Menu
Home Page

In our bubbles

13.07.20 - Last Week of Nursery - Children's Choice

 

Before going to 'big school', the N2s have been asked to choose what activities they would like to enjoy at Nursery this week.  They have chosen to sing lots of nursery rhymes, talk about their favourite memories, explore the adventure playground, and have an indoor picnic with lots of party games, including musical statues.  The staff wishes all of the N2s good luck as they move up to Reception and look forward to hearing about all of the learning in their new classes.  

 

Do: help your children to fill in the 'Favourite Memory' activity.  Who were their friends at Nursery?  What was their favourite moment?  What was their favourite activity?  What memories will they treasure?  Why?  

 

Look: at the nursery rhyme cards with your children.  Can they identify the nursery rhyme from the pictures?  Can they choose what rhyme they would like to sing?  Do they know any actions to help them sing the rhyme?  Can they show you?  

 

Talk: about the foods the children would choose for their indoor picnic.  What healthy foods could they have?  Can they design the picnic that they would like using the template attached?  

 

Favourite Memories Activity

 

Complete this activity together and help the children to record their favourite moments from Nursery.  What was their favourite?  Why?  How did it take them feel?  Did they enjoy anything else?  

 

Nursery Rhyme Cards Activity

 

Print off the picture cards and place them in a hat or bucket.  Encourage the children to select a card.  What can they see on the card?  Can they identify the nursery rhyme from the picture?  Can they sing the rhyme?  What actions could they use to help?   

 

Design a Healthy Picnic Activity

 

Print this template and encourage the children to draw/paint their own healthy picnic.  What foods would the children like for their picnic?  Why?  Are they healthy or unhealthy?  Why?  Is that okay?  Why/why not?  What do they look like?  How could they draw/paint them?  What colours will they need?  

10.07.20 - Handa's Surprise - Healthy Eating

 

The nursery bubbles have been thinking about healthy eating and what this means.  They have talked about which foods are healthy and which foods are unhealthy.  They have even thought about whether it is okay to eat unhealthy foods and if so, how often is it okay?  To help them with these ideas, they have read Handa's Surprise and The Very Hungry Caterpillar.  Both stories provided opportunities to talk about healthy foods and eating.  They also got to try the fruits that Handa takes as a surprise for her friend Akeyo, some of which they had never tried before!  

 

Do: encourage the children to practise their cutting skills, by cutting around the fruits on the activity sheet attached.  Can they name all of the fruits?  

 

Talk: ask the children, what is healthy eating?  Can they name some healthy and unhealthy foods?  Go on a hunt in the kitchen cupboards/fridge.  Which foods are healthy/unhealthy?  How often should the children eat each type?  

 

Look: at the pictures of Handa's fruits (below) with the children.  Can they name each of the fruits?  Can they tell you which ones they liked/didn't like?  

 

 

 

Fruit Naming Activity

 

The children have been trying the fruits from Handa's Surprise.  Look at the slideshow (below) together.  Can they name the different fruits?  What did they taste like?  Did they like/not like them?  Why?  

 

Fruit Cutting Skills Activity

 

Help the children to practise their cutting skills by cutting around the fruit shapes.  Can they name the different fruits?  How can they hold their scissors?  Remind them to keep their thumb 'on top' and their elbow 'tucked into their side'.  Can they turn the paper with one hand, whilst cutting with the other (note: this is quite tricky for their age)?  

 

03.07.20 - Making Hats - People Who Help Us

 

Continuing our theme of People Who Help Us, the nursery bubbles have been practising their cutting skills by making hats like the ones worn by the people they have been learning about.  The children had to choose which hat they would like to wear, then identify who might wear that type of hat.  They then cut around their hat, making sure that they held their scissors correctly (with their thumb on top, and their elbow tucked into their side).  Some children found it tricky to cut and turn the paper at the same time, but practise makes perfect!  Once their hat had been cut out, the adults helped the children to stick their hat with tape and the children pretended be the person who would wear their hat.  

 

Do: please use the templates provided to practise cutting skills and make a hat/headband at home. 

 

Talk: ask your children who might wear the hat that they have chosen?  What do they do to help us? 

 

Look: at pictures of people who help us.  Are their hats like the ones the children have made?  How are they the same/different?   

 

People Who Help Us - Hats & Headbands Activity

 

The children have been making hats like those worn by the people who help us.  Please print the template and help the children to cut around a headband of their choice.  Can they hold the scissors/use them correctly/with control?  What headband have they chosen?  Why?  Who would wear this type of hat?  What do they do?  How do they help us?   

 

26.06.20 - Strangers & 'Safer' Strangers - People Who Help Us

 

In talking about people who help us, the nursery bubbles have been thinking about strangers and 'safer' strangers.  The children have learnt that a stranger is anybody that they don't know, but that there are some 'safer' strangers who wear a uniform and a badge. These are people like police officers, fire fighters or nurses.  They found out that, if they get lost, it is 'safer' to ask these people for help.   

 

Do: look at the attached sorting activity with your children.  Can they sort the pictures into strangers and 'safer' strangers?  

 

Talk: when you are out with your children, talk to them about who is a stranger.  Can they tell you that a stranger is anybody that they don't know?  

 

Look: at the attached PowerPoint about strangers and 'safer' strangers.  How would the children know who is a 'safer' stranger?  

 

Strangers & 'Safer' Strangers Sorting Activity

 

Please help your children to complete this sorting activity.  Can they sort the pictures into strangers and 'safer' strangers?  Who is a stranger?  Who is a 'safer' stranger?  How can they tell?  What is different about them?  

 

Strangers & 'Safer' Strangers PowerPoint

 

Please share the PowerPoint about strangers and 'safer' strangers with your children.  What makes them different?  How would they recognise a 'safer' stranger?  Why might they need to talk to a 'safer' stranger?  

 

19.06.20 - People Who Help Us - Introduction

 

The children have been thinking about people who help us, as well as when and where they might help us.  They have used lots of picture prompts to identify doctors, nurses, vets, police officers, fire fighters, gardeners and many more. 

 

Talk: what 'people who help us' can the children identify? 

 

Do: challenge your children to draw some of the people who might help them. 

 

Look: with your children, what information can you find on people who help us?  Where will you look, e.g. an information book, a computer or a walk around the local town?  

 

People Who Help Us Cone People Activity

 

Please use this template to practise the children's cutting skills and make 'people who help us' Cone People.  Can the children hold the scissors correctly?  Do they cut or snip?  Can they turn the paper with one hand and cut with the other?  Can they use them safely and with control?  

 

People Who Help Us Flashcards Activity

 

Please print and use these flashcards to help the children identify the different people who help us.  What they do?  Where might they work?  Have the children seen them before?  Where?  What were they doing?  What were they wearing?  Why do they wear a uniform?      

12.06.20 - Exploring Capacity with Sand & Water - Under the Sea

 

The Nursery bubbles have enjoyed exploring capacity with sand and water this week.  The children have been using different drain pipes, jugs, buckets and other containers to pour, as well as transport sand and water from one tray to another.  Sometimes the children found it hard to balance their drainpipes but thought of some unique ways to solve this problem.  They used the language of capacity, including full, empty, and half-full/empty to describe their containers and enjoyed having lots of bubbles.   This not only kept hands and toys nice and clean but provided lots of opportunities for splashing!

 

Talk: about different sized containers at home.  What container will hold the most?  How do the children know?  Why do they think that?  Test out their theories with cups of water, sand, or rice.  Talk about a full/same cup each time to make it a fair test.  

 

Do: watch the 'Pour It In & Pour It Out' video with your children.  Learn the song together and talk about the language of capacity.  What does full, empty, and half-full/empty mean?  

 

Look: at the pictures of glasses filled with water.  Can the children name/identify the capacity of each glass, e.g. is it full, empty, half-full/empty etc?  

 

Capacity of Different Containers Activity

 

Explore the capacity of different containers at home.  Ask the children what container will hold the most/least?  Why do they think that?  How could they test their ideas?  Help them to try their ideas.   Can they show you/describe what they are doing?  What have they found out?  

 

Pour It In & Pour It Out Song Activity

 

Watch and learn the 'Pour It In & Pour It Out' song (to the tune of London Brige is Falling Down) with your children.  Ask them what full, empty, half -full/empty mean?  Can they sing the song by themselves?  What actions could they use to help them sing the song?  

Pour It In & Pour It Out - Capacity Song.mp4

Still image for this video

 

How Full is the Glass - Capacity Activity

 

Look at the slideshow with your children.  How could they describe each glass/container?  How do they know?  Can they show you what they mean with containers at home?   

Together, we grow our love for learning.
Top