Nursery Curriculum Autumn 1
Me and you / Senses
Areas of learning
- As ‘learners’ we will find out what we are interested in.
- As ‘friends’ we will learn each other’s names and say, ‘hello’.
- As ‘time travellers’ we will talk about and share important events in our lives.
- As ‘explorers’ we will find out about our new Nursery.
- As ‘artists’ we will explore different media and express our feelings and ideas through using our bodies.
Cooking and Nutrition
We will learn to prepare for cooking activities and learn the health and safety rules to keep us safe. We will name and taste different foods.
- We will learn to explore, care for and be responsible for our Nursery.
Spiritual & Moral
- We will feel happy and secure in our new Nursery. We will feel that we belong to ours.
- We will feel that we belong to our Nursery.
- We will feel proud to share our learning with our family when they come into our Nursery.
Early Years Foundation Stage Areas of Learning and Development
Characteristics of Effective Learning
Playing and Exploring
- Finding out and exploring
- Showing curiosity about objects, events and people
- Using senses to explore the world around them •Engaging in open-ended activity
- Showing particular interests
- Playing with what they know
- Pretending objects are things from their experience
- Representing their experiences in play
- Taking on a role in their play
- Acting out experiences with other people Being willing to ‘have a go’
- Initiating activities
- Seeking challenge
- Showing a ‘can do’ attitude
- Taking a risk, engaging in new experiences, learning by trial and error.
- Being involved and concentrating
- Maintaining focus on their activity for a period of time
- Showing high levels of energy, fascination
- Not easily distracted
- Paying attention to details
- Keeping on trying
- Persisting with activity when challenges occur
- Showing a belief that more effort or a different approach will pay off
- Bouncing back after difficulties Enjoying achieving what they set out to do
- Showing satisfaction in meeting their own goals
- Being proud of how they accomplished something – not just the end result
- Enjoying meeting challenges for their own sake rather than external rewards or praise
Creating And Thinking Critically
- Having their own ideas
- Thinking of ideas
- Finding ways to solve problems
- Finding new ways to do things
- Making links
- Making links and noticing patterns in their experience
- Making predictions
- Testing their ideas
- Developing ideas of grouping, sequences, cause and effect
- Choosing ways to do things
- Planning, making decisions about how to approach a task, solve a problem and reach a goal
- Checking how well their activities are going
- Changing strategy as needed
- Reviewing how well the approach worked
Personal, Social and Emotional Development
Self-confidence and self-awareness
- Expresses own preferences and interests. Separates from main carer with support and encouragement….
- Select and use activities and resources with help.
- Welcomes and values praise for what they have done. Enjoys responsibility of carrying out small tasks.
- Developing confidence to talk to other children when playing; begin to communicate freely about own home and community.
- Show interest in others’ play and start to join in. Seek out others to share experiences.
- Shows affection and concern for people who are special to them.
- Starting to play in a group, extending and elaborating play ideas.
- Initiates play, keeps play going by responding to what others say or do.
- Demonstrates friendly behaviour.
- Managing Feelings and Behaviour
- Growing ability to distract self when upset, for example by engaging in a new play activity.
- Beginning to express their own feelings such as sad, happy, cross, scared ….
- Shows understanding and co-operates with some boundaries and routines.
- Beginning to become aware of own feelings and knows that some actions and words can hurt others’ feelings.
- Begin to accept the needs of others, takes turns and shares resources, sometimes with support from others. Refer to ‘Seal’ materials and ‘Woolly and Tig’.
Communication and Language
Listening and Attention
- Listens with interest to the noises adults make when they read stories.
- Recognises and responds to many familiar sounds, e.g. turning to a knock on the door. Shows interests in sounds, songs and rhymes.
- Single channelled attention. Can shift to a different task if attention fully obtained.
- Join in with repeated refrains and anticipate key events and phrases in rhymes and stories. Listen or do but can shift attention.
- Listen to others in one-to-one or in small groups.
- Listen to stories with increasing attention and recall.
- Identifies action words by pointing to the right picture, e.g. ‘Who’s jumping?’
- Understands more complex sentences – ‘Put your toys away and then we’ll read a book.
- Understands ‘who’, ‘what’, ‘where’ in simple sentences. Developing an understanding of simple concepts (e.g. big/little).
- Understand simple instructions – more than one action, e.g. ‘Put the cars away please, Then come and wash your hands and get ready for a snack.’
- Use stories from books to focus children’s attention on predictions and explanations, e.g. “Why did the boat tip over?”
- Holds a conversation, jumping from topic to topic.
- Uses gestures, sometimes with limited talk.
- Learns new words rapidly and uses them in communicating.
- Uses simple sentences. (‘Mummy gonna work’).
- Can retell a simple past event in the correct order.
- Uses a range of tenses (play, playing, will pay, played).
- Begin to use more complex sentences (e.g. use and, because).
- Build up vocabulary that reflects their experiences.
Moving and Handling
- Runs safely on the whole foot.
- Squats with steadiness and rises to feet without using hands.
- Can kick a large ball.
- Shows control in handling jugs to pour, hammers, books and mark-making tools. Walks upstairs or downstairs holding onto a rail two feet to a step.
- Climbs confidently, beginning to pull themselves up onto equipment. Imitates drawing simple shapes.
- May show preference for the dominant hand.
- Uses one-handed tools and equipment, e.g. makes snips in the paper.
- Can catch a large ball.
- Moves freely and with pleasure in a variety of ways – slithering, shuffling, rolling, crawling, running, jumping, skipping, hopping. Mount stairs, steps or climbing equipment using alternate feet.
- Runs skilfully and negotiates space successfully, adjusting speed or direction to avoid obstacles.
- Uses simple tools to effect changes to materials.
- Shows increasing control over an object in pushing, patting, throwing, catching or kicking it.
- Health and Self-care
- Communicates their need for potty or toilet.
- Beginning to recognize the danger and seeks the support of significant adults for help.
- Helps with clothing, e.g. puts on a hat, unzips the zipper on jacket etc.
- Beginning to independent in self-care, but still often needs adult support.
- Can usually manage the washing and drying hands.
- Dresses with help e.g. put arms into open-fronted coat or shirt when held up, pulls up own trousers and pulls up zipper once it is fastened at the bottom.
- Gains more bowel and bladder control and can attend to toileting needs most of the time themselves.
- Have some favourite stories, rhymes or jingles.
- Fills in the missing words or phrase in a known rhyme, story or game, e.g. ‘Humpty Dumpty sat on a …’
- Shows awareness of rhyme and alliteration.
- Enjoys rhyming and rhythmic activities.
- Listens to and joins in with stories and poems one to one and in small groups.
- Joins in with repeated refrains and anticipates key events and phrases in rhymes and stories.
- Shows interest in illustrations and print in books and print in the environment.
- Listens to stories with increasing attention and recall.
- Looks at books independently and handles them carefully.
- Holds books the correct way up and turns pages.
- Months Enjoys an increasing range of books.
- Distinguish between the different marks they make.
- Sometimes give meaning to marks as they draw and paint.
- Gives meaning to marks they make as they draw, write and paint.
- Selects a small number of objects from a group when asked – ‘please give me one’, ‘please give me two’.
- Recite some number names in sequence.
- Begins to make comparisons between quantities.
- Uses some language of quantities – ‘more’ and ‘a lot’.
- Uses some number names and number language spontaneously.
- Uses some number names accurately in play.
- Recites numbers in order to 10.
- Show curiosity about numbers by offering comments or asking questions.
- Sometimes match numeral and quantity correctly.
- Compares two groups of objects, saying when they have the same number.
- Recognise some numbers of personal significance.
- Recognise numerals 1 to 5.
- Count up to three or four objects.
- Count out up to six objects from a larger group.
- Shape Space and Measure
- Categorize objects according to properties such as shape or size.
- Begin to use the language of size.
- Matching, sorting, using shapes in models.
- Playing with shapes, making arrangements.
- Show awareness of similarities of shapes in the environment show interest in shape through sustained construction, using shapes appropriately and talking about the shapes of everyday objects.
- Begin to use mathematical names for 3D and 2D shapes and terms to describe shapes.
Understanding the World
People and Communities
- Shows interest in the lives of people who are familiar to them.
- Remembers and talks about significant events in their own experience.
- Enjoys joining in with family customs and routines.
- Comments and asks questions about aspects of their familiar world such as the place where they live or the natural world. (Autumn walk – includes ‘change’ over time)
- Talks about why things happen and how things work (Learn about the characteristics of liquids and solids through cooking)
- Looks closely at similarities, differences, patterns and change. (Places, people, objects, materials)
- Help children to find out about the environment by talking to people, looking at photos and simple maps and visiting local places.
- Shows an interest in technological toys with knobs or pulleys, or real objects such as cameras or mobile phones.
- Knows how to operate simple equipment. 40-60+ Months Completes a simple program on a computer.
Expressive Arts and Design
Exploring and using media and materials
- Joins in singing favourite songs.
- Creates sounds by banging, tapping, shaking or blowing.
- Experiments with blocks, colours or marks. 30-50 Months: Enjoy joining in with dancing and ring games.
- Sings a few familiar songs. Beginning to move rhythmically. Imitates movement in response to music.
- Begin to construct, stacking blocks vertically and horizontally, making enclosures and creating spaces.
- Uses various construction materials.
- Joins construction pieces together to build and balance.
- Constructs with a purpose in mind, using a variety of resources. Being Imaginative
- Begin to make-believe by pretending.
- Beginning to use representation to communicate, e.g. drawing a line and saying, ‘That’s me’.
- Uses movement to express feelings.
- Creates movement in response to music.
- Notice what adults do, imitate what is observed, do this spontaneously.
- Engage in imaginative play and role play based on the first-hand experience.
- Plays alongside other children who are engaged in the same theme. Creates simple
- representations of events, people and objects.