Nursery

 

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Curriculum Map

Outcome

  • Number recognition and counting
  • Take part in finger rhymes with numbers
  • React to changes of amount in a group of up to three items
  • Counting-like behaviour such as making sounds, pointing or saying numbers in sequence
  • Fast recognition of up to 3 objects. Without having to count them individually (subitising)
  • Recite numbers past 5 in order up to 10
  • Say one number for each item in order
  • Know that the last number reached when counting objects tell you how many there are (cardinal principle)

Outcome

  • Understanding of number
  • Show finger numbers up to 5
  • Count objects, actions and sounds
  • Compare amounts saying ‘lots’, ‘more’, ’same’.
  • Count in everyday contexts, sometimes skipping numbers
  • Solve real world mathematical problems with numbers up to 10
  • Compare quantities using the language of more than, fewer than
  • Experiment with their own ways of recording using symbols, marks and numerals

 

Outcome

  • Patterns
  • Notice patterns and arrange things in patterns
  • Talk about and identify the patterns around them e.g. shapes on cloth designs and wall paper. Use informal language like spotty, pointy etc
  • Extend and create ABAB patterns with a range of resources and materials
  • Notice and correct an error in a repeating pattern
  • Begin to describe a sequence of events, real or fictional using words such as first, then, next

Outcome

  • Shape
  • Combine objects like staking blocks and cups. Put objects inside others and take them out again.
  • Climbing and squeezing selves into different types of spaces
  • Build with a range of resources
  • Complete inset puzzles
  • Talk about an explore 2D and 3D shapes e.g. circles, rectangles, triangles
  • Use informal mathematical language to describe a shape such as sides, corners, straight, flat, round
  • Select shapes appropriately: flat surfaces for building, triangular prism for a roof etc.
  • Combine shapes to make new ones-an arch, a bigger triangle etc.

 

Outcome

  • Position and direction
  • Understand position through words alone e.g. the bag is under the table (without pointing)
  • Discuss routes and locations, using words like in front of and behind
  • Describe a familiar route

Outcome

  • Measurement
  • Compare sizes, weights etc. using gesture and language- bigger/smaller/little/high/low/tall/heavy
  • Make comparisons between objects relating to size, length, weight and capacity

Outcome

  • Count to ten
  • Explore the composition of numbers to 10
  • Link the number symbol (numeral) with its cardinal number value
  • Subitise
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