Nursery Curriculum Map

Term

Autumn Term

Spring Term

Summer Term

Term

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Overaching Theme

New Beginnings

Me & My Feelings

Special Times

Nursery Rhymes

How things work

Things that Grow

Around The World

Special Celebrations

Starting School

Autumn

Diwali

Bonfire Night

World Nursery Rhyme Week -  10^th November

Christmas

Chinese New Year

Pancake Day

Easter

World Book Day

May Day

Transition to Reception

Sports Day

Nursery Rhymes

Incy Wincy Spider

Twinkle Twinkle Little Star

All of them

Baa Baa Black Sheep

Mary, Mary Quite Contrary

Row, row, row your boat

Texts, as stimulus

Colour Monster

The Lion Inside

Pumpkin Soup

Leaf Man

A Winter’s Tale

The Gruffalo’s Child

The Christmas Story

Mixed Up Nursery Rhymes

Each Peach Pear Plum

Oi Frog

Shark in the Park

Polar Bear, Polar Bear what do you hear?

Dear Zoo

Whatever Next?

Monkey Puzzle

Owl Babies

Farmer Duck

Peek-a-who

Zagazoo

Progression of Skills

This document shows when fundamental skills are introduced throughout Nursery. Please note, that many skills are on-going and continually practised through the year to ensure the children are secure and can utilise them independently. Within this document we have included statements from Development Matters 2021, focusing on the Birth to Three age band and the 3 and 4 Year Old age band. However, we also cater and plan for children who start Nursery already with many skills established. We understand and acknowledge that children develop at their own rate and have different starting points.

Personal, Social and Emotional Development

Below you will find various questions that will be taught and dicussed over the EYFS year as part of PSED.

 These questions can be moved between terms depending on when it is most appropriate to teach them.

What are the names of the different feelings?

What are rules and why do we need them?  

How do I safely respond to adults I don’t know?

What makes me special?

Why is Mr Tumble important?

Which parts of me are private?

What are the different types of relationships?

What makes people feel good?

What are some ways that we can pay for things? Do all things cost the same?

How can we show someone we care?

What does keeping healthy mean?

Which simple hygiene routines can heep us healthy?

Building Relationships: Become more outgoing with unfamiliar people, in the safe context of their setting. Play with one or more other children.

Managing Self: Select and use activities and resources with help when needed. Be increasingly independent in meeting their own care needs

Self-Regulation: Increasingly follow rules, understanding why they are important

Talk about their feelings using words like ‘happy’, ‘sad’, ‘angry’, or ‘worried’. Begin to understand how others might be feeling

Building Relationships: Develop their sense of responsibility and membership of a community. Help to find solutions to conflicts and rivalries. Talk to others to solve conflicts. Develop appropriate ways of being assertive

Managing Self: Select and use activities and resources with help when needed. Be increasingly independent in meeting their own care needs

Self-Regulation: Talk about their feelings using words like ‘happy’, ‘sad’, ‘angry’, or ‘worried’. Begin to understand how others might be feeling

3-4

Building Relationships: Begin to understand how others might be feeling. Develop their sense of responsibility and membership of a community.

Managing Self: Select and use activities and resources with help when needed. Be increasingly independent in meeting their own care needs. Show more confidence in new social situations.

Self-Regulation: Increasingly follow rules, understanding why they are important. Do not always need an adult to remind them of a rule

0-3

Building relationships: develop friendships with other children.

Managing self: learn to use the toilet with help and then independently. Begin to show ‘effortful control’. For example, waiting for a turn.

Self- regulation: feel strong enough to express a range of emotions. Be increasingly able to talk about and manage their emotions.

Physical Development

Developing gross and fine motor skills throughout the year through a range of indoor and outdoor activities, including PE and Dance sessions.

Gross Motor Skills: Develop their movement in balancing, riding and ball skills. Go up steps and stairs, or climb up apparatus, using alternate feet. Use large muscle movements to wave flags and streamers, paint and make marks.

Fine Motor Skills: Be increasingly independent as they get dressed and undressed

Gross Motor Skill: continue to develop their movement, balancing, riding and ball skills.

Collabortate with others to manage large items. Skip, hop, stand on one leg and hold a pose for a game.

Fine Motor Skills: Use one-handed tools and equipment. Use a comfortable grip with good control when holding pens and pencils. Be increasingly independent as they get dressed and undressed.

3-4

Gross Motor Skills: Match their developing physical skills to tasks and activities in the setting. Make healthy choices about food, drink, activity and toothbrushing. Choose the right resources to carry out their own plan.

Fine Motor Skills: Use one-handed tools and equipment. Use a comfortable grip with good control when holding pens and pencils. Be increasingly independent as they get dressed and undressed.

0-3

Gross motor: run, jump, walk and climb and start to use the stair independtly. Spin, roll and independently use ropes and swings.

Fine motor: use large and small motor skills to do things independtly, for example manage buttons and zips and pour drinks. Show an increasing desire to be independent, such as wanting to feed themselves and dress or undress. Develop manipulation and control. Explore different materials and tools.

Communication and Language

Communication and Language is developed throughout the year, through high quality interactions in play, daily group discussions, circle times, stories, singing and SALT interventions.

Listening, Attention and Understanding: Understand a question or instructions that has two parts. Enjoy listening to longer stories

Speaking: Use sentences of four to six words. Use talk to organise themselves and their play (‘Let’s go on a bus… you sit there… I’m the driver’). Sing a large repertoire of songs.

Know many rhymes, ba able to talk about familiar books and be able to tell a long story.

Listening, Attention and Understanding: Understand ‘why’ questions, start a conversation with an adult or a friend and continue it for mamy turns.

Enjoys listening to longer stories and can remember mush of what happens

Pay attention to more then one thing at a time.

Speaking: Use sentences of four to six words. Use talk to organise themselves and their play (‘Let’s go on a bus… you sit there… I’m the driver’) Use a wider range of vocabulary.

3-4

Listening, Attention and Understanding: Understand a question or instruction that has two parts

Speaking: Be able to express a point of view and debate when they disagree with an adult or a friend. Start a conversation with an adult or a friend and continue it for many turns. Develop their communications, but may continue to have problems with irregular tenses and plurals, such as runned for ran. Develop their pronunciation but may have problems saying some sounds and multisyllabic words such a pterodactyl.

0-3

Listening and attention: understand simple instructions. Listen to toher people’s talk with interest, but can be easily distracted by other things. Listen to simple stories and understand what is happening with the help of pictures.

Speaking: start to say how they are feeling, using words as well as actions.  Start to develop conversation.

Literacy

Comprehension: Understand that print can have different purposes. Understand page sequencing

Word Reading: Spot and suggest rhymes

Writing: Use some of their print and letter knowledge in their early writing – starting at the top of the page, writing from left to right

Comprehension: Engage in extended conversations about stories, learning new vocabulary

Word Reading: Spot and suggest rhymes. Count or clap syllables in a word. Recognise words with the same initial sound.

Writing: Use some of their print and letter knowledge in their early writing – starting at the top of the page, writing from left to right. Write some letters accurately

3-4

Comprehension: Understand that print has meaning, the names of the different parts of a book, print has different purposes, page sequencing, that English is read left to right and top to bottom and name different parts of a book.

Word Reading: Spot and suggest rhymes. Count or clap syllables in a word. Recognise words with the same initial sound.

Writing: Write some or all of their name, write some letters accurately

0-3

Comprehension: enjoy sharing books with an adult. Ask questions about the book.

Word reading: notice some print, such as the first letter or their name, a bus or door number, or a familiar logo.

Writing: enjoy drawing freely. Add some makrs to their drawings, which they give meaning to. Make marks on theor picture to stand for their name.

Phonics

Phase 1

Aspect 1, 2: Environmental sounds, instrumental sounds, describing sounds

Aspect 4, 5: Rhythm and rhyme, alliteration

Aspect 6: Oral blending and segmenting

Mathematics

Number: Say one number for each item in order to 5. Know that the last number reached when counting tells you how many there are in total

Show ‘finger numbers’ up to 5. Link numerals and amounts. Compare quantities using language.

Numerical Patterns: Understand position through words

Number: develop fast recognition of up to 3 objects. Recite numbers past 5. Explore different representations of numbers. Show ‘finger numbers’ up to 5. Link numerals and amounts. Compare quantities using language.

Numerical Patterns: Talk about and identify patterns around them. Extend and create ABAB patterns. Notice and correct an error in a repeating pattern.

3-4

Number: Experiment with their own symbols and marks as well as numerals. Solve real world mathematical problems with numbers up to 5. Make comparison between objects elating to size, lenth, weight and capacity.

Numerical Patterns: Understand position through words alone. Describe a familiar route. Discuss routes and locations using correct vocabulary. Make comparisons between objects relating to size, length, weight and capacity. Begin to describe a sequence of events, real, fictional, using words as first and then.

Shape: talk about and explore 2D and 3D shapes. Select shapes appropriatley. Combine shapes to make new ones.

0-3

Number: take part in finger rhymes. Count in everyday contexts, sometimes skipping numbers- 1-2-3-5.

Patterns: notice patterns and arrange things in patterns.

Shape: build with a range of resources. Complete inset puzzles. Combine objects like stacking blocks and cups.

Understanding the World

People, Culture and Communities: Know that there are different countries in the world and talk about the differences they have experienced or seen. Continue developing positive attitudes about the differences between people

The Natural World: Use all their senses in hands-on exploration of natural materials. Talk about differences between materials and changes they notice. Explore how things work.

Past and Present: Begin to make sense of their own life-story and family’s history

People, Culture and Communities: Know that there are different countries in the world and talk about the differences they have experienced or seen. Continue developing positive attitudes about the differences between people

The Natural World: Use all their senses in hands-on exploration of natural materials. Talk about differences between materials and changes they notice

Past and Present: Begin to make sense of their own life-story and family’s history

3-4

People, Culture and Communities: Continue developing positive attitudes about the differences between people

The Natural World: Plant seeds and care for growing plants, learn about life cycles and watch an animal grow

Begin to understand the need to respect and care for the natural environment and all living things

Past and Present: Begin to make sense of their own life-story and family’s history

0-3

People, Culture and Communities: make connections between the features of their family and other families. Notice differences between people.

The Natural World: explore natural materials, indoors and outside. Explore materials with different properties. Explore and respond to different natual phenomena in their setting and on trips.

Past and Present: Repeat actions that have an effect.

Expressive Arts and Design

Creating with Materials: Explore colour and colour-mixing. Join different materials and explore different textures

Being Imaginative and Expressive: Sing the pitch of a tone sung by another person. Sing the melodic shape of familiar songs

Creating with Materials: Explore colour and colour-mixing. Join different materials and explore different textures. Show different emotions in their drawings and paintings. Use drawing to represent ideas like movement or loud noises

Being Imaginative and Expressive: Begin to develop complex stories using small world equipment. Make imaginative and complex ‘small worlds’ with blocks and construction kits

3-4

Creating with Materials: Explore colour and colour-mixing. Join different materials and explore different textures. Use drawing to represent ideas like movement or loud noises. Show different emotions in their drawings and paintings.

Being Imaginative and Expressive: Create instruments and improvise own songs

0-3

Creating with materials: explore different materials, using all their senses to investigate them. 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.

Being imaginative and expressive: join in with songs and rhymes, making some sounds. Make rhythmical and repetitive sounds. Enjoy and take part in action songs, such as ‘Twinkle, Twinkle Little Star’

Enrichment Opportunities

Teddy Bear’s Picnic

Pantomime

Bredbury Library Visit

Planting seeds

Chinese Food Tasting

Sports Day

Forest

Visits to school

Reading buddies