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Our Vision
Here at Good Shepherd Early Years, we believe every child is unique and created in the image and likeness of God.
Our young children are at the heart of everything we do.
We celebrate the unique qualities and interests of every child and nurture them to reach full potential to take their place in the world.
In Romero we have set out our principles here.
Our Mission
We nurture our children by-
This will enable our children to become engaged, independent and creative learners.
PE
Our PE day is ?, please make sure you have your PE kit in school.
Curriculum information
Nursery’s Spring 2020 curriculum map
| AUTUMN 1 | AUTUMN 2 | SPRING 1 | SPRING 2 | SUMMER 1 | SUMMER 2 | |
|---|---|---|---|---|---|---|
| Communication and Language | Listening to sounds and rhymes 22 - 36: responding to simple questions and concepts 22 - 36: use simple sentences and questions 22 - 36 | Singing sounds Nativity play 30 – 50: Use ‘and’, ‘because’ to link ideas 30 -50 follow simple instructions 30 -50: Extend vocabulary | Story/circle times – 40 – 60: use talk to connect ideas 30 - 50: focuses attention and follows directions 30 - 50: listens and joins in with repeated refrains | Listens to others in groups . 30 - 50: recalls story events in correct order 30 -50 - – Listen with attention | Questions why things happen – 30 -50– understand why and how questions 30 -50 respond to 2-part instructions 40 -60 | Follow a story with no pictures or props 40 - 60. |
| Personal, social and emotional development | Making new friends 22 – 36: expresses feelings and understands routines– 22 -36: chooses own activities: 22 -36 | Asks adults for help 30 -50: talks to other children when playing 30 -50: shows friendly behaviour 30 -50 | Plays with others 30 -50: understands that our actions affect other people | Know some words and actions can hurt others 30 -50 Circle times: | Begin to take turns 30 -50 Play as a group, initiate play talking to others to join in 30 – 50 | 40 – 60 Find compromise 40 -60 respond to others |
| Physical development | Run on whole foot, draw circles and lines climbs on equipment 22 – 36 drinks from a open cup 22 -36 helps with putting on hats and coats 22 -36 | Can say when feel hungry or tires 30 -50 understand tools have to be used safely 30 – 50 :Experiments with different ways of moving. | Travel in different ways 30 -50 – dress with help, 30 -50:hold pencil with thumb and fingers not whole hand 30 -50, copy some letters 30 -50 | understand tools have to be used safely 30 – 50 40 – 60: travel with confidence 30 -50–control. School nurse visit – wash and dry hands/hygiene | Know how active effects the body 30 - 50 – negotiate space changing speed and direction 30 -50 | Form recognisable letters 40 -60 |
| Literacy | Joins in singing rhymes and song 22 – 36: Distinguish from marks made 22 -36. | 30 – 50: handles books and turns page carefully and joins in with stories :aware of how stories are structed: give meanings to marks 30 -50. | Enjoys rhyme 30 -50: joins in repeated refrains 30 -50: describe stories 30 -50: talk about marks seen in different places 30 -50 | Anticipate events in a story, talk about characters 30 -50:Listens to stories with increased attention 30 -50. | Suggest how stories may end 30 -50: Say initial sounds in words 40 – 60 | Segment sounds in simple words 40 – 60 |
| Mathematics | Number –know some number names in order. Know when there is more or less:22 -36 . . | Number -30 -50 use some number names in play, begin to represent numbers using fingers or marks on paper SSM – 30 – 50: use shapes for tasks, play with shapes and make patterns. | Number –.use number names accurately, match numerals to quantities 30 -50 | Number –30 -50 talk about numbers, know how many objects ore in a set, compare two groups of objects . | Number –30 -50 separate groups of object not 3 or 4 ways, show an interest in word problems | Number 40 – 60 estimate how many objects are in a group, count up to ten objects and beyond SSM 40 – 60 order objects by length or height |
| Shape, space and measure sort objects, anticipates times such as snack time and home time 22 -36 | SSM – 30 -50 begin to talk about shapes, use positional language | SSM –30 -50 find similar shapes in the environment, . | SSM 30 -50 shows an interest in shapes by sustained construction and talking about them | |||
| Understanding the world | Show an interest in family and friends/similarities and differences 22 -36notices things 22 -36 | Christmas – similarities and differences in traditions Autumn/Winter – 30 – 50: notice features of the environment. Look at change. world. Explore materials | 30 – 50 Talk about significant events in their lives. Talks about special times with family and friends 30 – 50 | Spring Understand change over time 30 -50. Talk about the natural world 30 -50 Shows interest in different jobs. 30 – 50 | Growth and new life observations about animals and plants and talk about them showing care for living things 30 -50. Talk about things that make them unique 30 -50 | Growth and new life: similarities and differences 40 -60 |
| Expressive arts and design | sings a few familiar songs and make sounds 22 - 36 Home corner engage in role play, based on first hand experience | Taps out simple rhythms 30 -50 explore how sounds can change 30 -50 : sing songs 30 -50: explores what happens when they mix colours. | Use different materials to construct–30 - : create simple representations of events: create props for role play 30 -50 | Experiment with sound 30 -50 move to rhythm and music 30 -50 : create movements to music 30 -50 | Experiment with texture and colour 30 -50 Capture experiences with different media 30 -50 | Use a variety of material to create new effect 40 -60 chose colours for a purpose 40 -60 |
