Nursery Curriculum Information Summer Term 1 Dear Parents, In this leaflet you will find information on what your child is learning about this half term and how you can support them at home. Our topic is transport. Communication Language and Literacy Mathematical Development Understanding of the World Please encourage your child to…  answer how many? when counting objects  match numbers with the correct number of objects  represent numbers using fingers and marks on paper, eg 4 spoons, how many marks should I draw?  recognise numbers 1-9  count out up to six objects from a larger group  count up to 10 objects which cannot be moved, eg pictures in a book  continue to practise separating a group of three or four objects in different ways  encourage your child to know that nothing has been added or taken away, so it’s the same number.  continue to practice comparing two groups of objects, saying when they are the same  use mathematic language such as ‘more’ and ‘a lot’  recognise that something has changed if you add or take away an object from a group they are counting.  answer simple number problems, eg there are 5 dinosaurs, how many cans of dinosaur food do we need?  select a particular named shape  order two or three items by length or height, and weight or capacity Please encourage your child to…  show interest in the lives of people who are familiar to them and talk about significant events in their own experiences, eg birthdays or family outings  show care and concern for living things and the environment  talk, comment and asks questions about some of the things they have observed such as plants, animals, natural and found objects, including talking about why things happen and how things work.  operate simple equipment, eg turning on the CD player or using the remote control  complete a simple age appropriate program on a computer Please encourage your child to…  continue to use and develop their understanding of prepositions such as ‘under’, ‘on top’, ‘behind’  continue to use more complex sentences to link thoughts, eg using and, because  use talk to connect ideas, explain what is happening and guess what might happen next  ask questions about why things happen and give explanations, eg who, what, when, how  learn new words to build up vocabulary  use talk, pretending that objects stand for something else, eg a child is holding a wooden block and says “this is my phone.”  show awareness of rhyme and alliteration, eg by carrying on a rhyming string- cat, mat, rat  hear and say the initial sound in words  link names and sounds to letters of the alphabet  practise writing clear letters from their name or other words, eg mum, dad or siblings names.  repeat words or phrases from familiar stories  begin to be aware of the way stories are structured, eg beginning and end, describe what is happening in stories and discuss the setting and characters  understand that English print is read from left to right and top to bottom, eg start reading from the bottom right hand side of a page and use your finger to move along the words backwards to see if your child can correct you and tell you where to start reading!  listen to stories with increasing attention and recall, eg ask your child questions about what you have read to make sure they listened and understood what they heard

Personal Social and Emotional Development If your child does any of these activities please write it in their WOW book or take a photograph and stick it in!! ***WOW books are collected on Tuesdays.*** Please encourage your child to…  take simple steps to resolve conflicts with other children, eg telling another child to stop it if something is happening that they do not like  begin to accept the needs of others, including take turns and share resources, sometimes with adult support  tolerate delay when needs are not immediately met, eg make your child wait to speak to you if you are speaking to someone else  speak confidently about their own ideas, understanding, needs, wants, interests and opinions, and express their own feelings such as sad, happy, cross, scared, worried  play in a group, extending and elaborating play ideas, eg building up a role-play activity with other children  demonstrate friendly behaviour, initiating conversations and forming good relationships with peers and familiar adults  adapt their behaviour to different events, social situations and changes in routine  explain own knowledge and understanding, and ask appropriate questions of others  initiate conversations, attend to and take account of what others say  welcome and value praise for what they have done  describe self in positive terms and talk about their abilities Expressive Arts and Design Physical Development Please encourage your child to…  use one-handed tools and equipment with control, eg scissors, pens and pencils  hold a pencil correctly and begin to draw a range of letters, and write their name  go to the toilet independently and wash and dry their hands by themselves  move freely and with pleasure and confidence in a range of ways  observe the effects of activity on their bodies  show some understanding that good practices with regard to exercise, eating, sleeping and hygiene can contribute to good health  show increasing control over an object in pushing, patting, throwing, catching or kicking it  jump off an object and land appropriately  negotiate space successfully when playing racing and chasing games with other children, adjusting speed or changing direction to avoid obstacles  travel with confidence and skill around, under, over and through balancing and climbing equipment  dress with help, eg put arms into open-fronted coat or shirt when held up, pull up own trousers, and pull up zipper once it is fastened at the bottom Please encourage your child to…  explore colour and how colours can be changed, eg colour mixing or talking about different colours and shades of colours  talk about and describe the texture of things, eg bumpy, soft, hard, rough  begin to introduce a storyline or narrative into their play, eg “I’m going to be the fire fighter and we are going to put the fire out in the kitchen. “  play alongside other children who are engaged in the same theme, eg two children are playing mums and dads and keeping the play going making dinner for each other.  imitate movement in response to music, combining and repeating a range of movements  tap out simple repeated rhythms, eg clapping or stamping in different ways.  use resources to create props to support role-play and build stories around toys, eg farm animals needing rescue from an armchair ‘cliff’.  understand that they can use lines to enclose a space.  begin to construct, stacking blocks vertically and horizontally, making enclosures and creating spaces, eg making bridges or building around toys  explore how sounds can be changed, listening to fast, slow, loud or quiet music