Nursery Curriculum Map

Term

Autumn Term

Spring Term

Summer Term

Sticky Knowledge Weeks

Wb 6.9.23 – Core

Wb 11.12.23 – Wider Curriculum

Wb 18.3.24 – Wider Curriculum

Wb 24.6.24 – Wider Curriculum

Term

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Overaching Theme

Me and my World

Special Times

Special People

Growing and Changing

Special Celebrations

Starting School

Autumn

Diwali

Bonfire Night

World Nursery Rhyme Week

Christmas

Chinese New Year

Pancake Day

Easter

World Book Day

Transition to Reception

Sports Day

Personal, Social and Emotional Development

Nursery uses statements from Development Matters 2021, focusing on the three-and-four year olds age band, as well as catering and planning for children who are working within the birth to three band. We understand and celebrate that children develop at their own rate and have different starting points.

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

Building Relationships: Develop their sense of responsibility and membership of a community. Help to find solutions to conflicts and rivalries

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

Building Relationships: Begin to understand how others might be feeling. Develop their sense of responsibility and membership of a community. 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: Increasingly follow rules, understanding why they are important. Do not always need an adult to remind them of a rule

Physical Development

Gross Motor Skills: Develop their movement in balancing, riding and ball skills. Go up steps and stairs, or climb up apparatus, using alternate feet

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

Gross Motor Skills: Use large-muscle movements to wave flags and streamers, paint and make marks. 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.

Gross Motor Skills: Match their developing physical skills to tasks and activities in the setting. Collaborate with others to manage large items. Make healthy choices about food, drink, activity and toothbrushing

Fine Motor Skills: Use one-handed tools and equipment. Use a comfortable grip with good control when holding pens and pencils.

Communication and Language

Communication and Language is developed throughout the year, through high quality interactions, 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’)

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

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’)

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

Literacy

(Reading)

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

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

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

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

Numerical Patterns: Understand position through words

Number: 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.

Number: Matching numbers to different representations. Write some number accurately

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

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

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

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

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

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

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

Being Imaginative and Expressive: Create instruments and improvise own songs

Enrichment Opportunities

Teddy Bear’s Picnic

Wyevale Santa Train

Forest

Pantomime

Special visitors – PCSO, dentist etc.

A visit from a baby

Hatching chicks

Bredbury Library Visit

Planting seeds

Sports Day

Visits to school

Learning buddies