Body part vocabulary and self-recognition

Learning Objective

• • Child places a sticker on the named body part on a body outline drawing
• • Child responds when their name is sung in the Hello Hello song

Learning Outcome

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

Teaching Aids

• • Large body outline printed on A3 paper (one per child)
• • Large dot stickers 25mm in mixed colours
• • Body Part Flashcards Flashcard
• • Name Cards (one per child, photo one side, name other side)
• • No instruments required — teacher voice only

Home Connection

• • Draw a simple stick figure on paper.
• • Sing your child's name in any simple tune at home — at breakfast, at bath time, at bedtime.

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 presses fingers and palms into clay leaving clear marks
• • Child peels large dot stickers using a pincer grip and places them on paper, including a simple two-colour pattern (e.g. red-yellow-red-yellow) when ready.

Learning Outcome

• • Child squeezes clay with hands showing basic grip strength
• • Child pastes a sticker using isolated finger contact (peel and press)

Teaching Aids

• • Air-drying clay — one palm-sized ball per child
• • A flat board or mat per child
• • Damp cloth for cleanup
• • Large dot stickers minimum 25mm diameter in mixed colours
• • Plain white A3 paper

Home Connection

• • Any commercial playdough at home works identically.
• • Any sticker book at home builds exactly this skill.

Learning Objective

• • Child rolls their body sideways across a mat with adult guidance
• • Child crawls through a soft play tunnel from one end to the other

Learning Outcome

• • Child crawls through a tunnel independently
• • Child rolls on a floor mat without distress (vestibular tolerance)

Teaching Aids

• • Thick yoga or gym mat (minimum 5cm depth)
• • Open floor space beside the mat
• • Soft fabric play tunnel (minimum 60cm diameter)
• • A soft toy at the exit end as motivation

Home Connection

• • A bedroom or living room carpet and a firm pillow — let your child roll freely.
• • A row of chairs with a blanket draped over makes a perfect home tunnel.

Learning Objective

• • Child explores and begins to describe 4 different fabric textures

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

• • Fabric texture squares (15cm x 15cm minimum): velvet, rough hessian, soft wool, crisp cotton
• • A simple texture board or just the squares laid out
• • Sensory Settling Tracker — 8 June sessions

Home Connection

• • Run your child's hand across different surfaces at home: the carpet is rough, the bedsheet is smooth, the towel is soft, the wall is hard.

Learning Objective

• • Child tears coloured paper into pieces and presses them onto a large sheet to make a free collage — process only, no product expectation

Learning Outcome

• • Child presses open palms into paint and makes marks on large paper. Child participates in handprint art with curiosity and without distress.

Teaching Aids

• • Coloured paper scraps in 2–3 colours (pre-torn starter pieces available)
• • Large A2 backing paper — one per child
• • Glue sticks (non-toxic) or glue trays with paste brushes

Home Connection

• • Tear old magazines and stick onto scrap paper at home — same tearing and pressing skill.

Learning Objective

• • Child separates from caregiver using a consistent, brief goodbye ritual without prolonged distress

Learning Outcome

• • Child shows recognition of own name and reflection

Teaching Aids

• • Named peg for each child's bag
• • Welcome board where name cards are placed on arrival
• • Comfort corner with soft toys and cushions

Home Connection

• • Establish one consistent goodbye phrase and gesture — a hug, a special handshake, a phrase like 'I love you, see you at pickup.' Use it identically every single morning.

Learning Objective

• • Child participates in the daily weather observation ritual and selects the correct weather card
• • Child can navigate to named classroom zones independently

Learning Outcome

• • Child recognises and names themselves and 1–2 familiar others (teacher, a classmate)
• • Child notices and shows curiosity toward simple natural objects (leaves, stones, soil)

Teaching Aids

• • Weather Chart Worksheet
• • Weather Cards Flashcard: sun, cloud, rain, wind
• • Window with outdoor view
• • Zone labels on each classroom area (with photographs, not just text)
• • A simple classroom map drawn on large paper

Home Connection

• • Ask your child every morning: what is the weather today?
• • Play a simple room-finding game at home: 'can you go to the kitchen and come back?' Building spatial confidence at home transfers directly to school.

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 circle-opening song through actions or vocalisation by Week 3

Learning Outcome

• • Child participates in at least one song through action, gesture, or vocalisation by end of month

Teaching Aids

• • Song
• • No instruments required in Month 1
• • Hickety Pickety — melody, lyrics, teacher notes

Home Connection

• • Ask your child if they know any songs from school.

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.