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Muriel Green Nursery School

For all your education and day care needs for under 5's

Remote Learning

As you may be aware, schools are required to have a remote learning plan in place so that any child who cannot attend school because of COVID-19 does not miss out on their learning. 

 

Our remote learning plan

Our remote learning plan has been made with our pupils and their families in mind. We believe that this strategy will work best for the children at Muriel Green Nursery. 

 

Daily Offer

 

9am

LIVE ZOOM

Welcome to the day!

 

Outline the day and complete a live ‘Bucket’ session for children

 

Morning Session

Signpost parents to:

Busy Finger Activity

Home Learning Activity

 ‘5-minute move!’ Joe Wickes workouts – YouTube

 

These will be posted on our Facebook Page and sent as email

12pm

 

Recorded Zoom

 

Story Session!

 

Stories – these will be following the five stages to story-telling as delivered on site

 

 

Afternoon Session

 

Signpost parents to:

Literacy or Maths Learning Challenge

Home Learning Activity

Yoga/Mindfulness session

 

These will be posted on our Facebook Page and sent as email

 

3pm

 

LIVE ZOOM

 

Singing and/or Story Session!

 

A member of staff will read a favourite story or sing a familiar nursery rhyme

 

 

What we expect from your child

It’s important that your child engages with home learning and this can be recorded on Tapestry. It is entirely dependent upon your child and their age to how much they engage but a minimum of two home learning activties are expected. 

 

If they aren’t engaging with the learning, we’ll use the following strategies to provide additional support:  

  • Phone call home
  • Increased feedback

 

 

We appreciate that if this situation arises, it may present some challenges for you. We kindly ask for your support so that we can continue to provide high-quality education for your child during this time.

How can you help at Home?

 

Personal, Social and Emotional Development:

  • Offer time for your child to talk about their feelings. Ask them, how do you feel
  • today? How does that make you feel?
  • If siblings/friends are having a disagreement over a toy ask them, ‘how can we solve

this?’ Once given this responsibility, children are very creative in giving ideas.

  • Look at signs around your community and ask, for example, ‘Why does it say stop?’

‘What might happen if we don’t listen or follow what it says?’ This will help your

child to identify the place of rules and their purpose

 

Communication and Language:

  • Play some listening games. Use a cardboard box to hide a range of objects (keys,

pan and spoon, newspaper, wind chime, bells) and ask your child to close their eyes

and to tell you what each ‘noise’ you make is.

  • Go on a ‘listening walk’. Ask your child, what can you hear? Can you hear a bus/bird/

alarm etc.? Ask them to tell you what they hear. Are the sounds loud sounds or quiet

sounds? Are they getting nearer or further away? Do they like the sound? Ask them

to describe the sounds, they are hearing, where else do you hear that sound?

 

Physical Development:

Healthy Living

  • Talk to your child about the meals you are making and about the healthy

ingredients

  • Talk to your child about their favourite foods and what they like and dislike and

what your likes are too.

  • Talk to your child about the importance of personal hygiene eg hand-washing;

washing away the germs so they don’t become ill

 

Literacy:

  • Look at print in the environment – from road signs to shampoo bottles. Your child

can then see that print is purposeful and conveys meaning.

  • Look at books together; including non-fiction books about topics that interest your

child. If they are ready, encourage your child to ‘read’ the story – prompt them to

tell you what is happening from the pictures.

  • Make a book together: Take photographs and make a scrap book of a special event

or holiday.

 

Maths:

  • Sing number rhymes such as Five Currant Buns, Five Little Ducks or Ten Green

Bottles

  • 'Talk Maths' - use mathematical language such as more/less in everyday tasks
  • Measure out ingredients for cooking
  • Help with the shopping
  • Enjoy water play at bath time - fill and empty a range of containers. Ask questions -

how many cups of water to fill the teapot?

 

Understanding the World:

  • Look at family photographs together and encourage your child to talk

about them using appropriate vocabulary – brother, sister, mummy, daddy etc. Also

talk about how family members have changed.

  • Visit the library and try to find some books about families. Look at the books

together and encourage your child to talk about the pictures and to answer

questions about the stories. Point to the print as you read showing how we read

from left to right and from the top to the bottom of the page. Encourage your child

to turn the pages over carefully.

 

Expressive Arts:

  • Collect natural materials to make pictures and collages.
  • Mix cornflour and a small quantity of water to make ‘gloop’
  • Play a variety of music types and dance
  • Make instruments out of household utensils and make some noise!

 


 

To further support your children we have broken down the curriculum objectives for Literacy and Maths.

 

Literacy:

  • Reading - We hope that the children will be able to listen to at least one story each day. We suggest children should enjoy books for ten to twenty minutes each day. Ask the children open questions about the story as you are reading – sometimes questions with an obvious answer, sometimes questions where they have to deduce something from the text or express an opinion. This is something we do in Nursery every day and promotes active listening and inference skills whilst also developing their powers of expressive language.

 

This will be supplemented with daily reading activities that will be shared with you.

 

  • Phonics – Encouraging the children to tune into listening is key to the understanding of letter sounds and using them to read. Completing a listening game a day or exploring what noises can be heard inside and outside the house will allow them to link sound with an object. Ideas to promote this will be shared and it is hoped that children will engage with one phonic activity a day. Sunshine Room children will be provided with a phonic session each day to broaden their knowledge of letter sounds.

 

The downloadable app ‘Teach your Monster to read’ is DfE approved and is a fun way of supplementing your child’s phonics. The computer based version is free.

 

  • Writing – Provide lots of opportunities for mark-making to improve fine motor control using a variety of pens, pencils, crayons, chalks etc., practise the correct letter formation for each of the sounds we have learnt, be able to write your name in recognisable letters in the correct sequence form left to right, be able to write down a given sound (adult says the sound, the child writes the correct one down), if your child is able to orally sound out CVC words, begin to attempt to write some CVC words. (consonant, vowel, consonant)

 

  • Speaking and listening - This is a key skill for all children and one that we have been working very hard across the setting this year. Children should practise answering questions in full sentences, remind children about eye contact and clear voices whenever they can. If your child’s responses are grammatically incorrect, remember to repeat it back them correctly rather than asking them to say it again. Role play with toys, doing a commentary for a game or asking fun questions around the dinner table are great ways to promote confident speaking and encourage active listening.
 

Maths:

The children should practise:

 

  • Reciting numbers in order to 10. 20, 30 and beyond
  • Representing numbers either with fingers, marks on paper or writing the numerals
  • Matching numeral and quantity of objects correctly
  • Comparing two groups of objects and saying which has the same, more or less
  • Counting out a group of up to 10 objects from a larger group
  • Finding the total number of objects in each group by counting
  • Identifying shapes in the environment and talk about the shape of everyday objects
  • Beginning to use mathematical names for 2D (flat) and 3D (solid) shapes
  • Describing their relative position such as ‘behind’, ‘next to’, ‘in front’ etc.
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