Autumn Spring Summer AREAS Personal, Social and Emotional Development Rules and routines in Nursery. Getting to know each other Settling into Nursery Favourite Things Feelings Cooperates with boundaries and routines with support. Encourage children to separate from main carer. Children will begin to express preferences. Select and use resources with some support. Interested in others’ play and starting to join in. Aware of own feelings. Rules and routines in Nursery. Awareness of others’ beliefs Staying safe Helping others Cooperates with boundaries and routines with support. Is more outgoing in new social situations. Growing confidence to speak with other children. Talks about experiences at home. Aware of own feelings, and knows that some actions and words can hurt others’ feelings. Rules and routines in Nursery. Caring for others Feelings Shows understanding of routines – works independently in areas. Remembers to put aprons on etc. Begins to accept the needs of others and can take turns and share resources, sometimes with support from others. Demonstrates friendly behaviour, initiating conversations and forming good relationships with peers and familiar adults. Rules and routines in Nursery. Feelings Treating others with respect understanding of routines – works independently in areas. Initiates play, offering cues to peers to join them. Develop mutual respect. Responds to what others say or do. Communicates with peers. Understands that own actions affect other people. Rules and routines in Nursery. Working together Can play in a group to extend and elaborate ideas. Takes account of what others say. Rules and routines in Nursery. Special objects Looking after ourselves. Everyone is special Takes account of what others say. Demonstrates friendly behaviour. Aware of the boundaries set, and of behavioural expectations in the setting. Supports new children/visitors to follow routines. Discusses significant events Rules and routines in Nursery. Caring for animals Caring for the environment Aware of the boundaries set, and of behavioural expectations in the setting. Supports new children/visitors to follow routines. Shows awareness of feelings and uses circle times to express feelings effectively.
Health and Self Care Encouraging of care. (Snack time routines) Hand hygiene Clearly communicates their need for potty or toilet. Beginning to recognise danger and support of significant adults for help. Beginning to be independent in but still often needs adult support. Encouraging of care. (Snack time routines) Safety Practices Helps with clothing, e.g. puts on hat, unzips zipper on jacket, takes off unbuttoned shirt. Beginning to recognise danger and support of significant adults for help. more bowel and bladder control and can attend to toileting needs most of the time themselves. Can usually manage washing and drying hands. Encouraging self-autonomy of care. Discuss risk assessments with children. (Snack time routines) Gains more bowel and bladder control and can attend to toileting needs most of the time themselves. Can usually manage washing and drying hands. Dresses with help, e.g. puts arms into coat or shirt when held up, pulls up own trousers, and pulls up zipper once it is fastened at the bottom. Shows understanding of how to transport and store equipment safely. Practices some appropriate safety measures without direct supervision. Encouraging self-autonomy of care. (Snack time routines) Eats a healthy range of foodstuffs and understands need for variety in food. Usually dry and clean during the day. Shows some understanding that good practices with regard to exercise, eating, sleeping and hygiene can contribute to good health. SPECIFIC AREAS
Literacy Reading Selection of familiar stories and stories linked to children’s interest and theme. Has some favourite stories, rhymes, songs, poems or jingles. Repeats or phrases from familiar stories. Fills in the missing word or phrase in a known rhyme, story or game, e.g. ‘Humpty Dumpty sat on a …’. Handles books carefully. Knows information can be relayed in the form of print. Holds books the correct way up and turns pages. Selection of familiar stories and stories linked to children’s interest and theme. Shows interest in illustrations and print in books and print in the environment. Recognises familiar words and signs such as own name and advertising logos. Looks at books independently. Selection of familiar stories and stories linked to children’s interest and theme. Listens to and joins in with stories and poems, and also in small groups. Joins in with repeated refrains and anticipates key events and phrases in rhymes and stories. Beginning to be aware of the way stories are structured. Suggests how the story might end. Listens to stories with increasing attention and recall. Describes main story settings, events and principal characters. Selection of familiar stories and stories linked to children’s interest and theme. Enjoys rhyming and rhythmic activities. awareness of rhyme and alliteration. Recognises rhythm in spoken words. Listens to and joins in with stories and poems, one-to-one and also in small groups. Joins in with repeated refrains and anticipates key events and phrases in rhymes and stories. Beginning to be aware of the way stories are structured. Selection of familiar stories and stories linked to children’s interest and theme. Hears and says the initial sound in words. Links sounds to letters, naming and sounding the letters of the alphabet. Uses vocabulary and forms of speech that are increasingly influenced by their experiences of books. Enjoys an increasing range of books. Selection of familiar stories and stories linked to children’s interest and theme. in with repeated refrains and anticipates key events and phrases in rhymes and stories. Beginning to be of the way stories are structured. Suggests how the story might end. Describes main story settings, events and principal characters.
Begins to make comparisons between quantities. Uses some language of quantities, such as ‘more’ and ‘a lot’. Knows that a group of things changes in quantity when something is added or taken away. Uses some number names and number language spontaneously. Uses some number names accurately in play. Shows an interest in representing numbers. Realises not only objects, but anything can be counted, including steps, claps or jumps. Shows interest in shapes in the environment. Beginning to use mathematical names for ‘solid’ 3D shapes and ‘flat’ 2-D shapes, and mathematical terms to describe shapes. Selects a particular named shape. Can describe their relative position such as ‘behind’ or ‘next to’. Orders two or three items by length or height. Orders two items by weight or capacity. Uses the language of ‘more’ and ‘fewer’ to compare two sets of objects. Finds the total number of items in two groups by counting all of them.
Understanding the World People and Communities Talking about significant events in own life. Showing interest in lives of others and their families. Has a sense of own immediate family and relations. In pretend play, imitates everyday actions and events from own family and cultural background, e.g. making and drinking tea. Beginning to have their own friends. Learns that they have similarities and differences that connect them to, and distinguish them from, others. Talking about significant events in own life. Understanding different cultures. interest in the lives of people who are familiar to them. Remembers and talks about significant events in their own experiences. Talking about significant events in own life. Shows interest in different occupations and ways of life. Recognises and describes special times or events for family or friends. Shows interest in the lives of people who are familiar to them. Talking significant events in own life. Recognises and describes special times or events for family or friends. Knows some of the things that make them unique, and can talk about some of the similarities and differences in relation to friends or family. Shows interest in the lives of people who are familiar to them. Talking about significant events in own life. Recognising special times in their own lives Knows some of the things that make them unique, and can talk about some of the similarities and differences in relation to friends or family. Recognises and describes special times or events for family or friends. Talking about significant events in own life. Enjoys joining in with family customs and routines Knows some of the things that make them unique, and can talk about some of the similarities and differences in relation to friends or family. Recognises and describes special times or events for family or friends.
The World Talking about where we live and the local environment. Caring for animals. Exploring traditions around the Enjoys playing with models such as a farm, a garage, or a train track. Notices detailed features of objects in their environment. Comments and asks questions about aspects of their familiar world such as the place where they live or the natural world. Exploring safety clothing Exploring traditions around the world. Caring for animals. Comments and asks questions about aspects of their familiar world such as the place where they live or the natural world. Can talk about some of the things they have observed such as plants, animals, natural and found objects. Talks about why things happen and how things work. Shows care and concern for living things and the environment. Growth and changes over time about why things happen and how things work Exploring traditions around the world. Can talk about some of the things they have observed such as plants, animals, natural and found objects Comments and asks questions about the place they live and the natural world Can talk about some of the things they have observed such as plants, animals, natural and found objects. Talks about why things happen and how things work. Developing an understanding of growth, decay and changes over time. Shows care and concern for living things and the environment. .Can talk about some of the things they have observed such as plants, animals, natural and found objects. Take active role in Nursery Garden. Looking after the environment. Understanding that provides a home for various forms of life. ‘care and concern for living things…’ Comments and asks questions about aspects of their familiar world such as the place where they live or the natural world. Can talk about some of the things they have observed such as plants, animals, natural and found objects. Talks about why things happen and how things work. Developing an understanding of growth, decay and changes over time. Shows care and concern for living things and the environment.