Nursery Summer 1

Mount Carmel Values

Our aim is for every child to leave here an Ambassador of Christ.
Our values are deeply rooted in the high expectations that we have of each child in the school. Our Values permeate across the school through children's learning, friendships, behaviour and leadership.
Our values come from the Church.

C - consideration
H - helpfulness
U - unity
R - respect
C - commitment
H - honesty

Our British Values

Our children learn about our British Values through 5 areas. These are discussed at whole school liturgies and during lunch times. We are committed to serving our community, with the strong belief that we are one school for all.

Our Power Values

Our aim is for every child to leave with the power to make a positive change in the world. Through our subjects there are five themes that we believe are integral with teaching children how to become powerful adults.

We ensure that these themes run through our subjects. Children learn about 5 areas of power - Education, Religion, Resources, People and Legacy.

Our Religious Education Curriculum.

To the Ends of the Earth

Hear

Jesus went back to his Father.

He sent a special friend, the Holy Spirit, to look after us.

Believe

The Holy Spirit is our friend.

The Holy Spirit looks after us.

Celebrate

The parish church is a special place where we meet our friends.

We sing and say prayers.

Live

The parish church.

We gather with friends at church, especially on Sunday.

Catholic Social Teaching
We are called to
live as family and community:
My family at home and my school family

Solidarity and
the Common Good:
We are friends and we play in love and peace.

•Month of May- Mary
•Good News
•Jesus is Risen-Alleluia
•Ascension Thursday
•Pentecost
•Church visit

Key Vocabulary

Easter
Resurrection
Pentecost
Jesus
Apostles
Holy Spirit
church
family
community
parish

The Power of Learning

EYFS - Statutory Framework

· I can listen carefully and talk about why listening is important.
· I can join in at group time by waiting for my turn to talk.
· I understand prepositions, such as 'under', 'on top', 'behind'.
· I can understand and answer 'how' questions.
· I can use past tense.
· I can question why things happen.
· I can articulate multi-syllabic words.

Communication and Language

Key Vocabulary

on, under, over, through, into, past
up, down, behind, on top
instruction
past, recall

•Joining in with familiar stories
•Retelling stories
•Making up own story based on another
•Following two-part instructions
•Alliteration
•Rhyme
•Hearing sounds within a word
•Blending and segmenting – Robot Arms

The Power of Learning

Fine Motor
· I can use scissors to cut along a line.
· I can eat using a knife, fork and spoon appropriately.
· I can cut soft things with a knife, for example, a banana or dough.
· I can fasten my own coat.
· I can thread small beads onto a string.
Gross Motor
· I can run confidently at different speeds; fast and slow.
· I can walk backwards, avoiding obstacles
· I can jump off apparatus safely, landing on both feet
· I can ride a tricycle or scooter independently, with confidence, around a track.
· I can freeze my position when dancing on request.
· I can move in a variety of ways; rolling, crawling and sliding.
· I can initiate a ring game.
· I can work with others to manage large items such as planks and blocks, without support from an adult.
· I can throw beanbags and balls using an underarm and overarm throw, into a target.

EYFS - Statutory Framework

Physical Development

Key Vocabulary

pedal, steer, tricycle
catch, throw, target, beanbag, ball
cut, slice, chop
move, jump, run, walk, jog, hop, fast, slow, stop, freeze, wiggle, roll
carry, careful, land, balance

• Team games requiring change of speed, change of direction, freezing and following instructions.
• Introduced to outdoor climbing equipment
• Bean game - introducing new beans for Jack and the Beanstalk story
•Collaboration – working together when playing games/carrying equipment
•Ring games
•Pedaling on tricycles
•Using scissors, knife and fork to cut food, dough and other objects.
• Threading activities

The Power of Learning

EYFS - Statutory Framework

· I can manage my emotions and show effortful control.
· I can think about how others might be feeling, and why.
· I can try to help if someone is upset or angry.
· I can solve conflict with others.
· I am showing more confidence in social situations.
· I can cope with small changes in the daily routine.
· I can follow the Nursery rules unprompted.
· I can talk about why the Nursery rules are important.
·I can talk about why we wash our hands throughout the day.
·I can talk about healthy food choices.
·I can make up games to play with friends.
·I can extend and elaborate, my play ideas.

Personal, Social and Emotional Development

Key Vocabulary

angry
upset
emotion
feeling
others
support
help
rules
healthy food
wash hands
play

Share the story Ravi's Roar - angry. Discuss ways that we can help another person when we see that they are angry or upset.
Continue with Colour Monster feelings chart, daily, discuss the feelings of others.
Discuss feelings of characters in stories, shared eg jack, Giant, Rosie the hen.
Nursery Rules, recap on return to nursery.
Trip to the church, talk about the importance of rules.
Remind about hand washing and the importance of this.
Playing track/board games, importance of taking turns, following the rules.

The Power of Learning

EYFS - Statutory Framework

Physical and Technical Development
· I can use some of my print and letter knowledge in my
early writing.
· I can use a two finger, one thumb grip for appropriate
activity/tools.

Developing Communication and Meaning
· I understand a written word as a unit that conveys
meaning.
· I am beginning to encode my name.

Literacy - Writing

Key Vocabulary

letter
name
print
write
handwriting patterns
around
up
down
under
over

Practising name writing
Focus on formation of phonics sounds being learnt
Focus on formation of letter shapes in name
demonstrate making of map
continue to encourage correct grip