Nursery Curriculum Spring 1

Tell me a story (Where do I live?)

Successful Learners

Areas of learning

  • As ‘learners’ we will make choices about what we do.
  • As ‘friends’ we will let each other have a turn.
  • As ‘builders’ we will build and construct with different materials and use different tools.
  • As ‘gymnasts’ we will learn to climb, balance and pedal.
  • As ‘actors’ we will dress up and make up stories together.
  • As ‘storytellers’, we will learn to share and talk about our favourite stories.

Confident Individuals

PSHE

  • We will grow in confidence and talk to our friends and special adults about our home and community.  We will ask for toys and share and take turns with each other.

Responsible Citizens

Environment

  • We will learn how to use our resources with care and to play in our Nursery environment safely.

Spiritual & Moral

  • We will learn to recognise other people’s feelings.

Communities

  • We will involve our families in our play and learning at Nursery.

We learn best when we are interested in and excited about our learning.  We will be flexible about our learning and follow children’s interests within these topics.


What is in the garden?

Successful Learners

Areas of learning

  • As ‘learners’ we will make choices about what we do.
  • As ‘friends’ we will let each other have a turn.
  • As ‘builders’ we will build and construct with different materials and use different tools.
  • As ‘gymnasts’ we will learn to climb, balance and pedal.
  • As ‘actors’ we will dress up and make up stories together.
  • As ‘storytellers’, we will learn to share and talk about our favourite stories.

Confident Individuals

Cooking and Nutrition

  • We will learn to mix different ingredients and to notice how different tools can change them.
  • For example, make fairy cakes and pancakes.

Responsible Citizens

Environment

  • We will learn how to use our resources with care and to play in our Nursery environment safely.

Spiritual & Moral

  • We will learn to recognise other people’s feelings.

Communities

  • We will involve our families in our play and learning at Nursery.

Prime Areas

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

Engagement

  • 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

Active Learning

  • Being involved and concentrating.
  • Maintaining a focus on their activity for a period of time.
  • Showing high levels of energy, fascination.
  • Not easily distracted.
  • Paying attention to details

Motivation

  • 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 outcome.
  • 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.

Thinking

  • 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 the strategy as needed.
  • Reviewing how well the approach worked.

Personal, Social and Emotional Development

Self-confidence and self-awareness

22-36 months:

  • Expresses own preferences and interests.

30-50 months

  • Confident to talk to other children when playing; communicate freely about own home and community.
  • Is more outgoing towards unfamiliar people and more confident in new social situations?

Making Relationships

22-36 months

  • Seek out others to share experiences. May form a special friendship with another child.

30-50 months

  • Initiates play, keeps the play going by responding to what others say or do.
  • Demonstrates friendly behaviour, initiating conversations and forming good relationships with peers and familiar adults.

40-60+ months

  • Takes steps to resolve conflicts with other children, e.g. finding a compromise.
  • Initiates conversations and takes account of others.

Managing Feelings and Behaviour

  • Identify and understand their own feelings (happy, sad, cross) and understand their actions affect the feelings of others.

22-36 months

  • Shows understanding and co-operates with some boundaries and routines.
  • Can inhibit own actions/behaviours, e.g. stop themselves from doing something they shouldn’t do.

30-50 months

  • Begin to accept the needs of others, takes turns and shares resources, sometimes with support from others.
  • Can usually adapt their behaviour to different events, social situations and changes in routine.
  • Can usually tolerate delay when needs are not immediately met and understands that wishes may not always be met.

40-60+ months

  • Have awareness of the boundaries set and of behavioural expectations.

Refer to ‘Seal’ materials and ‘Woolly and Tig’.

Communication and Language

Listening and Attention

30-50 Months

  • Anticipate key events and phrases in rhymes and stories.
  • Listen to others in one-to-one or in small groups.
  • Follows directions.
  • Listen to stories with increasing attention and recall.
  • Focus attention.
  • Is able to follow directions if not intently focused on own activity.

40-60+ Months

  • Maintains attention, concentrates and sits quietly and appropriately.

Understanding

22-36 Months

  • Understands more complex sentences – ‘Put your toys away and then we’ll read a book. Understands ‘who’, ‘what’, ‘where’ in simple sentences.

30-50 Months

  • Begin to understand ‘how’ and ‘why’ questions.
  • Show understanding of prepositions – under, behind, on top.

40-60+ Months

  • Use stories from books to focus children’s attention on predictions and explanations, e.g. “Why did the boat tip over?” Predict, explain, speculate, draw conclusions. Concentrate on retelling stories.
  • Listens and responds to ideas expressed by others in conversation.

Speaking

22-36 Months

  • Uses a variety of questions (what, where, who).
  • Use language as a powerful means of widening contacts, sharing feelings, experiences and thoughts.
  • Beginning to use word endings (e.g. going, cats).

30-50 Months:

  • Begin to use more complex sentences (e.g. use and, because). Build up vocabulary that reflects their experiences.
  • Questions, why a thing happens, give explanations (who, what, when, how).
  • Uses intonation, rhythm and phrasing to make the meaning clear.
  • Uses vocabulary focused on objects and people that are of particular importance to them.
  • Uses talk in pretending that objects stand for something else in play, e.g. ‘This box is my castle’.

40-60+ Months

  • Uses language to imagine and recreate roles and experiences in play situations.

Physical Development

Moving and Handling

30-50 Months

  • Can stand momentarily on one foot when shown.
  • Uses one-handed tools and equipment, e.g. makes snips in paper with scissors.
  • Draws lines and circles using gross motor movements.
  • Holds pencil between thumb and two fingers, no longer using whole hand grasp. (Provide play dough for pinching and squeezing, threading, popping bubble wrap, using tweezers to develop finger muscles to enable children to develop pencil grip).

40-60+ Months

  • Travels with confidence and skill around, under, over and through balancing and climbing equipment.
  • Throw, catch and kick a large ball.
  • Cut around pictures and outlines.
  • Experiment with different ways of moving.
  • Jump and land safely.

Health and Self-care

30-50 Months:

  • Can tell adults when hungry or tired.
  • 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.
  • Understands that equipment and tools have to be used safely.

40-60+ Months

  • Usually dry and clean during the day.
  • Shows understanding of how to transport and store equipment safely (e.g. use and hold scissors safely).
  • Shows some understanding that good practices with regard to exercise, eating, sleeping and hygiene can contribute to good health.

Literacy

Reading

30-50 Months:

  • Shows awareness of rhyme and alliteration.
  • Beginning to be aware of the way stories are structured. Suggest ending.
  • Shows interest in illustrations and print in books and print in the environment. Understand what a word is and recognise signs and words such as own names, advertising logos.
  • Describe main story settings, events and principal characters. (Compare the plots and feelings of characters with their own experiences.)
  • Knows information can be relayed in the form of print.
  • Knows that print carries meaning and, in English, is read from left to right and top to bottom.

40-60+ Months:

  • Continue a rhyming string.
  • Hears and says the initial sound in words.
  • Can segment the sounds in simple words and blend them together and knows which letters represent some of them.

Writing:

30-50 Months:

  • Sometimes give meaning to marks as they draw and paint.
  • Gives meaning to marks that they see in different places (signs, posters, cereal packets, toy packaging, signs in the environment.
    Write the first letter of their name.

40-60+ Months:

  • Begin to break the flow of speech into words.

Mathematics

Talk to children about their mathematical play and encourage them to explain the thinking behind their play.

Through real-life problems and story contexts

Numbers

30-50 Months

  • Recites numbers in order to 10.
  • Know that numbers identify how many objects are in a set.
  • Show curiosity about numbers by offering comments, asking questions.
  • Shows an interest in numerals in the environment and representing numbers using their own ideas – e.g. marks on paper, pictures.
  • Separate a group of 3 or 4 objects in different ways, beginning to recognise that the total is still the same.
  • Shows an interest in number problems.

40-60+ Months

  • Recognise some numerals of personal significance.
  • Start to recognise numerals up to 10.
  • Count out up to six objects from a larger group.
  • Counts actions or objects which cannot be moved.
  • Selects the correct numeral to represent 1-5
  • Find the total number of items in two groups by counting all of them.

Shape Space and Measure

30-50 Months:

  • Playing with shapes, making arrangements.
  • Show awareness of similarities of shapes in the environment and begin to talk about the shapes of everyday objects (e.g. tall, short, long, big, small, round, thin…).
  • Understand and use positional language.
  • Show interest in shapes in the environment.

40-60+ Months

  • Uses familiar objects and common shapes to create and build models.
  • Compare two sets and recognise when they are the same.
  • Recognise numerals to 10

Understanding the World

People and Communities

30-50 Months

  • Recognises and describes special times or events for family or friends.
  • Knows some of the things that make them unique and can talk about some of the similarities and differences in relation to friends or family.

The World 

30-50 Months

  • Comments and asks questions about the place where they live or the natural world. (Weather, homes, Spring walk).
  • Talks about things they have observed (plants, weather, natural objects).
  • Talks about why things happen and how things work (Learn about the characteristics of liquids and solids through cooking,
    snow, water, rain. Growth).
  • Show care and concern for living things and the environment – ongoing.

40-60+ Months

  • Looks closely at similarities, differences, patterns and change. (Places, people, objects, materials, plants).

Technology

30-50 Months

  • Shows skill in making toys work by pressing parts or lifting flaps to achieve effects such as sound, movements or new images.
  • Knows how to operate simple equipment and toys, e.g. turns on a CD player and uses remote control.
  • Knows that information can be retrieved from computers.

40-60+ Months

  • Completes a simple program on a computer.

Expressive Arts and Design

Exploring and using media and materials

30-50 Months

  • Taps out simple repeated rhythms.
  • Explore and learn how sounds can be changed.
  • Explores and learn how colours can be changed.
  • Understands that they can use lines to enclose a space and then begin to use these shapes to represent objects.
  • Show an interest in describing textures.
  • Realises tools can be used for a purpose.
  • Begin to construct, stacking blocks.

40-60+ Months

  • Experiments to create different textures.
  • Explores what happens when they mix colours.
  • Being Imaginative
  • Provide interesting props and items to spark children’s storytelling ideas.

30-50 Months:

  • Developing preferences for forms of expression.
  • Sings to self and makes up simple songs.
  • Make up rhythms.
  • Captures experiences and responses with a range of media, such as music, dance and paint and other materials or words.
  • Builds stories around toys, e.g. farm animals needing rescue from pretend ‘cliff’.
  • Uses available resources to create props to support role play.

40-60+ Months

  • Introduces a storyline or narrative into their play.
  • Creates simple representations of events, people and objects

1i Overview

Spring POS Spring