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Owls (Nursery)

Tawny Owl (Strix aluco) - British Birds - Woodland Trust
Photo credit: Woodland Trust


Spring Curriculum Overview

This term our topic is ‘Let’s Explore’.  

This term, the children will learn about the environment they share with others, including their homes, school and places in their local community. They will explore journeys through stories and talk about what they see, hear and feel. 

We will also explore seasonal changes and continue to develop cultural awareness and celebrate religious festivals.

Area of learning 

Teaching and Learning 

Parental Involvement 

Communication and Language 


We will continue to develop listening and speaking skills. These are developed daily through high quality interactions, group time, stories, singing and book talk times. We will develop and build upon the children’s vocabulary as they play and learn. 


  • Hear and use new vocabulary from stories, rhymes and poems and non-fiction books 

  • Develop sentence structure through stories and games 

  • Model starting conversations and taking turns to speak  

  • Develop their understanding by asking questions about what has happened or that has been said to them  

  • Developing ‘how’ and simple ‘why’ questions. Model how to ask questions. 

  • Sequencing stories and events (remembering more) 



At the end of each week, the Nursery staff will send, via email, information about what the children have been learning that week. There may also be some suggestions of activities that you could do at home to create opportunities to talk and make links with the learning done at school. 


We support the children to say, “Please can I have a turn?” The other child may respond by giving the toy to them or might say, “when I’m finished.” The child is then supported to wait their turn. This can be reinforced at home with siblings too. 


Website to help you support communication and language skills with your child. 

Tiny Happy People 


Personal and Social Development 



We follow the JIGSAW scheme of work. This term the children are learning about ‘Dreams and goals’ and ‘Healthy Me’. The PSHE ethos remains at the core of our curriculum. 


  • Dream, goals and  aspirations - how to achieve goals and understanding the emotions that go with this (challenges, keep on trying and being proud) 

  • Healthy me - exercising our bodies, healthy eating, sleep, keeping clean, safety and internet safety 


Healthier Families - Home - NHS ( 


Pre-school (0-5) online safety advice | Internet Matters 



Physical Development 

Physical development plays a huge part of our ‘Early Years’ curriculum. The children will have daily opportunities for climbing, riding bikes/scooters/trikes and developing ball skills. 

  • We will continue to use the outside resources to build obstacle courses. 

  • There will be opportunities to practise throwing and catching with large balls. 

  • We will have a weekly PE session in the hall (Monday). Children will take off their shoes and socks. We will focus on travelling, movement and balance activities. 

  • The children will use the outside and inside climbing equipment to develop their balance, control and co-ordination.  

  • We will use the bikes/scooters/trikes, within the nursery garden and on the big playground, to develop spatial awareness and control. 


The children will also be developing their fine motor skills each day (early morning work). 

  • We will continue to develop control when using a range of objects or resources when threading, using tweezers, pincer grip activities, spreading glue and sticking objects to the glue, pouring, scooping and digging. 

  • Develop control and co-ordination when using scissors to cut. 

  • We will be exploring mark-making with chalks, paint and pens. 


Continue to provide opportunities for children to be active. 




Support your child to put their shoes and socks on independently. 


Support your child to develop skills to put on their coat and do up their zip. 










We will be fostering a love of reading. The children will have an opportunity to look at books in our book talk sessions and listen to stories read to them. We will talk about what is happening and about the characters.  

  • Develop an awareness of book features and structures for fiction and non-fiction (front and back cover, title) 

  • Reading their name and familiar signs  (labels and shop signs) 

  • Join in with stories, rhymes, poems, songs, non-fiction texts.  

  • Hearing sounds in the environment, making body sounds, listening to simple instruments and clapping syllables 

  • Hear initial sounds related to children’s names. Recognise when children have the same sound as each other.  


There will be daily opportunities for children to experiment with their own writing. Children will be shown, if they don’t know already, how to hold a mark making tool with a comfortable grip. 

  • Mark make using pens, pencils, paintbrushes.  

  • Begin to follow pattern outlines such as wavy lines, straight lines, bumpy lines, etc. 

  • Give meaning to the marks they make. 

Share and read the library book chosen each week by your child. Talk about what is happening and who the characters are. Remember more about the story. 



Attend book talk/stay and play sessions (see the newsletter for the dates). 


If the children have a favourite book at home, please encourage them to bring it in, so we can read it within Nursery. We love to know what the children enjoy reading at home! 


Children love to mark make – provide pens and pencils for children to strengthen their hand muscles.  

Support children to hold their pencil correctly. 

Mark Making 


Numeracy is developed daily through high quality interactions, group time, early morning work and during independent learning. 

  • There will be opportunities for purposeful counting e.g. counting children, milks, chairs, and fruit. Teachers will model counting along the number line and stopping at the correct number. 

  • Say one number name for each item in order e.g. 1, 2, 3, 4, 5 (1:1 counting). 

  • Develop organisation when counting and remember the last number counted tells them how many there are. 

  • Identifying small amounts without counting up 3  

  • Positional vocabulary such as in, on, over, behind, in front, etc 

  • Talk about and explore 2D and 3D shapes using informal and mathematical language. 

  • Number recognition (first to 5 and then to 10) 

Use various opportunities to count e.g. doing up buttons, climbing stairs, collected items etc.  


Sing number songs 

Counting Sounds 


When out for a walk, look for numbers all around them. 


Look around you for patterns and shapes. Talk about what you can see. 

Understanding the World  

Past and Present  

  • Comments on fictional characters in stories and the journeys they make. 

  • Share similarities between characters, figures, places or objects. 

  • Comments on their own experiences. 

People, Cultures & Communities 

  • We will develop an awareness and foster positive attitudes about differences in what people believe and where they gather to celebrate/worship.  

  • Talk about different houses, including where they live.  

  • Know they live in Royston (surrounding area) which is in England.  

  • Talk about what they see in their environment e.g. park, shop 

  • Explore simple maps and features within the school grounds.  

  • Make simple map and plan a journey (chalks and bikes)  


The Natural World 

  • We will be developing curiosity for the world around them. We will talk about what they see and hear (using their senses) by going for walks in the school grounds and making collections of things to share (seasonal changes). 

  • Explore the world around them and how things work (floating, sinking, kites, ramps, push and pull).  


Let the nursery staff know about the celebrations that are important to your family so that we can learn more about different faiths and religions. If you can, come in and talk to the children about how you celebrate! 





When you are out and about point things out to your child. Talk about where you live and the places you visit e.g. the shops, family homes, the park. 





Expressive Arts and Design 

  • Develop skills such as painting, printing, cutting and joining. Using natural or man-made resources to create their own artwork/express their ideas.   Support children with their needs  

  • Use a range of media and tools to create images.   

  • Add resources to play dough to create patterns.  

  • Model using building resources to create roads and pathways. Work together to create small worlds. Continue to develop simple storylines and relate to stories and rhymes. 

  • Develop drawing skills – support observational skills e.g. train, princess  

  • Sing a selection of nursery rhymes and songs (singing box)  

  • Responds to music through movement and expressing what they like/dislike. Talk about how it makes them feel. 

  • Copies basic actions and begins to learn a short dance routine 


Sing nursery rhymes together. 

Nursery Rhymes 


Collect natural materials to make pictures and collages.