Category Archives: Home Learning

Nursery Home Learning

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.

Activities:

  • 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?
  • Think:
  • 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

Activities:  

  • 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:

https://www.oliverjeffers.com/books#/abookaday/

https://www.bbc.co.uk/cbeebies/stories
  • 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

Activities:

  • 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

Activities:

Literacy (L):

Key focus:  Phase 1 phonics

Activities:

https://www.bbc.co.uk/cbeebies/curations/alphablocks-stage-1

Mathematics (M)

Key focus: numbers 1-10

Activities:

Understanding the World (UW)

Key focus: to observe and talk about the signs of spring.

Activities:

  • 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

Activities:

  • To create a simple collage (using reclaimed, natural, or other materials), which is inspired by spring time.