Environmental confidence and routine familiarity

Learning Objective

• • Child responds when their name is sung in the Hello Hello song
• • Child points to or names at least 2 basic emotion faces when shown

Learning Outcome

• • Child names at least 5 body parts when asked or during play
• • Child uses hello and goodbye appropriately in social contexts
• • Child responds to own name being called

Teaching Aids

• • Name Cards (one per child, photo one side, name other side)
• • No instruments required — teacher voice only
• • Large emotion face cards: happy, sad, scared, surprised
• • Child-safe mirror
• • Body Parts Poster (carried from June — kept visible)

Home Connection

• • Sing your child's name in any simple tune at home — at breakfast, at bath time, at bedtime.
• • At moments of strong emotion: name it warmly.

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 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.
• • Child makes deliberate marks on paper using fingers and palms dipped in paint

Learning Outcome

• • Child pastes a sticker using isolated finger contact (peel and press)
• • Child uses finger painting with wrist movement (not whole-arm swinging)

Teaching Aids

• • Large dot stickers minimum 25mm diameter in mixed colours
• • Plain white A3 paper
• • Non-toxic washable finger paint in 2–3 colours
• • Large paper A2 or larger
• • Aprons for all children

Home Connection

• • Any sticker book at home builds exactly this skill.
• • Bath paint or shaving foam in the bathtub — completely mess-free finger painting with easy cleanup.

Learning Objective

• • Child crawls through a soft play tunnel from one end to the other
• • Child attempts a two-footed jump from the floor, achieving momentary liftoff

Learning Outcome

• • Child rolls on a floor mat without distress (vestibular tolerance)
• • Child attempts a low jump from a standing position (both feet)

Teaching Aids

• • Soft fabric play tunnel (minimum 60cm diameter)
• • A soft toy at the exit end as motivation
• • A small floor target — a circle of tape or a spot marker
• • Open floor space

Home Connection

• • A row of chairs with a blanket draped over makes a perfect home tunnel.
• • Any safe jumping surface at home — a cushion on the floor, a soft mat, a garden lawn.

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 can navigate to named classroom zones independently
• • 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 notices and shows curiosity toward simple natural objects (leaves, stones, soil)
• • Child recognises and names themselves and 1–2 familiar others (teacher, a classmate)

Teaching Aids

• • Zone labels on each classroom area (with photographs, not just text)
• • A simple classroom map drawn on large paper
• • 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
• • Body Part Cards — head, eyes, ears, nose, mouth, hands, feet, tummy, knees, back

Home Connection

• • 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.
• • 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.