First days — building felt safety and name recognition

Learning Objective

• • Child points to named body parts on their own reflection in a mirror
• • Child places a sticker on the named body part on a body outline drawing

Learning Outcome

• • Child uses hello and goodbye appropriately in social contexts
• • Child names at least 5 body parts when asked or during play

Teaching Aids

• • Child-safe unbreakable wall mirror or handheld acrylic mirror
• • Body Part Flashcards Flashcard
• • Large body outline printed on A3 paper (one per child)
• • Large dot stickers 25mm in mixed colours
• • My Name Worksheet - Type: worksheet - Description: Printable name recognition worksheet for Week 1 literacy.

Home Connection

• • Stand together in front of the bathroom mirror at bath time.
• • Draw a simple stick figure on paper.

Learning Objective

• • Child selects the bigger or smaller of two objects when named
• • Child uses big and small as describing words beyond objects — applied to sounds and movements

Learning Outcome

• • Child demonstrates understanding of "big" and "small" by selecting the correct object when named
• • Child begins to use the words "big" and "small" spontaneously during play or in response to teacher prompts

Teaching Aids

• • Pairs of objects in clearly different sizes: large and small ball, large and small block, large and small cup
• • Two labelled trays: BIG and SMALL
• • No materials required

Home Connection

• • At any meal: 'which is the big cup and which is the small cup?
• • In the car or at dinner: 'can you say your name in a big voice?

Learning Objective

• • Child tears a sheet of paper using both hands in a coordinated bilateral action
• • Child presses fingers and palms into clay leaving clear marks

Learning Outcome

• • Child tears paper using both hands in a coordinated motion
• • Child squeezes clay with hands showing basic grip strength

Teaching Aids

• • Newspaper sheets (easiest to tear)
• • Tissue paper (moderate difficulty)
• • Coloured paper A4 (hardest — for extension)
• • Air-drying clay — one palm-sized ball per child
• • A flat board or mat per child

Home Connection

• • Old newspapers or junk mail — let your child tear freely.
• • Any commercial playdough at home works identically.

Learning Objective

• • Child walks around the space and stops immediately on a verbal or auditory cue
• • Child rolls their body sideways across a mat with adult guidance

Learning Outcome

• • Child walks through the classroom space with directional awareness and responds to a stop cue
• • Child crawls through a tunnel independently

Teaching Aids

• • Open floor space
• • A drum or hand clap for the stop signal
• • Thick yoga or gym mat (minimum 5cm depth)
• • Open floor space beside the mat

Home Connection

• • Play freeze at home to music — when the music stops, everyone freezes.
• • A bedroom or living room carpet and a firm pillow — let your child roll freely.

Learning Objective

• • Child tolerates and explores a dry rice sensory tray for a minimum of 3 minutes

Learning Outcome

• • Child tolerates hands in dry rice for 3+ minutes. Child explores and compares at least 3 fabric texture squares. Child engages with dry sensory materials without distress.

Teaching Aids

• • Deep tray or shallow bin
• • Uncooked dry rice (sufficient to fill tray 5cm deep)
• • Small cups, spoons, and funnels for scooping and pouring
• • Sensory Settling Tracker — 8 June sessions

Home Connection

• • A deep container with dry rice on the kitchen floor is one of the highest-value sensory activities available at home.

Learning Objective

• • Child makes handprints on paper using paint — process only, no product expectation

Learning Outcome

• • Child voluntarily uses an art material (paint, clay, sticker) without reluctance
• • Child engages with an art material for at least 5 continuous minutes

Teaching Aids

• • Non-toxic washable paint in 2–3 colours
• • Large paper A2
• • Aprons
• • Settling-In Art Talk — Finger Marks & Clay

Home Connection

• • Washable paint and a sheet of paper taped to the bathroom wall — the bath is the perfect mess-management strategy.

Learning Objective

• • Child demonstrates self-recognition in a mirror by pointing to themselves or saying their name

Learning Outcome

• • Child tolerates group Circle Time for at least 5 minutes without distress
• • Child demonstrates at least one comfort or belonging signal (smiling at a peer, raising a hand, moving toward the teacher)

Teaching Aids

• • Child-safe full-length acrylic mirror
• • Name Cards Flashcard
• • Name Cards — one per child, photograph and name

Home Connection

• • Point to a photograph of your child and ask 'who is this?' Then go to the mirror together: 'and who is THIS?' The comparison builds identity.

Learning Objective

• • Child participates in the daily weather observation ritual and selects the correct weather card
• • Child finds named classroom zones and outdoor/edge-of-room landmarks on a short scavenger walk — extending the classroom tour into child-led discovery

Learning Outcome

• • Child recognises and names themselves and 1–2 familiar others (teacher, a classmate)

Teaching Aids

• • Weather Chart Worksheet
• • Weather Cards Flashcard: sun, cloud, rain, wind
• • Window with outdoor view
• • Simple picture clue cards for 4–5 zones (book corner, pegs, art table, comfort corner, outdoor door or window)
• • Zone photograph labels already on classroom areas

Home Connection

• • Ask your child every morning: what is the weather today?
• • Hide three familiar home objects and give simple clues: find something we sit on; find something we drink from.

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 transition song and begins to move between activities using the song as a signal

Learning Outcome

• • Child participates in at least one song through action, gesture, or vocalisation by end of month
• • Child shows anticipation of a familiar song (settling, smiling, orienting to teacher before the song begins)

Teaching Aids

• • Song
• • Hello Hello / Body Parts Song — melody, lyrics, teacher notes
• • Body Parts Poster (carried from June — kept visible)

Home Connection

• • Create any consistent transition song at home — even humming the same few notes before a routine change.

Learning Objective

• • Child completes the arrival sequence independently: bag on peg, name card on welcome board, sit in circle

Learning Outcome

• • Child completes the arrival sequence with decreasing adult support across the month. Child finds their own peg and name card by Week 3. Child sits in circle independently after arrival by Week 4.

Teaching Aids

• • Named pegs (with photograph and name) — one per child
• • Welcome board at child height
• • Name cards with photograph Flashcard
• • Name Cards — one per child, photograph and name

Home Connection

• • Create a simple morning routine at home with the same predictable sequence: wake, wash, dress, eat, bag, door.