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St Michael With St John Church of England Primary School

Nurture, Inspire, Achieve!

Nursery

Autumn

Adults expose pupils to numbers through regularly playing a range of subitising games with them. For example, adults may point to small groups of two or three objects: “Look, there are two!” Adults may ask how many there are in a small set of two or three. Adults plan daily maths sessions and carry out small group and one to one activities.

 

Adults regularly expose pupils to numbers through regularly singing number rhymes. This is then reinforced in provision by supporting pupils in their play. For example, adults may model counting the blocks that the pupils have used to make a tower. Adults recite numbers throughout the morning for example, counting the number of pupils during registration, counting out the milks etc. Adults provide various opportunities for pupils to count in different contexts e.g. counting the steps when going to school, or counting pupils in a group. Adults plan and lead games where children will be encouraged to count different actions.

 

Adults introduce pupils to shape during adult led activities and shapes are available in provision for pupils to access. Adults provide a variety of resources that allow pupils to make arrangements with. Adults model making different arrangements and encourage pupils to do the same. Adults provide a variety of resources such as blocks, shapes, shape puzzles and shape-sorters to allow pupils to explore and to play freely with. Adults sensitively support and discuss questions like: “What is the same and what is different?” They encourage pupils to talk informally about shape properties using words like ‘sharp corner’, ‘pointy’ or ‘curvy’. Adults talk about shapes through play for example “We need a piece with a straight edge.” Adults plan activities such as making shape pictures and comment on shapechoices e.g. “I need a triangle for my roof” to explain thinking. Pupils are encouraged to do the same, using visual prompts to support their decision making.

 

Adults expose pupils to numbers through regularly singing number rhymes. This is then reinforced in provision by supporting pupils in their play. For example, adults may model counting the blocks pupils have used to make a tower using one to one correspondence as they count.

 

Adults plan counting activities and support pupils with completing these. Adults model how to count effectively, making sure each object is only counted once encourage pupils to do the same. Adults question pupils e.g. “How many are there?” to encourage them to make comparisons. Who has more, fewer, less, lots? Adults reinforce and repeat sentences for example "Yes Bob's puppet has more cubes than Farhan." Adults will draw children’s attention to differences and changes in amounts via stories.

 

Adults provide regular and varied opportunities for pupils to represent numbers. When singing number rhymes, pupils are encouraged to represent numbers on their fingers, and there are planned opportunities for them to represent numbers using marks or pictures.

 

Staff introduce pupils to different patterns such as wallpaper samples, clothing of characters in familiar stories etc. Staff encourage pupils to talk about the patterns

they can see and support them by providing and extending vocabulary e.g. “I can see stripes. I can see blue stripes and red stripes."

 

Staff talk about patterns of events, in cooking or getting dressed. Suggestions:
- ‘First’, ‘then’, ‘after’, ‘before’ - “Every day we...”
- “Every evening we...”

Staff talk about the sequence of events in stories. They use vocabulary like ‘morning’, ‘afternoon’, ‘evening’ and ‘night-time’, ‘earlier’, ‘later’, ‘too late’, ‘too soon’, ‘in a minute’. Staff count down to forthcoming events on the calendar in terms of number of days or sleeps. Refer to the days of the week, and the day before or day after, ‘yesterday’ and ‘tomorrow’.

 

Spring

Adults provide regular and varied opportunities for Pupils to represent numbers. When singing number rhymes, pupils are encouraged to represent numbers on their fingers, and there are planned opportunities for them to represent numbers using
marks or pictures. Numbers are incorporated into the provision so pupils can easily access them as they work and play. 

 

Pupils are taught to accurately count objects through incidental and planned teaching opportunities. Adults encourage pupils to apply these skills within different areas of provision, modelling and supporting when needed. Adults introduce numerals to counting activities, such as when singing number rhymes and encourage pupils to find the corresponding number card. Staff plan opportunities for them to learn how to match quantities to numerals. Numbers within the environment allow for pupils to apply this knowledge.

 

Adults teach pupils how to make patterns using different objects and indifferent ways e.g. building a tower vertically with two different colours of blocks or using shapes to make a horizontal repeating pattern. Adults provide opportunities within continuous provision for pupils to make their own patterns using a range of resources, supporting when needed. Adults engage pupils in following and inventing movement and music patterns, such as clap, clap, stamp.

 

Adults provide opportunities for pupils to explore the school grounds, a shops or the park: recall the route and the order of things seen on the way. Pupils are involved in taking photos of their immediate location. The photos are used to further generate discussion. Drawing pictures is modelled and maps of the features/landmarks that we see on our walk. How did we get to the ...? In play vocabulary is modelled such as ‘in’, ‘on’, ‘under’, ’up’, ‘down’, ‘under’, ‘over’, ‘besides’, ‘between’. Small world is used to incorporate this vocabulary such as ‘the lady walked ‘under’ the bridge’.

 

Obstacle courses are set up, with interesting pathways and hiding places for pupils to play with freely. Staff ask pupils to describe their route and give directions to each other. They model using vocabulary such as over, in front, behind etc..

Staff read stories about journeys, such as ‘Rosie’s Walk’ and 'The Train Ride'.

 

Adults introduce numerals to counting activities, such as when singing number rhymes. Adults encourage pupils count in different areas of provision and use questions such as “How many have you got?” to assess their understanding. Adults reinforce the total number.

 

Summer

Pupils are challenged through problem solving concepts. Adults encourage them to apply these skills within different areas of provision, modelling and supporting when needed. For example, ‘I think Zain has more bread sticks’. Pupils are encouraged to use their fingers, thoughts, objects to solve problems.

 

Following on from the learning in the Autumn term, adults encourage pupils to use mathematical names for common 2D/3D shapes, supporting and modelling with this language if needed. Adults encourage pupils to use mathematical names for common 2D shapes. Adults teach pupils mathematical terms to describe them e.g. side, corner, straight, curved and encourage children to use this language when

using shapes within provision. Adults plan and lead activities that involve shape matching. Resources are left available for pupils to access and adults support and encourage them to look for similarities within provision.

 

Adults model how to order items by weight or capacity, using related vocabulary.  Pupils are provided with opportunities to order items by weight or capacity within provision, supported when needed. Accuracy is explored, investigated and discussed, with the incorporation of lots of vocabulary/questioning such as "Is it exactly...? What happens when you stretch dough or elastic? When you squeeze a sponge does it stay small? Can you make a puddle larger?"

 

Adults model using positional language by making comments e.g. “Mohammed is behind Fatima in the line. Fatima is in front.” Adults facilitate games where pupils have to follow positional language e.g. going under or over equipment in the outdoor area. Adults encourage pupils to use positional language as they access provision. Adults provide opportunities for pupils to describe their position in different areas of provision. Adults model with positional language and encourage pupils to use it when describing their provision.

 

Adults teach pupils how to make patterns using different objects and indifferent ways e.g. building a tower vertically with two different colours of blocks or using shapes to make a horizontal repeating pattern. Adults provide opportunities within continuous provision for pupils to make their own patterns using a range of resources, supporting when needed. Pupils are encouraged to identify any errors within the patterns and discuss findings with adults and peers.

 

Adults provide a variety of construction materials like blocks and interlocking bricks. Adults provide den-making materials and allow pupils to play freely with these materials, outdoors and inside. Adults talk about the shapes and how their properties suit the purpose.

 

Adults provide shapes that combine to make other shapes, such as pattern blocks and interlocking shapes, for pupils to play freely with. When appropriate, adults discuss the different designs that pupils make.