Nursery
Welcome to Nursery
Our Team
Early Years Leader - Mrs Langford
Class Teacher - Miss Deboo
Support staff - Mrs Bibi , Miss Sanzari
Here you will find information regarding the different activities taking place in Nursery throughout the year.
Our learning is based around the interests of the children and we have lots of fun learning through play.
Nursery Learning Overview
‘Children leave school with an appreciation of art. They have the skills, confidence and enthusiasm to ex[press themselves creatively as artists’
Art | 0 – 3 years | 3 and 4 years | Reception children | ELG | Key Vocabulary | COEL links | ||
| Explore paint, using fingers and other parts of their bodies as well as brushes and other tools. Express ideas and feelings through making marks, and sometimes give a meaning to the marks they make. Explore different materials, using all their senses to investigate them.
| Create closed shapes with continuous lines and begin to use these shapes to represent objects. Draw with increasing complexity and detail, such as representing a face with a circle and including details. Use drawing to represent ideas like movement or loud noises. Show different emotions in their drawings and paintings, like happiness, sadness, fear, etc. Explore colour and colour mixing. Show different emotions in their drawings – happiness, sadness, fear, etc. | Explore, use and refine a variety of artistic effects to express their ideas and feelings.
| Safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function. Share their creations, explaining the process they have used.
| colour names, mix, paint, texture, push, pull, smooth, shiny, rough, prickly, flat, patterned,jagged, bumpy, soft, hard, collage, draw, chalking, lighter, darker | Showing a curiosity about objects, events and people Finding ways to solve problems Making links and noticing patterns in their experience Making predictions Developing ideas of grouping, sequences cause and effect
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Design Technology | 0 – 3 years | 3 and 4 years | Reception children | ELG | Key Vocabulary | COEL links | ||
| Manipulate and play with different materials.
Use their imagination as they consider what they can do with different materials.
Make simple models which express their ideas.
Start to develop pretend play, pretending that one object represents another. For example, a child holds a wooden block to her ear and pretends it’s a phone.
| Begin to develop complex stories using small world equipment like animal sets, dolls and dolls houses, etc.
Make imaginative and complex ‘small worlds’ with blocks and construction kits, such as a city with different buildings and a park.
Take part in simple pretend play, using an object to represent something else even though they are not similar.
Explore different materials freely, to develop their ideas about how to use them and what to make.
Develop their own ideas and then decide which materials to use to express them. Join different materials and explore different textures.
| Explore, use and refine a variety of artistic effects to express their ideas and feelings.
Return to and build on their previous learning, refining ideas and developing their ability to represent them.
Create collaboratively, sharing ideas, resources and skills. | Safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.
Share their creations, explaining the process they have used.
Make use of props and materials when role playing characters in narratives and stories.
| design, plan, model, make, build, construct
| Showing a curiosity about objects, events and people
Finding ways to solve problems
Making links and noticing patterns in their experience
Making predictions
Developing ideas of grouping, sequences cause and effect | ||
Geography | Birth – 3 years | 3 and 4 year olds | Reception | ELG | Key Vocabulary | COEL links | ||
| Explore and respond to different natural phenomena in their setting and on trips.
| Know that there are different countries in the world and talk about the differences they have experienced or seen in photos.
| Draw information from a simple map.
Recognise some similarities and differences between life in this country and life in other countries.
Recognise some environments that are different from the one in which they live. | Describe their immediate environment using knowledge from observation, discussion, stories, non-fiction texts and maps.
Explain some similarities and differences between life in this country and life in other countries, drawing on knowledge from stories, non-fiction texts and – when appropriate – maps.
Know some similarities and differences between the natural world around them and contrasting environments, drawing on their experiences and what has been read in class. | town, village, road, path, house, flat, map, plan, busy, quiet, pollution, earth, England, Smethwick, Oldbury | Using senses to explore the world around them Taking risks and learning by trial and error Showing a curiosity about objects, events and people Maintaining focus on their activity for a period of time Thinking of ideas Finding ways to solve problems Making links and noticing patterns in their experience Making predictions Testing their ideas Developing ideas of grouping, sequences cause and effect | ||
History | 0 – 3 years | 3 and 4 years | Reception children | ELG | COEL | Vocabulary | ||
| Begin to make sense of their own life-story and family’s history.
| Begin to make sense of their own life-story and family’s history
| Comment on images of familiar situations in the past.
Compare and contrast characters from stories, including figures from the past.
| Talk about the lives of the people around them and their roles in society.
Know some similarities and differences between things in the past and now, drawing on their experiences and what has been read in class.
Understand the past through settings, characters and events encountered in books read in class and storytelling.
Express their ideas and feelings about their experiences using full sentences, including use of past, present and future tenses and making use of conjunctions, with modelling and support from their teacher. | Showing a curiosity about objects, events and people
Finding ways to solve problems
Making links and noticing patterns in their experience
Making predictions
Developing ideas of grouping, sequences cause and effect | old, new, before, now, a long time ago, special time, family, after, changes | ||
Music | 0 – 3 years | 3 and 4 years | Reception children | ELG | Key Vocabulary | COEL links | ||
| Enjoy singing, music and toys that make sounds. Use intonation, pitch and changing volume when ‘talking’. Say some of the words in songs and rhymes. Sing songs and say rhymes independently, for example, singing whilst playing.
| Sing a large repertoire of songs. Know many rhymes, be able to talk about familiar books, and be able to tell a long story. Listen with increased attention to sounds. Respond to what they have heard, expressing their thoughts and feelings. Remember and sing entire songs. Sing the pitch of a tone sung by another person (‘pitch match’). Sing the melodic shape (moving melody, such as up and down, down and up) of familiar songs. Create their own songs or improvise a song around one they know. Play instruments with increasing control to express their feelings and ideas. | Listen carefully to rhymes and songs, paying attention to how they sound. Learn rhymes, poems and songs. Listen attentively, move to and talk about music, expressing their feelings and responses. Watch and talk about dance and performance art, expressing their feelings and responses. Sing in a group or on their own, increasingly matching the pitch and following the melody Explore and engage in music making and dance, performing solo or in groups.
| Sing a range of well-known nursery rhymes and songs Perform songs, rhymes, poems and stories with others, and – when appropriate – try to move in time with music.
| banging, shaking, tapping, blowing, clapping, songs, instrument (tuned and untuned), sound, low, high, loud, quiet, repeat, copy, beat,
| Showing a curiosity about objects, events and people Finding ways to solve problems Making links and noticing patterns in their experience Making predictions Developing ideas of grouping, sequences cause and effect | ||
EYFS | 0 – 3 years | 3 and 4 years | Reception children | ELG | Key Vocabulary | COEL links | ||
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| Families, culture, celebrations, Diwali, Christmas, Eid, Halloween, bonfire night, remembrance day, Sikh, Hindu, Muslim, Christian, fireworks, family, same, different, share.
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Science Curriculum Overview
‘Children leave Rood End with an enthusiasm and curiosity for science and understand how it can influence their futures’
EYFS | Birth – 3 years | 3 and 4 year olds | Reception children | ELG | Key Vocabulary | COEL links |
| Explore materials with different properties. Explore natural materials, indoors and outside. Use all their senses in hands-on exploration of natural materials. Explore collections of materials with similar and/or different properties.
| Make healthy choices about food, drink, activity and toothbrushing. Talk about what they see, using a wide vocabulary. Explore how things work Plant seeds and care for growing plants. Understand the key features of the life cycle of a plant and an animal. Begin to understand the need to respect and care for the natural environment and all living things. Talk about the differences between materials and changes they notice. Explore and talk about different forces they can feel. | Know and talk about the different factors that support their overall health and wellbeing: • regular physical activity • healthy eating • toothbrushing • sensible amounts of ‘screen time’ • having a good sleep routine • being a safe pedestrian Explore the natural world around them. Describe what they see, hear and feel whilst outside Recognise some environments that are different from the one in which they live. Understand the effect of changing seasons on the natural world around them. | Manage their own basic hygiene and personal needs, including dressing, going to the toilet and understanding the importance of healthy food choices. Explore the natural world around them, making observations and drawing pictures of animals and plants. Know some similarities and differences between the natural world around them and contrasting environments, drawing on their experiences and what has been read in class. Understand some important processes and changes in the natural world around them, including the seasons and changing states of matter | wood, plastic, metal, fabric, glass, hard, soft, rough, smooth, shiny, dull, natural, manmade, light, dark, night, daytime, hibernation, environment, hot, cold, planet, space, sun, moon, body parts, senses, growth, change | Using senses to explore the world around them Taking risks and learning by trial and error Showing a curiosity about objects, events and people Maintaining focus on their activity for a period of time Thinking of ideas Finding ways to solve problems Making links and noticing patterns in their experience Making predictions Testing their ideas Developing ideas of grouping, sequences cause and effect |
Phonics
https://www.littlewandlelettersandsounds.org.uk/resources/for-parents/
This is the link to access the parents information page on the Little Wandle phonics website.
https://www.littlewandlelettersandsounds.org.uk/
resources/my-letters-and-sounds/weekly-reading-and-phonics/little-wandle-foundations/phonics/hey-diddle-diddle/
Hey, Diddle, Diddle | Letters and Sounds (littlewandlelettersandsounds.org.uk)
This link is to one of the educational games sites we use in school. At the moment there are lots of Christmas games that the children are enjoying playing during Nursery sessions. They are free to play and no log in is needed.
https://www.topmarks.co.uk//Search.aspx?q=christmas