Self-hygiene mastery and capital letter introduction

Learning Objective

• • Child traces over their own name written in large dotted capitals — building letter formation awareness and name ownership
• • 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

• • Individual name tracing cards — each child's name in large dotted capitals
• • Fat crayons or thick pencils
• • Finger tracing first, then crayon
• • Classroom labels and posters already on walls
• • Magnifying glasses (optional)

Home Connection

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

Learning Objective

• • 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
• • Child compares two small groups and correctly identifies which has more and which has less — without formal counting required

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

• • 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)
• • Two trays labelled HEAVY and LIGHT
• • Two clear bowls or mats

Home Connection

• • Who is first at the dinner table?
• • Compare a water bottle and a sock at home — which is heavier?
• • Snack time: who has more crackers?

Learning Objective

• • Child threads large beads onto a thick lace building to 8 or more beads — developing bilateral coordination and pincer grip
• • 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

• • Large beads minimum 2cm diameter
• • Thick laces with stiff tip — one set per child
• • A completed example string as a reference
• • Peg board with large pegs — one board per child
• • Mixed colour pegs

Home Connection

• • Large pasta shapes on a shoelace at home.
• • Any peg or hole-based toy at home builds exactly this skill.

Learning Objective

• • Child walks a 3-metre straight line without stepping off — developing balance, body midline awareness, and directional control
• • Child climbs 2–3 low stable steps using alternating feet with growing confidence — developing leg strength, motor planning, and spatial courage

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
• • Low stable steps — 2–3 steps, maximum 15cm per step
• • Teacher positioned beside the steps throughout

Home Connection

• • A strip of tape on any floor at home.
• • Any stairs at home — practice one foot per step.

Learning Objective

• • Child walks outdoors (or to a garden edge) and notices living things — plants, insects, birds — using look/listen/touch-safe observation
• • Child chooses from a curated set of classroom toys and explores freely — building self-direction, sensory preference awareness, and calm play stamina

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)
• • Curated toy trays: blocks, soft toys, simple vehicles, nesting cups
• • Defined play mats

Home Connection

• • On the way home, spot one plant and one animal/bird together.
• • Offer two toy choices at home — let your child decide.

Learning Objective

• • Child makes marks representing their own face and body — building self-awareness, creative expression, and mark-making confidence

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

• • White A3 paper — one per child
• • Crayons, markers, or paint
• • A child-height mirror for reference
• • First Crayon Marks — Open Process Frame

Home Connection

• • A mirror and paper at home — draw yourself!

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 demonstrates the 5-step handwashing sequence and names at least 3 other daily hygiene practices — building independence in self-care
• • Child observes, names, and describes flowers and plants — beginning awareness of the living natural world
• • 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

• • Hygiene Sequence Cards — 5-step handwash poster
• • Sink with soap and towels
• • Real flowers — 2–3 different types
• • A small potted plant
• • Handwashing poster (5 steps)

Home Connection

• • Same 5-step handwash sequence at home.
• • Point out flowers and plants on any walk.
• • 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

• • 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

• • 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.