Nursery Long Term Plan 2021 2022
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Nursery Long Term Plan
2021 - 2022
At Griffe Field Primary School we offer a curriculum rich in wonder and memorable experiences. We work
hard to provide a stimulating environment that provides exciting opportunities, promotes challenge,
exploration, adventure and a real love of learning.
It is our intent that all children develop physically, verbally, cognitively and emotionally in an environment
which values all cultures, communities and people. We aim for our children to be confident and independent,
to believe in themselves and interact positively with others.
1
Nursery Long Term Plan 2021-22
AUTUMN 1 AUTUMN 2 SPRING 1 SPRING 2 SUMMER 1 SUMMER 2
GENERAL ALL ABOUT ME! TRADITIONAL ANIMALS SPRING TIME! VEHICLES! DERBY PROJECT!
THEMES TALES! AROUND THE EASTER! RECYCLING SUMMER TIME!
Starting school
NB: These themes My new class CHRISTMAS! WORLD! MATERIALS!
may be adapted at New Beginnings Plants & Flowers PEOPLE WHO The season of summer
various points to The Season of Autumn Traditional Tales Planting seeds and What would you find at
allow for children’s Goldilocks
Pets
gardening HELP US! the seaside ?
Woodland animals
interests to flow PSED :- Being Me in My The Three Little Pigs The Season of Spring Under the Sea
Night and day animals
through the provision World Walks around the school The Derby Project :-
Minibeasts Different types of vehicles
The Season of Winter grounds Markeaton Park, Pride
Habitats Space rockets
Christmas traditions Easter Park Stadium, Derby
Jungle animals Reduce, re-use and
Winter and Christmas Spring time/ Easter arts Cathedral, Ram on East
On the Farm recycle/ materials
crafts and crafts Street
Animal Arts and crafts Vehicles/recycling arts
Seaside arts and crafts
Animal patterns and crafts
PSED :- Celebrating PSED :- Healthy Me
Difference PSED :- Changing Me
PSED :- Dreams and PSED :- Relationships
Goals
POSSIBLE Little Hedgehog’s Big Goldilocks My Best Pet The Tiny Seed The Snail and the Whale Lighthouse Keeper’s
Day The Three Little Pigs The Gruffalo Going on a Bear Hunt The Naughty Bus Lunch
TEXTS AND Gently Bentley Christmas Story / The Night monkey and The Best Easter Egg Hunt The Train Ride Lost at Sea
‘OLD Ouch! Nativity the Day Monkey Ever Oi! Get off my train! World Atlases
The Very Hungry Michael Recycle Under the Sea Non –
FAVOURITES’ Caterpillar One Plastic Bag Fiction
Monkey Puzzle Commotion in the Ocean
What the Ladybird Heard Tourist Maps/ leaflets for
Derby
ENRICHMENT Take One Picture Week Guy Fawkes / Bonfire Art/ Book Theme Week Planting seeds in the Creating own vehicles Under the Sea – singing
Autumn Trail Night Chinese New Year garden using junk model songs and sea shanties
OPPORTUNITIES Remembrance Day Christmas Time / Visitors with their pets Nature scavenger hunt resources Father’s Day
/ ‘WOW Harvest Time Nativity LENT Mother’s Day Start of Ramadan World Environment Day
Birthdays Diwali Random Acts of Kindness Queen’s Birthday Eid Anniversary of the NHS
MOMENTS’ Favourite Songs Hannukah Week Science Week D-Day Picnic on the school field
Halloween Black History Month Valentine’s Day Eater Egg Hunt Map work – find the
Remembrance day Internet Safety Day treasure around the
World Space Week school grounds
Children in Need School Trip
Nursery rhyme week
2Nursery Long Term Plan 2021-22
AUTUMN 1 AUTUMN 2 SPRING 1 SPRING 2 SUMMER 1 SUMMER 2
CHARACTERISTICS Playing and exploring:
OF EFFECTIVE Children investigate and experience things, and ‘have a go’. Children who actively participate in their own play develop a larger store of
LEARNING information and experiences to draw on which positively supports their learning
Active learning:
Children concentrate and keep on trying if they encounter difficulties. They are proud of their own achievements. For children to develop
into self-regulating, lifelong learners they are required to take ownership, accept challenges and learn persistence.
Creating and thinking critically:
Children develop their own ideas and make links between these ideas. They think flexibly and rationally, drawing on previous experiences
which help them to solve problems and reach conclusions.
OVER Unique Child
ARCHING Every child is unique and has the potential to be resilient, capable, confident and self-assured.
PRINCIPLES Positive Relationships
Children flourish with warm, strong & positive partnerships between all staff and parents/carers. This promotes independence across the
EYFS curriculum. Children and practitioners are NOT alone – embrace each community.
Enabling environments
Children learn and develop well in safe and secure environments where routines are established and where adults respond to their
individual needs and passions and help them to build upon their learning over time.
Learning and Development: Children develop and learn at different rates (not in different ways as it stated 2017). We must be aware of
children who need greater support than others.
PLAY
At Griffe Field Primary School We understand that play is an integral part of learning and this is at the heart of our early years curriculum.
We believe that the correct mix of adult directed and uninterrupted child initiated play ensures the best outcomes for pupils. Warm and
positive relationships between staff and children, consistent routines and strong relationships with parents are key.
We recognise the crucial role that early year’s education has to play in providing firm foundations upon which the rest of a child’s
education is successfully based.
3Nursery Long Term Plan 2021-22
AUTUMN 1 AUTUMN 2 SPRING 1 SPRING 2 SUMMER 1 SUMMER 2
GENERAL TRADITIONAL VEHICLES!
ANIMALS AROUND SPRING TIME! DERBY PROJECT!
THEMES ALL ABOUT ME! TALES! RECYCLING MATERIALS!
CHRISTMAS!
THE WORLD! EASTER! PEOPLE WHO HELP US! SUMMER TIME!
OUR Mutual Mutual Rule of law Individual Democracy Recap all
BRITISH
VALUES respect Tolerance We all know that we
have rules at school
liberty We all have the right to
be listened to.
British Values
We are all unique. Everyone is valued, all that we must follow. We all have the right to We respect everyone Fundamental British
ASSEMBLIES We respect differences cultures are celebrated We know who to talk to have our own views. and we value their
between different We are all respected as Values underpin what it
PSHE and we all share and if we do not feel safe. different ideas and
CIRCLE TIMES people and their beliefs individuals. is to be a citizen in a
respect the opinions of We know right from opinions. modern and diverse
in our community, in others. wrong. We feel safe to have a We have the
this country and all go at new activities. Great Britain valuing
Mutual tolerance of We recognise that we opportunity to play our community and
around the world. are accountable for our We understand and with who we want to
All cultures are learned , those with different celebrate the fact that celebrating diversity of
actions. play with. the UK.
respected, and faiths and beliefs and everyone is different.
We must work together We listen with intrigue Fundamental British
celebrated. for those without faith. as a team when it is and value and respect Values are not exclusive
necessary. the opinions of others. to being British and are
shared by other
democratic countries.
ASSESSMENT Weekly Floor books/ Weekly floor books/ Weekly floor books/ Weekly floor books/ Weekly floor books/ Weekly floor books/
OPPORTUNITIES displays displays displays displays displays displays
Baseline Assessment On going assessments On going assessments Ongoing assessments Ongoing assessments Ongoing assessments
Intervention groups (to Parents evening info Mid year assessments End of year assessments
be established and EYFS team meetings Parents evening info Summer Reports
monitored throughout Autumn Reports Spring Reports
the year)
PARENTAL Staggered Start Nativity Wow moments cards Parents Evening Wow moments cards Wow moments cards
INVOLVEMENT Wow moments cards Parents Evening Easter egg hunt Picnic on the school
Wow moments cards Wow moments cards field
School trip
4Nursery Long Term Plan 2021-22
AUTUMN 1 AUTUMN 2 SPRING 1 SPRING 2 SUMMER 1 SUMMER 2
GENERAL TRADITIONAL VEHICLES!
ANIMALS AROUND SPRING TIME! DERBY PROJECT!
THEMES ALL ABOUT ME! TALES! RECYCLING MATERIALS!
CHRISTMAS!
THE WORLD! EASTER! PEOPLE WHO HELP US! SUMMER TIME!
COMMUNICATION 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
AND LANGUAGE 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
Talk to parents about
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,
what language they
where children share their ideas with support and modelling from their teacher, and sensitive questioning that invites them to elaborate, children become comfortable
speak at home, try
using a rich range of vocabulary and language structures.
and learn a few key
words and celebrate Throughout the year children will develop these listening skills
multilingualism in •Responding to questions and instructions directed to them
your setting. •Following 2 part instructions
•Taking part in short exchanges with others – listening and responding to adults and peers
•Taking turns in conversation
•joining in with repeated refrains in rhymes and stories/ re-tell recite some familiar songs/ rhymes/ stories
Throughout the year children will develop these speaking skills
•Articulating and speaking clearly
•Speaking in 4-6 word sentences
•Explaining feelings in simple terms i.e. I am sad because….
•Expressing wants and needs, such as asking for particular resources
•Using simple conjunctions to connect ideas such as ‘and’ and ‘because’
•Using some positional language
•Retelling a story/ event (not always in correct order)
•Joining in with repeated refrains in stories/ rhymes
Whole EYFS Focus – C&L Settling in activities, learning Settling in activities, Hears and uses new Sequences stories/ events Sequences stories/ events (not Sequences stories/ events (not
is developed throughout to make friends. Encouraging Develop vocabulary vocabulary from stories, (not always in order) always in order) always in order)
the year through high children to talk about Sequencing stories (not rhymes and poems. Identifies characters / Identifies characters/ settings/ Identifies characters/ settings/
quality interactions, events in stories. events in stories.
daily group discussions,
experiences that are familiar always in order), talking Joins in with familiar rhymes settings/ events in stories Knows that print carries meaning Knows that print carries meaning
sharing circles, PSHE to them. about characters in stories. and stories Knows that print carries and is read, in English, from left to and is read, in English, from left to
times, stories, singing, Model talk routines Encouraging and modelling Ask questions to find out more meaning and is read, in right. right.
speech and language throughout the day e.g. it is the use of vocabulary heard in and to check they understand English, from left to right Hears and uses new vocabulary Hears and uses new vocabulary
interventions, Pie snack time, I have juicy apple, stories. what has been said to them. Hears and uses new from stories, rhymes, poems and from stories, rhymes, poems and
Corbett T4W actions, I have a ripe banana. Respond to questions and vocabulary from stories, non-fiction books. non-fiction books.
EYFS productions, instructions directed to them rhymes, poems and non- Hears initial sounds. Hears initial sounds.
assemblies and weekly Joins in with familiar rhymes and Joins in with familiar rhymes and
interventions.
fiction books. stories. stories.
Joins in with familiar rhymes Begins to predict what might Begins to predict what might
DAILY STORY and stories. happen in stories. happen in stories
5Nursery Long Term Plan 2021-22
AUTUMN 1 AUTUMN 2 SPRING 1 SPRING 2 SUMMER 1 SUMMER 2
GENERAL TRADITIONAL VEHICLES!
ANIMALS AROUND SPRING TIME! DERBY PROJECT!
THEMES ALL ABOUT ME! TALES! RECYCLING MATERIALS!
CHRISTMAS!
THE WORLD! EASTER! PEOPLE WHO HELP US! SUMMER TIME!
PERSONAL, Being Me In My World Celebrating Difference Dreams and Goals Healthy Me Relationships Changing Me
SOCIAL AND
EMOTIONAL • I understand how it feels • I know how it feels to be • I understand what a • I know the names for • I can tell you about my • I can name parts of my
to belong and that we proud of something I am challenge means. some parts of my body family. body and show respect
DEVELOPMENT are similar and different. good at. • I can keep trying until I and am starting to • I understand how to for myself.
MANAGING • I understand how feeling • I can tell you one way I can do something. understand that I need to make friends if I feel • I can tell you some
SELF happy and sad can be am special and unique. • I can set a goal and work be active to be healthy. lonely. things I can do and some
expressed. • I know that all families towards it. • I can tell you some of the • I can tell you some of thefood I can eat to be
• I can work together and are different. • I know some kind words things I need to do to be things I like about my healthy.
consider other people’s • I know there are lots of to encourage people healthy. friends. • I understand that we all
feelings. different houses and with. • I know what the word • I know what to say and start as babies and grow
PSHE JIGSAW • I can use gentle hands homes. • I can start to think about ‘healthy’ means and that do if somebody is mean into children and then
SCHEME and understand that it is • I can tell you how I could the jobs I might like to do some foods are healthier to me. adults.
good to be kind to make new friends. when I’m older. than others. • I can use Calm Me time • I know that I grow and
people. •
• I can use my words to • I can feel proud when I I know how to help to manage my feelings. change.
• I am starting to stand up for myself. achieve a goal. myself go to sleep and • I can work together and • I can talk about how I
understand children’s that sleep is good for me. enjoy being with my feel moving to School
rights and this means we • I can wash my hands friends. from Nursery.
should all be allowed to and know it is important • I can remember some fun
learn and play. to do this before I eat things about Nursery
• I am learning what being and after I go to the this year.
responsible means. toilet.
• I know what to do if I get
lost and how to say NO
to strangers.
Linked stories Linked stories Linked stories Linked stories Linked stories Linked stories
‘Hands are not for hitting’ ‘It’s OK To Be Different’ by ‘The Hare and the Little Red Riding Hood ‘George and Martha’ ‘ T h e Very Hungry
by Martine Agassi Todd Parr. Tortoise’ Aesop’s Fables stories by James Marshall Caterpillar’ by Eric Carle
‘The Jungle Run’ by Tony
Mitton
SELF - -Controlling own feelings and behaviours
-Applying personalised strategies to return to a state of calm
REGULATION -Being able to curb impulsive behaviours
-Being able to concentrate on a task
-Delaying gratification
-Persisting in the face of difficulty.
6Nursery Long Term Plan 2021-22
AUTUMN 1 AUTUMN 2 SPRING 1 SPRING 2 SUMMER 1 SUMMER 2
GENERAL TRADITIONAL VEHICLES!
ANIMALS AROUND SPRING TIME! DERBY PROJECT!
THEMES ALL ABOUT ME! TALES! RECYCLING MATERIALS!
CHRISTMAS!
THE WORLD! EASTER! PEOPLE WHO HELP US! SUMMER TIME!
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
PHYSICAL 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
DEVELOPMENT 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.
Making snips with paper :- Practise Making snips with paper :- Practise Making snips with paper :- Practise Practise activities to promate crossing Making snips with paper :- Promote Cut a straight line with some accuracy
FINE MOTOR tearing paper
Digging , scooping, pouring :- Sand/
opening and closing blades on play
dough etc.
snipping, using foam sheets etc, moving
onto lines drawn on sugar paper
the mid-line of the body i.e. passing a
ball from left to right
activities to strengthen bilateral
coordination i.e. lacing cards
Digging , scooping, pouring :- Sand/
water (buckets, spades and jugs and
water (buckets, spades and jugs) Digging , scooping, pouring :- Sand/ Digging , scooping, pouring :- Sand/ Digging , scooping, pouring :- Sand/ Digging , scooping, pouring :- Sand/ funnels/ different sized scoops/ pipettes
Daily opportunities for Able to use a spoon to feed self/ cups to water (buckets, spades and jugs) water (buckets, spades and jugs and water (buckets, spades and jugs and water (buckets, spades and jugs and etc )
Fine Motor Activities drink Able to use a spoon to feed self/ cups to funnels) funnels) funnels/ different sized scoops/ pipettes Able to use a spoon to feed self/ cups to
Paint brushes – large movements – drink Able to use a spoon to feed self/ cups to Able to use a spoon to feed self/ cups to etc ) drink
Continuously check the circular, up and down :- large Paint brushes – large movements – drink drink Able to use a spoon to feed self/ cups to Paint brushes / chalks – large
paintbrushes/ large sheets of paper/ circular, up and down :- large Paint brushes / chalks – large Paint brushes / chalks – large drink movements – circular, up and down :-
process of children’s ground paintbrushes/ smaller sheets of paper/ movements – circular, up and down :- movements – circular, up and down :- Paint brushes / chalks – large smaller paintbrushes/ smaller sheets of
handwriting (pencil grip Use tweezers to pick up/ move large ground large paintbrushes/ chalks smaller large paintbrushes/ chalks smaller movements – circular, up and down :- paper/ ground
objects i.e. pasta Use tweezers to pick up/ move large sheets of paper/ ground sheets of paper/ ground smaller paintbrushes/ smaller sheets of Use tweezers to pick up/ move smaller
and letter formation,
Thread large objects onto pipe cleaners objects i.e. pompoms Use tweezers to pick up/ move smaller Use tweezers to pick up/ move smaller paper/ ground objects i.e. Small pompoms/ objects
including directionality). Using a variety of tools to manipulate Thread large objects onto pipe cleaners objects i.e. Small pompoms/ objects objects i.e. Small pompoms/ objects Use tweezers to pick up/ move smaller Pegs onto paper plates/ material
Provide extra help and play dough Using a variety of tools to manipulate Thread large beads onto lace Thread large beads onto lace objects i.e. Small pompoms/ objects Thread large beads onto lace/ lacing
Using glue spreaders play dough Using a variety of tools to manipulate Using a variety of tools to manipulate Pegs onto paper plates/ material cards
guidance when needed. Using glue spreaders play dough play dough Thread large beads onto lace/ lacing
Pencil control :- Mark making using Using glue spreaders Using glue spreaders cards Pencil control :- Using mark makers with
tools such as chunky chalks, mark Pencil control :- Mark making using developing tripod grip and dominant
makers in sand etc, predominantly using tools such as chunky chalks, mark Pencil control :- Using mark makers with Pencil control :- Using mark makers with Pencil control :- Using mark makers with hand to form some letter shapes
fist grip. makers in sand etc, predominantly using developing tripod grip and dominant developing tripod grip and dominant developing tripod grip and dominant
fist grip. hand to follow large pattern outlines hand to follow large pattern outlines hand to form some letter shapes
such as wavy lines or straight lines such as wavy lines or straight lines
Use lower blue crates and planks of Use lower blue crates and planks of Use lower blue crates and higher red Use lower blue crates and higher red Use lower blue crates and higher red Use lower blue crates and higher red
GROSS wood to build obstacle courses wood to build obstacle courses crates and planks of wood to build crates and planks of wood to build crates and planks of wood to build crates and planks of wood to build
Use of climbing frame Use of climbing frame obstacle courses obstacle courses obstacle courses . Encourage children to obstacle courses . Encourage children to
MOTOR Practise throwing and catching large Practise throwing and catching large Use of climbing frame Use of climbing frame climb and build independently climb and build independently
ball back and forth with bounces ball back and forth with bounces Practise throwing and catching large Practise throwing and catching large Use of climbing frame Use of climbing frame
between the catch between the catch ball with one bounce between the catch ball with one bounce between the catch Practise throwing and catching large Practise throwing and catching large
Daily opportunities Practise riding the bikes and scooters Practise riding the bikes and scooters Practise riding the bikes and scooters Practise riding the bikes and scooters ball ball
Running races Running races Galloping races Galloping races Practise riding the bikes and scooters Practise riding the bikes and scooters
for Gross Motor Balancing on one leg during Simon Says Balancing on one leg during Simon Says Galloping races Galloping races
game game Balancing on one leg during Simon Says Balancing on one leg during Simon Says
Development game game
Pick up small buckets of water/ sand Pick up small buckets of water/ sand
using 2 hands using 2 hands
PHYSICAL Movement (Gross Motor Skills)
Use 2 hands to pick up heavy objects, and with support, seek assistance to move heavier objects
DEVELOPMENT Balance on one foot for a short time
Be able to climb up/ walk across/ jump off climbing equipment with support
SKILLS Be able to throw and catch a large ball
Run in a straight line
OVERVIEW Confidently ride the red and yellow bikes
Sit on balance bikes and scoot self along
Gallop (pre-skipping)
Large up and down/ circular movements
7Nursery Long Term Plan 2021-22
AUTUMN 1 AUTUMN 2 SPRING 1 SPRING 2 SUMMER 1 SUMMER 2
GENERAL TRADITIONAL VEHICLES!
ANIMALS AROUND SPRING TIME! DERBY PROJECT!
THEMES ALL ABOUT ME! TALES! RECYCLING MATERIALS!
CHRISTMAS!
THE WORLD! EASTER! PEOPLE WHO HELP US! SUMMER TIME!
LITERACY 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)
RETELLING Joins in with familiar rhymes Joins in with familiar rhymes Joins in with familiar rhymes Joins in with familiar rhymes Joins in with familiar rhymes Joins in with familiar rhymes
and stories :- Singing Nursery and stories :- Singing Nursery and stories :- Singing Nursery and stories :- Singing Nursery and stories :- Singing Nursery and stories :- Singing Nursery
AND Rhymes Rhymes Rhymes Rhymes Rhymes Rhymes
Hears and uses new Hears and uses new Hears and uses new Hears and uses new Begins to predict what might Begins to predict what might
RECALLING vocabulary from stories, vocabulary from stories, vocabulary from stories, vocabulary from stories, happen is stories :- Story happen is stories :- Story
rhymes, poems and non- rhymes, poems and non- rhymes, poems and non- rhymes, poems and non- times, topic learning times, topic learning
VOCABULARY fiction books :- Story times/ fiction books :- Story times/ fiction books :- Story times/ fiction books :- Story times/ Hears and uses new Hears and uses new
topic learning topic learning topic learning topic learning vocabulary from stories, vocabulary from stories,
ACQUISITION Sequences stories/ events (not Sequences stories/ events (not Sequences stories/ events (not rhymes, poems and non- rhymes, poems and non-
always in order) always in order) always in order) fiction books :- Story times/ fiction books :- Story times/
PREDICTION Identifies characters/ settings/ Identifies characters/ settings/ Identifies characters/ settings/ topic learning topic learning
events in stories :- Traditional events in stories :- Traditional events in stories :- Traditional Sequences stories/ events (not Sequences stories/ events (not
Tales topic/ Story times Tales topic/ Story times Tales topic/ Story times always in order) always in order)
Knows that print carries Knows that print carries Identifies characters/ settings/ Identifies characters/ settings/
meaning and is read, in meaning and is read, in events in stories :- Traditional events in stories :- Traditional
English, from left to right :- English, from left to right :- Tales topic/ Story times Tales topic/ Story times
Reading Area Reading Area Knows that print carries Knows that print carries
meaning and is read, in meaning and is read, in
English, from left to right :- English, from left to right :-
Reading Area Reading Area
SOUND Pre- Phonics Pre- Phonics Pre- Phonics Pre- Phonics Pre- Phonics Pre- Phonics
Environmental Sounds Instrumental Sounds Body Percussion Rhythm and Rhyme/ Voice Sounds Oral Blending and
DISCRIMINATION Alliteration Segmenting
Draw some marks on paper, Draw some marks on paper, Follows large pattern outlines Hears initial sounds Can orally blend/ segment
/ LETTER not always distinguishable not always distinguishable such as wavy lines or straight Spot and suggest rhymes Identifies sounds in words simple CVC words
KNOWLEDGE lines / can give meaning to Recognise words with the Can orally blend/ segment Hears initial sounds in words
the marks they make same initial sound simple CVC words Count or clap syllables in a
Phonics Lessons Hears initial sounds Hears some initial sounds and word
Identifies sounds in words begins to use letters to Hears some initial sounds and
Child initiated Hears some initial sounds and identify meaning i.e. ‘d’ is for begins to use letters to
learning begins to use letters to daddy identify meaning i.e. ‘d’ is for
identify meaning i.e. ‘d’ is for Can draw some recognisable daddy
daddy pictures and give meaning to Can copy/ write own name
Follows large pattern outlines the marks they make Writes for a range of purposes
such as wavy lines or straight (not always using correct
lines / can give meaning to letters)
the marks they make
8Nursery Long Term Plan 2021-22
AUTUMN 1 AUTUMN 2 SPRING 1 SPRING 2 SUMMER 1 SUMMER 2
GENERAL TRADITIONAL VEHICLES!
ANIMALS AROUND SPRING TIME! DERBY PROJECT!
THEMES ALL ABOUT ME! TALES! RECYCLING MATERIALS!
CHRISTMAS!
THE WORLD! EASTER! PEOPLE WHO HELP US! SUMMER TIME!
FINE MOTOR Pencil control :- Mark making Pencil control :- Mark making Pencil control :- Using mark Pencil control :- Using mark Pencil control :- Using mark Pencil control :- Using mark
using tools such as chunky using tools such as chunky makers with developing tripod makers with developing tripod makers with developing tripod makers with developing tripod
SKILLS chalks, mark makers in sand chalks, mark makers in sand grip and dominant hand to grip and dominant hand to grip and dominant hand to grip and dominant hand to
etc, predominantly using fist etc, predominantly using fist follow large pattern outlines follow large pattern outlines form some letter shapes form some letter shapes.
grip. grip.
Shows a dominant hand and Shows a dominant hand and Shows a dominant hand and Shows a dominant hand and
Handles tools with increasing Handles tools with increasing can use the basis of a 3 finger can use the basis of a 3 finger can use the basis of a 3 finger can use the basis of a 3 finger
control control pencil grip pencil grip pencil grip pencil grip
WRITING Mark making using mark Mark making using mark Mark making using pens/ Mark making using pens/ Us e s pe n s / pe n c i l s / Us e s pe n s / pe n c i l s /
making tools in trays of sand makers such as chunky pencils/ chalks/ paintbrushes pencils/ chalks/ paintbrushes paintbrushes with developing paintbrushes with developing
etc. chalks, paintbrushes, pens Follows large pattern outlines Follows large pattern outlines tripod grip. tripod grip.
Using larger paintbrushes to Following large pattern such as wavy lines or straight such as wavy lines or straight Can draw some recognisable
paint with. templates lines / can give meaning to lines / can give meaning to pictures and give meaning to form some letter shapes/ can
Using chunky chalks on the Draw some marks on paper, the marks they make the marks they make the marks they make copy or write their own name/
ground outside. not always distinguishable writes for a range of purposes
Manipulating play dough with i.e. shopping list, letter, a
variety of tools picture (not always using
Draw some marks on paper, correct letters.)
not always distinguishable
9Nursery Long Term Plan 2021-22
AUTUMN 1 AUTUMN 2 SPRING 1 SPRING 2 SUMMER 1 SUMMER 2
GENERAL TRADITIONAL VEHICLES!
ANIMALS AROUND SPRING TIME! DERBY PROJECT!
THEMES ALL ABOUT ME! TALES! RECYCLING MATERIALS!
CHRISTMAS!
THE WORLD! EASTER! PEOPLE WHO HELP US! SUMMER TIME!
MATHEMATICS 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 10, 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 tens
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.
Early Mathematical Numbers to 5 Numbers to 5 Numbers to 5. Numbers to 5 Numbers to 5 and
Experiences / Number • Subitise small amounts • Count reliably to 5, and • Know the last number • S o l v e r e a l w o r l d beyond
Rhymes up to 3 objects. beginning to count reached when counting a mathematical problems • S o l v e real world
beyond 5. set of objects tells you up to 3.
•Explores s i m p l e • Link num eral and mathematical problems
quantity to 3. • Say one number name how many there are • Experiments with own up to 5.
composition of number
for each item in order– 1, (‘cardinal principle’) symbols and marks as • Experiments with own
through number rhymes.
Shape and Space 2, 3, 4, 5. well as numerals. symbol and marks as
• Having numbers around
the Nursery environment • Explore 2D and 3D Shape and Space • Verbally rote count to 10 well as numerals.
i.e. displays. shapes to create Compare Quantities • Talk about and explore • Verbally rote count to
• Knows and sings a p a t t e r n s / a s • Sort objects by a variety 2D and 3D shapes, using Number Patterns 10.
selection of number construction resources. of criteria i n f o r m a l a n d • Extend and create simple
rhymes. •Selects s h a p e s • Describes similarities and mathematical language ‘ABAB’ patterns. Compare Quantities
appropriately i.e. differences i.e. sides/ corners.
• Spotting and exploring • Compares quantities by
Numbers to 5 triangular prism for a • Understand and use errors in repeating using the terms ‘more
roof. positional language. patterns. than’, ‘less than’ and
• Practise counting aloud
to 5. ‘the same’.
• Show ‘finger numbers’ to Number Patterns Shape and Space
three. • Days of the week, • Make comparisons Number Patterns
seasons between objects relating • Begin to describe a
• Sequence daily events to size, length, weight sequence of events (real
and capacity. or fictional) using words
such as first, then etc...
10Nursery Long Term Plan 2021-22
AUTUMN 1 AUTUMN 2 SPRING 1 SPRING 2 SUMMER 1 SUMMER 2
GENERAL TRADITIONAL VEHICLES!
ANIMALS AROUND SPRING TIME! DERBY PROJECT!
THEMES ALL ABOUT ME! TALES! RECYCLING MATERIALS!
CHRISTMAS!
THE WORLD! EASTER! PEOPLE WHO HELP US! SUMMER TIME!
UNDERSTANDING 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
THE WORLD 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
Science reading comprehension.
History
Past and Present :- History Past and Present :- History Past and Present :- History Past and Present :- History Past and Present :- History Past and Present :- History
Geography
RE / Festivals • Ableto say who they are and • Comments on experiences in • Comments on fictional • Comments on experiences in • Able to say who they are and who • Can talk about some members
who they live with. (PSHE/ All their own life (Christmas, Diwali characters in stories (Books their own life (Easter) they live with (PSHE) of their family (PSHE)
Our RE Curriculum About Me) etc) about animals) • Can talk about any pets they may • Sequence family members by
enables children to • Can talk about any pets they • Comments on fictional • Shares similarities between Culture and Community :- RE and have (PSHE)
size and name (baby. child,
Geography
develop a positive sense may have. (All About Me) characters in stories (Traditional characters, figures or objects • Can talk about some members of their adult) (PSHE)
of themselves and others
• Can talk about some members
Tales) (different types of animal) • Knows there are special places family (PSHE) • Comments on experiences in
and learn how to form
of their family. (All About Me) • Shares similarities between of worship (Easter) • Comments on experiences in their their own life (Seaside/
positive and respectful Culture and Community :- RE and • Knows there are differences own life (PSHE)
characters, figures or objects Summer/ Derby Project)
relationships. Geography
Culture and Community :-- RE/ (Traditional Tales/ Christmas) between what we believe
They will begin to
Geography • Shows an interest in different (PSHE) Culture and Community :- RE and
Geography Culture and Community :- RE and
Culture and Community :- RE and occupations (Animals – vets) Geography
understand and value the • Comments on celebrations in • Develop positive attitudes about • Shows an interest in different
Geography
differences of individuals their own life. (All About Me) • Develop positive attitudes about differences between people occupations (People who Help us) • Know there are some other
and groups within their • Comments on celebrations in differences between people (PSHE) countries/ cities (Derby Project)
own community. The Natural World :- Science and their own life (Christmas/ PSHE) (PSHE) The Natural World :- Science and
Geography The Natural World :- Science and Geography The Natural World :- RE and
• Knows there are special places
Children will have • Respect and care for the of worship (PSHE)
The Natural World :- Science and Geography • Respect and care for the environment Geography
opportunity to develop Geography • Hands on exploration using (Recycling) • Talk about what they see in
environment. (PSHE) • Knows there are differences in • Respect and care for the
their emerging moral and • Talk about what they see in
what we believe (PSHE)
senses • Talk about what they can see in their their own environment (Derby
cultural awareness. e n v i r o n m e n t ( A n i m a l s – • Changing seasons (Spring) own environment (Recycling) Project)
their own environment (school/
• Develop positive attitudes about habitats) • Talk about and describe different • Talk about and describe
• Explore the world around them • Identify
home). (PSHE) suitable clothing for
differences between people types of houses, including where they different types of houses,
• Talk about and describe (PSHE) different weather (Spring) live (PSHE)
and how things work (Animals – including where they live (Derby
different types of houses,
habitats) • Understand the difference • Hands on exploration using senses Project)
including where they live. (All The Natural World :- Science and
About Me) Geography • Understand the difference between (Spring)
plants and animals
• Explore collections of materials and • Changing seasons (Summer)
• Hands on exploration using • Changing seasons (Christmas/ between plants and animals • Plant seeds and care for identify simil ar and different
properties (Recycling/ Vehicles)
• Identify suitable clothing for
(Animals)
senses. Winter) different weather (Summer/
growing plants with support • Explore the world around them and
• Identify suitable clothing for • Know the life cycle of a butterfly
(The Very Hungry Caterpillar)
(Spring) explore how things work (Recycling/
Seaside)
different weather (Christmas/ Materials)
Winter)
• Explores and talks about forces (push
• Hands on exploration using and pull) (Recycling/ Vehicles)
senses
Special celebrations Special celebrations Special celebrations Special celebrations Special celebrations Specail celebrations
Diwali Chinese New Year Holi Eid
Harvest festival Hannukah Shrove Tuesday / Ash Wednesday Easter Eid
Christmas Vaisakhi
Start of Ramadan 11Nursery Long Term Plan 2021-22
AUTUMN 1 AUTUMN 2 SPRING 1 SPRING 2 SUMMER 1 SUMMER 2
GENERAL TRADITIONAL VEHICLES!
ANIMALS AROUND SPRING TIME! DERBY PROJECT!
THEMES ALL ABOUT ME! TALES! RECYCLING MATERIALS!
CHRISTMAS!
THE WORLD! EASTER! PEOPLE WHO HELP US! SUMMER TIME!
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,
ARTS AND 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. Give children an insight into new musical worlds. Invite musicians in to play music to children and talk about it. Encourage children to
DESIGN listen attentively to music. Discuss changes and patterns as a piece of music develops.
Explore :- Explore :- Explore :- Explore :- Explore :- Explore :-
• Colour – recognise colours / • Colour – recognise colours / • Draws potato people (no • Draws potato people (no • Print with blocks, sponges and • Print with blocks, sponges and
choose colours for a purpose choose colours for a purpose neck or body) neck or body) fruit fruit
• Can use thick paint brushes • Can use thick paint brushes • Draw simple things from • Draw simple things from • Draw things that they observe • Draw things that they observe
•Use glue sticks •Use glue sticks memory i.e. cat memory i.e. cat • Works independently to develop • Works independently to develop
independently and glue independently and glue • Adds other materials to • Adds other materials to basic skills basic skills
spatulas with support spatulas with support develop models develop models • Begin experiment with mixing • Begin experiment with mixing
• Manipulates playdough in • Manipulates playdough in • Beginning to weave using • Beginning to weave using colours colours
different ways (rolls, cuts, different ways (rolls, cuts, large outdoor shapes and large outdoor shapes and • Builds walls to create enclosed • Builds walls to create enclosed
squashes, pinches, twists squashes, pinches, twists) large ribbons large ribbons spaces, beginning to add towers spaces, beginning to add towers
etc etc
• (Creative table/ painting/ • (Creative table/ painting/ • Adds additional textures • Adds additional textures
play dough) play dough/ Christmas • (Creative table/ painting/ • (Creative table/ painting/
• (creative table/ writing area/ • (creative table/ writing area/
painting area) painting area)
cards and decorations) play dough) play dough)
Imaginative Play :- Imaginative play :- Imaginative play :-
• Develop storylines Imaginative Play :- Imaginative Play :- Imaginative Play :- • Creates their own piece of art • Creates their own piece of art
• P l a y s w i t h f a m i l i a r • Develop storylines • Uses own experiences to • Uses own experiences to and gives meaning and gives meaning
resources • P l a y s w i t h f a m i l i a r develop storylines develop storylines • Begins to work with a friend, • Begins to work with a friend,
• Participates in small world resources • Create and use small world • Create and use small world copying ideas and developing copying ideas and developing
skills together skills together
play related to rhymes and • Participates in small world set ups (small world/ sand set ups (small world/ sand
stories play related to rhymes and pit/ toys/ resources) pit/ toys/ resources) • (small world/ sand pit/ toys/ • (small world/ sand pit/ toys/
stories resources) resources)
• (Small world/ sand pit/
toys / resources) • (Small world/ sand pit/ Music :- Music :-
Music :- Music :-
toys / resources) • Talks about how music • Talks about how music • Copies basic actions and begins • Copies basic actions and begins
Music :- makes them feel makes them feel to learn short dance routines to learn short dance routines
• Responds to music – Music :- • sings a selection of nursery • sings a selection of nursery • W a t c h e s dances and • Watches dances and
verbally and u s i n g • Responds to music – rhymes/ songs from rhymes/ songs from performances performances
movement verbally and using memory (carpet time/ memory (carpet time/ • Ableto name a wide variety of • Ableto name a wide variety of
• Sings in a group and tries to movement routine songs) routine songs) instruments (drum, instruments (drum,
keep in time (Carpet time/ • Sings in a group and tries to tambourine, maraca, triangle) tambourine, maraca, triangle)
routine songs) keep in time (Carpet time/ • Plays a given instrument to a • Plays a given instrument to a
routine songs/ Christmas simple beat (carpet time/ simple beat (carpet time/
songs/ Nativity) routine songs) routine songs)
12EARLY LEARNING GOALS
End of Year Expectations - Holistic / Best Fit Judgement
PERSONAL, SOCIAL AND
COMMUNICATION PHYSICAL UNDERSTANDING THE EXPRESSIVE ART AND
EMOTIONAL LITERACY MATHS
AND LANGUAGE DEVELOPMENT WORLD DESIGN
DEVELOPMENT
Listening Skills Developing sense of self Movement / Gross motor skills Retelling and recalling Shape and Space Past and Present – History Explore
Sequences stories/ events (not always in Talk about and explore 2D and 3D shapes, using Able to say who they are and who they live with Colour – Recognise colours/
Respond to questions and Name and talk about own Use 2 hands to pick up heavy objects,
order) informal language and mathematical language
and with support seek assistance to Can talk about any pets they may have choose colours for a purpose
instructions directed to them. feelings, sometimes using props (sides, corners, straight, flat, round)
move heavier objects Identifies characters/ settings/ events in
as a support Can talk about some members of their family Begin to use primary colours to mix secondary
stories Select shapes appropriately i.e. triangular prism for
Follow 2 part instructions Balance on one foot for a short time Sequence family members by size and name colours
Knows that print carries meaning ad is read, a roof
Manage own basic hygiene (baby, child, adult) Can use thick paint brushes
Take part in short exchanges (toileting, washing hand, feeding Be able to climb up/ walk across/ jump in English from left to right Understand and use positional language
with others – listening and Comments on fictional characters in stories Print with blocks, sponges and fruit
self, drinking) off climbing equipment with support Make comparisons between objects relating to size,
responding to adults and peers length, weight and capacity Shares similarities between characters, figures or Draws potato people (no neck or body)
Be able to throw and catch a large ball Fine motor skills objects
Talk about likes and dislikes Draw things that they observe
Take turns in conversation Comments on pictures of experiences in their own
Run in a straight line Handles tools with increasing control i.e. Draw simple things from memory i.e. cat
paint brushes, glue spreaders, play dough Number Patterns life “this was me at the farm….”
Join in with repeated refrains in Confidently ride the red and yellow Use glue sticks independently and use glue spatulas
tools etc.
rhymes and stories/ re-tell recite Extend and create simple AB patterns with support
bikes
some familiar songs/ rhymes/
Building relationships Shows a dominant hand Talks about and identifies patterns around them i.e. Culture and Community Adds other materials to develop models (tissue
stories Sit on the balance bikes and scoot self Uses the basis of a 3 finger pencil grip stripes on clothes, designs on rugs paper, glitter etc)
Work and play co-operatively along Shows an interest in different occupations
with others i.e. building simple Spotting and exploring errors in repeating patterns Adds additional textures i.e. describes as bumpy or
Comments on recent pictures of celebrations in their smooth
role play in the home corner Gallop (pre-skipping) Begin to describe a sequence of events (real or
Vocabulary Acquisition own life “This is me celebrating Diwali….”
fictional), using words such as first, then etc. Beginning to weave
Speaking Skills Show empathy to the feelings of Large up and down/ circular Knows there are special places of worship
Hears and uses new vocabulary from
movements Builds walls to create enclosed spaces, beginning to
others stories, rhymes, poems and non-fiction Knows that there a differences between what we add towers, roofs etc
Articulate and speak clearly books) believe
Number Rhymes
Know they belong to the class Manipulates play dough in different ways i.e. rolls,
Sound Discrimination :- Develop positive attitudes about differences
Speak in 4-6 word sentences community Explores simple composition of number through cuts, squashes, pinches, twists etc
Fine motor skills Hears initial sounds rhymes i.e. 5 little frogs, 3 in the pool between people
Explain feelings in simple terms Form good bonds with adults Can orally blend/ segment simple CVC Knows and signs a selection of number rhymes Know there are some other countries/ cities
Making snips in paper with scissors Imaginative Play
i.e. I am sad because…. and peers words
Develop storylines
Digging, scooping, pouring Identifies sounds in words
Express wants and needs, such Take turns with others, The Natural World – Science and Plays with familiar resources
as asking for particular resources Numbers to 5
sometimes with support Able to use a spoon to feed self/ cups Geography Uses own experiences to develop storylines i.e.
to drink Subitise small amounts of up to 3 objects
going on a bus/ car ride
Use simple conjunctions to Letter Knowledge Link numeral and quantity up to 3
Respect and care for the environment – classroom/
connect ideas such as ‘and’ and Paint brushes – large movements- outdoors Participates in small world play related to rhymes
Can copy/ wrote own name Count reliably to 5, and beginning to count beyond
circular, up and down and stories
‘because’ Talk about what they see in their own environment
Follow Rules Hears initial sounds and begins to use letters 5
(school/ home) Create and use small world set ups
Use tweezers to pick up/ move large to identify meaning i.e. ‘d’ is for daddy Say one number name for each item in order 1, 2,
Use some positional language Talk about and describe different types pf houses, Creates their own piece of art and gives meaning
Beginning to understand right objects i.e. pasta, pom poms Writes for a range of purposes i.e. shopping 3, 4, 5
including where they live
Retell a story/ event (not always and wrong and follow classroom list, a letter, a picture (not always using Know the last number reached when counting a set
Works independently to develop basic skills
Thread beads/ large objects onto
in correct order) rules correct letters) Hands on exploration using senses
string/ pipe cleaners of objects tells you how many there are (cardinal Begins to work with a friend, copying ideas and
principle) Explore collections of materials and identify similar developing skills together
Join in with repeated refrains in Follow simple 2 part instructions Pencil control and different properties
Show ‘finger numbers’ up to 3
stories/ rhymes Prediction Explore the world around them and explore how Music
use mark making equipment with Solve real word mathematical problems up to 3
Joins in with familiar rhymes and stories things work
Describe increasing accuracy i.e. drawing Responds to music – verbally and using movement
Experiments with own symbols and marks as well
shapes/ simple pictures Begins to predict what might happen in Explores and talks about forces (push and pull)
as numerals Talks about how music makes them feel
Recount and retell stories Changing seasons – understand that the weather
Basis of pencil grip Compare Quantities Copies basic actions and begins to learn short
changes, and in different places you find different
dance routines
Dominant hand Sorts by a variety of criteria weather
Watches dances and performances
Describes similarities and differences Understand the difference between plants and
animals Sing a selection of rhymes/ songs from memory
Compares quantities by more than, less than and
the same Plant seeds and care for growing plants with Sings in a group and tries to keep in time
support Able to name a wide variety of instruments (drum,
Verbally rote count to 10.
Know the life cycle of a butterfly tambourine, maraca, triangle)
Plays a given instrument to a simple beat
13You can also read
