing – pandas.



Lunar Landscape (pap er mache).



Paint lunar landscape white



Explore materials in a ‘f eely ’ bag.



Explore natural materials outside.



Bear Hunt v ocals.



‘Mrs Bear’ song. Accompany story

and use as Arctic landscape. 

Listen to Chinese music (link to New Year).

with diff erent instrument sounds. 

Swishy Swashy sounds and wood sounds.

Being imaginati ve



Role play – Home co rner.



Role play of Bear Hunt story.



Cave – ro le play areas.



Post box for letters to Boris.



Small world - table top.



Small World polar bear in salt tray.

Area of Learning and Development

Core Val ues

Person al, Social and Emotional Developm ent

Phase Five

Phase Six

Peace at Last, Threadbear (materials and homes)

Goldilocks

Winnie the Pooh by AA Milne

 Compassion Making Relations hips

PRIME

Phase Four

Self Confidence and selfawareness

 Respect

 Justice/Fairness



Goldilocks - right and



Expressing opinions.

wrong.



Friendship, hel ping othe rs.



Mot hers Day gift – ‘priceless’.



Peace at last (Jill Murphy ).



Fast ening but t ons.



Teddy be ar’s picnic.



Threadbear (Mick I nkpen).



Collaborative story telling.



Fast ening but t ons et c.



Being Tigge r (bounci ng; pogo stick

Managing feelings and behaviour Moving and handling



spooning, stirring.

Physical Development

 Health and self care

Fine motor skills,

/space hoppe r).

Re-enact s tory of



Movi ng fast/slow – Eyore.

Goldilocks.



Spreading honey on sandwiches.



Talking t hro ug h making a Mot her's



Launderet t e.

 



when re-enacting story.

Expressing opinions. Talk through bear rain cape inves tigation.

Mot hers Day & Mot her’s Day card.



Sequence and retell sto ry.



Collaborative story telling.

Hot seat Threadbear.



Goldilocks write letter to



Own story using Pooh charac ters.

say sorry.



Pen portrait of charac te rs

Size small /med /large etc



Shape sandwiches.

ordering and comp aring.



Pooh bear ‘Beetl e Dri ve.

Communication and Language

Hot seat Goldilocks.

Speaking

Literacy

Listening to instruc tions



Understanding

Reading



Day card.

Language

Communication and

Listeni ng and attention

Writing



Wanted poster for Goldilocks.



What did Goldilocks do next?

Mathematics

Numbers



Sort ing but t ons – colo urs, size, no of



holes et c. Shape, spac e and meas ure



Launderet t e – use of coi ns et c.



Making a bed for a bear



Old/new bears.



Time fo r porridge to cool,



Night t ime (Peace at Last – Jill

experiment and discuss.

Murphy ).

SPECIFIC

Understanding the World

People and Communiti es



Mot hers Day .



Eas ter.



Teddy Bear’s picnic.



Old story – known to



Compare traditi onal and Disne y

generations. The world



Noises inside and o ut side.



Use small world to develop

pictures of Wi nnie the Pooh. 

mapping skills – 3 Bear’s

Mapping tabl e top Hundre d Acre Wood (link D and T).

Walk.

 

Small World map – 100 acre wood.

Technology



Make sounds t ape.



My World – Goldilocks.



How do t oy s w ork?



Roamer – direct to three

Watch Winni e the Pooh clips to introduce charac ters.

bears house. 

Bubble print s.



Collage – oat picture.



But t on collage.



Hot and cold colour



Sound g ames.



Joint ed t eddy Mot hers Day Card.



How do t oy s w ork?



W ashing i n w at er t ray .



Soap flakes.



But t ons in sand t ray .

Expressive Art s and d esign

Exploring and using media and materials

pictures. 



Make a doorway for Winnie the Pooh.



Painting char acters fro m

Painting /drawi ng Pooh Bear charac ters.

story.



Pri nting with F rench loaf.

Add oats to sand in sand



Honey Bear game.

tray.



Tigge r song.



Make a bed for a bear.



Pooh bear song.



Song – ‘When Goldilocks



Make a table top H undred Acre



went to the h ouse of the bears’.

Wood. 

Make a doorway (rig ht size) for



Shakers with o ats inside.



Make porridge/o at



Make a raincoat for Pooh.

shakers.



Pooh sticks (move ment in water).



Make a bed to fi t a bear.



Honey sandwiches.



Eas ter card.



Hot/cold. Experi ment &

Winnie .

Sweet/savoury. 

discuss ways to cool

Investig ate materi als for a rain cape for Pooh.

porridge. 

Cooking porridge and tasting (different flav ours).

Being imaginati ve



Launderet t e.



Oats in sand tr ay.



Three bears ho use (3 of everything).



Outside /inside – play area of Hundred Acre Wood.

Summer Term – Journeys

Area of Learning and Development

Core Val ues

Person al, Social and Emotional Developm ent

Making Relations hips

Self Confidenc e and selfawareness

Phase Tw o

Our Own Journeys

Transport – Wheels, Wings & Water



Responsibility



Hope / respect

     

Road safety, role play and self care Rules of trails, following trails Trails to find friends How do we all get to school/nursery Follow maps around the environment Journeys around our learning environment



Developing a sense of curiosity – road and water safety, how/why things float Talking about ow n experiences special journeys/modes of transport Small World/jigsaw relating to transport





Physical Developm ent

PRIME

Managing feelings and behaviour

Moving and handling

     

Outdoors: negotiate obstacles/zebra crossing Go wheelies – follow tracks/can use bikes Small World Follow a chalk route Walking is healthier Road safety, role play and self care



   

Discuss what is seen on road safety walk Ordering/sequencing Follow directions, make simple statements Listening walk





Reading trail symbols & matching to real objects Mark making, symbols to represent places on trails



Bar charts Pattern of a day ‘How do we get to school’ chart Graph for total of walkers each day Trail symbols/representations, trail positions Sequencing / counting Pattern of day – when do we make our journeys?



Shape, spac e and meas ure

      

People and Communiti es



A sense of the community – link to respect, group work



Health and self care

Language

Communication and

Listeni ng and attention

Understand-ing

Literacy

Writing

Mathematics

Numbers

Un der sta ndi ng the Wo rld





Imaginative w alks/journeys i.e. ‘over the stream, up the steps’ etc Rolling w heels through clay/dough

Names of different vehicles and describing what they are used for and how they work/move Describe vehicles for others to guess. Use a feely bag/describe ow n car/bike

Speaking

Reading

SPECIFIC

Phase One



‘Amazing Machines’ books (Tony Mitton, Ant Parker).  Use of non-fiction – make books  Clipboards, outside diaries etc

  

Circles work – counting wheels, sorting Sorting vehicles, comparing sizes – vocabulary Transport puzzles Money for role playing use of transport Transport from around the world

The world

 

Technology

Exploring and using media and materials



    

Road safety walk Following a photo trail/map around school/ outside area Car mats Moving environmental features near school Senses journey Match/recognise sounds on road safety walk Record sounds on tape

  

Photos of journeys What can they see? My World – Build a town





Make models, paint pictures of what is seen on way to school Models to add to playmat Models for around our school/street ‘Here we go round the Mulberry Bush’ song



  

 



 

Expressive Art s and d esign

   

Being imaginati ve

 



‘Road way’ – set up outside Small world – road safety

 

Area of Learning and Development

Core Val ues

Self Confidenc e and selfawareness

Roamer, remote controlled vehicles. ICT games to move an object around the screen – use of arrow keys (mapping, directional programmes) Running vehicles in paint to make tracks Paintings/drawings of vehic les ‘Wheels on the Bus’ and other transport songs Making models of cars (woodwork) Represent planes, hot air balloons, camels Floating boat models Links to model making – how can we get our models to move, fly, float and how can we improve them? Buses e.g. buying tic kets for bus, at a harbour, at an airport Role play garage/building site/boat in outside area Captain/driver roles

Phase Three

Phase Fou r

Holidays

Space



Responsibility/respect



Compassion

   

How do holidays make us feel? What do you pack for a holiday? Why we need holidays? Why can we learn when we visit new places?

 

Being part of the big wid e world Feeling secure to experience the unknown

 

Movement to ‘Summer Holiday’ song Movements to weather sounds



Going for a Moon walk – movement to music Land on Pla net Jelly Being an alien

Managing feelings and behaviour

PRIME

Person al, Social and Emotional Developm ent

Making Relations hips

Where do different types of transport go e.g. cars on road, diggers at building site, trains on tracks – use for matching games Look at maps Comparing old and new vehicles

Physical Development

Moving and handling

Health and self care

 

Literacy

    

Stories/writing about holidays Planning for a holiday/writing lists Info from holiday brochures Describing holidays they’ve been on Individual/class book of trips and experiences

 

Lots of space stories – see book list Own space stories – retelling

 

Buying tickets (link to role play) When do we go on holiday?





Space shape pictures i.e. printed/gummed rockets/pla nets Predict how long a minute is Rocket countdown 3D rockets, space stations Roamer for Q Pootle 5’s journey Counting features of aliens Dev eloping time concepts – see mathematical development ORT – Red Planet

Speaking

Writing

Shape, spac e and meas ure

     

People and Communiti es



Reasons for holidays - to explore different cultures & learn respect



Are aliens real? Have own opinions

The world



How does the weather make us feel? Maps of holiday destinations Appropriate holiday accommodation Tents – explore waterproof materials



Knowing they are in the world/earth – earth maps, papier mache planets

Look up places/provision for holidays on the internet

 

Space pictures on paint package Walla ce and Gromit video – ‘A Grand Day Out’ My World - Planets

   Technology



 Exploring and using media and materials

Expressive Art s and d esign

Mathematics

Story retelling What do you think is in space?



Numbers

Understanding the World

 

Understand-ing

Reading

SPECIFIC

‘When I go on holiday I will need to pack ………….., because………………………’ Holiday Stories



Communication and Language

Language

Communication and

Listeni ng and attention

Being imaginati ve

     

Paintings of holiday activities Artists seaside/holiday pictures ‘We’re all going on a Summer Holiday’ Weather sounds Links to weather on holiday Links to D&T - waterproofing

       

 

Travel agent role play Campsite - Tent, sleeping bags, barbecue

    

Papier mache pla net (use balloons) Painting aliens Lunar landscapes – papier mache construction Junk model space ship s Playdoh/papier mache aliens Cooking for space party, see ‘Q Pootle 5’ (Nick Butterworth) Space Odyssey ‘5 Little Men in a Flying Saucer’ Rocket role pla y ‘Whatever Next!’ (J Murphy) roleplay Space café – making space food Small World – Lunar landscapes Q Pootle 5 space party