Overview of Teaching and Learning (NURSERY) Week beginning 18th May 2020 - Exwick ...
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Overview of Teaching and Learning (NURSERY)
Week beginning 18th May 2020
I would love to hear from you about your child’s home learning. Please use the home learning email at:
fshomelearning@exwickheights.devon.sch.uk . Thank you.
Personal, social and emotional development (PSED)
Key focus: Being the best friend we can
Activities:
Watch and listen to the songs:
‘You’ve got a friend in me’, from Toy Story
https://safeYouTube.net/w/qOHB
‘ Friend like me’, from Aladdin
https://safeYouTube.net/w/DxIB
‘Best friends forever’
https://safeYouTube.net/w/5FIB
Talk about who are the friends in each of the song and how do you know?
Questions:
Do you think you are a good friend and why?
Who are your friends?
What do they do to make them a good friend?
Are you always friends or do you sometimes fall out?
Talk about what friendship is all about: getting on, sharing, taking turns and helping each other
Communication & Language (C&L)
Key focus: Narrative – ‘On the way home’ by Jill Murphy
Activities:
Question: Think about if there are any characters in this story that are the same as in the stories over the last few weeks?
Watch and listen to the story, On the Way Home, being read by Mrs Woodward (see attached). Another story telling
can also be watched by following this link: https://safeYouTube.net/w/ZZIB
Questions: Have you ever had an accident and hurt yourself? Where did it happen? How did it happen? How were you
hurt? What did you do then?
Talk about the following 4 components of narrative: Who? Where? When? What happens next?
Who is the main character in the story? Who are the other characters?
Where did Claire hurt her knee?
When did Claire get her plaster?
What happened next? After each meeting with a friend, stop the recording. Can you remember what
happened next? What was Claire’s next reason for falling over?
Extension activity:
Focusing further on the ‘what happens next’ component of narrative, talk about:
What do you think happened next after Claire received her plaster at home?
What other things could have happened to Claire if, for example, she met: a dinosaur, an astronaut or a
teacher!
Other stories by Jill Murphy include:
Peace at Last https://safeYouTube.net/w/mYJB
Whatever Next https://safeYouTube.net/w/WfKB
A Quiet Night In https://safeYouTube.net/w/slKB
The ‘Speech Link Association’ has sent an address where some fun talking and listening games may be accessed; these
include activities that can be done as part of day-to-day home routines:
https://speechandlanguage.info/parents/activities
“We have put together some games and activities for you to use at home to encourage your child’s talking and
listening. Some activities are aimed at developing your child’s understanding by using everyday activities. Our
speech activities develop your child’s listening skills. Our language activities focus on supporting understanding
of language.”
Physical Development (PD): fine motor
Key focus:
Developing fine motor control – use tools and objects with safety and increasing control.
Activities:
Create a snake, like the one in the story.
With your child’s help, pre draw a spiral snake or download a template
from:
https://www.education.com/worksheet/article/cutting-spiral-snake-
prek/
Support your child to cut out the spiral shape (- remind and support
them to hold the scissors the correct way up, with thumb in the top hole
and two fingers in the bottom hole) and to try and cut as close to the
guide line as possible.)
Your snake can then be decorated in many different ways, such as:
collage, colouring, sticky shapes.
Perhaps you could make ‘a bed’ of snakes? (This is the name for a
collection of snakes!)
Further activities:
The wolf has a knife and fork in his hand. I wonder why?
Using a knife and fork, can you cut up your own meals? (This may need modelling).
If you have some play dough at home, you could use a knife and fork to cut up some dough into pieces.
Support and ideas may be found at:
steppingstonesforchildren.com.au/2015/09/15/teaching-kids-to-use-a-knife-and-fork/
Using a sharp knife (with support), try and create pizza faces by
chopping up vegetables. Claire had many different emotions during
the story: she was shocked, happy and sad.
Can you make your pizza faces that have different
expressions?
The recipe is on:
https://www.nhs.uk/change4life/recipes/pizza-pitta-faces
Physical Development (PD): gross motor
Key focus:
Travel confidently in a range of ways
Show increasing control over an object, such as a ball
Activities:
Controlling a ball
Provide your child with:
A range of items that can moved, such as: balls or screwed-up paper and a racket or a stick.
Something that can be used to make marks on the floor, such as: chalk for outside, masking tape, string or rope for inside.
Draw a range of lines - make them different lengths and shapes e.g. straight, curved, zigzag.
Working with your child, explain that, with their ball, they need to carefully move it along the lines and
shapes, and not to let it roll away.
You could try the activity with different size balls- larger balls are easier to control.
When they have some success, the next challenge is to use a bat or stick to gently push the ball along the
lines, again, with some control.
If your child is finding the task challenging, offer lots of praise and possibly model the activity or make it
into a family game.
If your child is managing well, then challenge them to move faster, perhaps jogging as they move the ball.
Extension activity:
Score a goal
Provide your child with:
A range of different goals, such as: boxes on their side, a semicircle made from rope- placed a distance apart but opposite.
At least one ball; ones of different sizes if you have them.
A racket or stick
Working with your child, explain that, with their ball and racket, they need to practice moving the ball along
the floor from one target to another. Support them with controlling the ball.
Then working with your child, and using one goal, take it in turns to be the goal keeper, and try to score a goal
using the ball and racket only.
Again, larger size balls may be easier at first.
Explain to the children that when defending they should try to block the ball form getting into the goal.
Key focus:
Experiments with different ways of moving, safely negotiating the space being used.
Encourage your child to participate in everyday physical activities. Here are some suggestions:
Simba’s Mighty Roar https://www.nhs.uk/10-minute-shake-up/shake-ups/simbas-mighty-roar-jumps
Cosmic yoga – Wild Animals https://safeYouTube.net/w/vg2D
Cosmic yoga – Crockles the Crocodile https://safeYouTube.net/w/mj2D
Literacy (L):
Key focus: Phase 1 phonics - story sounds
Activities:
Using a variety of musical instruments or house hold objects, recreate a musical version of ‘On the Way Home’.
Listen to the story again and think about how each of the characters may sound as the move around. How
could this be described?
Think about what instruments or sounds could be used for:
Claire walking and falling over – e.g. tapping hands on legs and then clapping
The wolf – e.g. tapping feet on the floor
Alien – e.g. whistling
Crocodile – e.g. gnashing of teeth
Snake – e.g. moving rice in a container
Dragon – e.g. waving a towel
Gorilla – e.g. banging a spoon on a plastic container
Giant – e.g. banging a spoon on a pan
Ghost – e.g. blowing air
Witch – e.g. cackling
Then using either story video from above, play the story and act out the parts. This could be a family event
that is recorded!
Further activities could include:
Extension for children beginning Reception in Sept 2020
Key focus:
Hears and says the initial sounds in words and understands alliteration (week 2)
Activities:
Continue the work on alliteration from last week. (Alliteration is when you put several words together to make a
phrase or a sentence and all the words begin with the same sound – like a tongue twister.)
Recap, using the initial sound in your child’s name. For example: ‘Happy Helen’; ‘Loud Louise’; ‘Twirling
Trevor’.
Play the Bertie the Bus games – the PDF documents are enclosed (These activities do not have to be
completed in one day and could be revisited several times over the coming weeks)
For each document, give the initial sound of the items that your child is looking for e.g. ‘p’.
The letter is on the front of the bus.
Your child may even recognise the letter sound independently.
Name the animals that are waiting at the bus stop.
Emphasise, or ask your child to name, the initial sound of each animal. For example: ‘s’slug
Ask them which animal begins with the sound that you are looking for?
Continue the same process for each slide.
As the bus begins to fill, ask your child to repeat the names of the animals, e.g. “On the ‘p’ bus there
is a parrot, a panda…”- emphasising the initial sounds.
On the final slide, see if your child remembers the sound of the animals that they were searching for
and to list them without looking.
Further activities could include:
If you would like support with pronouncing any sounds, then visit:
Exwick Heights web site
School Blog
Phonics Videos (https://exwickheightsblog.co.uk/phonics-videos). Using sets 1-7, these
will show you how to pronounce sounds phonetically. (If you would like to share these
videos with your child, you are most welcome. However, there is no pressure for them
to learn these sounds at present, as this is part of the Reception curriculum from
September 2020)
Alpha blocks is also a good resource for hearing initial sounds:
https://www.bbc.co.uk/cbeebies/curations/alphablocks-stage-1
Mathematics (M)
Key focus:
Recites numbers in order to 10 and beyond
Says the number that is one more than a given number.
Activities:
With your child, modelling as necessary, count in sequence from 1-10.
Repeat this activity, using your fingers, and your child using their fingers – reminding them that they can only
hold up a finger as a number is said (so that the number being said corresponds with the quantity of fingers
being held up).
Repeat the task, but this time talk about ‘one more’. “One, plus one more is 2, plus one more is 3….”,
continuing to 10, and modelling adding one more.
Repeat this activity several times until your child is able to join in with some independence.
Watch Number blocks – Just add one https://safeYouTube.net/w/XRKD
Talk with your child about what they can see happening to the Number blocks in this picture?
Do they notice that the towers get one block bigger each time?
Could you create this picture with blocks at home – using items such as: Duplo, wooden bricks or LEGO.
Emphasise each time, “and one more is…”
Extension activity:
Ask your child what is one more than a random number; e.g.” What is one more than 5?”. They may be able to tell you by just
thinking or, using your fingers and modelling and counting, you could support them this way.
You could repeat all of the above steps, working on numbers beyond 10.
Further activities include:
Complete the enclosed PDF One More than Monkey.
Sing-a-long to the song: ‘One Man Went to Mow’ https://safeYouTube.net/w/CkMD, recalling ‘one more’ each time.
Understanding the World (UW)
Expressive Arts and Design (EA&D)
Key focus:
Talk about some of the similarities and differences in relation to friends or family.
Talk about things they have observed in animals
Shows interest in different occupations and ways of life.
Engages in imaginative role-play
Activities:
In our story, do you remember what part of the body Claire hurt?
Using the enclosed PDF Parts of the Body, with your child have a look at the different pictures.
Can your child name the body part and find it on themselves each time?
Can they find the body parts on other family members? Are they the same or different, for example: hand size,
hair colour etc.?
Look at and discuss the enclosed PDF We are all different to reinforce this.
Using the enclosed PDF Scavenger hunt checklist, your child could go on a ‘part of the body hunt’.
Talk to your child about the roles of doctors and nurses. (This may link to why we are ‘clapping for our carers’ or why
you have made a rainbow picture at home).
Use the PDF People who help us - Hospital to support your conversations.
Does your child have a medical kit or a nurse or doctor role play outfit, or do you have a few spare plasters or
bandages? You could support your child in role playing at being a doctor or nurse to look after toys or family
members.
This is a link to print out a doctor’s bag:
https://www.twinkl.co.uk/resource/au-t-678-australia---doctors-surgery-doctors-bag
You could try practicing bandaging an arm or leg. St Johns ambulance has some videos or here is a poster:
Key focus
Talk about differences and changes observed whilst cooking
Activities:
Making star biscuits for the aliens that tried to take Claire away, (or any shape cutter you have):
Using the recipe on the enclosed PDF Making Star Biscuits
Investigate and discuss about the different changes that happen whilst you bake. Why can you not see the
margarine, flour and sugar when you have made your mixture?
Does mixing change the way the ingredients look?
Do your biscuits taste delicious?
Where is Hugs?
Hugs has been counting this week. Have a look at the enclosed PDF Hugs and see if he is able to count ‘one more’ each time?
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