**This week our learning theme is 'Sports Week and Giraffes can't Dance'**



Welcome to Voles Class (EYFS Unit)




Image result for vole silhouette

Teacher:  Mrs Hardwick

Early Years Practitioners: 

Mrs Ray 

Mr Coverdale



Welcome to the Summer Term in the Nursery class

Our learning theme for each week is guided by the children. 

Each week we will have a focus theme and our group time learning (Adult Directed Activity) will be based around that theme.  

          24.6.19 - ‘Sports Week and Giraffes Can't Dance'-

                                    grayscale photography of people dancing on stage

These are some of the things we will be learning about and exploring;



Today we have a Bollywood dance workshop.

Throughout the week as we practice for our assembly we will be talking about Martha’s and Stanley’s  questions – how do giraffe’s dance and how did Gerald the Giraffe learn to dance?


The children have been interested in the sand timers at school and have enjoyed challenges when using the Interactive Whiteboard digital timer. Today we will have a sporting finger challenge. First we will have a ‘mindful minute’, then we will explore the sand timers and observe two running at the same time to see if they both measure the same time. We will then give the children a challenge  - can they stop the digital timer when they think a minute has passed (different ideas are OK) – we will have a range of digital timers to use. We will compare the digital timers to non-digital types, and talk about how they are the same and / or different. We will talk about time passing; discuss how fast, how slow, how long etc. We will give the children simple ‘finger sporting’ challenges’ – how long does it take to put a coat on and do it up? Which is best to time this - the sand timer or the digital timer?  We will then use a simple timer and see both how many beads the children can  thread  / how many times they can write their name etc before the timer runs out.


Tildy was interested in how animals teach dancing and we are going to explore this today as we imagine a circus run by animals in PE today. Warm-up;“The Lion Ringmaster says…..” – children  must listen to what the Ringmaster asks them to do! At first the children move around the space holding a bean bag in one hand. If the Ringmaster shouts “Stilts” then all of the children must walk as tall as they possibly can. If the Ringmaster shouts “Tiger” then all of the children must move around your space on their hands and feet. For “Monkey Acrobat” the children must try to hop on the same foot continuously and for “Baboon” the children must try to throw and catch the bean bag. We will ask them to count how many they can do without dropping it! Then Dancer’s balance training – a popular act at the Circus! In this activity the children will get to practice their acrobatic balances and practice their counting skills. The adult will call out a number 1-5 and all of the children must hold themselves still with that amount of body parts touching the floor! I.e “3” could equal 2 feet and a hand! Play the clown! (Mirror me) – Clowns are the main attraction at the circus, they make everyone happy. For this activity the children copy the movements of the adult! We will start by mirroring the adult’s movements (Adult moves left arm, children move their right arm – as it would appear in the mirror). Then we will split into small groups and rotate who gets to be the ‘clown’ as we practice skills and actions for Games Day (ball dribbling, javelin throwing etc)


Class assembly today – we look forward to seeing you.

Today we are going to explore loud and quiet sounds. Adults will explain that we are going on a pretend visit a café for a healthy snack in readiness of future sporting activities.  We will begin by warming up voices and exploring loud and quiet sounds. Then we will learn a new song “Watch out” about the journey to the cafe – the children need to vary their volume for different aspects of the song. We will teach and learn new chants and explore the sounds of bells and tambourines or woodblocks and drums as we chant. Finally we will visit the Chaos Café – we will talk about the pictures of the ‘Chaos Café’ and decide whether they represent loud or quiet sounds. We will work together to decide on and agree which instruments would best represent each sound picture. Groups of children will be given the same instruments. We will then hold up pictures one by one and the children playing the linked instruments will need to spot their picture and play the instrument loudly or quietly as we agreed.


Today we are going to look at some sculptures created by Alberto Giacometti – we will talk about the actions that the children think the sculptures represent. We will recreate some of the poses with our bodies. Then we will remind the children of some of the actions that they needed to practice in PE when we acted as clowns and dancers.  Adults will model how to manipulate wire, wool and pipe cleaners to create ‘action’ sculptures before the children explore doing this themselves. When we have finished we will talk about all the different actions and sporting activities we have represented.

Shared reading: Wednesday 26th

 Show and tell; a sporting skill

     What the children say...

As usual we asked the children about what they’d like to explore, play with and learn about over the next half term. All ideas will be interwoven through planning.

Click here to see their suggestions.


The children had lengthy conversations about role play and the final decision was that we would have an ice cream shop. The children will be working with us to create this at the start of term.


Other areas of learning in Nursery include....



PE day is Wednesday

  • This half term we will be athletics. We will also continue to practice some of the skills needed for Sports Day - ball skills, javelin throwing and relay etc.

  • We will continue to promote developing a healthy lifestyle and practices which lead to this such as the importance of exercise and healthy eating.

  • We will also link warm ups to other curriculum areas with activities such as 'Squiggle as you Wiggle' and 'Pen Pals', counting actions / movements and creating shapes.

Please can all children have a named PE kit in a bag.


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RE will be explored partly through short periods of Adult Directed Activities which highlight key festivals, celebrations, religious symbols and religious vocabulary with reference to children’s own experiences and also through the children's own Child Initiated Play.

This half term the children:

  • will learn about key figures in their own lives and key members of a local religious group
  • will be given opportunities to communicate through talk or gesture about a range of special objects/places/ people/ practices
  • will have the opportunity to use words or phrases such as:– Reverend Bible Lectern Pulpit Organ Pews.


During this half term and throughout the year we will be planning open-ended activities in a technology rich environment to enable the children to have opportunities to explore, tinker and develop their ideas through active learning. The children will:

  • explore simple digital timers (onscreen and physical). Compare these to non-digital types, such as sand timers and talk about how they are different. We will talk about time passing; discuss how fast, how slow, how long etc
    • explore and develop skill in using a range of input devices, so that they have experience in using a mouse and touch pad as well as tablet and touch screen
    • discuss the different ways we could sequence sets of digital objects, for example by time, size, number, weight, capacity, value (money) etc. We will compare these activities to working with physical objects.
    • explore simple onscreen pictograms and how they can use these to display information.
    • use simple digital cameras to capture images in the indoor and outdoor environment. Talk about differences between digital and non-digital cameras, looking at camera tools on tablet or phone, digital cameras and some older devices, such as cameras using film.
    • discuss what we should do if any image or technology worries us.


      Adults will promote safe and careful use of resources and understanding of who to tell if any use of technology makes them feel uncomfortable.