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Christ The King Catholic Primary School Learning, growing and praying together with Christ Our King

Nursery Afternoon

Welcome to Nursery




Year Group: Nursery


TERM:  Summer



Dear Parents,


Below is an overview of the topic areas we will be working on in Nursery during the Summer term.

 Topics and books throughout the Summer term will include: Jaspers beanstalk, growing flowers and vegetables, The princess and the pea, castles, under the sea and pirates.

Any interests you child has please inform a member of the nursery team and we will incorporate this into our plans.

Don’t forget to send in work and photographs for your child’s learning journal.


Any questions please feel free to contact us.  Thank you for your support.


Personal, Social and Emotional development



Confident to talk to other children when playing, and will communicate freely about own home and community.

Aware of own feelings, and knows that some actions and words can hurt others’ feelings.

Can usually tolerate delay when needs are not immediately met, and understands wishes may not always be met.

Initiates conversation, attends to and takes account of what others say.

Confident to speak to others about own needs, wants, interests and opinions.

Communication and language


Joins in with repeated refrains and anticipates key events and phrases in rhymes and stories.

Beginning to use and understand prepositions, e.g. in, on, under, in front, behind, etc.

Ask questions “who, what, when, why, how”

Uses talk to pretend that and object stands for something else.

Uses vocabulary focused on objects and people that are of particular importance to them.

Builds up vocabulary that reflects the breadth of their experiences.

Physical development


Gross motor (larger movements) such as:

Experiments with different ways of moving.

Jumps off an object and lands appropriately.

Negotiates space successfully when playing racing and chasing games with other children, adjusting speed or changing direction to avoid obstacles.

Fine motor control (small movements) such as:

Holds pencil between thumb and two fingers, no longer using whole-hand grasp.

Begins to use anticlockwise movement and retrace vertical lines.

Begins to form recognisable letters.

Personal skills such as dressing, managing personal hygiene and toileting.


Beginning to be aware of the way stories are structured.

Suggests how the story might end.

Shows awareness of rhyme and alliteration.

Hears and says the initial sound in words.

Links sounds to letters, naming and sounding the letters of the alphabet.

Gives meaning to marks they make as they draw, write and paint.


Beginning to represent numbers using fingers, marks on paper or pictures.

Compares two groups of objects, saying when they have the same number.

Counts actions or objects which cannot be moved.

Counts an irregular arrangement of up to ten objects.

Selects the correct numeral to represent 1 to 5, then 1 to 10 objects.

Uses the language of ‘more’ and ‘fewer’ to compare two sets of objects.

Says the number that is one more than a given number.

Shows interest in shape by sustaining construction activity or by talking about shapes or arrangements.

Beginning to use mathematical names for ‘solid’ 3D shapes

and ‘flat’ 2D shapes, and mathematical terms to describe shapes.

Selects a particular named shape

Understanding the world

ICT: naming parts of a computer

Mouse control

Clicking icons

Use different types of ICT

Shows care and concern for living things and the environment

Looking after our environment.

Make comments about what they see, hear, smell, touch and taste.

Knows that information can be retrieved from computers.

Talks about why things happen and how things work.

Developing an understanding of growth, decay and changes over time.

Expressive art and design

Sings a few familiar sounds.

Model making using different joining techniques.

Constructs with a purpose in mind, using a variety of resources.

Understands that they can use lines to enclose a space, and then begin to use these shapes to represent objects.

Beginning to be interested in and describe the texture of things.

Create simple representations of events, people and objects.

Introduces a storyline or narrative into their play.