Nursery Long Term Plan

- O. Fred Donaldson

“Children learn as they play. Most importantly, in play, children learn how to learn.”

AUTUMN 1 AUTUMN 2 SPRING 1 SPRING 2 SUMMER 1 SUMMER 2

THEMES We love books Colour Autumn Using my Imagination (Magic/Potions/traditional tales/castles)

Winter

Celebrations and Festivals Harvest European Languages Day Diwali Bonfire Night/Pumpkins Remembrance Christmas

Characteristics of Effective Learning

Being Curious/Finding Out (Materials, pushing/pulling)

Different Occupations/People who help us Spring All about Me Our Wonderful World Summer

Chinese New Year Valentine’s Day RSPB bird watch Pancake Day World Book Day Mothering Sunday Easter

Sports Day What I have achieved/Moving On

Playing and exploring: Children investigate and experience things, and ‘have a go’. Children who actively participate in their own play develop a larger store of information and experiences to draw on which positively supports their learning

Active learning: Children concentrate and keep on trying if they encounter difficulties. They are proud of their own achievements. For children to develop into self regulating, lifelong learners they are required to take ownership, accept challenges and learn persistence.

Creating and thinking critically: - Children develop their own ideas and make links between these ideas. They think flexibly and rationally, drawing on previous experiences which help them to solve problems and reach conclusions.

Unique Child: Every child is unique and has the potential to be resilient, capable, confident and self-assured.

Positive Relationships: Children flourish with warm, strong & positive partnerships between all staff and parents/carers. This promotes independence across the EYFS curriculum. Children and practitioners are NOT alone – embrace each community.

Enabling environments: Children learn and develop well in safe and secure environments where routines are established and where adults respond to their individual needs and passions and help them to build upon their learning over time.

Learning and Development: Children develop and learn at different rates (not in different ways as it stated 2017). We must be aware of children who need greater support than others.

PLAY: We understand that children learn best when they are absorbed, interested and active. We understand that active learning involves other children, adults, objects, ideas, stimuli and events that aim to engage and involve children for sustained periods. We believe that Early Years education should be as practical as possible and therefore, we are proud that our EYFS setting has an underlying ethos of ‘Learning through play’. PLAY is essential for children’s development across all areas. Play builds on children’s confidence as they learn to explore, to relate to others around them and develop relationships, set their own goals and solve problems. Children learn by leading their own play and by taking part in play which is guided by adults/EYFS Team.

Communication and Language The children will explore a variety of stories, rhymes, poems and fiction linked to our theme, sharing books throughout the session and during our daily story time.

The children will learn to develop their listening and attention during story time. Children will learn to focus on the story and speaker.

Children will engage in daily shared book reading.

The children will explore a variety of traditional and fairy tales. The children will explore, events and characters.

The children will extend their vocabulary exploring unfamiliar words and concepts and gaining an understanding of what they mean through stories and other activities.

The children will become familiar with and grow to love a variety books, songs and rhymes.

The children will engage in a variety of story retelling activities to help children retell, invent and tell their own rhymes, songs and stories:

Small world based play Helicopter stories Story sacks Puppet shows

Children will hear correct pronunciations modelled to them by teachers and staff members, e.g. ‘swimmed/swam’

The children will engage in a variety of story retelling activties to help children retell, invent and tell their own rhymes, songs and stories: Small world based play Helicopter stories

Story sacks Puppet shows Hot seating

Children will engage in back and forth interactions with adults.

Children will be encouraged to use ‘thinking time’ before responding.

Children will begin to learn to ‘work together’ in an intellectual way to solve a problem, clarify a concept, evaluate activities and extend a narrative.

Children will explore ‘I wonder’ questions to encourage and promote thinking and challenges.

Children will engage in scientific investigations to explore their ‘thinking’.

St. Mary’s Nursery Long Term Plan and Curriculum Overview

The children will learn our good sitting, good listening, good looking and good talking prompts.

The children will begin to learn new vocabulary that is explored through a variety of texts.

The children will be offered a language rich environment in which adults talk with children throughout the day.

Children will explore new vocabulary which occurs frequently in books and other contexts.

Children will be encouraged to talk about what is happening and give their own ideas.

Children will be offered lots of interesting things to investigate, encouraging them to ask questions.

The children will become familiar with and grow to love a variety books, songs and rhymes.

Role play/Dressing up

Children will engage in scientific investigations to explore their ‘thinking’.

Role play/Dressing up

Children will learn to talk with a partner before sharing ideas during our altogether learning time.

Talk

Story

Story pattern Journey Pattern Journey language after pattern and the Beanstalk

St. Mary’s Nursery Long Term Plan and Curriculum Overview

Literacy Phonics Word Reading

Focus on reading stories, learning Nursery rhymes and familiar songs

Assess whether the children can finish the rhyme “Humpty Dumpty”. Assess oracy How many animals do you know?

Children will engage with joining in with familiar songs particularly those with actions and expand the range of songs they know.

Expand range of Nursery Rhymes that the children know and can recite

Focus on reading stories, learning Nursery rhymes and familiar songs

Assess whether the children can finish the rhyme “Humpty Dumpty”. Assess oracy How many animals do you know?

Children will engage with joining in with familiar songs particularly those with actions and expand the range of songs they know.

Expand range of Nursery Rhymes that the children know and can recite

Environmental Sounds

Notice sounds around them. Recognise that different objects make different sounds.

Start to identify and name sounds.

Talk about environmental sounds, describing and comparing them.

Instrumental Sounds

Explore instrumental sounds. Build awareness of how to use instruments to make sounds.

Start to identify the sounds of familiar instruments, naming them.

Build awareness of how you act upon an instrument affects the sound it makes.

Talk about instrumental sounds, describing and comparing them. Use instruments to recreate a sound from a given instruction, e.g. Tap the drum loudly, shake the tambourine quietly.

Rhythm and Rhyme

Join in with songs and rhymes. Recognise familiar rhythms and rhymes. Recognise that words rhyme. Copy and keep a simple beat. Join in and copy breaking words into syllables with a beat. Play with rhyme. Make up their own rhyming words. Complete sentences with their own rhymes orally.

Break words down into syllables with a beat. Create their own beat.

Introduce RWI cards look at a sound and explore the picture associated with that sound

Alliteration

Explore initial sounds of words. Select objects with a given initial sound from a choice of two. Identify initial sounds of words.

Match to objects with the same initial sound. Play with alliteration.

Oral Blending and Segmenting

Identify the initial sounds of words.

Build awareness that words can be broken up into sounds.

Voice Sounds Explore different mouth movements and sounds.

Copy different voice sounds and mouth movements.

Recognise different voice sounds. Make a variety of different voice sounds, including animal sounds. Say speech sounds clearly.

RWI explore sounds and the pictures associated with the sound. Initial sound games, listening for initial sounds

Choose the correct object when hearing the word broken into single sounds. Blend and say a simple CVC and VC word after hearing it broken down into its individual sounds.

Segment CVC and VC words into their individual sounds. Start to blend the sounds of longer words. Identify how many sounds are in a CVC or VC word.

RWI speed sounds for some children and writing the letters. text (capital letters, sentences, words, letters, full stops, spaces)

Explore how we read books in English print (left to right). Mark making/Early Writing Skills

Development of gross motor skills core strength, co ordination, balance and crossing the mid line skills opportunities to swing, climb, jump, balance, move in a large space, ride bikes/trikes, negotiate space, writing in prone position on floor

Move to Write

Fine motor skills dough disco, malleable/sensory activities, funky finger activities to strengthen hand/finger muscles ready to write

Mark making opportunities invitation to make cards, use lists/clipboards, invitations, letters/postcards, books/booklets, labels, post its Use a wide variety of mark making media paint, chalks, crayons, felt tips, printing equipment, tools, rollers, sponges, brushes

Spring and Summer terms Children have their own name cards and begin to form the letters in their name, attempting on the card and independently on a strip of paper.

Personal, Social and Emotional Development

Establish routines and boundaries with the nursery environment.

Reflect on the rules and routines we have been learning to follow.

Use role play area as a place for the children to explore their relationships with the other children. Encourage the children

Talk about solving conflicts, being kind to others, sharing and turn taking.

Explore ‘What if’ questions.

Begin to talk about feelings and explore different situations from different points of view.

Encourage independence in all aspects of class routines and in getting ready.

St. Mary’s Nursery Long Term Plan and Curriculum Overview

Become familiar with our nursery routines.

Independently explore the nursery environment. Select and use activities and resources asking for help if needed.

Give children appropriate tasks to carry out to develop a sense of responsibility and membership of the community: Self registration on arrival to nursery. Learn self care routines such as hanging own coat and bag up

All children given the opportunity to help in setting up snack for the rest of the class.

Create our own visual reminders, for example take photographs of children to support routines and prompts for rules

Eg. what do we need to do when we go outside?

Encourage independence in going to the toilet and washing own hands.

to listen to each other’s ideas, turn take, include a wider group of children and accept when other children have ideas that are different to their own.

Importance of healthy eating and brushing teeth. Visit from the dentist.

Talk together about how others might be feeling. Be able to accept change and respond positively to new situations.

Our School Values British Values Honesty Mutual respect: treat others as you want to be treated Trust Mutual Tolerance everyone is valued Respect Rule of Law

Right from wrong understanding actions have consequences Feeling safe

Perseverance Individual Liberty own views and freedom for everyone

Texts

Worry first BAME

Responsibility Democracy everyone has equal rights and is treated equally

Re cap all British values

Physical – Gross Motor and Independence skills

Balancing, riding and ball skills.

Explore climbing frame confidently, safely and independently

Using large muscle movements, large shoulder and arm movements large chalk boards, ribbons and flags, giant mark makers Be able to cross the mid line

Move to Write

Hang own coat and put on own wellies

Fine Motor Skills Fine motor

Use steps and stairs and climb up ladder on climbing frame work towards using alternate feet

Work on core strength, using large muscles movements, working on floor for mark making

Accessing wide range of resources to encourage decision making about the “right” resource eg. which funnel would be best to fill the bottle?

Be able to take own shoes off and put on wellies and reverse the process after being outside.

Offer opportunities to develop resilience and risk taking.

Explore being able to make choices about their physical skills eg. How would it be best to cross the narrow plank?

Be able to put coat hood on head and then put arms into coat.

Work with malleable/sensory materials to increase awareness of fingers/muscles

Dough disco/funky fingers activities being able to mould, roll, pinch. squeeze, poke, thread, pour, fill, transfer, brush/sweep, use tweezers and pipettes, use scissors to make snips.

Maths Baseline: counting, sorting, basic shapes, fast recognition of finger numbers

Subitising up to 3 counting in sequence (forwards, backwards, using actions and through songs and games).

counting objects, pointing out the last number. Introducing basic shapes

counting objects, pointing out the last number. number games and collecting a specific number of items.

Finger numbers up to 5

Linking numerals and amounts throughout the setting. sorting by size and capacity (vehicles and trucks)

2 object repeat patterns

Fine motor

Develop a comfortable pincer grip for holding pencil and begin have preference of dominant hand.

Continue with activities in continuous provision to develop hand/muscle strength and co ordination.

Explore numerals and number tracks

Introduce real world mathematical problems with numbers up to 5 during, snack time, group time etc Activities using simple visual comparisons introducing more than and fewer than.

Exploring 2D and 3D shapes and select them appropriately.

Prepositions in real life contexts. Using positional language to plan a ‘route’ for example a trip to the shop or super market.

Be able to go independently to the toilet and wash hands.

Be able to get ready in coat, wellies to be able to access the outside area.

Know the routine without reminder. Be able to take part in group/team activities and have their own ideas for making up their own games.

Be able to collaborate with other children in moving large items eg. large, wooden blocks/planks.

Fine motor

Gain more control in holding pencil and begin to write/draw some letters in their name.

Have more scissor control and start to follow along a line

Use a wide range of one handed tools hammer, tweezers, play dough cutters/rolling pins, brushes, mark making implements, screwdriver, carabiners, hooks, threading strings.

Comparing lengths and weights (vegetables, farm animals). Use photographs from our trip to the farm to talk about real life vents. Encourage children to talk about what we did throughout the day using, ‘first, then, next’ language.

Be able to represent numbers and attempt to write some numbers independently.

Notice errors in a repeating pattern

Combine shapes to make new ones eg. an arch.

Link numerals to amounts.

Solve real world class problems eg. how many more chairs do we need for

Categorising by colour

Be able to talk about patterns using informal language eg. spotty.

Explore 2D shapes name common shapes and use them in appropriately.

Understanding of the World Science History Geography RE / Festivals

Our RE Curriculum enables children to develop a positive sense of themselves and others and learn how to form positive and respectful relationships. They will begin to understand and value the differences of individuals and groups within their own community. Children will have opportunity to develop their emerging moral and cultural awareness.

The children will plan and take part in a variety of scientific investigations such as:

Melting and freezing Cooking Colour mixing

The children will then discuss and talk about what they have observed or found. (Science enquiry and Science skills)

Understand that there are different countries and be able to talk about the differences.

(Geography culture and communities) Children will explore colour and festivals of light.

Engaging in role play and activities to help the children learn how these festivals are celebrated.

The children will use all their senses to explore a variety of natural materials. Children will make collections of natural materials to investigate and talk about. The children will use magnifying glasses and talk about what they see, using a wide vocabulary.

Explore how things work boats, pulleys, kites. Opportunities in Continuous Provision for tinkering what’s inside a

Loose parts den making, talking about shapes and how their properties suit the purpose.

Understand the cardinal principle last number reached tells you how many in the set.

The children will experience visits from a range of occupations in nursery.

Plan and introduce new vocabulary related to the occupation, and encourage children to use it in their talks and play. (Geography culture and community)

The children will learn to make connections between the features of their families and other families. The children will begin to notice differences between people. The children will continue to develop positive attitudes about the differences between people.

(RE skills/Geography)

snack time, how can we make both lines of children have the same number in each?

Children will learn about harvest, what this means and how we celebrate it.

Children will learn about a simple journey of food.

Christmas story

Children will hear the Christmas story and learn about the birth of Jesus.

Take part in role play activities, sing songs (RE skills and knowledge)

Explore forces pushing and pulling. (Science skills/enquiry)

Children will learn the Easter story Recount simple parts from the story

Know the main characters, take part in small world and role play activities. (RE skills and knowledge)

The children will learn about a variety of foods and the importance of healthy eating and good dental care.

(Physical skills)

The children will spend time talking about family celebrations. Children will talk about photos and memories. The children will explore how they have changed, making sense of their own life story and family’s history. (History skills development of chronology)

The children will explore growth and decay over time linked to plants in the garden. The children will plant seeds and vegetables and learn how to care for them.

They will use of all their senses in hands on exploration, of natural materials and animals. They will explore natural materials in the outdoor environment to investigate and talk about, to create a suitable habitat for garden mini beasts.

The children will learn to understand the life cycles either a butterfly, frog or animal.

(Enquiry and science skills)

(RE skills & knowledge)

St. Mary’s Nursery Long Term Plan and Curriculum Overview

The Adventures of Peter Rabbit – all the children in the class to take home Peter Rabbit

contribute to the book with pictures and adult scribed text. Children use the book to recount their own adventures (History skills in ordering their own life and developing a sense of chronology of events in their own life.

Expressive Arts and Design Explore colour and colour mixing (Art skills)

Have wide ranging opportunities in role play/pretend play to use their imagination.

Build walls/towers to create spaces

Make imaginative and complex ‘small worlds’ with blocks and construction kits (DT skills)

Begin to develop stories using small world eg. duplo sets, dolls’ house.

Children explore a wide range of tools.

With support, children should use a range of tools including scissors, hole punch, stapler, glue spreader, children’s knives, peeler, rolling pin, cutter and grater. (DT skills)

Listen with increased attention to sounds and respond to what they have heard. (Music/PE skills)

Play instruments with increasing control to express feelings and ideas. (Music skills)

Talk about the differences between materials and changes they notice.

With support, children should practise stirring, mixing, pouring and blending some ingredients during cooking activities. (DT skills)

Remember and sing entire songs and rhymes.

Pitch match to a song sang by someone else. (Music skills)

Explore materials freely and make their own decisions about which to use. (DT skills)

Be able to join different materials tape, staples, glue, split pins, nails (DT skills)

Sing a melodic shape of a familiar song and create their own songs or improvise around a song they know. (Music skills)

Make complex “small worlds” using blocks and construction kits. (DT skills)

Create their own pictures using closed shapes and begin to add more detail eg. eyes/nose. Show different emotions in their drawings eg. happiness. (Art skills)

Develop their own ideas and then decide which materials to use to express them. Explore how things work. (DT skills)

Continuous Provision Common Play Behaviours

Area: Sand

Behaviour Dig Pour Fill and Empty

High level

Fingers

Small scoop

Teaspoon

Tablespoon

Dessert spoon

Mid level Spatula

Wooden spoon

Slotted spoon

Serving spoon

Long handled spade

Short handled spade

Emergent Scoop

Smaller regular container

Larger regular container

Small vessel with side handle Large vessel (heavy) Vessel with tap

Small vessel with no handle or spout Large vessel with no handle or spout

Pouring vessel, long spout

Small vessel (irregular)

Small vessel (tall)

Large vessel (irregular) Large vessel (tall)

Smaller vessel no handle Large vessel no handle

Smaller vessel with handle Large vessel with handle and defined pouring spout

As dig and pour

Mould Sieve and Sift

Fingers

Self made moulds

Small natural materials

Small irregular shapes

Small regular shapes

Smaller irregular shape

Large irregular shape

Smaller tall container

Large taller container

Fingers

Fabric (small weave)

Comb

Tea leaf straining spoon Tea strainer

Potato masher Mesh sieve (small) Mesh sieve (large) Sieve (small hole)

Sieve (large hole)

Continuous Provision Common Play Behaviours

Area: Role Play

Behaviour

High level

Mid level

Dressing Up

Explain own ideas for costumes linked to real or imaginary stories

Make own costumes using open ended materials

Create own costumes using capes and open ended clothes

Use ready made costumes in a narrative

Emergent

Princess dresses, superheroes etc…

Ready made costumes

Adults select costumes for the setting

Need assistance getting costumes on

Create own props for role play Collaborate and imaginative Uses talk to develop and elaborate

Smaller regular container (bucket)

Colander

Large regular container Hand Fabric (large weave)

Grain sifter

Fingers

De constructed role play Puppets

Use puppets to create own narratives

Collaborate and imaginative play using talk to develop and elaborate ideas

Make own puppets

Select own resources as puppets e.g. paper bag/wooden spoon…

Make theatre and perform to an audience Repeat the performance

Provocations (books, pictures, props)

Unfamiliar domestic play

Café

Fantasy

Open ended resources… boxes, tubes…

Cooperative play using talk to explain and share ideas Asking adults for resources

Using props in a familiar way to re enact familiar experienced either alone or with a friend Mimic adults

Home Superheroes etc…

Use puppets to re tell known stories

Cooperative play using talk to explain and share ideas Perform to another child

Explore puppets alone or alongside another child

St. Nursery Long Term Plan and Curriculum Overview

Continuous Provision Common Play Behaviours

Area: Creative Area/Physical Development

Behaviour Painting / Exploring Colour Cutting Drawing Collage

High level Making desired colours using colour mixing

Making shades and tints Use techniques and colour for purpose

Fine brushes

Select appropriate size brush for task.

Use scissors accurately, make objects smaller then cut round lines, move paper around as cut. Cut a range of materials e.g. cardboard boxes.

Cut irregular shapes e.g. around tighter curves,

Selects appropriate media and techniques to achieve a specific goal. Accurate drawing people with details.

Diagonal lines, crosses

Select and combine a variety of art techniques e.g. concertina folding, scrunching, layering.

Joining Weaving/sewing Printing

Hole punch and treasury tags String Staplers

Split pins Stitch

Nails

Knots Design, select and evaluate Test out best join.

Mid level Use a range of resources to create a paint effect e.g. cocktail sticks, lollipop sitcks, finger brushes, pipe cleaners, feathers etc…

Medium sized brushes.

Emergent Explore paint and colour mixing using hands, fingers, large paint brushes.

Correct grip to cut continuous lines and curved lines.

Cutting string, wool, masking tape.

Snips in paper Unconventional grip Tearing

Represents objects seen, remembered or imagined. Head, legs, arms, basic facial features on a person. Circle, square,

Simple mark making on different paper using pencils, pastels, chalk and paint. Chunky mark making tools. Lines and circles.

Overlaps and overlays to create different effects.

Simple weaving with string and through stiff card loom using straight stitch.

Select objects with a purpose in mind. Uses taught techniques to create own stamp. Use different stamps to create desired effect.

Uses cutting, sticking to explore different materials from the collage basket.

PVA glue sticks on object, cotton buds, spreaders, squeezy bottles

Cellotape, paper clips, elastic bands, stapler, Join with control.

Glue on fingers Glue stick Wrapping masking tape. Cut and glue things together.

Threading cards and beads Uses stencils to make own rubbings.

Print using found materials large and small. Repeating patterns.

Handles and manipulating materials such as thread, cotton, wool, raffia, ribbon

Use pre made stamper to print. Print using hands and fingers.

Continuous Provision Common Play Behaviours Area: Mud and Digging

Behaviour Digging

High level

Mid level

Emergent

Behaviour

Combine digging, moulding and other open ended resources for specific design. Adding liner etc… to hold water. Digging for a purpose hole, tunnel, Using real tools to dig heavier,

Observations when digging.

Sharing resources with others.

Use real tools to dig using shoulder, elbow and wrist.

Explore sand/mud by digging with hands, feet and spades.

Use plastic regular tools to dig e.g. trowel

Mixing/Stirring Building

Mixing textures using different tools Purpose e.g. potion/perfume

Work with other to collect resources for a particular sense e.g. smell, colour.

Add ingredients to create effect. Mix with lolly stick, sticks, teaspoon etc… (make tea)

Whisk, mash, stir, Mashers, pestle and mortars. Mix with larger spoons with long and short handles

Use found or given items to mix. Stir with hand or wooden spoon.

Design and build combing a variety of resources. Explore/articulate scientific concepts e.g. explore how many spades of water needed for prefect sandcastle. Adding liner to prevent water escaping.

Transferring mud using a pulley system or guttering mechanism.

Working as a team and negotiating and planning.

Use bricks, logs, stones, Natural resources to build

Notice need water to build.

Work in pairs

Diggers using buckets appropriately

Mould/tunnel with hands/feet

Small world resources

Continuous Provision Common Play Behaviours

Area: Playdough/Malleable

Rolling Moulding/manipulating Making

High level Small rolling pins

Bamboos

Sticks thinner

Using tools like knives, clay tools to carve own shapes out of dough. Attaching extras.

Independently adding and measuring ingredients following instructions. Adding dry materials if too wet.

Cutting making

Clay picks Scissors Skewers Straws Small knives Shaping

Mid level Large rolling pins Hands in hands

Cutters Finger pinching Egg cups Egg boxes

Coconut shells

Create pots/models

Emergent Hands table Whole hand squeezing

Potato mashers

Make balls, rolling, flattening, poking.

Simple instructions to follow. Modelled by grown up.

Large knives big handles Shape cutters

Knives Matchsticks Feathers Sticks Straws

Combs Stampers Wheels Shells Animals Dinosaurs

Ready made dough. Splitting it with hands Hands Elbows Fingers

Picking

Chopsticks Tweezers

Spoons half, full, 1 or 2,

Scoops Small tongs Ladles Sweet models

Lolly models

Hands Large containers Baking trays

Bowls

Buckets

Tubs

St. Nursery Long Term Plan and Curriculum Overview

Behaviour

High level Funnel Sieve

Continuous Provision Common Play Behaviours

Area: Water

Pouring Filling and emptying Measuring Sink/float Stirring Transporting

Pipettes

Flat spoons

Care and precision Guttering Pipes

Increased dexterity Heavy

Measuring cylinders

Select appropriate tools/containers for size

Articulate scientific concepts

Articulate concepts, talk about the materials that sink/float Make things sink/float Predict Compare

Increased dexterity Small resources Care and precision

Articulate Scientific and mathematical concepts

Work collaboratively to move water without losing any, to an agreed location.

Show care and precision

Articulate Maths/Science

Fixing leaks etc…

Use tap independently

Use hose pipe.

Using water for a purpose e.g. making a river with liner.

Mid level Jugs Bowls Buckets Bottles

Ladles Spades

Counting how many cups fill Which takes most to fill Sink/floating

Starting to investigate

Explore floating and sinking Small spoons/whisks

Soapy water Coloured water

Water pump

Using guttering to transport water

Pretend scenarios e.g. fire fighting Watering flowers

Emergent Hands Cups Bowls

Jugs Buckets hands

Large vessels Spoons Height of buckets

Hands Hands Spoons

Large containers

Use the tap/water tray to collect water.

Dip small bucket into water source.