Welcome to Nursery - Bonsai Class!
During this Learning Journey, the children will begin to explore and uncover the impact we have on the world.
They will be looking at how our neighbourhood has changed over time, comparing Brent geographically in the past and present to see what changes have been made.
We will start to look at how humans have impacted our local community through pollution, traffic and litter and what we can do to make a positive change.
For this Learning Journey, we will be focusing on the area around our Nursery and beginning to gain a sense of belonging within our surroundings. We will be learning how to take care of our city and how to live in a clean and calm environment.
We will learn about how caterpillars change over time and plants grow up around us, including what they need in order to grow and how we can take care of them. We will experience how to care for various living things as we grow our own plants, learning what to do to take care of them. We will explore our local area safely, focusing on the habitats of different creatures and how we can support their growth.
As we come to the end of our learning journey we have put together a showcase of our response to the secret History mission set by Ms Ilic, Miss Linton-Marshall, Ms Elmi and Ms Carty.
As part of our music learning this half term, the children have learnt a song linked to London. Take a look at our performance videos below.
London: A Place for Me!
This Learning Journey will focus on London and where we live. We will be exploring images of our local area and we will ask families to send in some images of their ‘local area’ for the children to share with their friends. We will explore our similarities and differences and the relationships we have with others e.g. friends and family.
Rhythm and Rhyme!
This Learning Journey will focus on the use of rhyme in stories to help children with the start of their understanding of rhythm and rhyme. These skills help form the bases of learning how to read and write. We will continue to learn a large number of Nursery Rhymes, and the different sounds that can be created both through the use of instruments, our voices and body percussion. We will also be start to learning about some of the key celebration that take place over the second half of the Autumn term to celebrate diversity within the community.
For more information, please see the Learning Journey Letter and Knowledge Organiser below.
Celebrating our Learning!
During this Learning Journey, children have been finding out about themselves, their culture and their family.
As a year group, the children have created a video to showcase the learning over the last 5 weeks. We have also chosen a selection of photos to show the fantastic learning that has taken part during this learning journey.
Proud Black British History
During the Autumn Term, our Learning Journey will be 'Proud Black British History'. All year groups will be learning about a significant historical figure and the impact they had or exploring themselves, their class and their community. All the significant figures were pioneers and championed equal rights and opportunities for Black people.
In EYFS, they will be exploring the lives of people around them and comparing their own lives to things that have happened in the past.
Please see the Learning Journey Overview and Knowledge Organiser below for further information, home learning activities and helpful resources to promote discussion at home.
New EYFS Framework
We have started this school year with an exciting change for our 'Early Years Foundation Stage'. The government is preparing to release a new document of 'Curriculum Guidance' for the 'Early Years Foundation Stage' in September 2021. Our school has opted in to be an ‘Early adopter’ of this new guidance and will be piloting the 'New Early Learning Goals'.
Under The Early Years Foundation Stage (Exemption from Learning and Development Requirements) and Childcare (Exemption from Registration) (Amendment) Regulations 2020, the Secretary of State for Education grants exemption from the following sections of the 2017 Early Years Foundation Stage statutory framework:
a) The educational programmes under EYFS paragraph 1.5; and
b) The early learning goals set out on pages 10 to 12 of the EYFS; and
c) The requirements set out in paragraph 2.6 to 2.11 of the EYFS relating to Assessments and moderation at the end of the reception year – the Early Years Foundation Stage Profile – which requires settings to complete the Profile and submit the same to the local authority.
Mitchell Brook will instead follow, in full, the EYFS reforms early adopter framework (https://www.gov.uk/government/publications/early-adopter-schools-eyfs-framework).