St Michael’s Federation Planning Overview –Onny & Lydbury Nurseries–SPRING 12017

1
3rd Jan / 2
9th Jan / 3
16th Jan / 4
23rd Jan / 5
30th Jan / 6
6thFeb / 7
13th Feb
School events / First aid training for number of staff
Religious Festivals/ Events / Epiphany
Theme/ Focus / Transport & Travel– Things that GO!
PSED, RE
COEL / Settling in new children
Returning to Nursery routines; rules and behaviours / I can do it – Exploring our strengths and abilities
Can describe self in positive terms and talk about abilities; UW, COEL – perseverance, can-do attitudes / Working and playing together – Snail Pace race board game; circle games with a ball
Begins to accept the needs of others and can take turns and share resources, sometimes with support from others
Poem/ Song of the Week / Transport Poem – to introduce topic / Five Green Men in a Flying Saucer
Zoom, zoom, zoom – We’re going to the Moon! / Wheels on the Bus - Use children’s ideas to replace bus with other modes of transport
This is the way we cross the road
C&L;
Lit;
Phase 1 Letters and Sounds / Introduce topic – link back to animals previous topic
*Animals Aboard
- Explore all different ways of travelling gather children’s ideas and interests to incorporate into topic over the coming weeks / Flying machines; Fantasy & Imaginary ways of travelling
*Whatever Next!
- Use story focus as a springboard for ideas about fantasy methods of flying – a cardboard box becomes a rocket. What about magic carpets, dragons, etc?
- Create own stories > where would you travel? / On the Road: Road Vehicles, Diggers and Trucks
*Dig, dig, digging; Tip Tip Dig Dig; Don’t let the pigeon drive the bus!
- How do you travel to school?
- Record list together of the different ways children have travelled on the road > how many can we find? (Car, bus, bicycle, van, motorcycle)
- Create vocabulary lists from our transport topic so far
Maths
Daily incidental counting and number recog. – who is here, lunches, counting down / Sorting vehicles into piles – how many are in each set? Can children use a number 1-3 (1-5 for higher ability) to label the piles with how many?
Knows that numbers identify how many objects are in a set; Sometimes matches numeral and quantity correctly / Explore counting and comparing small groups of objects; labelling if able. Using language of more, less and focus particularly on ‘same.’
Compares two groups of objects, saying when they have the same number
Separates a group of three or four objects in different ways, beginning to recognise that the total is still the same / Vehicle pictograms > watch traffic in front of school gates for 5-10 minutes – what do we see? If no traffic, use traffic tally video from Youtube. Model creating pictogram with road vehicle pictures, then ask children to add by giving them a number to represent.
Beginning to represent numbers using fingers, marks on paper or pictures. (M>N35)
Sometimes matches numeral and quantity correctly. (M>N36) / Number recognition 1-5 and number formation focus with sensory experiences – in glitter, shaving foam, sand
Physical Dev.
Gross Motor skills / Use number cones to create a running course; go like a car/ tractor/ train to dodge the obstacles
Runs skilfully and negotiates space successfully, adjusting speed or direction to avoid obstacles;
Can stand momentarily on one foot when shown. / Partner games with large balls > Go from rolling and pushing to throwing and catching, kicking and stopping for children who feel able
Shows increasing control over an object in pushing, patting, throwing, catching or kicking it / Create bridges and ramps with crates > children can help to create their own obstacles to climb over and duck under
Travels with confidence and skill around, under, over and through balancing and climbing equipment / Moving to music at different speeds
Moves freely and with pleasure and confidence in a range of ways
Fine Motor skills / Fine motor activities available in continuous provision > Provision to be alternated according to children’s interests and needs
EAD / - Paints - Pastels, chalks - Messy & sensory play - Movement to sound - Costumes
- Printing - Collage - Mixing medias - Imaginative role play - Puppet role play
- Junk modelling -Exploring textures - Musical instruments - Small world play
- Colour mixing - Playdough, clay - Songs and rhymes - Construction
- Colour-mixing exploration > Using sponges for dabbing water and primary colours with mixing cards > children choose what to paint with the colours they have created. White/ Black with more able / - Night sky pictures inspired by story
- Big boxes role play and construction
- Create paintings and collages of where the children would travel to and how
- Textures (surface of the moon, dragon’s scales) / - Junk modelling road vehicles
- Large loose parts construction of modes of transport > role play
- Playdough vehicles – masking tape roads on tables
Messy/ Sensory play / Mud painting on giant paper with outside trucks / Space mud and Moon sand / Construction zone messy play tray – soil with trucks and diggers, ramps / Tuff spot – Sand traffic town with outside cars
UW / Learning opportunities will be planned with the children and follow their interests and discoveries.
Focussed sessions will introduce the children to new ideas and allow for further development
Areas of the classroom and the outdoor environment will be enhanced to enrich children’s’ learning. The children’s’ learning and development will be tracked through careful observations and learning stories
- Beebots – making journeys for the Beebots to travel along, record using maps and making towns
- Ice and frost exploration, weather permitting
- Old and new modes of transport – eg comparing trains
Forest School
(Tues am) / See *Forest School* planning
(separate)