Both my 2 daughters have attended Foresters throughout their primary school and they have been safe and happy . The teachers have been so amazing to my children and myself, they communicate to me about everything going on at school, they have supported me as a parent in many situations, the ladies at the reception/ office are so amazing, they are so welcoming and helpful and I like their beautiful smiles, I feel calm and at ease when talking to them. My children have not experienced any bullying in Foresters, my children and I will never forget Foresters, they have surely given my children a good start in life.
Nursery
Our two-year long-term curriculum plans indicate which subjects are taught in which terms. Over two years, each child has the opportunity to experience the full range of National Curriculum subjects. Staff have pulled together areas of learning from different curriculum subjects which contain similar themes or links. This allows for a more creative and cross-curricular approach to learning and encourages children to apply skills in a variety of ways.
Children join nursery when they are 3 and can stay until they join reception. We therefore have a rolling intake and a range of ages in class. Below is the curriculum that is adapted to meet the needs of all the children.
We are currently on cycle B
Cycle A |
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Term 1 |
Term 2 |
Term 3 |
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Driver Project
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Me and My Community |
Once Upon a Time |
Starry Night |
Dangerous Dinosaurs |
Sunshine and Sunflowers |
Big Wide World |
Mini Project
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Exploring Autumn |
Sparkle and Shine |
Winter Wonderland |
Puddles and Rainbows |
Shadows and Reflections |
Splash |
Prime areas |
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Communication and language. |
Storytelling and poems. Develop listening skills.
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Join in and retell familiar stories. Join in with songs and rhymes. |
Retell stories Request favourite songs and rhymes. |
Listen and respond to others. |
Explore and talk about likes and dislikes |
Following longer classroom instructions |
Personal, social and emotional development |
Separate from carers. Create class rules Talk about emotions.
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Sit for circle activities and follow simple classroom routines |
Join others in a group activity. Label simple emotions |
Begin to take turn with others with adult support.
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Turn take and share toys.
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Recognise emotions in others. |
Physical development |
Fine and gross motor movements Move safely around the classroom and explore climbing equipment safely. Explore mark making equipment including paint and crayons. |
Fine and gross motor movements Begin to self-select mark making materials. Encourage taking safe risks and exploring new equipment. |
Fine and gross motor movements Show greater control over gross and fine motor movements. Participate in obstacle courses.
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Specific Areas |
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Literacy |
Foundations of Phonics – Little Wandle Mark making (large scale and small scale) with a range of materials |
Foundations of Phonics – Little Wandle Encourage mark making and ”reading” their “writing” |
Foundations of Phonics – Little Wandle Continue to mark make and beginning to write their name and |
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Mathematics |
Colours Matching & sorting Numbers 1-3 |
Numbers 1-5 Measures - height, mass capacity |
Sequencing More/ fewer Positional language 2d 3d shapes |
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Understanding the world |
Weather observe and name weather. People who help us. |
Winter celebrations and festivals |
Night time animals.
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Dinosaurs Long long ago |
Growing |
Holidays |
Expressive arts and design |
Role play & small world play on a theme. Singing and playing musical instruments
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Role play & small world play on a theme. Singing and playing musical instruments |
Role play & small world play on a theme. Singing and playing musical instruments |
Cycle B |
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Term 1 |
Term 2 |
Term 3 |
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Driver Project
|
Let’s Explore |
Marvellous Machines |
Long Ago |
Ready Steady Grow |
Animal Safari |
On the Beach |
Mini Project
|
Build It Up |
Puppets and Pop Ups |
Stories and Rhymes |
Signs of Spring |
Creep, Crawl and Wriggle |
Move it |
Prime areas |
|
|||||
Communication and language. |
Storytelling and poems. Develop listening skills.
|
Join in and retell familiar stories. Join in with songs and rhymes. |
Retell stories Request favourite songs and rhymes. |
Listen and respond to others. |
Explore and talk about likes and dislikes |
Following longer classroom instructions |
Personal, social and emotional development |
Separate from carers. Create class rules Talk about emotions.
|
Sit for circle activities and follow simple classroom routines |
Join others in a group activity. Label simple emotions |
Begin to take turn with others with adult support.
|
Turn take and share toys.
|
Recognise emotions in others. |
Physical development |
Fine and gross motor movements Move safely around the classroom and explore climbing equipment safely. Explore mark making equipment including paint and crayons. |
Fine and gross motor movements Begin to self-select mark making materials. Encourage taking safe risks and exploring new equipment. |
Fine and gross motor movements Show greater control over gross and fine motor movements. Participate in obstacle courses.
|
|||
Specific Areas |
|
|||||
Literacy |
Foundations of Phonics – Little Wandle Mark making (large scale and small scale) with a range of materials |
Foundations of Phonics – Little Wandle Encourage mark making and” reading” their “writing” |
Foundations of Phonics – Little Wandle Continue to mark make and beginning to write their name and |
|||
Mathematics |
Colours Matching & sorting Numbers 1-3 |
Numbers 1-5 Measures - height, mass capacity |
Sequencing More/ fewer Positional language 2d 3d shapes |
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Understanding the world |
Explore the school environment. People who help us
|
Technology at home and school.
|
Life now and in the past. |
Seasonal changes Spring Festivals
|
Animals around the world. |
Holidays |
Expressive arts and design |
Role play & small world play on a theme. Singing and playing musical instruments
|
Role play & small world play on a theme. Singing and playing musical instruments
|
Role play & small world play on a theme. Singing and playing musical instruments |