Personal, Social and Emotional Development On-going throughout all activities Can play in a group, extending and elaborating play ideas. (Continuous Provision) Initiates play, offering cues to peers to join them Keeps play going by responding to what others are saying or doing. Demonstrates friendly behaviour, initiating conversations and forming good relationships with peers and familiar adults. Confident to speak to others about own needs, wants, interests and opinions. Can describe self in positive terms and talk about abilities.
Theme Overview Nursery Spring 1 2014 Pattern and Shape
Enrichment Culture Week: Kenya Visit to Play-Pit
Understanding of the world Children to learn about Kenya (Culture Week) Discuss/watch clips/listen to music/find facts about the African way of life. Children to understand how people are similar/different to them. Show interest in different occupations and ways of life. Find out about the weather, landscapes and animals in Kenya. Comments and asks questions about aspects of their familiar world such as the place where they live or the natural world. Ongoing focus: Looks closely at similarities, differences, patterns and change.
(Circle Time) Understands that own actions affect other people. Beginning to be able to negotiate and solve problems without aggression.
Parent workshop Design Own T-Shirts: Aliens Love Underpants
Are aware of the boundaries set and of behavioural expectations in the setting.
Outcomes Physical Development Ongoing Skills (Cross-Curricular) Uses one-handed tools and equipment. Holds pencil near point between first two fingers and thumb and uses it with good control. Can copy some letters. Use simple tools to effect changes to the materials. Handle tools, objects, construction and malleable materials safely and with increasing control. Shows understanding of the need for safety when tackling new challenges, and considers and manages some risks. Ongoing Skills Outdoor/Indoor P.E Shows increasing control over an object in pushing, patting, throwing, catching or kicking it. Travels with confidence and skill around, under, over and through balancing and climbing equipment. Experiment with different ways of moving.
Mathematics Skill: To build 3D Structures Skill: To create patterns/repeating patterns Show an interest in shape and space by playing with shapes or making arrangements with objects. Shows interest in shape by sustained construction activity or by talking about shapes or arrangements. Skill: To identify 2D/3D shapes Skill: To describe shapes (feely bag games) Show awareness of similarities in shapes in the environment. To use shapes to construct whilst using positional language . Uses positional language. Begin to use mathematical names for ‘solid’ 3D shapes and ‘flat’ 2D shapes and mathematical terms to describe shapes. Can describe their relative position, such as ‘behind’ or ‘next to’ Select a particular named shape. Shape Hunt Shows interest in shapes in the environment. Skill: To explore shapes To create own shape monsters Use shapes appropriately for tasks. Skill: To use shapes to create a pattern. Use familiar objects and common shapes to create and recreate patterns and build models. Shape monster
Communication and Language Skill To listen to stories/Skill: To share ideas/opinions Using a wide range of books children to listen/discuss linked to themes. Joins in with repeated refrains and anticipates key events and phrases in rhymes and stories. Maintains attention, concentrates and sits quietly during appropriate activity. Ongoing skills: Cross-curricular Shows understanding of prepositions, such as under, on top, behind, by carrying out an instruction or pointing to a picture. Responds to simple instructions Beginning to understand why and how questions. Uses intonation, rhythm and phrasing to make the meaning clear to others Uses vocabulary focused on objects and people that are of particular importance to them Builds up the vocabulary that reflects the breath of their experiences Uses talk in pretending that objects stand for something else in play Extends their vocabulary especially by grouping and naming, exploring the meaning and sounds of new words. Uses play to imagine and recreate roles and experiences in play situations.
Literacy RWI: 2 Letters per week Link sounds to letters, naming and sounding the letters of the alphabet. During Carpet Sessions (Book Talk, Listening to Stories) Listen to and join in with stories and poems, one-to-one and also in small groups. Joins in with repeated refrains and anticipates key events and phrases in rhymes and stories. Beginning to be aware of the way stories are structured. Suggest how the story might end. Describes main story setting, events and principle characters. Skill: To write Skill: To write my name Skill: To read cvc words/To write cvc words Hear and say initial sounds in words. Can segment the sounds in simple words and blend them together and knows which letters represent some of them. Link sounds to letters, naming and sounding the letters of the alphabet. Gives meaning to marks they make as they draw, write and paint.
Expressive arts and design Ongoing Skills: Cross-curricular/Continuous Provision Understand that different media can be combined to create new effects: Collage Materials/Printing Manipulate materials to achieve a planned effect: Variety of textures used for a purpose. (Painting/Picture) Constructs with a purpose in mind, using a variety of resources: Use visual stimulus and children to design own learning based upon what they can see. Skill: to mix colours Explore colour and how sounds can be changed: Landscapes/Colour mixing Skill: to talk about texture Begin to be interested in and describe the texture of things. Skill: To join construction materials Uses various construction materials: Begin to construct, stacking blocks vertically and horizontally, making enclosures and creating spaces: Joins construction together to build and balance Creating 3d Structures/Patterns Wooden shapes Skill: use tools with control Uses simple tools and techniques competently and appropriately: Scissors, glue, sticking, moulding etc. Engage in imaginative play and role-play based on own first hand experiences: Role Play Corner, singing/drama sessions. Capture experiences and responses with a range of media, such as music, dance, paint and other materials or words.