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WHAT ARE WE LEARNING ABOUT?

 

Autumn1: Belonging

 

We start our new school year with a lovely topic called Belonging! 

The youngest children of Fairway settle during their Transition Week. During this time they will begin the important process of building relationships with staff and children and becoming familiar with their Nursery environment.  Over the course of the term we will spend time getting to know children so we can find out more about their needs and interests. In turn they too will get to know us, the Nursery, and school. They'll learn Nursery routines and expectations and of course what it is to belong to Fairway Nursery and school.

During the term we will explore what belongs to 'Me'; my face, learning about my body, my feelings, what is mine and what is yours, how we can share and take turns and then what it is to belong to a family and the special times they enjoy together. Towards the end of the term we will focus on the traditional story Goldilocks and the Three Bears and begin to think about the characters in the story and their behaviour, alongside what we notice about the bears in terms of size and number. 

 

Key books we will be using this term will be:

 

What Makes a Rainbow by Betty Swartz

Red Cars and Rainbow Jelly by Sue Heap & Nick Sharratt

You Choose by Pippa Goodhart

Maisy Goes to Nursery by Lucy Cousins

The Family Book by Todd Parr

Love Makes a Family by Sophie Beer

One Family By George Shannon

Goldilocks and the Three bears by Nicola Baxter

 

The focus for teaching and learning will continue to be in the Prime Areas of the Early Years Foundation Stage (EYFS) curriculum which are Personal, Social and Emotional Development, Communication and Language and Physical Development.

 

PERSONAL, SOCIAL AND EMOTIONAL DEVELOPMENT (PSE)

 

  • I can express my emotions; happy, sad, excited, cross, tired, frustrated, upset.
  • I can find out about emotions through stories.
  • I can take turns with other children, with adult support.
  • I am starting to show ’effortful control’ eg is a child takes my toy.
  • I can explore the classroom with adult support.
  • I can use the toilet with prompts and support.
  • I can wash and dry my own hands with prompts.
  • I can separate from my parent with some support.
  •  I can talk about myself and my family.

 

 

COMMUNICATION AND LANGUAGE
  • I can understand and follow simple instructions.
  • I can recognise and point to objects on request.
  • I can focus on an activity of my choice.
  • I can identify familiar objects and properties when they are described.
  • I can be directed to an activity by an adult.
  • I can understand and follow a two key word instruction.
  • I can make eye contact for longer periods.
  • I can link four or five words together.
  • I can use words to make myself understood.
  • I can use ‘what’ questions.

                   

 

PHYSICAL DEVELOPMENT

 

  • I can explore different materials and tools by making marks e.g. sand/foam.
  • I can hold and grasp different tools e.g. fork/spoon, brushes.
  • I can use my manipulative skills and control to make marks

 

  • I build independently with a range of appropriate resources
  • I can move by walking and running
  • I am beginning to jump and climb
  • I can sit on a push along toy/tricycle and scoot using my feet

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