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Nursery

Year Group Overview

 

As some of our children attend the nursery setting for five terms the nursery plan covers six different topic areas. This is to ensure that the children are able to enjoy a range of experiences without repetition.

 

 

Rolling Programme A

 

Autumn Term

Welcome to MY World


Who is part of your family? Everybody’s family is different. Let’s talk about your family and who is important to you. Through role play, circle time, art activities, sharing photographs and small world play children will talk about their family and the people that live in their house with them. Listen to other people’s stories to discover what their families are like and what special things they do together. Which festivals or special occasions do you celebrate in your house? How do you celebrate your birthday or one of those special occasions? Balloons and parties, Decorations and food. Do you have any special customs or traditions? What jobs do the people in your family carry out when they go to work? Where do your family live? Some families live in our town but other families live further away and need to travel in different ways to get to school. Using simple mapping skills the children will show what they see on their way to school and share what they know about their town or where they live. When do you use your nose to smell, your tongue to taste, your ears to hear, your eyes to see and your hands to touch? Explore using the five senses in a variety of ways – rattling pots, smelly dough and tasty foods. Which is your favourite and why? This is all about you and your world.

 

Spring Term

 

Fur, Feathers, Scales and Legs

What animals have you seen? Do they have fur, feathers, scales or legs? Group animals in lots of different ways and discuss their features. Why do tigers have stripes? Observe the patterns and colours within the animal’s fur, feathers or scales. Reproduce these patterns through lines and colour as well as malleable materials including clay. Match the animals with their young. Look at their features and how they have changed or are there things that are still the same? Where do different animals live? Learn about how different animals live in different places because they need different things to survive. When does a caterpillar become a butterfly or a tadpole become a frog? Read and study the story of The Very Hungry Caterpillar to understand the life cycle of the caterpillar to a butterfly. Observe tadpoles and how they gradually make changes to become froglets and grow into frogs. How can we care for animals? Discuss what animals need to survive and flourish. Who can help us to look after the animals? Role play at the vets and look after our pets. Build bug hotels to create places for our insects to live and grow.

 

Summer Term

 

Nature All Around Me

How do you grow a plant or flower? Follow simple instructions to plant bulbs and seeds in pots and in the garden. Make simple observations of the plants over time to say what is happening to them. What do your seeds and plants need to grow and stay alive? Become a gardener and take an active part in caring for your plants and flowers as they grow. Take photographs using technology and create picture diaries of your plants growth. Observe what happens to plants if they are not cared for or given the things that they need. Why does a plant have roots? Name the different parts of a plant and why the plant needs all these different features to flourish and grow. When should we pick plants? Sometimes there are good reasons to pick plants that have been grown. Farmers grow fruits and vegetables especially to be picked so that we can eat them. Sort food into fruits and vegetables. Talk about which we already eat and which new foods we would like to try. Where do things come from? Are they made by nature or made by somebody else? Use natural objects to create pictures and artistic structures. Talk about what the objects look like and feel like. Are they bumpy, smooth or slimy? Do they float or sink? Talk about the properties of the different objects their colours and shapes. Create some beautiful art from nature as we observe the beautiful art that nature gives us.

Rolling Programme B

                                                               Autumn Term

 

 

Our Jolly Journey

 

We will begin our topic journey by exploring all of the vehicles we would see around our local town; role playing the occupations and roles that are linked to these. Cars, ambulances, buses, bikes, fire engines, tractors and so many more vehicles are seen around our town and we will develop our vocabulary when naming and describing these. We will take a tour of our town in our school minibus and explore the local landmarks we see when we travel around. Some of the landmarks may be older, so we can use the words 'old' or 'new' to describe the buildings we see. We will talk about the people we have seen in the town and will use our imaginative play to act out the roles and occupations we have observed. We will act out our experiences in the Post Office, Doctor's Surgery, Bakery, on the Bus and more with props and peers. Our school is a big part of our local town so we will travel around our school, making comments about what we see as we do. Our mark making skills will be used to create simple maps of our immediate surroundings; enabling us to develop our positional language.

Using a growing range of materials and resources, we will construct models of vehicles and think carefully about the purpose we have in mind. We will use our descriptive vocabulary to describe the materials we use and begin to make choices which suit our intentions. Our imaginative play will be enhanced after learning the story 'The Train Ride', allowing us to act out our ideas and develop narratives with peers. Vehicles can be pushed and pulled so we will explore and comment on what happens to vehicles when we use these forces; even finding ways to make vehicles travel faster or slower. 

Singing songs about vehicles and local professions will feature highly this term along with opportunities to represent the sounds of different vehicles using instruments. We will explore printing using different resources to create tyre marks and tracks. We will use simple programmable toys or BeeBots to explore how to give simple commands to move from one place to another. 

                                                                 Spring Term

 

 

What Makes Me a Me?

 

In this topic, we will explore everything that is linked to ourselves. We will name our outer body parts and talk about their functions; exploring them in exciting ways such as drawing around our feet and hands. Songs about our bodies will be sung which we will link to actions; developing our musical repertoires. Our bodies are growing all the time so we will look at pictures of us at different life stages such as when we were babies; making comments about each one. We will name our feelings and talk about how we feel at different times of the day. Using different marking materials, we will draw pictures of ourselves and the people that are special to us. We will talk about our 5 senses and use them to explore during our play based learning. My family is important to me, so we will explore who is in our family through texts such as 'I love my Grandad' or 'Daddy, Papa and Me'. Pets are important to us too, so we will explore the pets I like or have. We will talk about the roles and occupations of people in my family and act out these in our imaginative play. When acting out the story of Goldilocks and the Three Bears we will talk about our own likes and dislikes when trying new things such as new food. We will explore the special times we share with our families such as birthdays, Christmas, weddings, Bonfire Night and other relatable traditions; spending lots of time acting these out in our imaginative play. The weather is around us all the time, so we will make observations about what weather we see and link this to how we feel.

                                                                Summer Term

 

 

Outdoor Explorers

 

This topic is perfectly timed for the warmer weather in Spring and Summer. It is in this topic that we become explorers of the outdoor environment and everything it is home to. We will look at the animals and habitats that are a part of the environments we know such as mini-beasts, woodlands beaches and farms. Storytelling the stories 'The Three Billy Goats Gruff' and 'The Little Red Hen' will give us ample opportunity to develop our imaginative ideas. As will role play in the Garden Centre, Fruit and Vegetable Shop and a healthy cafe. We will name them and make comments about their features; developing our vocabulary as we do. We will begin to explore local animals and their young by observing them and talking about their appearances. As the weather/seasons change, we will make observations of what we notice including of the changes to plants and foliage. Our EYFS garden will be the perfect place for us to plant seeds and learn to take care of plants whilst talking about their basic needs. As the plants, fruits and vegetables grow, we will name them, identify some of their parts and talk about their appearances including when foliage decays over time or when vegetables are picked. The colours of the landscape and foliage will be beautiful at this time of year so we will spend time exploring the colours we see, naming them and developing the language of colour when we paint or try to recreate colours we see. Exploring the outdoors will give us the chance to handle lots of natural materials which we will begin to describe and use when making our own models and arrangements.

A simple IPOD camera app will be used when exploring to take pictures of the things we find in nature, including of the stages of a plants growth. We will make simple collages and prints using foliage and mixed materials; learning how to use the techniques to create them. We will listen to songs about outdoor environments and the animals we learn about. The natural materials we learn about will be used to tap out simple rhythms on percussive instruments and pots and pans. 

 
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