First days — name, self-introduction, and classroom safety

Learning Objective

• • Child finds their own name card and places it on the welcome board — building name recognition in a meaningful daily context
• • Child uses greeting vocabulary correctly in context — hello, good morning, my name is — building social literacy and confident verbal communication
• • Child finds familiar letters and own-name letters in classroom environmental print — posters, labels, and name cards

Learning Outcome

• • Child points to letters in their own name. Child traces or attempts to write their name. Child identifies at least 10 capital letters by name when shown.

Teaching Aids

• • Name cards — one per child, photograph on one side, name on the other
• • Welcome board at child height
• • Named pegs with photographs for bags
• • A puppet or soft toy for role-play demonstration
• • Name cards for each child

Home Connection

• • Write your child's name on a sticky note and put it on their bedroom door.
• • Practice greetings at home every morning and evening.
• • Spot letters on food packets at home — especially letters from your child's name.

Learning Objective

• • Child identifies big and small through real body comparisons — hands, feet, voices, and movements — building pre-number comparative vocabulary
• • Child compares two objects by hefting and correctly labels heavy and light — completing the Month 1 comparative vocabulary set

Learning Outcome

• • Child correctly identifies big versus small, tall versus short, heavy versus light when shown object pairs. Child uses positional vocabulary (inside, outside, first, last) correctly.

Teaching Aids

• • No prepared materials — the body is the tool
• • Optional: pairs of big and small objects for additional comparison
• • Pairs of objects with clearly different weights (e.g. full vs empty bottle; book vs feather/scarf)
• • Two trays labelled HEAVY and LIGHT

Home Connection

• • Big voice/small voice game at dinner.
• • Compare a water bottle and a sock at home — which is heavier?

Learning Objective

• • Child threads large beads onto a thick lace building to 8 or more beads — developing bilateral coordination and pincer grip
• • Child tears paper using both hands in a coordinated bilateral pull — building bilateral hand coordination and finger strength

Learning Outcome

• • Child threads 8+ large beads onto a lace. Child tears paper using both hands in a coordinated action. Child completes a simple peg board pattern.

Teaching Aids

• • Large beads minimum 2cm diameter
• • Thick laces with stiff tip — one set per child
• • A completed example string as a reference
• • Newspaper sheets (easiest to tear)
• • Tissue paper (moderate difficulty)

Home Connection

• • Large pasta shapes on a shoelace at home.
• • Old newspapers, junk mail — free tearing practice at home.

Learning Objective

• • Child walks a 3-metre straight line without stepping off — developing balance, body midline awareness, and directional control

Learning Outcome

• • Child walks a straight line without stepping off for at least 3 metres. Child achieves two-footed jump with clear liftoff. Child rolls a ball to a partner with aim.

Teaching Aids

• • Floor tape — 3-metre straight line minimum
• • Open floor space beside the line

Home Connection

• • A strip of tape on any floor at home.

Learning Objective

• • Child explores dry sand freely — building tactile tolerance, texture vocabulary, and sensory regulation through open-ended play

Learning Outcome

• • Child engages with sand and water without distress. Child uses at least 2 texture vocabulary words during sensory play.

Teaching Aids

• • Sand tray — deep enough for hand immersion
• • Scoops, cups, funnels, and small toys
• • Mat under the tray

Home Connection

• • A sandbox, a beach, a tray of dry rice at home.

Learning Objective

• • Planned across the month — see daily plans for this week's focus.

Learning Outcome

• • Planned across the month — see daily plans for this week's focus.

Teaching Aids

• • Planned across the month — see daily plans for this week's focus.

Home Connection

• • Planned across the month — see daily plans for this week's focus.

Learning Objective

• • Child introduces themselves with name, age, and one personal fact in a group circle — building social confidence and verbal self-expression
• • Child brings and shares a comfort object from home — easing the home-school transition through familiar objects
• • Child separates from caregiver using a consistent goodbye ritual — building emotional security and trust in the teacher as a reliable safe base

Learning Outcome

• • Child greets teacher and peers by name by Week 3. Child introduces themselves with name and one personal fact. Child separates from caregiver without prolonged distress by Week 3.

Teaching Aids

• • A talking object — a soft toy or stone passed around the circle
• • Name cards displayed for reference
• • Child's own comfort object from home
• • A designated comfort corner in the classroom
• • Named peg for bag

Home Connection

• • Practice the introduction at home with family members.
• • Decide together which special object will come to school this week.
• • One consistent goodbye phrase and gesture used identically every morning.

Learning Objective

• • Child articulates personal identity information — name, age, family, and one personal preference — building self-concept and verbal expression

Learning Outcome

• • Child names 5 sense organs and states one function of each. Child demonstrates at least 3 self-hygiene practices. Child names at least 4 feelings and shows each on their face.

Teaching Aids

• • A small hand mirror for self-observation
• • Drawing paper for self-portrait
• • About Myself — draw + label: name, age, family figures, “I like…” starter, self-photo paste space

Home Connection

• • Ask your child every evening: what made today special for you?

Learning Objective

• • Planned across the month — see daily plans for this week's focus.

Learning Outcome

• • Planned across the month — see daily plans for this week's focus.

Teaching Aids

• • Planned across the month — see daily plans for this week's focus.

Home Connection

• • Planned across the month — see daily plans for this week's focus.

Learning Objective

• • Child participates in the I Am Special song with their name personalised — building self-worth, identity, and group belonging through music

Learning Outcome

• • Child participates in all three songs through action or vocalisation. Child anticipates familiar songs by Week 3. Child connects song content to classroom GA vocabulary.

Teaching Aids

• • (I Am Special)
• • Each child's name inserted into the verse when it is their turn
• • Song

Home Connection

• • Sing your child's name into any simple melody.

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

Learning Outcome

• • Child completes at least one part of the arrival routine (bag, name card, or circle join) with minimal adult prompting.

Teaching Aids

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

Home Connection

• • A consistent morning routine at home mirrors the school arrival routine.