Author: Anna Jones

Nursery Overview 2023-24	Autumn 1	Autumn 2	Spring 1	Spring 2	Summer 1	Summer 2
Overarching Themes / NB: These themes may be adapted at various points to allow for children’s interests to flow through the provision	This is me! / 7 weeks	It’s a Wonderful World / 7 weeks	I like to move it move it! / 6 weeks	The Circle of Life / 6 weeks	Paws, claws and things that roar! / 6 weeks	Superheroes Unite! / 7 weeks

MAIN HIGH QUALITY TEXT & ADDITIONAL FAVOURITES / (ADD FOCUS BOOKS)	Don’t panic Annika / Colour Monster / One Love / Super Duper you / The Boy who Hated Toothbrushes / 3 Billy Goats Gruff	Foggy, Foggy Forest / Shark in the park on a Windy day / My Seasons / Robin’s Winter Song / Tree—Seasons come, seasons go	Sam Who Went to Sea / Go. Go. Pirate Boat / Wonderful Words on the go –Transport / Goldilocks and the Three Bears	The Tiny Seed / We’re going on an Egg Hunt / Olivers Vegetables / Very Hungry Caterpillar	Tidy / Puffin Peter / Herman needs a home / Owl Babies / Little Red Riding Hood	When You’re Fast Asleep / Fizz the Fire Engine / Superworm / Clean up / Smartest Giant in Town
Rhymes and songs / Big Book of Nursery Rhymes	There was an old lady / Heads Shoulders Knees and Toes / Hokey Cokey / If you’re happy and you know it / Big Red Combine Harvester	Incy Wincy Spider / I can sing a Rainbow / I hear Thunder / Rain, rain Go away / Farmers in his den	Wheels on the bus / The Big Ship Sails / Down at the Station / Row, Row, Row your boat / Old MacDonald had a farm	Mary had a little lamb / Oranges and Lemons / Wind the Bobbin up / One potato, two potato / Baa Baa Black sheep	Five little speckled frogs / 1,2,3,4,5 Once I caught a fish alive / Two Little Dickie Birds / 3 Blind Mice / Little Robin Redbreast	Miss Polly had a Dolly / Ten green bottles / Jack and Jill / Dr Foster / Grand Old Duke of York
Memorable Moments & Enrichment Focuses	This is me! / Harvest / Friendship Month—September / National read a book Day—6th Sept / Roald Dahl Day—13th September / Talk like a pirate day—19th Sept / Day of sign languages—23rd Sept / National fitness Day—25th September / World Poetry Day—5th October / World Smile Day—6th October / Grandparents day—10th October	It’s a Wonderful World / Bakery visitor / Stories and songs by the Campfire (forest school area) / Black History Month / Guy Fawkes / Bonfire Night—5th Nov / Remembrance day - 11th Nov / Diwali—12th November / Anti- Bullying Week—13th Nov / Kings Birthday—14th November / Road Safety Week—19th November / Staff pantomime / Christmas Time / Nativity / Church visit	I like to move it move it! / Arriva Bus visit / Big Schools Birdwatch—Jan-Feb / Popcorn day—19th Jan / Story Telling Week - 30th Jan—7th Feb / National Opposites Day—25th Jan / Internet Safety Day—6th Feb / Chinese New Year—10th Feb / Library Lovers Day - 14th Feb / Random Acts of Kindness Week—14th Feb—17th Feb / Shrove Tuesday - 13th Feb / Valentine’s Day—14th Feb	The Circle of Life / Imagine That Visit / Planting seeds in the outdoors / Weather / Mother’s Day— 10th March / Eater Egg Hunt—At the Farm / Dentist Day / Red Nose Day—15th March / St Patrick's day—17th March / Global recycling Day—18th March / World Oral Health Day—20th March / Holi—25th March / Ramadan—March/April / Easter	Paws, claws and things that roar! / Zoo Lab/Wings and things in school / Food tasting – different cultures / Map work - Find the Treasure / Earth Day—22nd April / St, Georges Day—23rd April / World Penguin Day—25th April / International Dance Day—29th April / National Walking month / National Numeracy Day—TBC / Circus Day—3rd May / Outdoor Classroom Day—16th May / World Bee Day—20th May	Superheroes Unite! / People who help us visitors / Supermarket outing / World Environment Day—5th June / Healthy Eating Week—10th June / Father’s Day—16th June / Eat your Veg Day—17th June / International Picnic Day—18th June / World Music Day - 21st June / Insect Week—24th June / Sports Day & family picnic
SMCA code / These mirror the principles and values of our school. We will ‘dip in and out of each area’ as and when we need to each term.	Rule of law - Commitment / We all know that we have rules at school that we must follow. / We know who to talk to if we do not feel safe. / We know right from wrong. / We recognise that we are accountable for our actions. / We must work together as a team when it is necessary.	Tolerance of different cultures and religions –Ambition / Everyone is valued, all cultures are celebrated and we all share and respect the opinions of others. / Mutual tolerance of those with different faiths and beliefs and for those without faith.	Individual liberty—Enjoyment / We all have the right to have our own views. / We are all respected as individuals. / We feel safe to have a go at new activities. / We understand and celebrate the fact that everyone is different.	Mutual respect - Encouraging / We are all unique. / We respect differences between different people and their beliefs in our community, in this country and all around the world. / All cultures are learned , respected, and celebrated.	Democracy—Passion / We all have the right to be listened to. / We respect everyone and we value their different ideas and opinions. / We have the opportunity to play with who we want to play with. / We listen with intrigue and value and respect the opinions of others.	Recap all British Values / Fundamental British Values underpin what it is to be a citizen in a modern and diverse Great Britain valuing our community and celebrating diversity of the UK. / Fundamental British Values are not exclusive to being British and are shared by other democratic countries.

Assessment Opportunities	Nursery Baseline Assessment / EYFS team meeting to discuss curriculum overview and curriculum goals / Pencil grip assessment / Speech Assessment / Intervention groups to begin / Baseline analysis / Wellcomm screening - all children / SALT review	On going informal assessments / EYFS team meeting / Ongoing pupil observations / In house moderation / Review pencil grip / Autumn Summative data onto DC Pro / Pupil progress meetings with SLT	Analysis of Autumn data / GLD Projections for EOY / Ongoing informal assessments / Trust moderation / Review—Wellcomm Assessment and New starters and reassess all. / Baseline Review / Baseline Assessment—New Starters	EYFS team meetings / Pupil progress meetings with SLT / Spring summative data onto DC Pro	Analysis of Spring Data / Trust moderation / EYFS team meetings / Baseline Assessment—New Starters / Baseline Review / Review—Wellcomm Assessment and New starters and reassess all.	Pupil progress meetings with SLT / EYFS team meetings / Complete EYFS Profile / Summer summative data onto DC Pro / End of year reports to parents / Transition meeting with Reception—Reflection of Summer data outcomes
Parental Involvement	Staggered starts / Curriculum newsletter / Home learning expectations / Reading expectations shared with parents / Read a book at bedtime—teachers to post weekly on class dojo / Word of the week —post on class dojo / Child Independent task set each week	EYFS Nativity production / Read a book at bedtime—teachers to post weekly on class dojo / Maths workshop (zoom depending on risk assessment) / Word of the week—post on class dojo / Child Independent task set each week / Parents Evening	Read a book at bedtime—teachers to post weekly on class dojo / Stay and read morning (depending on updated risk assessment) / Word of the week—post on class dojo / Child Independent task set each week	Read a book at bedtime—teachers to post weekly on class dojo / Class Assembly / Word of the week—post on class dojo / Child Independent task set each week / Parents Evening	Read a book at bedtime—teachers to post weekly on class dojo / Word of the week —post on class dojo / Child Independent task set each week	Read a book at bedtime—teachers to post weekly on class dojo / Informal parents evening / Word of the week —post on class dojo / Sports Day / Graduation assembly / Picnic on the field / Child Independent task set each week

The Prime Areas	Autumn 1	Autumn 2	Spring 1	Spring 2	Summer 1	Summer 2
	This is me! / 7 weeks	It’s a Wonderful World / 7 weeks	I like to move it move it! / 6 weeks	The Circle of Life / 6 weeks	Paws, claws and things that roar! / 6 weeks	Superheroes Unite! / 7 weeks
Communication and Language / C&L is developed throughout the year through high quality individual or group interactions, daily group discussions, circle times, PSHE, stories, singing, speech and language interventions (NELI) , Pie Corbett T4W actions, EYFS productions & assemblies.	The development of children’s spoken language underpins all seven areas of learning and development. Children’s back-and-forth interactions from an early age form the foundations for language and cognitive development. The number and quality of the conversations they have with adults and peers throughout the day in a language-rich environment is crucial. By commenting on what children are interested in or doing, and echoing back what they say with new vocabulary added, practitioners will build children's language effectively. Reading frequently to children, and engaging them actively in stories, non-fiction, rhymes and poems, and then providing them with extensive opportunities to use and embed new words in a range of contexts, will give children the opportunity to thrive. Through conversation, story-telling and role play, where children share their ideas with support and modelling from their teacher, and sensitive questioning that invites them to elaborate, children become comfortable using a rich range of vocabulary and language structures.
	Settling in activities / Making friends / Children talking about experiences that are familiar to them / What do you enjoy? Likes, dislikes, interests / All about me / Rhyming and alliteration / Familiar Print / Don’t Panic, Annika/ Barbara throws a Wobbler emotion focused discussion / Model talk routines through the day. For example, arriving in school: “Good morning, how are you?” / Introduce Makaton / School based topical vocabulary—word aware/concept cat / Listen and respond to stories and discussion	Settling in activities / Develop focused vocabulary / Discovering Passions / Tell me a story - retelling stories / Story language / Word hunts / Listening and responding to stories and discussion / Follow instructions / Take an active part in discussion / Understand how to listen carefully and why listening is important. / Use new vocabulary through the day. / Utilise books that will develop vocabulary	Use observations to talk about an object: who? What? Where? When? Why? / Listen and respond to stories and discussion / Discuss characters within stories. / Recreate characters during role play / Continue to develop topical vocabulary / Introduce and develop paired talk / Use verbs in everyday speech	Describe real and imagined events in detail – time connectives / Continue to support the discovery of passions / Understand how to listen carefully and why listening is important / Use observations to talk about an object: who? What? Where? When? Why? / Sustained focus when listening to a story / Continue to develop Discussion Guidelines / Answer questions to justify, extend or show understanding / Continue to develop topical vocabulary / Develop paired talk	Continue to develop Discussion Guidelines / Listen and respond to stories and discussion / Use verbs in everyday speech / Use adjectives to describe / Ask questions to clarify and deepen understanding / Engage in non-fiction / Retell familiar stories with appropriate prosody. / Continue to develop topical vocabulary / Utilise paired and triads to discuss knowledge and understanding.	Continue to develop Discussion Guidelines / Listen and respond to stories and discussion / Think of questions to ask visitors / Continue to develop topical vocabulary / Utilise paired and triads to discuss knowledge and understanding. / Articulate ideas—real and those imagined—effectively with appropriate vocabulary

Personal, Social & Emotional Development / Managing Self, / Self Regulation / & / Building Relationships	Children’s personal, social and emotional development (PSED) is crucial for children to lead healthy and happy lives, and is fundamental to their cognitive development. Underpinning their personal development are the important attachments that shape their social world. Strong, warm and supportive relationships with adults enable children to learn how to understand their own feelings and those of others. Children should be supported to manage emotions, develop a positive sense of self, set themselves simple goals, have confidence in their own abilities, to persist and wait for what they want and direct attention as necessary. Through adult modelling and guidance, they will learn how to look after their bodies, including healthy eating, and manage personal needs independently. Through supported interaction with other children, they learn how to make good friendships, co-operate and resolve conflicts peaceably. These attributes will provide a secure platform from which children can achieve at school and in later life.
	Jigsaw Theme - Being Me / No outsiders: you choose (by Mick Sharratt and Pippa Goodheart) / LO: To say what I think / Understand and follow class routines, expectations and the school reward system / Develop positive relationships with adults in the classroom. / Develop a friendship group and demonstrate confidence in initiating activities in play / Recognise how I feel and listen to the feelings of others. / See themselves as a valuable individual	Jigsaw Theme - Celebrating Difference / No Outsiders: Red Rockets and Rainbow jelly (by Sur Heap and Nick Sharratt) / LO: it’s ok to like different things / Continue to broaden understanding of emotions / Explore how to deal with anger—looking at calming strategies. / Continue to build self - confidence / Build constructive and respectful relationships with ‘wider’ peers and adults / Ask children to explain to others how they thought about a problem or an emotion and how they dealt with it	Jigsaw Theme - Dreams & Goals / No outsiders: Hello, Hello / LO: To say hello / Show resilience and determination when facing new challenges / Recognise the importance of taking risks / Continue to build the children’s perceptions of themselves - seeing themselves as a valuable individual / Introduce ‘Plan, Do, Review’ when working within the continuous provision	Jigsaw Theme -Healthy Me / No outsiders: The Family Book (by Todd Parr) / LO: All families are different / Recognise the need to look after ourselves and how we do that / Explore and appreciate the feelings and opinions of others / Recognise that differences make us ‘special’ / Model positive behaviour, highlighting exemplary behaviour of children in class, narrating what was kind and considerate about the behaviour / Continue to strengthen the skill of ‘plan, do, review’	Jigsaw Theme - Relationships / No outsiders: Mommy, Mama and Me( by Leslea Newman and Carol Thompson) / LO: Celebrate my family / What makes a good friend? / Random acts of Kindness / Talk them through why we take turns, wait politely, tidy up after ourselves and so on / Take ownership of completing set challenges in the continuous provision	Jigsaw Theme - Changing Me / No outsiders: blue Chameleon (by Emily Gravett) / LO: To make a new friends / Taking part in sports day - winning and loosing / Changing me - Look how far I've come! / Strengthen relationships with peers and adults linked to transition in Reception / Revisit, how can we look after ourselves and explore how we can look after others and the planet? / Continue to take ownership of completing set challenges in the continuous provision
	“Self-regulatory skills can be defined as the ability of children to manage their own behaviour and aspects of their learning. In the early years, efforts to develop self-regulation often seek to improve levels of self-control and reduce impulsivity. Activities typically include supporting children in articulating their plans and learning strategies and reviewing what they have done.” Education Endowment Foundation.

The Prime Areas	Autumn 1	Autumn 2	Spring 1	Spring 2	Summer 1	Summer 2
	This is me! / 7 weeks	It’s a Wonderful World / 7 weeks	I like to move it move it! / 6 weeks	The Circle of Life / 6 weeks	Paws, claws and things that roar! / 6 weeks	Superheroes Unite! / 7 weeks
Physical Development / Fine Motor / Continuously check the process of children’s handwriting (pencil grip and letter formation, including directionality). Provide extra help and guidance when needed. / & / Gross Motor	Physical activity is vital in children’s all-round development, enabling them to pursue happy, healthy and active lives. Gross and fine motor experiences develop incrementally throughout early childhood, starting with sensory explorations and the development of a child’s strength, co-ordination and positional awareness through tummy time, crawling and play movement with both objects and adults. By creating games and providing opportunities for play both indoors and outdoors, adults can support children to develop their core strength, stability, balance, spatial awareness, co-ordination and agility. Gross motor skills provide the foundation for developing healthy bodies and social and emotional well-being. Fine motor control and precision helps with hand-eye co-ordination, which is later linked to early literacy. Repeated and varied opportunities to explore and play with small world activities, puzzles, arts and crafts and the practice of using small tools, with feedback and support from adults, allow children to develop proficiency, control and confidence.
	Malleable and Messy play to support pivots, grip and core strength / Use music and dance to support movement mark making / Develop expectations for lunchtime through hand hygiene and cutlery manipulation	Malleable and Messy play to support pivots, grip and core strength / Utilise Dough Disco/Squiggle 2.0 to support FMC / Continue to develop expectations for lunchtime through hand hygiene and cutlery manipulation	Malleable and Messy play to support pivots, grip and core strength / Utilise Dough Disco/Squiggle 2.0 to support FMC / Focused Time to Draw & observational drawing / Manipulate knives, forks and spoons	Malleable and Messy play to support pivots, grip and core strength / Utilise Dough Disco/Squiggle 2.0 to support FMC / Focused Time to Draw & observational drawing / Manipulate knives, forks and spoons	Malleable and Messy play to support pivots, grip and core strength / Utilise Dough Disco/Squiggle 2.0 to support FMC / Focused Time to Draw & observational drawing / Effectively use cutlery to support eating and cooking skills	Malleable and Messy play to support pivots, grip and core strength. / Utilise Dough Disco/Squiggle 2.0 to support FMC / Focused Time to Draw & observational drawing / Effectively use cutlery to support eating and cooking skills
	Cooperation games i.e. parachute games. Climbing – outdoor equipment / Different ways of moving to be explored with children / Changing for PE / Help individual children to develop good personal hygiene / Acknowledge and praise their efforts / Provide regular reminders about thorough handwashing and toileting	Ball skills- throwing and catching / Loose parts play- climbing / Skipping ropes in outside area dance related activities / Provide a range of wheeled resources for children to balance, sit or ride on, or pull and push. Two-wheeled balance bikes and pedal bikes without stabilisers, skateboards, wheelbarrows, prams and carts are all good options	Ball skills- aiming, dribbling, pushing, throwing & catching, patting, or kicking., ensuring that spaces are accessible to children with varying confidence levels, skills and needs. / Provide a wide range of activities to support a broad range of abilities. / Dance / moving to music	Balance- children moving with confidence dance related activities / Provide opportunities for children to, spin, rock, tilt, fall, slide and bounce / Use picture books and other resources to explain the importance of the different aspects of a healthy lifestyle	Obstacle activities children moving over, under, through and around equipment, encourage children to be highly active and get out of breath several times every day / Provide opportunities for children to: spin, rock, tilt, fall, slide and bounce / Dance / moving to music	Races / team games involving gross motor movements dance related activities / Allow less competent and confident children to spend time initially observing and listening, without feeling pressured to join in / Gymnastics / Balance

The Specific Areas	Autumn 1	Autumn 2	Spring 1	Spring 2	Summer 1	Summer 2
	This is me! / 7 weeks	It’s a Wonderful World / 7 weeks	I like to move it move it! / 6 weeks	The Circle of Life / 6 weeks	Paws, claws and things that roar! / 6 weeks	Superheroes Unite! / 7 weeks
Literacy / Word Reading, / Comprehension / & Writing / We use the programme SSP Read Write Inc programme / Literacy which will be reinforced through challenge & enhancements in the Continuous Provision	It is crucial for children to develop a life-long love of reading. Reading consists of two dimensions: language comprehension and word reading. Language comprehension (necessary for both reading and writing) starts from birth. It only develops when adults talk with children about the world around them and the books (stories and non-fiction) they read with them, and enjoy rhymes, poems and songs together. Skilled word reading, taught later, involves both the speedy working out of the pronunciation of unfamiliar printed words (decoding) and the speedy recognition of familiar printed words. Writing involves transcription (spelling and handwriting) and composition (articulating ideas and structuring them in speech, before writing).
	Early Phonics—Listening skills / Phase 1 phonics / Set 1 / PP read daily / Small group reading x 3 week focusing on, listening, prosody, comprehension and peer interaction / Hear the initial sounds in words / Make predictions / Continue a rhyming string / Give meanings to marks to retell a simple story / Begin to break the flow of speech into words / Begin to use some identifiable letters to communicate meaning / Discuss what has been read with others	Early Phonics—Listening skills / Phase 1 phonics / Set 1 / PP read daily / Small group reading x 3 week focusing on, listening, prosody, comprehension and peer interaction / Hear the initial sounds in words / Make predictions / Continue a rhyming string / Give meanings to marks to retell a simple story / Begin to break the flow of speech into words / Begin to use some identifiable letters to communicate meaning / Discuss what has been read with others	Early Phonics—Listening skills / Phase 1 phonics / Set 1 / PP read daily / Small group reading x 3 week focusing on, listening, prosody, comprehension and peer interaction / Hear the initial sounds in words / Make predictions / Continue a rhyming string / Give meanings to marks to retell a simple story / Begin to break the flow of speech into words / Begin to use some identifiable letters to communicate meaning / Discuss what has been read with others	Early Phonics—Listening skills / Phase 1 phonics / Set 1 / PP read daily / Small group reading x 3 week focusing on, listening, prosody, comprehension and peer interaction / Hear the initial sounds in words / Make predictions / Continue a rhyming string / Give meanings to marks to retell a simple story / Begin to break the flow of speech into words / Begin to use some identifiable letters to communicate meaning / Discuss what has been read with others	Early Phonics—Listening skills / Phase 1 phonics / Set 1 / PP read daily / Small group reading x 3 week focusing on, listening, prosody, comprehension and peer interaction / Hear the initial sounds in words / Make predictions / Continue a rhyming string / Give meanings to marks to retell a simple story / Begin to break the flow of speech into words / Begin to use some identifiable letters to communicate meaning / Discuss what has been read with others	Early Phonics—Listening skills / Phase 1 phonics / Set 1 / PP read daily / Small group reading x 3 week focusing on, listening, prosody, comprehension and peer interaction / Hear the initial sounds in words / Make predictions / Continue a rhyming string / Give meanings to marks to retell a simple story / Begin to break the flow of speech into words / Begin to use some identifiable letters to communicate meaning / Discuss what has been read with others
Mathematics / Number / & Numerical Patterns / We support Maths learning with the use of Ten Town and Numberblocks. Maths skills will be revisited and supported through challenge & enhancements within the Continuous Provision	Developing a strong grounding in number is essential so that all children develop the necessary building blocks to excel mathematically. Children should be able to count confidently, develop a deep understanding of the numbers to 5, the relationships between them and the patterns within those numbers. By providing frequent and varied opportunities to build and apply this understanding - such as using manipulatives, including small pebbles and five frames for organising counting - children will develop a secure base of knowledge and vocabulary from which mastery of mathematics is built. In addition, it is important that the curriculum includes rich opportunities for children to develop their spatial reasoning skills across all areas of mathematics including shape, space and measures. It is important that children develop positive attitudes and interests in mathematics, look for patterns and relationships, spot connections, ‘have a go’, talk to adults and peers about what they notice and not be afraid to make mistakes.
	Introducing or Revisit 0 1 2 / Bonds within 2 , 3 / Colour / Matching and Sorting / Finding sets / Compare size / Spatial Awareness / One more / Circle/Triangle / Consolidation	Introducing or Revisit 0 1 2 / Bonds within 4, 5 / Colour / Grouping and comparing / Exploring Patterns / Compare height / Positional language / Square/Rectangle / One Less / Consolidation	Introducing or Revisit 0 1 2 / Bonds within 2, 3 / Colour / Matching and Sorting / Finding sets / Compare weight / Spatial Awareness / One more / Circle/Triangle / Consolidation	Introducing or Revisit 0 1 2 / Bonds within 4, 5 / Colour / Grouping and comparing / Exploring Patterns / Compare size / Positional language / One Less / Square/Rectangle / Consolidation	Introducing or Revisit 0 1 2 / Bonds within 2, 3 / Colour / Matching and Sorting / Finding sets / Compare height / Spatial Awareness / Circle/Triangle / One more / Consolidation	Introducing or Revisit 0 1 2 / Bonds within 4, 5 / Colour / Grouping and comparing / Exploring Patterns / Compare weight / Positional language / Square/Rectangle / One Less / Consolidation

The Specific Areas	Autumn 1	Autumn 2	Spring 1	Spring 2	Summer 1	Summer 2
	This is me! / 7 weeks	It’s a Wonderful World / 7 weeks	I like to move it move it! / 6 weeks	The Circle of Life / 6 weeks	Paws, claws and things that roar! / 6 weeks	Superheroes Unite! / 7 weeks
Understanding the World / Past & Present, / People, Culture & Communities / & / The Natural World	Understanding the world involves guiding children to make sense of their physical world and their community. The frequency and range of children’s personal experiences increases their knowledge and sense of the world around them – from visiting parks, libraries and museums to meeting important members of society such as police officers, nurses and firefighters. In addition, listening to a broad selection of stories, non-fiction, rhymes and poems will foster their understanding of our culturally, socially, technologically and ecologically diverse world. As well as building important knowledge, this extends their familiarity with words that support understanding across domains. Enriching and widening children’s vocabulary will support later reading comprehension.
	* Share different cultures versions of famous fairy tales / * Talk about what they do with their family and places they have been with their family / *Can children make comments on the weather, culture, clothing, housing / *Change in living things – Changes in the leaves, weather, seasons / * Explore the world around us and see how it changes as we enter Autumn / *Provide opportunities for children to note and record the weather / *Draw children’s attention to the immediate environment, introducing and modelling new vocabulary where appropriate / *Encourage interactions with the outdoors to foster curiosity and give children freedom to touch, smell and hear the natural world around them during hands-on experiences / *Look for children incorporating their understanding of the seasons and weather in their play / *Effectively use the iPad to navigate and record findings using the camera and video function	*Listen to children describing and commenting on things they have seen whilst outside, including plants and animals / *Visit the theatre / *Introduce fantasy and make believe through stories / *Choose their own materials to make magical potions / *Can talk about what they have done with their families during Christmas’ in the past / *Show photos of how Christmas used to be celebrated in the past. Use world maps to show children where some stories are based. / *Explore the world around us and see how it changes as we enter Spring / *Explore the use of Paint on the interactive whiteboard and computer to create colour patterns linked to festivals / *Use the Chatterpix app to role play characters from known stories and talk about their own families	*Introduce children to different occupations and how they use transport to help them in their jobs / *Consider and reflect on how we can be a real life superhero in our community / *Introduce the children to a range of transport and where they can be found / *Look at the difference between transport in this country and one other country / *Encourage the children to make simple comparisons / *Encourage the children to use navigational language / *Talk about aspirations and how to achieve the wants and needs / *Share the occupations, roles and responsibilities of their families/familiar adults / *Invite Police/Fire into school/ visit stations	*Share likes and dislikes of foods through using their senses / *Compare foods and where they come from / *Visit a farm/supermarket / *Revisit change in living things – changes in the leaves, weather, seasons / *Use images, video clips, shared texts and other resources to gain a deeper understanding of food production / *Explore lifecycles—butterflies, plants, fruit and vegetables / *Plant seeds and grow our own garden / *Explore children’s food choices and the differences with their peers	*What can we do here to take care of animals in the jungle? / *Compare animals from a jungle to those on a farm / *Explore a range of jungle animals Learn their names and what they may eat. Include a trip to the zoo. / *Nocturnal Animals, making sense of different environments and habitats / *Polar regions, explore animals and their habitats / *The environment, explore how changes to the environment can impact on animals / *Use images, video clips, shared texts and other resources to bring the wider world into the classroom / *Listen to what children say about what they see / * Understand where dinosaurs are now and begin to understand that they were alive a very long time ago / *Visit the zoo/aquarium / *Use QR codes to access information about animals of interest and linked to theme	* Introduce the children to recycling and how it can take care of our world. Look at what rubbish can do to our environment and our oceans / * Create opportunities to discuss how we care for the natural world around us / *Dig for treasure and find artefacts from history / *Introduce space with emphasis on the Earth, Sun and the Moon / *Environments – Features of local environment Maps of local area / * Comparing places on Google Earth – how are they similar/different? / *Differentiate between land and water / * Introduce children to significant figures who have been to space and begin to understand that these events happened before they were born / *Discuss methods of travel and relation to time it may take to get to a destination, e.g. Space, holiday, school / *Visit the seaside/Planetarium/Jodrell Bank

The Specific Areas	Autumn 1	Autumn 2	Spring 1	Spring 2	Summer 1	Summer 2
	This is me! / 7 weeks	It’s a Wonderful World / 7 weeks	I like to move it move it! / 6 weeks	The Circle of Life / 6 weeks	Paws, claws and things that roar! / 6 weeks	Superheroes Unite! / 7 weeks
Expressive Arts & Design / Creating with Materials / & / Being Imaginative & / Expressive	The development of children’s artistic and cultural awareness supports their imagination and creativity. It is important that children have regular opportunities to engage with the arts, enabling them to explore and play with a wide range of media and materials. The quality and variety of what children see, hear and participate in is crucial for developing their understanding, self-expression, vocabulary and ability to communicate through the arts. The frequency, repetition and depth of their experiences are fundamental to their progress in interpreting and appreciating what they hear, respond to and observe.
	*Create self portraits through a range of materials / *Join in with songs; begin to mix colours, join in with role play games and use resources available for props; build models using construction equipment / *Songs - Exploring sounds and how they can be changed, tapping out of simple rhythms / *Bake a pie and be involved with the process throughout / *Develop own role play linked to stories read and their own imagination / *Transient art linked to pumpkins, Halloween and their own personal interests	*Devise own ‘magical dances’ to share and teach others / * Observational drawings of nature found in the immediate environment / *Create firework pictures, Christmas decorations, Christmas cards, Divali, Christmas songs/poems / *Use of props, puppets & story bags to encourage children to retell, invent and adapt stories / *Role Play celebrations and the Christmas Nativity / *Explore Shadow Puppets, teaching children different techniques for joining materials, such as how to use adhesive tape and different sorts of glue. / *Create own potions and spells	*Design and make vehicles. / *Take part in role play involving travel, transport and occupational themes / *Sing transport songs & rhymes / *Make Chinese lanterns, puppet making, Chinese music and composition and taste Chinese foods / *Make own superhero masks and shields / *Role play own narratives inspired by familiar texts/people and other known heroes from their experience	*Explore and sing bedtime lullabies / *Explore the technique of printing / *Collage owls / symmetrical butterflies Children will be encouraged to select the tools and techniques they need to assemble materials that they are using	* Salt Dough fossils / * Sing songs linked to animals and create movements to match / *Sing call-and-response songs, so that children can echo phrases of songs you sing / *Develop own storylines in play that are influenced by the children’s interests and stories / *Create and decorate own animal eggs from clay/salt dough/playdough, and other materials / *Create animal masks / *Create expressive movement related to animals	*Explore patterns when painting using kitchen utensils. / *Revisit and create self-portraits / *Create objects they may need on land, sea or in space, thinking about form and function / *Create a prop to use within their imaginative play

Nursery Goals – for the end of the Nursery/transitioning to Reception - Holistic / best fit Judgement! PRIME AREAS
Communication and Language	Personal, Social, Emotional development	Physical / Development
Listening, Attention and Understanding / Understand a two part instruction/question. / Understand ‘why’ questions. / Listens to others in one-to-one or small groups. / Listens to stories with increasing attention and recall. / Show understanding of preposition by carrying out an action. / Speaking / Be able to express a point of view. / Use a wide range of vocabulary that reflects the breadth of their experiences. / Use a variety of questions. / Uses longer sentences / Can retell a simple event. / Begin to use a variety of tenses.	Self-Regulation / Expresses a wide range of emotions in their interactions with others. / Talks about how others might be feeling and responds according to their understanding of the other person’s needs and wants. / Is more able to recognise the impact of their choice/behaviours/actions on others and know that some actions/words can hurt other’s feelings. / Understand that expectations vary depending on different events, social situations and changes in routine, and becomes more able to adapt their behaviour in favourable conditions. / Managing Self / Enjoys a sense of belonging through being involved in daily tasks. / Shows confidence and self-esteem through being outgoing towards people, taking risks and trying new things or new social situations and being able to express their needs and ask adults for help. / Is gradually aware that actions have consequences. / Can independently look after some of their care needs. / Building Relationships / Seeks companionship with adults and other children, sharing experiences and play ideas. / Shows increasing consideration of other people’s needs. / Practises negotiation skills and looks to an adult for support in resolving conflict with peers. / Shows empathy and concern for others.	Gross Motor Skills / Climbs stairs, steps and moves across climbing equipment using alternate feet. Maintains balance using hands and body to stabilise. / Walks down steps and slopes whilst carrying a small object, maintaining balance and stability. / Runs with spatial awareness and negotiates space successfully, adjusting speed or direction to avoid obstacles. / Can balance on one foot or in a squat momentarily, shifting body weight to improve stability. / Can grasp and release with two hands to throw and catch a large ball, beanbag or an object. / Uses wheeled toys with increasing skill such as pedalling, balancing, holding handlebars and sitting astride. / Fine Motor Skills / Shows preference of a dominant hand. / Manipulates a range of tools and equipment in one hand, tools include paintbrushes, scissors, hairbrushes, toothbrushes, scarves or ribbons. / Turns pages in a book, sometimes several at a time. / Using a quadruped grasp to hold mark-making tools.

Literacy	Maths	Understanding the World	Expressive Arts and Design
Comprehension / Listens to and joins in with stories and poems, when reading one-to-one and in small groups. / Joins in with repeated refrains and anticipates key events and phrases in rhymes and stories. / Begins to be aware of the way stories are structures, and to tell own stories. / Talks about events and principal characters in stories and suggests how the story might end. / Word Reading / Shows interest in illustrations and words in print and digital books and words in the environment. / Beginning to recognize familiar words/signs, such as name, advertising logos and screen icons. / Begins to develop phonological and phonemic awareness and shows awareness of rhyme and alliteration. / Recognises rhythm in spoken words, songs, poems and rhymes. / Writing / Can distinguish between the marks they make. / Enjoys writing and drawing on paper, on screen and on different textures. / Gives meaning to their drawings and paintings. / Includes mark making and early writing in their play. / Imitates adults’ writing by making continuous lines of shapes and symbols from left to right. / Attempts to write their own name/other words using combinations of lines, circles and curves, or letter type shapes.	Number / Have a deep understanding of number to 5, including the composition of each number. / Subitise (recognise quantities without counting) up to 5; - Automatically recall (without reference to rhymes, counting or other aids) number bonds up to 5 (including subtraction facts). / Numerical Patterns / Verbally count beyond 10, recognising the pattern of the counting system; - Compare quantities up to 5 in different contexts, recognising when one quantity is greater than, less than or the same as the other quantity. / Explore and represent patterns within numbers up to 5.	Past and Present / 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. / People, Culture and Communities / Shows interest in the lives of people who are familiar to them and can talk about significant events from their own experience. / Enjoys joining in with family customs and routines and can recognise and describe significant events in their own experiences. / Shows an interest in different occupations and ways of life indoors and outdoors. / Knows some of the things that make them unique, and can talk about some of the similarities and differences in relation to friends and family. / The Natural World / Comments and asks questions about aspects of their familiar world such as the place where they live of the natural world. / Talks about why things happen and how things work. / Develop an understanding of growth, decay and changes over time. / Shows care and concern for living things and the environment. / Begin to understand the effect their behaviour can have on the environment.	Creating with Materials / 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. / Being Imaginative and Expressive / Invent, adapt and recount narratives and stories with peers and their teacher. / 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.

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