Month 1 · Week 1 · Day 1

LiteracyNUR-LIT-001

My Name Card — Recognition and Welcome Board

Duration: 3–5 minutes daily (embedded in arrival routine)
Preparation Time: 10 minutes (one-time setup)
Group Size: Individual on arrival

Start teaching — follow the steps below.

Learning Objective

Child finds their own name card and places it on the welcome board — building name recognition in a meaningful daily context

Materials Required

Name cards — one per child, photograph on one side, name on the other
Welcome board at child height
Named pegs with photographs for bags

Teaching Steps

1
Can you find YOUR card? Look for your photo!
2
What letters can you see in your name?
3
Which letter comes first in your name?
4
You found it — now place it on the board!

Questions to Ask

Can you find YOUR card? Look for your photo!
What letters can you see in your name?
Which letter comes first in your name?
You found it — now place it on the board!

Teacher Notes

Observe whether child locates their name card independently. Note whether child points to or names any letters in their name.

Extension / Enrichment

Support: For children not yet recognising their name: place photo side facing up. Gradually turn to name side as recognition develops. Extend: Can you find a friend's name card? Can you read any of the letters in a friend's name?

Assessment

Observe whether child locates their name card independently. Note whether child points to or names any letters in their name.

Home Connection

Write your child's name on a sticky note and put it on their bedroom door. Every morning: can you find your name? Point to each letter as you say it.

Suggested printables

•Pre-Writing Strokes — 5 Tracing Paths · worksheet

Suggested printable: Pre-Writing Strokes — 5 Tracing Paths. Printables are teacher-sourced. Search Canva or Twinkl for an age-appropriate version that matches this lesson theme.

Social-EmotionalNUR-SE-001

Self-Introduction — My Name, My Age, One Thing About Me

Duration: 25 minutes
Preparation Time: 3 minutes
Group Size: Whole class circle

Start teaching — follow the steps below.

Learning Objective

Child introduces themselves with name, age, and one personal fact in a group circle — building social confidence and verbal self-expression

Materials Required

A talking object — a soft toy or stone passed around the circle
Name cards displayed for reference

Teaching Steps

1
When you hold the [toy] — it is YOUR turn to speak! Everyone else listens.
2
My name is [teacher]. I am [age]. My favourite thing is [example]!
3
Now you try! My name is...
4
Thank you [name] — we are so glad you are here!
5
Who can remember [name]'s favourite thing?

Questions to Ask

When you hold the [toy] — it is YOUR turn to speak! Everyone else listens.
My name is [teacher]. I am [age]. My favourite thing is [example]!
Now you try! My name is...
Thank you [name] — we are so glad you are here!
Who can remember [name]'s favourite thing?

Teacher Notes

Observe whether child produces a complete self-introduction with name and at least one personal fact. SE-M1-b milestone.

Extension / Enrichment

Support: SLOT PACK — Core (10–12 min): name only introductions. Practice (6–8 min): add age. Extension (5–7 min): add one personal fact; never force speech. Close (2 min): clap for each brave voice. Extend: Introduce a friend instead of yourself.

Assessment

Observe whether child produces a complete self-introduction with name and at least one personal fact. SE-M1-b milestone.

Home Connection

Practice the introduction at home with family members. My name is [name], I am [age], and I love [favourite thing]!

Fine MotorNUR-FM-002

Paper Tearing — Bilateral Coordination

Duration: 25 minutes
Preparation Time: 3 minutes
Group Size: Whole class

Start teaching — follow the steps below.

Learning Objective

Child tears paper using both hands in a coordinated bilateral pull — building bilateral hand coordination and finger strength

Materials Required

Newspaper sheets (easiest to tear)
Tissue paper (moderate difficulty)
Coloured paper (hardest — for extension)
A large tray to catch pieces

Teaching Steps

1
Hold both sides — one hand here, one hand there!
2
Now PULL — one hand this way, one hand that way — TEAR!
3
Listen to the sound! What does tearing sound like?
4
Can you make tiny pieces? Very tiny?
5
What shall we do with all these pieces? A collage!

Questions to Ask

Hold both sides — one hand here, one hand there!
Now PULL — one hand this way, one hand that way — TEAR!
Listen to the sound! What does tearing sound like?
Can you make tiny pieces? Very tiny?
What shall we do with all these pieces? A collage!

Teacher Notes

Observe bilateral tear action — both hands initiating simultaneously. NUR-M1-FM-b achieved when child tears using coordinated bilateral pull.

Extension / Enrichment

Support: SLOT PACK — Core (10–12 min): bilateral tear with pre-started edge. Practice (6–8 min): tear strips freely. Extension (5–7 min): tear along a drawn line. Close (2 min): scrap collection for collage later. Extend: Tear a simple shape outline with help.

Assessment

Observe bilateral tear action — both hands initiating simultaneously. NUR-M1-FM-b achieved when child tears using coordinated bilateral pull.

Home Connection

Old newspapers, junk mail — free tearing practice at home. The bilateral coordination built by tearing is foundational for all later cutting and writing.

Suggested printables

•Pre-Writing Strokes — 5 Tracing Paths · worksheet

Suggested printable: Pre-Writing Strokes — 5 Tracing Paths. Printables are teacher-sourced. Search Canva or Twinkl for an age-appropriate version that matches this lesson theme.

Practical LifeNUR-PL-001

Arrival Routine — Bag, Name Card, Circle

Duration: 3–5 minutes daily
Preparation Time: 10 minutes (one-time setup)
Group Size: Individual on arrival

Start teaching — follow the steps below.

Learning Objective

Child completes the three-step arrival routine independently — bag on peg, name card on welcome board, sit in circle — building daily self-management

Materials Required

Named pegs — one per child
Welcome board at child height
Name cards

Teaching Steps

1
Good morning! Can you do your morning jobs?
2
Bag on your peg — name card on the board — sit in the circle!
3
You remembered all three steps — well done!
4
Can you do it even faster tomorrow?

Questions to Ask

Good morning! Can you do your morning jobs?
Bag on your peg — name card on the board — sit in the circle!
You remembered all three steps — well done!
Can you do it even faster tomorrow?

Teacher Notes

Count how many of the 3 steps child completes independently. Target by Week 4: all 3 without adult prompting.

Extension / Enrichment

Support: Complete the sequence together in Week 1, withdrawing one step of support per week. Extend: Child helps a new friend complete the arrival routine.

Assessment

Count how many of the 3 steps child completes independently. Target by Week 4: all 3 without adult prompting.

Home Connection

A consistent morning routine at home mirrors the school arrival routine. Bag ready, shoes on, out the door — same sequence, every day.

Today at a Glance

Quick Preparation

Teacher Script

Assessment Today

Home Connection

Quick Stats

Start Teaching

Learning Objective

Materials Required

Teaching Steps

Questions to Ask

Teacher Notes

Extension / Enrichment

Assessment

Home Connection

Suggested printables

Learning Objective

Materials Required

Teaching Steps

Questions to Ask

Teacher Notes

Extension / Enrichment

Assessment

Home Connection

Learning Objective

Materials Required

Teaching Steps

Questions to Ask

Teacher Notes

Extension / Enrichment

Assessment

Home Connection

Suggested printables

Learning Objective

Materials Required

Teaching Steps

Questions to Ask

Teacher Notes

Extension / Enrichment

Assessment

Home Connection