Rhythm, Coordination & Regulation
Everything your classroom needs this month — thoughtfully planned, professionally aligned, and ready to teach.
37
Activities
5
Resources
0
Songs
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Stories
37
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Month snapshot
Theme
Rhythm, Coordination & Regulation
Big Idea
My body can move in coordinated, rhythmic ways. I can calm myself. I can count one thing and many things.
Parent Focus
Rhythm and coordination are chosen as Month 5 themes because they represent the integration of everything learned so far.
Key Vocabulary
Your Month at a Glance
Week 1
Letter G, land vehicles, and rhythm in movement
Child produces /g/ sound.
Week 2
Letter H, air vehicles, and one versus many
Child produces /h/ sound.
Week 3
Letter I, water vehicles, and vehicle sorting
Child produces /i/ sound.
Week 4
Month consolidation
Child identifies G/H/I in random order.
Your Complete Classroom Toolkit
Monthly progression, weekly guides, daily lessons, materials, assessments, and parent communication — organised in one place so your team can teach with clarity and confidence.
Monthly Teaching Plan
A complete month of thoughtfully sequenced learning with clear developmental goals.
Weekly Teaching Guides
Step-by-step weekly plans with learning objectives, outcomes and classroom focus.
Daily Lesson Plans
Ready-to-teach activities that require minimal preparation while maximising learning.
Materials & Classroom Preparation
Everything required for the month organised in one place, including teaching aids, printables and classroom setup.
Assessment & Progress Tracking
Simple observation opportunities and developmental milestones to monitor every child's progress.
Parent Communication
Monthly summaries, home connections and parent-friendly updates ready to share.
International Curriculum Alignment
Built using principles from EYFS, Montessori, Reggio Emilia, HighScope, NCF 2022 and Developmentally Appropriate Practice.
Teacher Support
Planning guidance, preparation notes and classroom tips designed to reduce teacher workload and increase confidence.
Everything has been thoughtfully planned — from long-term curriculum progression to daily classroom activities, assessments, materials and parent communication — so your team can spend less time planning and more time teaching.
What Makes Pebble Different?
Play-Based Learning
Every activity has a developmental purpose.
Minimal Preparation
Designed for busy classrooms with practical, low-preparation activities.
Whole Child Development
Supports cognitive, language, physical, social-emotional and creative growth together.
Teacher First
Built to reduce planning time while improving teaching quality and classroom consistency.
What Your Child Will Learn This Month
Literacy
- Letters G, H, I — sound-first introduction. Transport vocabulary: land vehicles (car, bus, truck, bicycle, auto-rickshaw), water vehicles (boat, ship), air vehicles (aeroplane, helicopter).
- Child produces /g/ /h/ /i/ sounds when shown the letter. Child names 4 land vehicles and 2 vehicles each from water and air.
Numeracy
- One and many — quantitative distinction without specific number counting. One apple versus many apples. One friend versus many friends. First formal quantity awareness.
- Child correctly identifies a group of one object versus a group of many objects. Child uses one and many spontaneously in context.
Fine Motor
- Curved line tracing — tighter curves. Paintbrush curved strokes on wall paper. Clay coil making — roll and curve. Scissors introduction — snipping paper strips.
- Child traces a tighter curved line with directional control. Child makes a curved stroke with a paintbrush. Child snips paper with scissors producing a cut.
Gross Motor
- Jump and walk sequence progression. Tunnel crawl with carry object. Crawl and step over a low obstacle. March to a beat — rhythm in gross motor.
- Child completes jump-walk sequence with confidence. Child carries object through tunnel without dropping. Child steps over low obstacle in a crawl without touching it.
Sensory
- Phase 5 — Calm Repetition, Rhythm and Regulation. Rhythmic grain scooping. Repeated water pouring. Slow rhythmic clay pressing. Bead threading on thick lace. Cotton ball transfer with tongs. Rhythmic sponge squeezing. Calm breathing with a pinwheel. Feather sorting by colour.
- Child sustains a calm repetitive sensory activity for 8+ minutes. Child shows visible signs of regulation during repetitive sensory input.
Creative
- Child produces the sound of at least 2 of 3 letters G, H, I when shown
- Child names at least 4 land vehicles, 2 water vehicles, and 2 air vehicles
- Child sorts vehicle cards into land, water, and air categories independently
- Child correctly identifies one versus many in a grouping activity
Well-being
- Emotional regulation strategies. Breathing like a tree. Counting breaths. Squeezing a stress ball. Moving to music to release energy. Recognising when the body needs to calm.
- Child uses at least one regulation strategy when prompted by a teacher. Child begins to recognise when their body feels activated.
General Awareness
- Transport and vehicles. Land, water, and air categories. Supported by (Land/air/water transport — 3-section picture sheet: car, bus, truck, bicycle, auto-rickshaw; plane, helicopter; boat, ship) and (Transport sorting — journey match sheet: which vehicle for this journey?; sea/road/sky scenes). Where vehicles go, who uses them, what they carry.
- Child sorts 6 vehicles into land, water, and air categories. Child names the driver or operator of at least 2 vehicles.
Science
- Child produces the sound of at least 2 of 3 letters G, H, I when shown
- Child names at least 4 land vehicles, 2 water vehicles, and 2 air vehicles
- Child sorts vehicle cards into land, water, and air categories independently
- Child correctly identifies one versus many in a grouping activity
Music
- Stop Says the Red Line. I Had a Little Turtle. The Wheels on the Bus. Aeroplane Aeroplane. Rowing Rowing Row Your Boat.
- Child participates in at least 3 of 5 songs. Child shows anticipation of a familiar song by Week 2.
Practical Life
- Child produces the sound of at least 2 of 3 letters G, H, I when shown
- Child names at least 4 land vehicles, 2 water vehicles, and 2 air vehicles
- Child sorts vehicle cards into land, water, and air categories independently
- Child correctly identifies one versus many in a grouping activity
For Families
Conversation starters
- Point out and name vehicles on every journey — car, bus, truck, auto-rickshaw, aeroplane
- Ask sorting questions: does that go on land, water, or in the air?
- Count one versus many at meals: you have ONE chapati — I have MANY!
- Ask about: Child produces the sound of at least 2 of 3 letters G, H, I when shown
Home activity
Vehicle spotting walk: walk to school or anywhere and count every type of vehicle you see.
Weekly reminder
This month unfolds over four weeks — Week 1: Letter G, land vehicles, and rhythm in movement · Week 2: Letter H, air vehicles, and one versus many · Week 3: Letter I, water vehicles, and vehicle sorting · Week 4: Month consolidation. Open each week below for day-by-day plans.
Weekly Planner
Letter G, land vehicles, and rhythm in movement
Letter G, land vehicles, and rhythm in movement
Letter G with go and grass anchors.
Letter H, air vehicles, and one versus many
Letter H, air vehicles, and one versus many
Letter H with helicopter and hat anchors.
Letter I, water vehicles, and vehicle sorting
Letter I, water vehicles, and vehicle sorting
Letter I with insect and itch anchors.
Month consolidation
Month consolidation
G/H/I consolidation in random order.