Castle Academy Long Term Planning Nursery 2015- 2016

Castle Academy School – Early Years Storytelling Curriculum Nursery 2017 -2018

Term 1 / Term 2 / Term 3 / Term 4 / Term 5 / Term 6
Ourselves and Family
Colours and Autumn / Festivals and Celebrations
Space and Night, Guy Fawkes
Diwali
Winter
Hanukah / Traditional Stories
Three Little Pigs,
Goldilocks
Three Billy Goats Gruff
Red Riding Hood,
Elves and shoe maker
Winter / Growing and things linked to traditional stories
Spring
Planting seeds and bulbs
Frog Life cycles / People Who Help Us
Transport
Recycling / Animals and Creatures
Summer
Pirates
Butterfly lifecycle
Nursery / N – Brown Bear
NF – Descriptive Words (colour)
Literacy – Introduction to Talk for Writing, use emergent mark making for labelling family, recognising own name badge.
MD – Little Big Maths
PD – turn pages of a book one at a time, to mark make in a variety of materials. To develop gross and fine motor skills through a variety of opportunities. Daily participation in Dough Disco / Funky Fingers
CL – learn the names of their peers and pronounce them properly, know words to describe family, develop language concepts such as big / little, use variety of questions e.g. what, where, who and words to describe colour.
PSED – to learn rules and expectations, take turns and share fairly, feelings and emotions, joining in with others and returning equipment.
EAD – Marble rolling, colour mixing with variety of media linked to Brown Bear, screen printing linked to Autumn theme
UTW – Re-enacting home life in role-play situations, exploring Autumn / N – Where’s Spot
NF – Explanation
Literacy – use of prepositions, use of word endings such as going, cats.
MD – Little Big Maths
PD – Dough Disco / Funky fingers daily
CL –to join in with repetitive games that involve language, to show an understanding of prepositions linked to Where’s Spot.
PSED – form special friendships with peers, asking adults for help, continue to understand and cooperate within the boundaries and routines of the setting.
EAD –.
UTW - Through the family feast to identify some similarities and difference that connect them to and distinguish them from others. To listen to and talk about stories which involve other locations
EAD – to experiment with blocks, colours and marks based on fireworks and other festivals. / N – Bear Hunt and Train Ride
NF – Labels
Literacy – use puppets related to traditional tales to talk about how characters feel. To use a range of mark making tools.
MD – Little Big Maths
PD –Dough Disco, Funky fingers, Wings of Childhood and begin to write name using handwriting cards if ready.
CL –listening to stories with attention and recall of traditional tales, joining in with talk for writing story retellings. Join in with discussions such as goldilocks and three bear’s crime scene.
PSED – To select and use activities and resources with help and to give help to friends who may be distressed. To think about the qualities of different characters within stories (good and bad)
EAD –To feel and describe the texture of things when making sleeping potions for Sleeping beauty, To use tools for a purpose – shoes for elves and shoemaker.
UTW – observe and comment on changes that they notice during cooking of noodles and porridge. Operate the outdoor CD player and use remote control cars / N – Little Red Hen / Jaspers Beanstalk
NF – Explanation
Literacy –Recognising pairs of rhyming words and handling books carefully turning one page at a time. Video children’s stories that have been scribed and acted out watch and discuss together.
MD – Little Big Maths
PD – Dough Disco / Funky fingers / Wings of Childhood daily, name handwriting cards for those who are ready
CL – Copying voice sounds in chains around the circle, thinking in advance about the stages needed to complete a task.
PSED – Adapting our behaviour to different social situations and changes in routine (visit to the library)
EAD – printing spring flowers, sing songs related to plants and growing, look at work of Monet and contrasting artist
UTW - observe their seeds and beans growing and record using cameras. Discuss changes / N – Hairy Maclary
NF – Recount
Literacy – to recognise and advertising logos, to know some of the mnemonics such as Maisy, Mountain, and Mountain for RWI letters covered.
MD – Little Big Maths
PD – Dough Disco / Funky fingers / Wings of Childhood review and handwriting
CL –name different people who help us, retell simple past events such as dentist, nurse, police visit to the setting.to ask who, what, when and how questions.
PSED –play in a group, extending and elaborating play ideas especially in role play area.
EAD –look at vehicles of people who help us and make own representations of vehicles using self-chosen materials. Move rhythmically to
UTW – form positive relationships with community members such as the school nurse, police, fire brigade, dentist etc. use environmental words to describe the environment and show care for their environment. / N – Dear Zoo / I love Animals
NF – Recount
Literacy – link to pirate transition activities: write messages in bottles, treasure maps, label pirate ships etc. some children using some phonic knowledge
MD – Little Big Maths
PD – Dough Disco / Funky fingers / Wings of Childhood review and handwriting
CL – respond to signals such as Simon Says and to listen and do for a short span in two-channelled attention. Link to the transition activities related to Pirates.
PSED – to play with a variety of friends from all background. Talk about changes and moving on to Reception. Link to SEAL document.
EAD – tap out simple repeated patterns in time to music and to use lines to enclose a space.
UTW – Hatch butterflies, create their own small worlds for different creatures e.g., mermaids (linked to pirates) minibeast gardens etc. super hero small worlds

Highlighted text is the focus literacy unit for that term N – NarrativeNF Non-Fiction TT – Other text type you will use

CASTLEACADEMY TERMLY PLANS FOUNDATION STAGE - NURSERY

Term: Autumn 1st Half 2016 No. of weeks:8

Area of learning: Personal, Social and Emotional Development

Focus / theme / topic: Ourselves and family

LEARNING INTENTIONS
Making relationships

To be interested in other’s play and join inA I
To seek out others to share experiences
To form a special friendship with another child
To recognise and understand the rules for being together (e.g. taking turns, sharing)AI

Self confidence and self awareness

To separate from their main carer with support and encouragementA
To ask adults for help or assistance
To use and care for materialsAI
To allow adults to help them with new situations if required

Managing feelings and behaviour

To seek comfort from familiar adults when neededA
To express own feelingsAI
To respond to the feelings and wishes of others
To be aware that some actions can hurt or harm othersAI
To give help or comfort to others who are distressed.
To understand andcooperate within the boundaries and routines of the settingAI
To grow in ability to distract themselves when upset such as engaging in a new play activity.

(A) Assessment opportunities (I) intervention / extra support focus
CASTLEACADEMY TERMLY PLANS FOUNDATION STAGE - NURSERY

Term: Autumn 2nd Half 2016 No. of weeks: 8

Area of learning: Personal, Social and Emotional Development

Focus / theme / topic: Festivals and celebrations

LEARNING INTENTIONS
Making relationships

To be interested in other’s play and join in
To seek out others to share experiences
To show affection and concern for people who hare special to them
To form a special friendship with another child
To recognise and understand the rules for being together (e.g. taking turns, sharing)
To talk about feelings such as sadness, happiness, or feeling cross
To notice how others are feeling and comfort / help them.

Self confidence and self awareness

To separate from their main carer with increasing independence
To select and use activities and resources with help
To ask adults for help or assistance
To use and care for materials
To allow adults to help them with new situations if required
To welcome and value praise for what they have achieved.

Managing feelings and behaviour

To seek comfort from familiar adults when needed
To express own feelings
To respond to the feelings and wishes of others
To be aware that some actions can hurt or harm others
To give help or comfort to others who are distressed.
To understand and coorperate within the boundaries and routines of the setting
To inhibit their own actions and behaviours such as stopping themselves from doing something they shouldn’t do
To grow in ability to distract themselves when upset such as engaging in a new play activity.

(A) Assessment opportunities (I) intervention / extra support focus
CASTLEACADEMY TERMLY PLANS FOUNDATION STAGE - NURSERY

Term: Spring 1st Half 2017 No. of weeks: 6

Area of learning: Personal, Social and Emotional Development

Focus / theme / topic: Traditional stories

LEARNING INTENTIONS
Making relationships

To be interested in other’s play and join in
To play in a group, extending and elaborating play ideas, e.g. building up a role-play activity with other children.
To show affection and concern for people who hare special to them
To form a special friendship with another child
To recognise and understand the rules for being together (e.g. taking turns, sharing)
To talk about feelings such as sadness, happiness, or feeling cross
To notice how others are feeling and comfort / help them.

Self confidence and self awareness

To separate from their main carer with increasing independence
To select and use activities and resources with help
To have responsibility for carrying out small tasks
To use and care for materials
To allow adults to help them with new situations if required
To welcome and value praise for what they have achieved.

Managing feelings and behaviour

To be aware of own feelings and know that some actins and words can hurt others feelings
To give help or comfort to others who are distressed.
To begin to accept the needs of others and take turns and share resources, sometimes with support from others.
To inhibit their own actions and behaviours such as stopping themselves from doing something they shouldn’t do
To grow in ability to distract themselves when upset such as engaging in a new play activity.

(A) Assessment opportunities (I) intervention / extra support focus
CASTLEACADEMY TERMLY PLANS FOUNDATION STAGE - NURSERY

Term: Spring 2nd Half 2017 No. of weeks: 5

Area of learning: Personal, Social and Emotional Development

Focus / theme / topic: Growing things linked to traditional stories

LEARNING INTENTIONS
Making relationships

To be interested in other’s play and join in
To play in a group, extending and elaborating play ideas, e.g. building up a role-play activity with other children.
To show affection and concern for people who hare special to them
To initiate play, offering cues for peers to join them.
To recognise and understand the rules for being together (e.g. taking turns, sharing)
To talk about feelings such as sadness, happiness, or feeling cross
To notice how others are feeling and comfort / help them.

Self confidence and self awareness

To separate from their main carer with independence
To select and use activities and resources with help
To have responsibility for carrying out small tasks
To use and care for materials
To be increasingly outgoing towards unfamiliar people and more confident in new social situations
To welcome and value praise for what they have achieved.

Managing feelings and behaviour

To be aware of own feelings and know that some actins and words can hurt others feelings
To give help or comfort to others who are distressed.
To begin to accept the needs of others and take turns and share resources, sometimes with support from others.
To inhibit their own actions and behaviours such as stopping themselves from doing something they shouldn’t do
To adapt their behaviour to different events, social situations and changes in routine.

(A) Assessment opportunities (I) intervention / extra support focus

Term: Summer 1st half 2017 No. of weeks: 7

Area of learning: Personal, Social and Emotional Development

Focus / theme / topic: People who help us

LEARNING INTENTIONS
Making relationships

To be interested in other’s play and join in
To play in a group, extending and elaborating play ideas, e.g. building up a role-play activity with other children.
To show affection and concern for people who hare special to them
To initiate play, offering cues for peers to join them.
To initiate friendly behaviour, initiating conversation and forming good relationships with peers and familiar adults.
To talk about feelings such as sadness, happiness, or feeling cross
To notice how others are feeling and comfort / help them.

Self confidence and self awareness

To be confident when talking to other children during play and to communicate freely about home and community
To select and use activities and resources with independence
To have responsibility for carrying out small tasks
To use and care for materials
To be increasingly outgoing towards unfamiliar people and more confident in new social situations
To welcome and value praise for what they have achieved.
To show confidence when asking adults for help

Managing feelings and behaviour

To become upset or try to comfort another child when they realise they have upset them.
To give help or comfort to others who are distressed sometimes with support and encouragement.
To be aware of the behavioural expectations within the setting
To inhibit their own actions and behaviours such as stopping themselves from doing something they shouldn’t do
To adapt their behaviour to different events, social situations and changes in routine.

(A) Assessment opportunities (I) intervention / extra support focus

Term: Summer 2nd Half 2017 No. of weeks: 7

Area of learning: Personal, Social and Emotional Development

Focus / theme / topic: Animals and creatures

LEARNING INTENTIONS
Making relationships

To be interested in other’s play and join in
To play in a group, extending and elaborating play ideas, e.g. building up a role-play activity with other children.
To show affection and concern for people who hare special to them
To initiate play, offering cues for peers to join them.
To recognise and understand the rules for being together (e.g. taking turns, sharing)
To talk about feelings such as sadness, happiness, or feeling cross
Play with a variety of friends from all backgrounds.

Self confidence and self awareness

To be confident when talking to other children during play and to communicate freely about home and community
To select and use activities and resources with independence
To have responsibility for carrying out small tasks
To use and care for materials
To be increasingly outgoing towards unfamiliar people and more confident in new social situations
To welcome and value praise for what they have achieved.
To show confidence when speaking to others about their needs, wants, interests and opinions

Managing feelings and behaviour

To become upset or try to comfort another child when they realise they have upset them.
To give help or comfort to others who are distressed with increasing independence.
To be aware of the behavioural expectations within the setting
To inhibit their own actions and behaviours such as stopping themselves from doing something they shouldn’t do
To adapt their behaviour to different events, social situations and changes in routine.

(A) Assessment opportunities (I) intervention / extra support focus
CASTLEACADEMY TERMLY PLANS FOUNDATION STAGE - NURSERY

Term: Autumn 1st Half 2016 No. of weeks: 8

Area of learning: communication and language

Focus / theme / topic: Ourselves and family

LEARNING INTENTIONS
Listening and attention

To listen with interest to the noises adults make when they read stories
To recognise and respond to many familiar sounds e.g. turning to a knock on the door, looking at or going to the door.
To show interest in play with sounds, songs and rhymes
To demonstrate single channelled attention (shift to a different task ifattention fully obtained)

Understanding

To identify action words by pointing to the right picture, e.g. who’s jumping?
To understand more complex sentences, e.g. put your toys away and then we will read a book.
To understand who, what, where in simple questions e.g. who’s that / can, what’s that? Where is…?
To develop a concept of simple concepts such as big / little.
To talk with adults and peers about what they see, hear, think and feel.

Speaking

To use language as a means of widening contacts, sharing feelings, experiences and thoughts.
To hold a conversation jumping from topic to topic.
To learn new words rapidly and use them in communication
To use gestures, sometimes with limited talk, such as reaching towards a toy and saying, ‘I have it’.
To use a variety of question (e.g. what, where, who)
To use simple sentences (e.g. ‘Mummy gonna work’)

(A) Assessment opportunities (I) intervention / extra support focus
CASTLEACADEMY TERMLY PLANS FOUNDATION STAGE - NURSERY

Term: Autumn 2nd Half 2016 No. of weeks: 7

Area of learning: communication and language

Focus / theme / topic:Festivals and celebrations

LEARNING INTENTIONS
Listening and attention

To listen with interest to the noises adults make when they read stories
To listen to others one to one or in a small group when conversation interests them
To show interest in play with sounds, songs and rhymes joining in with repetition, rhythm and rhyme as stories, rhymes and songs are sung with them.
To demonstrate single channelled attention
To learn other peoples names and pronounce them properly.

Understanding

To understand the use of objects e.g. what do we use to cut things?
To show understanding of prepositions such as ‘under’, ‘on top’, ‘behind’ by carrying out an action or selecting the correct picture.
To respond to simple instructions such as to get things or put things away.
To begin to understand how and why questions.

Speaking

To use language as a means of widening contacts, sharing feelings, experiences and thoughts.
To hold a conversation jumping from topic to topic.
To learn new words rapidly and use them in communication
To use gestures, sometimes with limited talk, such as reaching towards a toy and saying, ‘I have it’.
To use a variety of question (e.g. what, where, who)
To use simple sentences (e.g. ‘Mummy gonna work’)
To begin to use word endings (e.g. going, cats)
To join in with repetitive games that involve language

(A) Assessment opportunities (I) intervention / extra support focus
CASTLEACADEMY TERMLY PLANS FOUNDATION STAGE - NURSERY

Term: Spring 1st half 2017 No. of weeks: 6