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Sea Room

Sea Room provides learning and care for children aged 3 and 4 up until they are of school age. Some children continue the journey that they have already started with us and make the transition from Bay Room to Sea Room, but for other children this is their first experience of a nursery setting and provides them with the tools they need to be ready to start school. We follow the Early Years Foundation Stage curriculum and cover the seven areas of learning, comprising of the three prime areas of; Personal, Social and Emotional Development, Communication and Language, Physical Sevelopment and the four specific areas of Mathematics, Literacy, Understanding the World and Expressive Arts and Design.  

Children are able to follow their own interests and ‘learn through play.’ Children learn best this way as they are making the decisions and the practitioners in the room intervene in children’s learning where appropriate to move them on and introduce ‘next steps’ in their learning.  In Sea Room, we also have ‘Red Lines of Learning’ which we feel all children should be able to do by the time they leave our room. Children participate in activities with practitioners to support them in achieving these ‘Red Lines.’ The children gather together for adult led learning times twice a day which are focused around the learning that is taking place over the week. Children have access to outdoor provision throughout the day as it is important that learning takes place both inside and outside the classroom. 

Red Lines of Learning

During the course of this year the basic skills that we expect children of this age to master, so that they are ready for Reception class are as follow:

RE

Physical/ handwrite

Read

Communication and Language

Write

Maths

Science

From stories about Jesus, know metaphors for God.

Have physical control over our bodies and do strong sitting.

Hold pencil in tripod grip.

Phase 1 phonics;

Read own name

Respond to how? and why questions.

Write own name

Name numbers; sorting using self nominated criteria

Demonstrate curiosity

The attitudes and attributes that our children will be encouraged to develop this year are:

Familiarity;  Responding;  Expression;  Conservation;  Curiosity

Children continue their learning in phonics accessing the Pearson Phonics Bug scheme supplemented with Collins Big Cat

Autumn 1 Curriculum

RE

PSED

C&L

Literacy

Physical

Mathematics

U+W

EAD

 

Can select and use activities and resources with help.

 

Responds to instructions involving a two-part sequence.

Listens to stories with increasing attention and recall answering simple questions (Guess what will happen next in a story).

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

Focusing attention – still listen or do, but can shift own attention.

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

Holds books correct way up & turns pages.

Listens to stories with increasing attention and recall.

Sometimes gives meaning to marks as they draw and paint.

Gains more bowel and bladder control and can attend to toileting needs most of the time themselves.

Can usually manage washing and drying hands and brushing teeth.

 

Uses some number names and number language spontaneously.

Uses some number names accurately in play.

 

Knows how to operate simple equipment, e.g. turns on CD player and uses remote control.

 

Uses various construction materials.

Realises tools can be used for a purpose.

 

 

Vocabulary: nursery, staff, teacher, routine, learning time, Collective Worship, dinnertime, home time, prayers

Visit areas around school: hall, playground, garden

Investigate the importance of my name.

Enjoys responsibility of carrying out small tasks.

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

Shows confidence in asking adults for help with learning.

 

Listens to others one to one or in small groups, when conversation interests them.

Can retell a simple past event in correct order (e.g. went down slide, hurt finger).

Uses intonation, rhythm and phrasing to make the meaning clear to others. PHONICS

Recognises familiar words and signs such as own name and advertising logos.

Read my name* ASSESSEMENT TASK

Enjoys rhyming and rhythmic activities. PHONICS

Shows awareness of rhyme and alliteration. PHONICS

Ascribes meanings to marks that they see in different places.

 

 

Shows an interest in shape and space by playing with shapes or making arrangements with objects.

 

 

Explores colour and how colours can be changed.

Makes up rhythms. Phonics

 

Vocabulary: me, myself, unique, similarities, differences, special,

God knows and loves me.

God knows my name as revealed in Is. 43:1-2

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

Listens to others one to one or in small groups, when conversation interests them.

Describes main story settings, events and principal characters.

 

 

Can copy some letters, e.g. letters in name

*ASSESSMENT TASK

 

Sometimes matches numeral and quantity correctly.

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

Uses shapes appropriately for tasks.

 

Shows interest in the lives of people who are familiar to them.

Recognises and describes special times or events for family or friends.

 

Beginning to construct, stacking blocks vertically and horizontally, making enclosures and creating spaces.

Joins construction pieces together to build and balance.

Engages in imaginative role-play based on own first-hand experiences.

Uses available resources to create props to support role-play.

Vocabulary: special, talent, gift,

God loves me as a new mother expressed in Psalm 131.

 

Listens to others one to one or in small groups, when conversation interests them.

Holds pencil correctly near point between first two fingers and thumb and uses it with good control.* ASSESSMENT TASK (RED LINE)

 

Recites numbers in order to 10.

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

Realises not only objects, but anything can be counted, including steps, claps or jumps.

Beginning to talk about the shapes of everyday objects, e.g. ‘round’ and ‘tall’.

 

Beginning to move rhythmically.

Taps out simple repeated rhythms.

 

Vocabulary: control, actions, behaviour,

Remember, the importance of names

(God who knows each one and loves them) Find out why parents chose particular name and recognise.

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

Listens to others one to one or in small groups, when conversation interests them.

 

 

 

 

 

Vocabulary: choice, range, emotions- happy, sad, angry, shy,

What it is to welcome and be welcomed, to nursery each day- focus on words spoken.

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

 

Listens to others one to one or in small groups, when conversation interests them.

 

 

Maths Red Line

Shows care and concern for living things and the environment.

 

 

(Autumnal exploration)

Imitates movement in response to music.

Developing preferences for forms of expression.

Uses movement to express feelings.

Vocabulary: concern, actions, share, take turns,

Discover how others welcome people (and God’s family). As shown in the Old Testament Genesis 18 part way through 1-5.

 

 

 

 

Maths Red Line

 

 

Vocabulary: Consolidation of the term, ourselves

Autumn 2 Curriculum

RE

PSED

C&L

Literacy

Physical

Mathematics

U+W

EAD

Recognise the many symbols and words of welcome used by Christians:

Making the sign of the cross

Blessing yourself (water)

“Lord be with you…”

Lighting of the candle

“I baptise you…”

Baptism – Respond – Remembering, celebrating and responding to what it is to welcome and be welcomed. Baptism.  A unique idea in the mind of God. Made in his image

 

Is more outgoing towards unfamiliar people and more confident in new social situations.

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

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

Build our own vocabulary.

Recognises familiar words and signs such as own name and advertising logos

 

Uses number names accurately.

Shows an interest in representing numbers.

Remembers and talks about significant events in their own experiences.

Recognises and describes special times or events for family or friends.

Knows some of the things that make them unique, and can talk about some of the similarities and differences in relation to friends or family.

(Red Line- I demonstrate Curiosity)

Engages in imaginative role- play based on own first hand experiences.

Vocabulary: Unique, me, myself, different, gift, talent, similarities,

Islam – Look: Special objects – my special object. Discover: Special objects for Muslims. Respect: Muslims’ special object

Shows confidence in asking adults for help with learning

Shows understanding of prepositions such as ‘under’, ‘on top’, ‘behind’ by carrying out an action or selecting correct pictures.

Assessment opportunity: Story that uses positional language Rosie’s Walk

 

Uses positional language.

 

 

 

Vocabulary: positional language- behind, next to, under, on top of, in, position

Judaism –Discover: Hanukkah; the story of the oil lamp in the temple.

Keeps play going by responding to what others are saying or doing.

Can retell a simple past event in correct order (e.g went down slide, hurt finger)

Uses talk to connect ideas, explain what is happening and anticipate what might happen next, relive and recall past experiences.

Knows that print carries meaning & in English, is read from left to right & top to bottom.

Understands that equipment and tools have to be used safely.  (Keeping safe in the environment)

Shows awareness of similarities of shapes in the environment.

Talk about why things happen and how things work (Red Line- I demonstrate Curiosity)

 

Vocabulary: Moving, going, forward, active, maintain, persist

Educational visit- Walk around local area to look at things that move

Explore:  What a birthday is-waiting for a birthday. Discover what a birthday is and how it is celebrated

 

 

 

Understands that equipment and tools have to be used safely. (Food prep safety)

 

Identify in number problems

Can talk about some of the things they have observed i.e. recipes, food, recognise taste and texture

EMM17b – Observe and describe the texture of things

Vocabulary: see, note, watch, discover, changes, comment

Education visit: Visit to local bakery and use public transport

Spring 1 Curriculum

RE

PSED

C&L

Literacy

Physical

Mathematics

U+W

EAD

Discover what a celebration is and how people celebrate.

Aware of the boundaries set and of behavioural expectations in the setting including learning times, Collective Worship and Dinnertimes.

Talks through an activity explaining what is happening, discuss what might happen next. Talk about past experiences.

Two-channelled attention – can listen and do for short span during an adult led learning time.

Responds to instructions involving a two-part sequence.

Able to follow a story without pictures. Talk for Writing

Continues a rhyming string (orally). PHONICS RED LINE

Enjoys an increasing range of books through exploration of the Library Bus. (ONGOING THROUGHOUT TERM)

Writes own name (RED LINE - ONGOING THROUGHOUT TERM)

Experiments with different ways of moving- thinks of moving in different ways. (Assessment)

Uses simple tools (fork, spoon, knife) to effect changes to materials.

Number name red line (ongoing throughout term)

 

Ordering numbers (Number red line)

Joins in with family customs and routines including ‘Family at School’, Mass etc

Uses ICT hardware to interact with age-appropriate computer software. Beebot and iPad.

Introduces a storyline into their play.

Plays cooperatively as part of a group to develop and act out a narrative. (Talk for Writing)

Vocabulary: customs, joining in, routine, experiences

(1)What the parish family celebrates.

 

(2)How parish family celebrates – the story of the Presentation.

To show awareness of the boundaries set and of behavioural expectations in the setting.

Talks through an activity explaining what is happening, discuss what might happen next. Talk about past experiences

Two-channelled attention – can listen and do for short span during an adult led learning time.

Responds to instructions involving a two-part sequence.

 

Able to follow a story without pictures-Talk for Writing,

Continues a rhyming string (orally). PHONICS RED LINE

Uses simple tools (hammer, glue sticks, rolling pin) to effect changes to materials.

Red line- I can cut a straight line

Match number and quantity

Number Recognition

(Number red line)

Enjoys joining in with family customs and routines.

Uses ICT hardware to interact with age-appropriate computer software. Beebot and iPad.

Introduces a storyline into their play.

Plays cooperatively as part of a group to develop and act out a narrative. Talk for Writing.

Vocabulary: behaviour, choices, actions, response, respond, adapt

Educational visit- Visit to Church

Gathering Explore:

Discover what activities children and families like to do together.

To show awareness of the boundaries set and of behavioural expectations in the setting.

Two-channelled attention – can listen and do for short span during an adult led learning time.

Responds to instructions involving a two-part sequence.

Able to follow a story without pictures Talk for Writing, (Create story maps)

Continues a rhyming string (orally). PHONICS RED LINE

Hears and says the initial sound in words (orally). PHONICS RED LINE

Shows understanding of how to transport and store equipment safely.

Uses simple tools (hammer, glue sticks, rolling pin) to effect changes to materials.

Days of the week

Ordering numbers- RED LINE (Cardinality- 1st does not always mean you need a number 1)

Enjoys joining in with family customs and routines.

 

Plays alongside other children who are engaged in the same theme.

Vocabulary: order, sequence, organise, link, structure, direction

Reveal 1

The Parish family gathering for Mass.

To show awareness of the boundaries set and of behavioural expectations in the setting.

Two-channelled attention – can listen and do for short span during an adult led learning time.

Responds to instructions involving a two-part sequence.

Able to follow a story without pictures or props. Talk for Writing,

Continues a rhyming string (orally). PHONICS RED LINE

Hears and says the initial sound

in words (orally). PHONICS RED LINE

Uses simple tools (hammer, glue sticks, rolling pin) to effect changes to materials.

What we know green task number red line

Enjoys joining in with family customs and routines.

Create simple representations of people.

Vocabulary: celebration, celebrate, party,  praise, gather, together, acknowledge

Spring 2 Curriculum

RE

PSED

C&L

Literacy

Physical

Mathematics

U+W

EAD

Reveal 2:

The Parish family gathering to listen to God’s word.

To begin to recognise that own actions affect other people

Questions why things happen and gives explanations. Asks e.g. who, what, when, how.

To listen and do for short span.

Is able to respond to instructions involving a more than two-part sequence.

Able to follow a story without pictures Talk for Writing,

Can segment the sounds in simple words and blend them together (orally). PHONICS RED LINE

Handles tools, objects, construction and malleable materials safely and with increasing control (play dough, forest school aspect).

Uses familiar objects and common shapes to create and recreate patterns and build models.

Enjoys joining in with family customs and routines.

 

Vocabulary: classify, group, sort, label, tag

Respond:

Remembering, celebrating and responding to how and why people gather together and the joy of gathering together to celebrate at Mass.

To begin to recognise that own actions affect other people

Questions why things happen and gives explanations. Asks e.g. who, what, when, how.

To listen and do for short span.

Is able to respond to instructions involving a more than two-part sequence.

Able to follow a story without pictures or props. Talk for Writing

Can segment the sounds in simple words and blend them together (orally). PHONICS RED LINE

Handles tools, objects, construction and malleable materials safely and with increasing control (play dough, forest school aspect).

Uses familiar objects and common shapes to create and recreate patterns and build models.

Enjoys joining in with family customs and routines.

 

Vocabulary: classify, group, sort, label, tag

Explore giving:

Recognise growth in nature.

To begin to recognise that own actions affect other people

To listen and do for short span.

Is able to respond to instructions involving a more than two-part sequence.

Able to follow a story without pictures Talk for Writing

Can segment the sounds in simple words and blend them together (orally). PHONICS RED LINE

Shows understanding of the need for safety when tackling new challenges, and considers and manages some risks

Experiments with different ways of moving.

MH51Handles tools, objects, construction and malleable materials safely and with increasing control (play dough, forest school aspect).

 

Completes a simple program on a computer (recording examples of growth using iPad camera/video camera)

Uses ICT hardware to interact with age-appropriate computer software. Beebot and iPad.

Looks closely at similarities, differences, patterns and change.

Experiments to create different textures.

Constructs with a purpose in mind, using a variety of resources. (Mothers Day cards)

Vocabulary: grow, sprout, bloom, develop, bud, stem, flower, nurture

Educational visit- Walk around local environment- what growth can you see?

Reveal 1:learn about lent; a time for growing in love.

To begin to recognise that own actions affect other people

To listen and do for short span.

Is able to respond to instructions involving a more than two-part sequence.

Able to follow a story without pictures Talk for Writing

Can segment the sounds in simple words and blend them together (orally). PHONICS RED LINE

Experiments with different ways of moving.

Handles tools, objects, construction and malleable materials safely and with increasing control (play dough, forest school aspect).

Can describe their relative position such as ‘behind’ or ‘next to’.

 

Introduce the term symmetry

Looks closely at similarities, differences, patterns and change.

 

Vocabulary: investigate, consider, discover, seek,, question, search

Linking Good Friday  to Easter Sunday

To begin to recognise that own actions affect other people

To listen and do for short span.

Is able to respond to instructions involving a more than two-part sequence.

Able to follow a story without pictures  Talk for Writing

Can segment the sounds in simple words and blend them together (orally). PHONICS RED LINE

Handles tools, objects, construction and malleable materials safely and with increasing control (play dough, forest school aspect).

Use mathematical names for ‘solid’ 3D shapes and ‘flat’ 2D shapes, and mathematical terms to describe shapes.

Looks closely at similarities, differences, patterns and change.

Selects tools and techniques needed to join materials they are using. (EASTER cards)

Vocabulary: connect, relate, join,  attach, combine

Documents Available for Download

Nursery Expectations Booklet (PDF)

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