Saint John’s Nursery Unit, Middletown



Learning Activities

Monthly Planning (Medium Term Plan)

Month: April 2020

Saint John’s Nursery Unit, Middletown

Topic: Transport

Theme: Rainbows

Routines

▪ Use toilet independently, flush toilet & try to remember to wash & dry hands – adult to remind if necessary

▪ Sit at table quietly for dinner & eat with other children mannerly & quietly

▪ Handle knife & fork appropriately & try to/cut own food e.g. sausages, burger

▪ Brush up spilled sand and sieve back into sand tray, empty sieve into bin

▪ Only one child at a time allowed to the toilet during dinner (at staff discretion). Staff to keep an eye on toilet area if more than one child at toilet during dinnertime.

▪ Put on own coat for outdoor play

▪ Zip up own coat

▪ Form friendships with other children

▪ Good listening, sitting etc at story time

▪ Respond appropriately to “Tidy Up Cue” and tidy up appropriately as part of the group – some children will tidy up with the adult

▪ Tidy up and prepare Nursery Room for next day

Dramatic/Role Play/Home Corner

PSE

▪ Further develop independence at putting things away where they belong, using picture cues and knowledge of environment to help

▪ Know to put equipment away safely and lift objects off the floor if you see them as you play – adult to encourage this

▪ Be prepared to take care of our environment and equipment- tidy away clothes & equipment that is not being used – hang up dressing up clothes/scarves etc

▪ Set up flower shop with the children

▪ Make simple choice from range of coloured and patterned ribbon

Physical

▪ Further develop and refine some fine motor skills by dressing the dolls, put nappy, pants, vest, top, trousers on doll and fasten the snap fasteners and hanging the dresses onto hangers

▪ Further develop motor skills by putting on dress/clothing independently, handling pennies, lifting equipment safely, opening and closing cupboard doors

▪ Wrap ribbon around flowers

▪ Push flowers into oasis to make a flower arrangement

Language

▪ Be able to speak clearly in 3word phrase/full sentence during the course of imaginary play with some confidence

▪ Use language for a purpose - speak on telephone to mammy, Daddy, Mr Mone in home corner, take order for bunch of flowers on the telephone and make marks in little book to “write order down”, holding pencil/marker/pen appropriately in dominant hand - most children are able to do this

▪ Speak on telephone to friend in home corner

▪ Name range of goods for sale – oasis, flowers, ribbons, plant sprayers, vase

▪ Develop language of flower shop

▪ Be able to talk about baby doll and answer simple questions e.g. “Who is your baby called/what is your baby’s name/What is your baby at home called?” and relate conversation to everyday life

▪ Be able to answer a simple question about what they are doing “I am setting the table”

▪ Further develop language of cooking e.g. stirring, cooking, mixing, recipe, ingredients – adult to provide appropriate language and extend children’s language and vocabulary

▪ Look at cookery book and discuss pictures of the foods

▪ Be able to make marks/symbols with some confidence - on the small chalk board to “write” shopping list

▪ Make further reference to books in the Home Corner – about food, eating and Homes and talk about them

▪ Be able to name a range of food items – from the boxes and bottles and real food items etc in Home Corner e.g. sauce, biscuits, milk, salt.

The Arts

▪ Set up flower shop with children – flowers made by children- range of colours, dried flowers, commercially produced flowers etc.

▪ Further develop imagination by going to the shop in the car (fantasy cube)

▪ Dress up in dresses, hats, scarves, waistcoats and further develop imagination

▪ Further develop pretend play through use of baby items

▪ Put together a bunch of flowers and add ribbon to decorate

▪ Adopt role of customer florist – wrap ribbon around flowers, arrange flowers in oasis

Maths

▪ Be able to orally sequence – dressing the doll

▪ Discuss numbers on the telephone and see if the children recognise any of them e.g. 3 or 4: “I am 3, I am 4”

▪ Be able to rote count to 10

▪ Touch count the flowers within 10 – some children are not ready for this and will require adult support

▪ Count pennies and exchange for flowers and seeds

▪ Further develop awareness of money: How much are the….

▪ Decide on prices for the flowers and seeds – adult to put prices into the correct dish/vase– coin stamp and ink pad

▪ Further develop skill of sorting – sort seeds into correct dish

World around Us

• Know and name some real seeds – sunflower seeds

• Investigate the different seeds

• Discuss lines and markings on the seeds e.g. stripes on the sunflower seeds

• Use magnifying glass to closely observe

• Be able to name the different colours

Water

PSE

▪ Talk about experiences at the swimming pool – ‘what helps you float– arm bands/water wings, rings, and floats.

▪ Share equipment & work co-operatively

▪ Follow rule – no splashing water onto the floor – mop up or tell adult if floor is wet

Physical

▪ Purple bottles with lids – further develop fine motor skills by screwing the lids onto bottles and lifting bottle full of water

▪ Jugs for pouring

▪ Pour from jug into narrow necked purple bottle without spilling

▪ Further develop fine motor skills by wiping toys with cloth

Language

▪ Be able to speak clearly in 3word phrase/full sentence during the course of play with some confidence

▪ Provide floating & sinking to link with stories in last month’s theme e.g. eggs – New Life

▪ Be able to talk about experiences of going on holiday

The Arts

▪ Make simple boats using a variety of materials e.g. foil tray, margarine tub, Chinese tray

Maths

▪ Add magnetic/foam numbers 1-5 to water tray – do they float or sink? and see if the children recognise any of them e.g. 3 or 4: “I am 3, I am 4”

▪ Know and name some of the numbers

World around Us

▪ Experiment with bubble wrap, cork and string to make miniature life jackets for little dolls/Dora the Explorer

▪ Predict and test which objects float/sink e.g. stone, table tennis ball, boat

▪ Make floaters sink – add a large amount of stones – know that putting heavy things on top will make a floater sink

▪ Discover that changing shape affects buoyancy e.g. foil tray screwed up will sink

▪ Test own home made boat to find out if it floats

Sand

PSE

▪ Value each other’s work and show respect for it

▪ Show further respect for our Nursery environment by brushing up sand off the floor and sieving it back into sand tray

▪ Put resources away during tidy up time where they belong as part of routines

▪ Ensure to wash & dry hands carefully after sand play because sand on hands will scratch our toys

Physical

▪ Fill items with narrower openings to encourage further development of fine motor skills

▪ Be able to lift bucket full of sand and pour it out to make hills

▪ Squeeze, dig, pile, heap, scoop

▪ Further develop fine motor skills - bury vehicles in the sand & dig with hands to retrieve

Language

▪ Answer simple questions about their work

▪ Be able to speak clearly in 3word phrase/full sentence during the course of play with some confidence

▪ Discuss the different vehicles

The Arts

▪ Make roads and hills in the sand for vehicles and drive them up, down and along the road

▪ Make tyre tracks in the sand & match vehicle to tracks

Maths

▪ Various items to focus on small, medium and large – spoons, buckets, containers, sieves, bottles (similar in type but different in size if possible)

▪ Be able to use mathematical language of comparison with some confidence e.g. bigger than, smaller than, biggest, smallest

▪ Use a range of containers – different shapes & sizes: Look at the shapes made when the container is emptied & be able to match container to complete sandcastle

▪ Count the sandcastles within 10

▪ Pour sand from bucket to make pile of sand – hills for the vehicles to drive up and discuss the size of the hills – small, medium, large

▪ Add tubes to sand & drive cars through ‘tunnel’

▪ Try out more activities using the sand timer e.g. can you tidy away the building blocks can all children tidy the Nursery Room?

▪ Be able to use some appropriate positional language – “The aeroplane is up in the air, on top of the hill.”

▪ Sort and match small world vehicles

World around Us

▪ Recognise & name a range of vehicles & colours

▪ Know what vehicles travel on the road/sea/air

Table Top Games/Jigsaws

PSE

▪ Children to take responsibility for his/her own jigsaw – select, complete, leave back

▪ Complete a more complex jigsaw that offers challenge as a pair – large transport jigsaw

▪ Be able to play match up game co-operatively as part of a small group – adult led

▪ Ensure to provide child with jigsaw that offers challenge – suited to their ability

▪ Play a table top game designed for more than 1 person

▪ Allow opportunities for child to be the leader match up – independently of adult

▪ Further develop concentration & perseverance

▪ Complete large jigsaw as part of a small group – aeroplane jigsaw

▪ Develop more confidence and independence at sorting jigsaw pieces for corners, edges, middle pieces & know that you complete the outside of the jigsaw first

Physical

▪ Further develop fine motor skills through use of small sorting equipment – transport sorts, activity boards

Language

▪ Allow the children to describe what the picture in the jigsaw portrays & discuss pictures, objects, vehicles

▪ Have the confidence to speak freely & clearly to peers during the course of play in 3word phrase/full sentence during the course of play with some confidence

▪ Talk about own experiences e.g. on an aeroplane, train, bus, boat

The Arts

▪ Create picture using maxi coloredo independently

▪ Create a recognisable picture with shapes on magnetic board

Maths

▪ Compare bears & sorting dishes - sort for colour & size, discuss small, medium & large and be able to use appropriate mathematical language of size

▪ Be to create/follow a recognisable 2 colour pattern using small spools & thin threads/beads /linking elephants/ Coffret Mosaflore to demand fine motor activity

▪ Size jigsaws – small to large & discuss size of objects – small, medium, large

▪ Sort & match transport sorts for colour & type – touch count within 10, children will be at different stages of counting

▪ Free play with magnetic numbers – recognise some numbers (1-5)

▪ Know some numbers (1-5)

▪ Free play with small shapes & small individual boards – know the 2d shapes

World around Us

▪ Experiment with a range of magnets & magnetic ‘fridge magnets’ on individual magnetic boards

▪ Vehicle jigsaws – match driver to vehicle, name vehicles & drivers

Clay/dough

PSE

▪ Be able to select small resources for themselves with confidence

▪ Share the easy form plasticine

▪ Be able to sort small resources and put away where they belong as part of routines

▪ Scrape easy form plasticine off the board & table during tidy/set up time with scraper

▪ Make friends at the dough table

▪ Enjoy the peace and quiet at the dough area

Physical

▪ Roll easy form plasticine flat with roller & cut out transport shape – tractor, train, car (intricate)

▪ Remove excess plasticine from around cutter & press vehicle through

▪ Be able to roll easy form plasticine into long sausage shape and coil around to make a coil pot – adult to model this and support children as necessary

▪ Be able to make a simple coil pot with model magic/easy form plasticise by the end of the month

▪ Further develop fine motor skills by cutting, manipulating easy form plasticine with dough implements

Language

▪ Allow the children to name and discuss what they have made in 3word phrase/full sentence during the course of play with some confidence

▪ Have the confidence to speak freely & clearly to peers during the course of play in 3-word phrase/full sentence during the course of play with some confidence

The Arts

▪ Make a coil pot with plasticine

▪ Further explore easy form plasticine & further develop fine motor skills by rolling, pressing, twisting, squashing, pounding, moulding and creating

▪ Further explore easy form plasticine by adding objects to create a named object and add a small range of colourful objects to them

Maths

▪ Press number stamp into plasticine – recognise some numbers (1-5)

▪ Know some numbers (1-5)

▪ Discuss length and thickness of coil of easy form plasticine/model magic using appropriate mathematical language

World around Us

▪ Describe & name vehicle

▪ Know and name coil pot

▪ Know where things belong and where to access resources

Construction

PSE

▪ Negotiate with others

▪ Work co-operatively as part of a group to make a model

▪ Take group responsibility for planning, designing & creating a construction

▪ Take different responsibilities within the group

▪ Organise & tidy up equipment as part of routines

▪ Value own work & each other’s work

Physical

▪ Further develop fine motor skills by clicking sections of Brio rail track together to make long railway track

▪ Further develop and refine fine motor skills by building with smaller resources – Lego, Brio

Language

▪ Name & talk about construction with confidence

▪ Have the confidence to speak freely & clearly to peers during the course of play in 3-word phrase/full sentence during the course of play with some confidence

▪ Respond to simple questions about constructing their models e.g. what did you use? What is it used for?

▪ Make models of vehicles & discuss them – car, bus, van, lorry & discuss it with adult – adult to record child’s language, write caption

▪ Talk about model as it is being built or as it is being built in 3-word phrase/full sentence

The Arts

▪ Make a model of a bus, car, helicopter with mobilo, stickle bricks, Lego and add small characters as passengers and play with them imaginatively

▪ Further develop imagination through play with Brio train set and animals

Maths

▪ Further explore balance, structure & height – wooden building blocks, mini hollow blocks, rainbow blocks, tree blocks, Brio train set

▪ Estimate size of Lego piece needed to fit in space

▪ Sort & match carriages for colour & type – touch count within 10: children are at different stages

World around Us

▪ Be able to choose the ‘best’ material

▪ Be able to select different equipment for different purposes

▪ Plan a structure e.g. a garage for a car & build with Duplo, Lego, wooden building blocks, mini-hollow blocks

▪ Predict the suitability of some materials

▪ Plan & build a road system with wooden building blocks – include curves, a roundabout, junction

▪ Name construction kits, joining materials – Mobilo, Lego, Stickle Bricks & become more familiar with how they work

▪ Investigate magnetism – Brio train set and experience the force of magnets

Small World

PSE

▪ Help to organise, sort & tidy away resources as part of routines, sort resources into correct basket/box

▪ Select small resources for themselves – cars & other small vehicles confidently

▪ Share space & resources easy with peers

▪ Take turns with equipment – use timer if necessary

▪ Work co-operatively as part of a small group

▪ Be able to negotiate

Physical

▪ Drive small vehicles along the road on play mat

▪ Be able to click pieces onto Pirate Ship

▪ Further develop fine motor skills by manipulating small pieces of equipment

Language

▪ Name & talk about their play with confidence

▪ Have the confidence to speak freely & clearly to peers during the course of play in 3-word phrase/full sentence during the course of play with some confidence

▪ Respond to simple questions about their play in both the past and present tense e.g. what did the pirate do? What is the cannon used for?

▪ Further develop language and vocabulary associated with transport

The Arts

▪ Choose a carton/box of the appropriate size to make a model of a car/van, attach wheels

▪ Choose a colour to paint model & add features using a range of materials – gummed paper, paper, plastic

▪ Further develop imagination through play with small world Pirate Ship and figures

Maths

▪ Be able to see differences in resources and sort small resources into the correct basket

▪ Discuss similarities & differences between vehicles

▪ Sort & match vehicles for colour & type – touch count within 10, all children are at different stages of counting

World around Us

▪ Discuss how to make a boat from junk materials – best type of material, putting it together

▪ Children will be encouraged to name & recognise a range of vehicles & resources in the small garage e.g. petrol pumps

▪ Name & recognise road, roundabout etc. on play mat

▪ Use a variety of books to develop their knowledge about vehicles

▪ Discuss different types of boats e.g. speedboat, cruiser, lifeboat, pirate ship.

Painting & Creative & Aesthetic

PSE

▪ Access paper & easel/painting table to do personal paintings

▪ Access large sheets & easel & creative table to do paintings as a pair

▪ Be able to put on own apron independently

▪ Access materials needed for a task independently & replace when finished

▪ Remember to replace lid on pritt stick/marker & try to remember to replace it on shelf where it belongs

Physical

▪ Hold marker/crayon/chunky chalk/thick pencil /coloured crayons correctly in dominant hand with good grip & make marks to symbolise own name and message, trying to enclose spaces

▪ Further develop skills of cutting and folding

▪ Be able to hold paint brush appropriately in dominant hand & mix colours on palette carefully, then paint own personal pictures

▪ Put on own apron independently & fasten the velcro

▪ Show some control - finger painting mixing red & blue paints to make purple

▪ Be able to hold card when cutting

▪ Further develop fine motor skills by cutting/tearing masking tape

▪ Sharpen pencils – thick sharpener for thick pencil, narrow sharpener for narrow pencil

▪ Grip pencil/marker /flow paint & control the implement in mark making – try to enclose spaces

Language

▪ Make model of vehicle & discuss the creative process involved with adult

▪ Name & talk about their paintings/work with confidence

▪ Have the confidence to speak freely & clearly to peers during the course of play in 3-word phrase/full sentence during the course of play with some confidence

▪ Respond to simple questions about their play in both the past and present tense e.g. what did you paint? What is it used for?

▪ Further develop language and vocabulary associated with transport

▪ Make marks on Easter card to symbolise own name and message

The Arts

▪ Make some patterns

▪ Mix red & blue to make purple

▪ Paint picture of flowers – long stems, petals- adult to encourage good control of paintbrush

▪ Paint a rainbow using a range of colours

▪ Paint recognisable marks – car, bus, circles for wheels

▪ Listen to recorded music – cd, tape & respond by clapping/tapping feet/singing along

▪ Sing action songs & rhymes – The Wheels on the bus …/John Brown’s tractor

▪ Mime – driving a car, putting on seat belt, putting foot on brake, accelerator, driving fast, slow

▪ Learn “There’s a Tiny Caterpillar” and “Caterpillar, Caterpillar”.

▪ Make choo choo sound for train – fast, slow, loud, quiet & move to sound accordingly

▪ Make rhythms with the body – clapping, stamping – clap to Nursery rhyme, recognise the beats in a name by clapping (1, 2, 3 beats)

▪ Sing loudly/softly

▪ Use a variety of recycled materials e.g. egg cartons, milk container lids, cardboard tubes, pipe cleaners, etc. to create own models

▪ Make flowers by drawing around hand & cutting out, attach to lollipop stick/coloured straw/cardboard tube – decorate with coloured sprinkles

▪ Free painting – own choice – flowers, caterpillars, eggs, birds, giants, animals, birds, mothers

▪ Make 2d flower on paper/card – use tissue paper, lollipop sticks, pva glue, pipe cleaners, art straws, ribbon

▪ Absorb the paper & different media e.g. paint onto card, pastels, charcoal when drawing rainbows, flowers, people etc.

▪ Make picture of large caterpillar – decorate own green segment (card circle) with a range of green materials

▪ Cut out oval template for Easter Egg and decorate with Easter foam shapes e.g. egg, chick, bunny

▪ Make Easter Card – add fluffy tail to the Easter Bunny

Maths

▪ Discuss size and length of pencils using appropriate mathematical language – thin, thick, long, short and some comparative language – thinner than, thicker than, longer than, shorter than

▪ Discuss how long the caterpillar is

▪ Count how many segments with adult

World around Us

▪ Look at & explore instruments e.g. mini beast shaker & bells

▪ Name & recognise some musical instruments

▪ Know where to access resources and where to put them away again

▪ Know the names of a range of resources e.g. straws, pipe cleaners, sprinkles, jewels, glue spatula.

▪ Name parts of the flower – stem, petals.

▪ Know caterpillar

▪ Know that a caterpillar has feelers and that it crawls along the ground

▪ Learn about the life cycle of a butterfly using some appropriate scientific language – cocoon, antennae, fly, and spin.

Drawing/Cutting table & Mark Making

PSE

• Access paper & writing implements to do own personal drawings & replace when finished with

• Use one writing implement at a time & replace before selecting another

• Remember to replace lid on pritt stick/marker when finished using it & put into correct pot on shelf where it belongs

• Further develop independence and confidence at selecting paper/card and other resources for individual use

• Children will have access to a range of paper & card of different shapes & sizes

Physical

▪ Hold scissors correctly with good grip in dominant hand & make repeat forward cuts along a line to cut out own picture of flowers, vehicles – two turns at least & stick onto page

▪ Further develop fine motor and manipulative skills by wrapping tissue paper around straw/pipe cleaner and attaching it with masking tape/cellotape

▪ Develop fine motor skills by scribbling/shading over transport template with crayon/colouring pencil

▪ Hold pencil/marker in dominant hand with correct grasp – some children

▪ Be able to press on paper punch/stapler and use effectively

Language

• Be more willing to talk about own drawings- adult to write comment/record child’s language

• Further develop awareness of print – print on the back of scrap paper used for drawing on

• Adult to act as scribe – record child’s language about drawing/work

• Attempt to write own name – make meaningful symbols

• Write own name

• Hold marker/crayon/chunky chalk/thick pencil /coloured crayons correctly in dominant hand with good grip & make recognisable marks, trying to enclose spaces

The Arts

▪ Stick picture of flowers/vehicle onto paper/card with pritt stick & decorate with glitter, pastel, crayon or make collage

▪ Make flowers with pipe cleaners, coloured straws, tissue paper etc.

Maths

▪ Be able to sort small resources during the course of tidying up

World around Us

▪ Name a range of vehicles

▪ Lift/brush up with dustpan & brush any papers on the floor & tidy up table

▪ Know where to access resources and where to put them away again

▪ Know the names of a range of resources e.g. straws, pipe cleaners, sprinkles, jewels, glue spatula.

Magnetic Board/White Board

▪ Experiment with magnetic numbers

▪ Recognise some numbers

▪ Begin to order numbers 1-5

▪ Know that numbers have a magnet on the back that lets it attach on to the white board

▪ Share the numbers & space with another child

▪ Further develop skill of holding marker correctly in dominant hand and be able to draw a person with recognisable features in some detail

▪ Talk about own drawing in 3 word phrases/full sentences

Science/Investigation

▪ Discuss -plants need light, water & soil in order top grow

▪ Name parts of the flower – stem, petals, leaves

▪ Look closely at sunflower seeds through magnifying glasses – discuss colours & markings with adult

▪ Plant sunflower seeds and cress seeds

▪ Further investigate floating & sinking

▪ Investigate & match up texture board

▪ Look closely at bulbs & natural materials on investigation table

▪ Look closely at the different stages of the worm (models of worm at different stages of life cycle)

▪ Observe the caterpillars – growth and development

Story Corner/Quiet room

▪ Browse over a range of books about transport, colours – both fiction & non-fiction

▪ Teach about transport, colours, magnets, rainbows

▪ Look at posters & big book to learn about transport & road safety

▪ Sit quietly & look through book holding book correctly & turning pages carefully

▪ Talk about the pictures to adult

▪ Take part in rhymes /action rhymes with adult with confidence

▪ Answer simple questions about a story – be able to recall some main facts/events – in the past tense and present tense

▪ Follow simple instructions 1 step/2 step with confidence

▪ Browse over Thomas the Tank Engine magazines

Other Activities

▪ Preparation for May assembly

▪ Easter Activities

▪ Spring Walk in Gosford Forest Park

▪ Sponsored Trike Ride and Coffee Morning

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