Some teachers will be posting links to Espresso resources using Google Classroom. If Espresso asks you for a username and password then you will need to do the following.
1) Click on the Espresso link on the Wonde Dashboard. This will log you into Espresso automatically. You may need to click on one of 3 options. Make sure you click on Espresso rather than Espresso coding. Once you see the Espresso home page you will need to leave this tab open.
2) Go back to the Wonde Dashboard and click on Classroom.
3) Click on the Espresso link in Google Classroom and it should load up the correct page in Espresso and log you in automatically.
If you are struggling to access Google Classroom using the Wonde login then it might be because your computer / tablet / phone has a personal Google account attached to it. If this is the case you will need to use an incognito window (Google Chrome) or in private browsing (Ipad). Once you have one of those windows loaded up you will be able to log in to Wonde and Google Classroom using the https://edu.wonde.com/login/exwick link. Instructions on how to do this for various browsers are below. Please see alternative blog post if you are using a Chromebook.
Ipad or Iphone: https://support.apple.com/en-gb/HT203036
If you are using a Chromebook at home you will need to do the following:
- Log out of your Chromebook
- Click on Add Account
- Type in your child’s school Google address. This will be: email@example.com
- Enter the emoji password
- You should now be able to access everything from the Wonde Dashboard
Overview of Teaching and Learning (NURSERY)
Week beginning 23rd March 2020
Personal, social and emotional development (PSED)
Key focus: Stranger Danger – to know what a stranger is and how to stay safe if a stranger approaches me.
- Read or watch: Red Riding Hood. https://www.youtube.com/watch?v=ivg_Yc-YDYo Did RRH know the wolf? He was a stranger. Should she have talked to him?
- Read: ‘Never Talk to Strangers’ https://www.youtube.com/watch?v=qegD8yn6uiE
- Talk through scenarios linked to the book; if possible, act it out with another grown up member of the family and talk to your child about ways that they could keep safe and what they need to do.
- Questions: What do strangers look like? What should you do if you get lost? How can you get help, who could you go to?
- Plan things you can do and say if you are ever approached by a stranger.
- Things to remember:
- grown-ups who need help would ALWAYS ask another grown-up for help, so if they are asking you for help, say ‘NO’ and don’t go.
- You should not tell someone you don’t know your name or where you live, unless your adult says it’s ok.
- Do not leave with someone you do not know; your adult will never ask a stranger to get you.
- Do not take anything from a stranger, especially sweets, an animal, money or a ride in their car.
- If you feel scared, find someone who will help you.
- Do: Google search ‘Stranger Danger’ for quizzes and colouring pages to promote conversation
Communication & Language (C&L)
Key focus: narrative – Rosie’s Walk
- Read or watch and listen to the story, Rosie’s Walk by following this link: https://www.youtube.com/watch?v=R3kNUTwJhf8
- Talk about the following 3 components of narrative: Who? Where? When?
- Who is the story about?
- Where does the story take place? Where does Rosie walk?
- When did Rosie get ‘home’?
- Focusing further on the ‘when’ component of narrative,discuss the activities of the day and what happens/happened ‘when’. To do this:
- Provide a bag of objects e.g. toothpaste, cereal, book, pyjamas, soap, toy, pencil, lunch box
- Encourage your child to take an object and tell you when the object was used e.g. breakfast time, lunch time, story time, etc.
- Extend: Construct a simple timeline, by stretching a long piece of string along the floor. Encourage your child to place the objects in the order they were used.
- Other weblinks for story time:
- Another useful website aimed at supporting early communication and language development:
https://hungrylittleminds.campaign.gov.uk/ This website has a lots of activity ideas and links to other websites. Highly recommended!
Physical Development (PD): fine motor
Key focus: developing fine motor control
- Provide opportunities to use one-handed tools and equipment e.g. scissors, playdough tools, cooking utensils, pen/pencils, etc
Key focus: moving freely and with confidence in a range of ways
- Encourage your child participate in everyday physical activities. Here are some yoga disco activities:
- Space picnic : https://www.youtube.com/watch?v=d85dw-AcAaU
- Rabbits : https://www.youtube.com/watch?v=9gV85rd3yTc
- The body coach, Joe Wicks, has announced that from Monday 23rd he will broadcast live PE lessons at 9am from Monday to Friday: https://www.youtube.com/watch?v=K6r99N3kXME
Key focus: Phase 1 phonics
- Singing nursery rhymes and songs: https://www.bbc.co.uk/teach/school-radio/nursery-rhymes-songs-index/zhwdgwx
- Phonics Play supports our literacy work: https://www.phonicsplay.co.uk/ Log in as follows:
- Username: march20
- Password: home
- Click on:
- parent button à pre-school children à phase one (games for all children)
- parent button à pre-school children à phase two (extension for children beginning Reception in Sept 2020)
- Alphablocks (extension for children beginning Reception in Sept 2020):
Key focus: numbers 1-10
- Encourage your child to count and use numbers in everyday activities e.g. counting the right number of spoons for the breakfast table; counting the number of steps to the top of the staircase; recognising numbers in the environment; etc
- Useful websites:
Understanding the World (UW)
Key focus: to observe and talk about the signs of spring.
- If possible, go for a walk or out into the garden and look for any signs of spring.
- During spring, lots of animals have their babies. Explore the names of different baby animals. Do any animals share the same baby name?
- Technology: create spring pictures using a paint app/program AND/OR take photographs of signs of spring
- Make a weather chart to show our spring weather across the period of a week.
Expressive Arts and Design (EA&D)
Key focus: to explore texture in art and craft activities
- To create a simple collage (using reclaimed, natural, or other materials), which is inspired by spring time.
This week we have enjoyed the story ‘Whatever Next?’ Baby Bear wants to go to the moon but Mrs Bear thinks it’s a silly idea. Using everyday household items Baby Bear goes on an exciting adventure making friends with an owl on the way. When he lands back into the house with a bump, Mrs Bear doesn’t believe where he has been… Whatever Next!
Some of us have been very busy flying in our rockets to the moon to take part in energetic, space-themed yoga. We have also been thinking about what special things we would take to the moon if we ever got the chance to go. We had some interesting suggestions but most decided they’d like to take food, drinks and their favourite toys.
In Maths, we have been learning about capacity this week – we have used a range of containers and described whether they were full, empty or half full.
We also have been learning how to make our vocabulary grow by using different words for found. These included; discovered, located and detected.
Our signs this week have been: owl, moon, stars.
Everyone in FSU would like to thank you all for your support during these uncertain times. In the event of school closure, we will be uploading work for your children to complete at home – this can be accessed using your Wonde login which you have already received.