Emotional vocabulary and sensory exploration

Learning Objective

• • 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

• • Classroom labels and posters already on walls
• • Magnifying glasses (optional)
• • Letter checklist card for teacher

Home Connection

• • Spot letters on food packets at home — especially letters from your child's name.

Learning Objective

• • Child uses inside and outside correctly in physical and language contexts — building spatial positional vocabulary
• • Child uses first and last correctly in real line and sequence contexts — building ordinal position 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

• • A large hoop or drawn circle on the floor
• • Small objects to place inside and outside
• • The classroom line or queue
• • A row of 4 objects for sequence practice
• • Pairs of objects with clearly different weights (e.g. full vs empty bottle; book vs feather/scarf)

Home Connection

• • Inside the house, outside in the garden.
• • Who is first at the dinner table?
• • Compare a water bottle and a sock at home — which is heavier?

Learning Objective

• • Child squeezes clay using full hand grip — building hand strength, bilateral exploration, and tactile tolerance
• • Child places pegs into peg board holes with precision — developing pincer grip, eye-hand coordination, and sustained focused attention

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

• • Air-drying clay or playdough — one ball per child
• • Flat board per child
• • Damp cloth for cleanup
• • Peg board with large pegs — one board per child
• • Mixed colour pegs

Home Connection

• • Commercial playdough at home.
• • Any peg or hole-based toy at home builds exactly this skill.

Learning Objective

• • Child rolls a ball toward a partner with directional aim — developing hand-eye coordination, bilateral arm use, and social motor play

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

• • A soft medium-sized ball (20–25cm diameter)
• • Pairs of children sitting opposite each other, 1–2 metres apart

Home Connection

• • Roll a ball back and forth in any hallway or garden.

Learning Objective

• • Child walks outdoors (or to a garden edge) and notices living things — plants, insects, birds — using look/listen/touch-safe observation

Learning Outcome

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

Teaching Aids

• • Clipboards or observation cards (optional)
• • Basket for fallen leaves (no picking live plants without permission)

Home Connection

• • On the way home, spot one plant and one animal/bird together.

Learning Objective

• • Child explores washable paint with fingers and palms on large paper — process only, no product expectation — and uses simple colour or feeling words to describe their marks

Learning Outcome

• • Child makes deliberate marks on paper. Child engages with process art through pointing and describing. Child creates a self-portrait using free marks.

Teaching Aids

• • Non-toxic washable paint — 2–3 colours in shallow trays
• • A2 or A3 paper — one sheet per child
• • Aprons or oversized shirts
• • First Finger Paint — Open Process Frame

Home Connection

• • Put a spoon of yoghurt or pudding on a tray at home — finger paint with food, then wipe clean.

Learning Objective

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

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

Home Connection

• • Practice the introduction at home with family members.

Learning Objective

• • Child names and produces facial expressions for 6 basic emotions — building emotional vocabulary and empathy foundations
• • Child demonstrates the 5-step handwashing sequence and names at least 3 other daily hygiene practices — building independence in self-care
• • Child rotates through handwashing, tissue use, and clean-up practice stations — applying Month 1 hygiene vocabulary with growing independence

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

• • Feelings Faces Cards — large illustrated emotion faces
• • Child-safe mirror
• • Hygiene Sequence Cards — 5-step handwash poster
• • Sink with soap and towels
• • Handwashing poster (5 steps)

Home Connection

• • Name feelings as they happen at home.
• • Same 5-step handwash sequence at home.
• • Practice the same 5 handwashing steps before dinner.

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 Hygiene Habits Song — connecting handwashing, teeth brushing, and bathing sequences to music, building daily care habit memory

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

• • (Hygiene Habits Song)
• • Mimed actions for each hygiene step
• • Song

Home Connection

• • Hygiene Habits Song at bath time and before meals.

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.