Cambridge Early Years

EY2 long-term plan (English as a First Language)

This is an example long-term plan that you could use as the basis for your own themed planning. Each themed block relates to approximately five weeks of teaching and
learning. If you decide to use the themes suggested in this plan, there are still some sections of the long-term plan that you will need to complete to reflect your own context
and the needs of your own children.

Continuous provision across the year

This area is for you to note the continuous provision that will be in your setting across the whole year, and extra resources that you want to source for this continuous provision. Below are
some useful general continuous provision areas, but you should adapt this list for your own setting.

 Home area
 Role-play area
 Library/reading area
 Writing/mark-making area
 Art area
 Construction and small world play area
 Sand area
 Water area
 Nature area
 Outside area

EY2 long-term plan (English as a First Language) v4 1

 Term A
Block 1: Friends, family and me
Communication,
Language and
Literacy
Possible trips, Opportunities and learning statements with close links to the theme
visitors and
Listen and respond to stories
events: about family (2CL.FLEc.05,
This area is for you to 2CL.FLEc.06, 2CL.FLEc.14,
note possible trips, 2CL.FLEc.22, 2CL.FLEc.24,
visitors and events to 2CL.FLEc.28)
enhance learning
Make up a story/song about
towards the learning
a family member, based on a
statements.
story/song they have heard
(2CL.FLEc.06)
For example: Respond to questions about
Visit from an adult to their family and life at home
talk about life when (2CL.FLEc.08)
they were a child Talk about what has
happened, what is
happening and what might
happen next in a story about
family (2CL.FLEc.13)
Read the body language of
friends and family members
and respond appropriately
(2CL.FLEc.09)
Retell stories about family
(2CL.FLEc.10)
Other opportunities and learning statements
EY2 long-term plan (English as a First Language) v4
Personal, Social
Creative Physical Understanding
Mathematics and Emotional
Expression Development the World
Development
Respond to different Follow instructions to Explore moving different Identify and talk about
styles of portraits, then explore their setting by parts of the body, body parts (2UWs.03)
create and share their working in groups to take following simple Work with others to
own self-portraits. photos of different instructions (2PD.01, take photographs of
(2CEa.02, 2CEa.07, locations in the setting 2PD.10) locations within their
2CEa.08) and then challenging
Help each other through setting (2UWd.05)
other groups to find the
Collaborate to create a an obstacle course, Talk about their families
locations from the photos
‘Welcome’ sign; talk focusing on safety (2UWp.01)
about ideas for (2PS.01, 2PS.09) (2PD.02, 2PD.14,
improvements and make Talk to a visitor about the 2PD.16, 2PD.13) Talk to a visitor about
considered changes visitor’s life when they the visitor’s life when
As part of exploring their they were a child;
(2CEa.09, 2CEa.10) were a child (2PS.08) setting, practise walking recognise the
Listen to music, express Discuss what a good up and down stairs differences from their
how it makes them feel, friend should do (2PS.10, (2PD.06) own experiences
then interpret the music 2PS.15) (2UWp.06)
through movement Show and talk about their
(2CEm.01, 2CEm.02, favourite things (2PS.15,
2CEda.03) 2PS.16)
Recognise familiar school Discuss and act out a
songs or chants and tap healthy daily routine
along to the pulse (2PS.21, 2PS.22)
(2CEm.11, 2CEm.02,
2CEm.03)
Recognise body parts by
singing the ‘Head and
shoulders’ song at
different speeds
(2CEm.10)
Act out a family role-play
(2CEdr.01, 2CEdr.02)
2
 Communication, Personal, Social
Creative Physical Understanding
Language and Mathematics and Emotional
Expression Development the World
Literacy Development
This area is for you to note learning that needs more development than is possible through themed activities. We have included Mathematics and Communication and
Language opportunities from the Cambridge Early Years Teaching and Learning Resources. You will need to add other opportunities to match your children’s needs and
to ensure that all of the curriculum learning statements are fully covered.

Recognise and join in with Say the number names

formulaic phrases that are zero to ten, forwards and
repeated in stories backwards (2Mn.01)
(2CL.FLEc.30) Arrange numerals 0 to 10
Try to write their name or a in order (2Mn.03)
simple label or caption Read and write numerals
(2CL.FLEc.34) 0 to at least 10 (2Mn.07)
Notice and respond Show awareness of
appropriately to different money (2Mn.19)
sounds in school
(2CL.FLEc.04) Arrange objects to match
a simple plan and talk
Recognise that a sentence is about how their
made up of a number of arrangement matches the
words that mean something plan (2Ms.06)
when read in the correct
order (2CL.FLEc.26) Use ordinal numbers
from 1st to 10th (2Mn.04)
Re-read short sentences
with some fluency Respond to and use
(2CL.FLEc.27) simple language of
direction (2Ms.07)
Identify and talk about
things that move in a line
and things that rotate
(2Ms.08)

Resources to source
This area is for you to note extra resources that you want to source for this block, including as temporary enhancements to your continuous provision.

EY2 long-term plan (English as a First Language) v4 3

 Block 2: Homes and buildings
Communication, Personal, Social
Creative Physical Understanding
Language and Mathematics and Emotional
Expression Development the World
Literacy Development
Possible trips, Opportunities and learning statements with close links to the theme
visitors and
Build a model bedroom, Plan a model building Discuss how to use Identify the different
events: focusing on the visual then evaluate and activity equipment materials that buildings
This area is for you to and tactile qualities; improve the plan before indoors and outdoors in a are made from;
note possible trips, discuss and make building the model; safe manner; practise consider the properties
visitors and events to considered changes maintain attention while moving around the of these materials as
enhance learning (2CEa.05, 2CEa.10) working on this task classroom safely they pretend to move
towards the learning (2PS.02) (2PD.02, 2PD.16) around the buildings
Relate sounds to different
statements. (2UWs.08, 2UWs.10)
rooms; explore loud and Work with others to build Use different types of
quiet sounds in houses a tower; manage their blocks to build a tower, Consider and choose
For example: (2CEm.05, 2CEm.13) own frustration when the showing control and materials for creating a
Walk around the Talk about buildings, then tower falls over (2PS.03, improved hand-eye model building
locality to observe and plan and create a model 2PS.24) coordination (2PD.07) (2UWs.09)
visit different buildings (2CEa.06, 2CEa.10) Choose resources for Move in different ways to Identify items in the
Create masks to use to and create their own show characters entering setting that require
re-enact a story about fantasy building (2PS.12) different types of electricity to work,
building (2CEa.08) Visit different buildings, buildings (2PD.08) including items that use
behaving appropriately in Discuss how to improve wires to connect to
Collaborate to build a power and items with
model of a community the new contexts their imitation of the
(2PS.19) sound and movement of batteries (2UWs.13,
(2CEa.09, 2CEa.10) 2UWd.08)
Identify and discuss different building tools
Respond to the sounds of (2PD.12) Describe and take
building tools; in groups, communities, showing
understanding of spiritual photographs of features
imitate the sounds and of buildings that they
movements (2CEm.03, communities (2PS.26)
are visiting (2UWd.05,
2CEm.14, 2CEm.12) 2UWp.07)
Role-play interacting with
people in the community
(2CEdr.01, 2CEdr.05)
Create and play with a
fantasy building
(2CEdr.03)
Re-enact the characters
in a story about building
(2CEdr.04)

EY2 long-term plan (English as a First Language) v4 4

 Communication, Personal, Social
Creative Physical Understanding
Language and Mathematics and Emotional
Expression Development the World
Literacy Development
Other opportunities and learning statements
This area is for you to note learning that needs more development and repetition than is possible through themed activities. We have included Mathematics and
Communication and Language learning opportunities from the Cambridge Early Years Teaching and Learning Resources. You will need to add others to match your
children’s needs and to ensure that all of the curriculum learning statements are fully covered.

Listen with enjoyment to Count up to at least 10

stories and rhymes, and talk items (2Mn.05)
about the text and pictures Say the number names 0
(2CL.FLEc.01, 2CL.FLEc.02, to 10, forwards and
2CL.FLEc.06, 2CL.FLEc.28, backwards (2Mn.01)
2CL.FLEc.31)
Count up to 10 things
Use talk to find out more that cannot be touched
(2CL.FLEc.11, 2CL.FLEc.17) (2Mn.06)
Follow two-step instructions Say which number
(2CL.FLEc.07) comes before or after;
Share past, present and use ‘one more than’ and
future experiences ‘one less than’ (2Mn.02)
(2CL.FLEc.18) Arrange numerals 0 to 10
Try to write captions in order (2Mn.03)
(2CL.FLEc.34) Find one more or one
Notice and respond to fewer (2Mn.09)
sounds (2CL.FLEc.04) Use ordinal numbers
Use and read body language from 1st to 10th (2Mn.04)
(2CL.FLEc.09, 2CL.FLEc.22) Recall the days of the
Use language to explore week and use language
imaginary situations to express relationships
(2CL.FLEc.10, 2CL.FLEc.21) between days and to
Talk about their experiences sequence events
(2CL.FLEc.12) (2Ms.13)
Express their preferences Show awareness of the
and feelings (2CL.FLEc.19) purpose of clock times
(2Ms.14)
Use language influenced by
printed texts (2CL.FLEc.20) Read most o’clock times
on an analogue clock
Handle books with care; (2Ms.15)
notice how different books
look different (2CL.FLEc.25,
2CL.FLEc.29)

EY2 long-term plan (English as a First Language) v4 5

Resources to source
This area is for you to note extra resources that you want to source for this block, including as temporary enhancements to your continuous provision.

EY2 long-term plan (English as a First Language) v4 6

 Term B
Block 3: Working and playing together
Communication,
Language and Literacy
Possible trips, Opportunities and learning statements with close links to the theme
visitors and
Listen to a story about people
events: working together to solve a
This area is for you problem; respond to questions,
to note possible predicting what will happen next;
trips, visitors and share their own related
events to enhance experiences (2CL.FLEc.08,
learning towards the 2CL.FLEc.31)
learning statements.
Discuss the problem-solving
story with others and then retell
For example: the story (2CL.FLEc.01,
Trip to an outdoor 2CL.FLEc.32)
play area to play Use talk to find out more
together information about items related
to the problem-solving story
(2CL.FLEc.11)
Talk about how they can solve
different problems, using
language from the problem-
solving story (2CL.FLEc.03,
2CL.FLEc.11, 2CL.FLEc.21)
Examine and recreate a
sentence from the problem-
solving story; read out the
sentence with expression
(2CL.FLEc.21, 2CL.FLEc.26,
2CL.FLEc.27)
Attempt to write about what they
can do to solve problems
(2CL.FLEc.34)
EY2 long-term plan (English as a First Language) v4
Personal, Social
Creative Physical Understanding
Mathematics and Emotional
Expression Development the World
Development
Develop dances in small Explore new activities Talk about their outdoor Describe outdoor play
groups, matching together in a play area play with others, areas they like
movements to the music (2PS.07) including what they do (2UWp.07)
(2CEda.04, 2CEda.05) away from school; talk
Put on sunblock and In a group dance
about their own and
Enjoy listening and appropriate clothing for activity, explore how to
others’ movements
talking about music playing together outside make movements with
during outdoor play
together (2CEm.02, (2PS.23) different parts of the
(2PD.11, 2PD.15)
2CEm.04) Try out different items of body (2UWs.04)
Make music together by play equipment with As a group, visit an As part of indoor play,
improvising with peers (2PS.12) outdoor play area, explore and describe
instruments (2CEm.08, including talking about how familiar objects
Share ideas with peers how to enjoy the area
2CEm.15, 2CEm.16) about indoor activities move (2UWs.11)
safely (2PD.02, 2PD.05,
Make a shaker and use it (2PS.15) 2PD.16) Explore and interact
in a group to accompany with digital devices
In a group dance activity, Try different ball games,
a piece of music listen to others’ ideas and (2UWd.03, 2UWd.06)
(2CEm.03, 2CEa.08) talking about their
respond constructively movements and any Take turns playing
Create a painting in (2PS.09) games on digital
improvements they could
response to group talk Practise playing games make (2PD.04, 2PD.12) devices, handling them
about imaginary places in with care (2UWd.04,
cooperatively and Take part in cooperative
stories and pictures competitively; talk about 2UWd.05)
(2CEa.02, 2CEa.04) and competitive group
how we make play fair games (2PD.13) Take turns to program
In groups, create puppets and enjoyable for a toy to move,
exchanging ideas with everyone (2PS.10, Make suggestions for describing the toy’s
their peers (2CEa.01, 2PS.18) resolving problems with movements (2UWs.11,
2CEa.07) others during play 2Uwd.11)
Share with peers (2PS.17)
In groups, use their information about
puppets to develop and imaginary places they
perform a puppet show, like from stories and
including sound effects or videos (2PS.14)
music (2CEdr.03,
2CEm.13, 2CEdr.04)
7
 Personal, Social
Communication, Creative Physical Understanding
Mathematics and Emotional
Language and Literacy Expression Development the World
Development
Other opportunities and learning statements
This area is for you to note learning that needs more development than is possible through themed activities. We have included Mathematics and Communication and
Language opportunities from the Cambridge Early Years Teaching and Learning Resources. You will need to add other opportunities to match your children’s needs and to
ensure that all of the curriculum learning statements are fully covered.

Answer questions about stories Recognise some

and talk about their own properties that help us to
experiences relating to stories identify shape names
(2CL.FLEc.08, 2CL.FLEc.12) (2Ms.04)
Explore the sounds and Use mathematical names
meanings of new words they for some common 2D
encounter in stories and 3D shapes (2Ms.05)
(2CL.FLEc.14, 2CL.FLEc.20) Sort objects into two or
Retell a story they have listened more groups, each with a
to (2CL.FLEc.10, 2CL.FLEc.32) different characteristic,
Listen to a story and comment and talk about their
on what they see and hear sorting (2Mh.02)
(2CL.FLEc.03, 2CL.FLEc.05) Count up to at least 10
Contribute to a discussion about items, including counting
likes and dislikes (2CL.FLEc.17, out or taking a specified
2CL.FLEc.19) number of objects from a
larger collection (2Mn.05)
Talk with others about their own
experiences, and to clarify their Begin to recognise,
own ideas (2CL.FLEc.11, without counting, familiar
2CL.FLEc.18) patterns, arrangements
and representations of
Respond appropriately to numbers up to 10
sounds, using non-verbal (2Mn.16)
communication alongside verbal
communication (2CL.FLEc.04, Explore different ways to
2CL.FLEc.05, 2CL.FLEc.22) group up to 10 items
(2Mn.13)
Explore the features of a recipe
and follow its instructions
(2CL.FLEc.07, 2CL.FLEc.29)

EY2 long-term plan (English as a First Language) v4 8

Resources to source
This area is for you to note extra resources that you want to source for this block, including as temporary enhancements to your continuous provision.

EY2 long-term plan (English as a First Language) v4 9

 Block 4: Wonderful water
Communication,
Language and
Literacy
Possible trips, Opportunities and learning statements with close links to the theme
visitors and
Listen to and explore a non-
events: fiction text about sharks,
This area is for you to recognising the relationship
note possible trips, between text and images on
visitors and events to the page (2CL.FLEc.05,
enhance learning 2CL.FLEc.28, 2CL.FLEc.29)
towards the learning
Work together to carry out an
statements.
activity about sharks; speak
to and listen to others during
the activity (2CL.FLEc.02,
2CL.FLEc.16)
Attempt to write a label for a
shark they have drawn
(2CL.FLEc.33, 2CL.FLEc.34)
Talk about their favourite
shark and why they like it;
attempt to write a caption
about their favourite shark
(2CL.FLEc.19, 2CL.FLEc.34)
Find out more information
about sharks by looking at
books and talking about
them (2CL.FLEc.11,
2CL.FLEc.25)
Imagine swimming deep in
the sea and describe what
they can see, using
vocabulary from resources
they have encountered
(2CL.FLEc.10, 2CL.FLEc.20)
EY2 long-term plan (English as a First Language) v4
Personal, Social
Creative Physical Understanding
Mathematics and Emotional
Expression Development the World
Development
Sing a song about water, Show an understanding Manipulate tools such as Explore and describe a
following the melody and of the need to drink water straws and pipettes to range of materials that
pronouncing words regularly (2PS.20) move and mix coloured can be used as rain
clearly (2CEm.09) water (2PD.07) shelters to keep toys
Join in with a group
dry (2UWs.08)
Mime everyday activity about rain Explore different ways of
processes you can do shelters, taking on moving like a frog; create Begin to consider the
with or in water different roles, paying their own movement properties of materials
(2CEdr.02) attention to what others patterns to tell a story when trying to find a
Explore mixing colours in say and responding about frogs (2PD.08, waterproof material
water (2CEa.04) constructively (2PS.09) 2PD.09) (2UWs.09)
Carry out an experiment Take part in competitive Compare a frog and a
Sing a song about rain at
different speeds with puddles; talk about and cooperative fishing turtle, identifying visual
(2CEm.10) what didn’t work and try games (2PD.13) similarities and
other things (2PS.04) differences (2UWs.07)
Sing and perform actions
to a rhyme about water Make and test a boat, Explore what happens
(2CEm.08, 2CEda.02) sourcing the resources when different objects
they need (2PS.12) are put in water
Respond to an image of (2UWs.12)
a pond by acting out the
animals that live there
(2CEa.02)
Sing an action song in
the voice of different
water animals (2CEm.13,
2CEda.02)
Accompany a song about
water by clapping and
moving to the pulse
(2CEm.11)
Enact a story about frogs,
speaking and moving like
the characters
(2CEdr.04)
10
 Communication, Personal, Social
Creative Physical Understanding
Language and Mathematics and Emotional
Expression Development the World
Literacy Development
Talk about the different
patterns on fish and
design their own fish
(2CEa.05)
Make instruments that
recreate the sound of
waves, exploring how
they can change the
sounds; respond to the
pulse of music using their
instruments (2CEm.14,
2CEda.03, 2CEda.07)
Make octopus puppets;
discuss how they might
improve their puppets
(2CEa.10)
Move their octopus
puppets to the pulse of a
song (2CEm.03)

Other opportunities and learning statements

This area is for you to note learning that needs more development than is possible through themed activities. We have included Mathematics and Communication and
Language opportunities from the Cambridge Early Years Teaching and Learning Resources. You will need to add other opportunities to match your children’s needs and
to ensure that all of the curriculum learning statements are fully covered.

Enjoy listening to and Compare two groups of

responding to stories and items, recognising
poems (2CL.FLEc.06, differences between
2CL.FLEc.05) unequal groups and
Recognise and join in with saying how many more
formulaic phrases in stories and fewer there are
(2CL.FLEc.30) (2Mn.08)
Answer questions about a Find how many there are
story, including predicting in two groups by
what will happen next combining and counting
(2CL.FLEc.31) them (2Mn.12)

Begin to add numbers

EY2 long-term plan (English as a First Language) v4 11

 Communication, Personal, Social
Creative Physical Understanding
Language and Mathematics and Emotional
Expression Development the World
Literacy Development
Re-tell a story using full (where the answer is
sentences (2CL.FLEc.32) from 0 to 10), recognising
Contribute to a group addition as combining
discussion about the sounds groups to find a total
and meanings of new words (2Mn.10)
they have heard Begin to subtract
(2CL.FLEc.14, 2CL.FLEc.17) numbers (in the range 0
Follow instructions, asking to 10), recognising
questions to clarify the subtraction as taking
instructions where needed objects away from a
(2CL.FLEc.07) collection to find how
many are left (2Mn.11)
Initiate and continue
conversation with others Copy and create simple
during role-play repeating patterns of
(2CL.FLEc.23) repeating units and say
what would come next in
Re-read individual sentences the pattern (2Ms.09)
with some fluency
(2CL.FLEc.27) Experiment with and talk
about shapes and
patterns, including using
2D shape tiles to create
pictures and creating
symmetrical images
(2Ms.01)

Resources to source
This area is for you to note extra resources that you want to source for this block, including as temporary enhancements to your continuous provision.

EY2 long-term plan (English as a First Language) v4 12

 Term C
Block 5: Growing
Personal, Social
Communication, Creative Physical Understanding
Mathematics and Emotional
Language and Literacy Expression Development the World
Development
Possible trips, Opportunities and learning statements with close links to the theme
visitors and
Sing and join in with Remember and carry out Talk about their own and Plant and care for
events: actions for a song about two-stage instructions to others’ movements to seeds, knowing that
This area is for you planting seeds plant a seed in a bag represent a field of they need light and
to note possible (2CEm.03, 2CEda.02) (2PS.01) flowers (2PD.11) water to survive
trips, visitors and (2UWs.02)
Act out a sprouting seed; Understand the Negotiate space
events to enhance
sing and clap along to a importance of washing successfully and safely Explore and describe
learning towards the
song about a seed their hands before eating when exploring trees sprouting seeds
learning statements.
(2CEdr.02, 2CEm.08) fruit (2PS.22) outdoors (2PD.02) (2UWs.01)
Talk about the visual and Practise using a knife Explore how the Use their senses to
For example: Visit tactile qualities of plants safely and washing fruit movements of babies explore fruit, linking the
outdoor locations to as a starting point for before preparing it and older children differ, senses to body parts
observe growing artwork ideas (2CEa.05) (2PS.23) showing respect for (2UWs.05)
trees and flowers others during the activity
Talk about examples of Show some Talk about the fruit they
flower art; create their understanding of how to (2PD.01, 2PD.14) like and dislike and
own flower art for a maintain good health understand that others
collaborative display (2PS.21) can have different
(2CEa.01, 2CEa.03, opinions (2UWp.02)
2CEa.09) Begin to talk about how
Work in small groups to a varied diet can help
develop sounds and humans to grow
movements to represent (2UWs.06)
a field of flowers Suggest instructions for
(2CEm.14, 2CEda.05) creating a face on a
Create faces on sandwich using
sandwiches using vegetables (2UWd.10)
vegetables; share their Identify objects made
designs with others and out of wood and begin
respond to others’ work to recognise the
(2CEa.07) difference between an
object and a material
Identify large outdoor (2UWs.10)

EY2 long-term plan (English as a First Language) v4 13

 Personal, Social
Communication, Creative Physical Understanding
Mathematics and Emotional
Language and Literacy Expression Development the World
Development
structures made of wood, Recognise that all
and talk about how the adults were once
designs match their babies and children,
purpose (2CEa.06) and talk about how
adults’ childhood
experiences may have
been different from
their own (2UWp.06)
Show an understanding
of past, present and
future when talking
about how their
movements are
changing as they grow
(2UWp.04)

Other opportunities and learning statements

This area is for you to note learning that needs more development than is possible through themed activities. We have included Mathematics and Communication and
Language opportunities from the Cambridge Early Years Teaching and Learning Resources. You will need to add other opportunities to match your children’s needs and to
ensure that all of the curriculum learning statements are fully covered.

Listen to stories; contribute to Use everyday language

discussions about them to talk about how 2D and
responding with relevant 3D shapes are similar to
comments and questions and different from shapes
(2CL.FLEc.05, 2CL.FLEc.17) in the environment
Experiment with language from (2Ms.02)
stories (2CL.FLEc.03) Identify shapes that are
Recognise and respond similar or different and
appropriately to sounds in describe how they are
school (2CL.FLEc.04) similar or different
(2Ms.03)
Talk about the relationship
between text and images in a Use mathematical names
story, and listen to others’ ideas for some common 2D
(2CL.FLEc.01, 2CL.FLEc.28) and 3D shapes (2Ms.05)
Recognise some
properties that help us to
identify shape names

EY2 long-term plan (English as a First Language) v4 14

 Personal, Social
Communication, Creative Physical Understanding
Mathematics and Emotional
Language and Literacy Expression Development the World
Development
Retell a simple story including (2Ms.04)
using some written text and Identify and describe
attributing meaning to it similarities and
(2CL.FLEc.32, 2CL.FLEc.33)
differences in the
Use language to communicate characteristics of objects
with one another while exploring including those linked to
an imaginary situation based on counting (2Mh.01)
a story (2CL.FLEc.10,
2CL.FLEc.23) Sort objects into two or
more groups, each with a
Join in with an action song different characteristic,
(2CL.FLEc.06, 2CL.FLEc.22) and talk about their
Use verbal sentences to retell a sorting (2Mh.02)
story (2CL.FLEc.26, Begin to answer
2CL.FLEc.27) questions by
Handle books with care and representing data using
consideration (2CL.FLEc.25) ‘object graphs’ (2Mh.03)
Use talk to find out more Begin to answer
information and to clarify ideas questions by recording,
(2CL.FLEc.11) organising and
Use vocabulary and forms of representing data using
speech that are influenced by pictures and in simple
their experiences of printed texts lists and tables (2Mh.04)
(2CL.FLEc.20)
Respond to instructions with at
least two stages (2CL.FLEc.07)
Respond to questions about
their home experiences
(2CL.FLEc.08)
Recognise some ways in which
texts for different purposes look
different (2CL.FLEc.29)
Talk about their own
experiences with familiar people
(2CL.FLEc.15, 2CL.FLEc.18)

EY2 long-term plan (English as a First Language) v4 15

Resources to source
This area is for you to note extra resources that you want to source for this block, including as temporary enhancements to your continuous provision.

EY2 long-term plan (English as a First Language) v4 16

 Block 6: The living world
Communication,
Language and Literacy
Possible trips, Opportunities and learning statements with close links to the theme
visitors and
Listen to a story about looking
events: after our world (e.g. a
This area is for you to fisherman finding rubbish in
note possible trips, the sea), recognising the
visitors and events to relationship between text and
enhance learning images and describing the
towards the learning events in the story and predict
statements. what might happen
(2CL.FLEc.13, 2CL.FLEc.28,
For example: 2CL.FLEc.31)
Visit from an adult to Recognise sentences in the
talk about fixing, story (2CL.FLEc.26)
recycling and/or Retell the story recognising
reusing items key elements and using full
sentences (2CL.FLEc.32)
Talk about what we throw
away; create a collage using
rubbish and attempt to write
their name or a label on it
(2CL.FLEc.12, 2CL.FLEc.34)
Listen to a visitor talk about
fixing, recycling and/or reusing
items; respond to questions
about their own related
experiences (2CL.FLEc.01,
2CL.FLEc.08)
Join in with a song about
fishing; experiment with the
language they hear in the song
(2CL.FLEc.03, 2CL.FLEc.06)
Initiate and continue
EY2 long-term plan (English as a First Language) v4
Personal, Social
Creative Physical Understanding
Mathematics and Emotional
Expression Development the World
Development
Act out a day in the life Talk confidently in a Attempt to climb like Discuss how different
of different animals familiar group about different animals animals use their body
(2CEdr.02) their favourite animals (2PD.03, 2PD.05) parts and senses
(2PS.14, 2PS.15) (2UWs.05)
Explore and talk about Explore different ways
images and toys Self-regulate their of moving to represent Use an app on a digital
representing real and emotions and animals (2PD.08) device to play animal
imaginary animals; behaviours when sounds, then record
work collaboratively to playing a competitive their own animal
create their own game about animals sounds (2UWd.02)
imaginary animals (2PS.24) Describe the animals
(2CEa.02, 2CEa.05) Join in with a group you would see in two
Relate animal sounds game involving hiding different environments;
to images using and finding toy animals; talk about the
reasoning and abstract take on different roles similarities and
thought (2CEm.05) and decide when to ask differences (2UWp.08)
Work in small groups to for help (2PS.01, Recognise and talk
develop dances to 2PS.09, 2PS.13) about the Sun, Moon
represent different and stars (2UWs.15)
animals; begin to give Compare baby and
and receive supportive adult animals,
feedback (2CEda.05, identifying similarities
2CEda.06) and differences
Collaborate to make (2UWs.07)
day and night scenes, Consider the properties
and deciding how to of materials when
add animals to the choosing materials to
scenes (2CEa.09, make a nest (2UWs.09)
2CEa.10)
interact with on-screen
Create finger hole items to explore a
puppets to use to website about animals
accompany an animal (2UWd.03)
song (2CEa.08,
2CEm.09, 2CEdr.04)
17
 Personal, Social
Communication, Creative Physical Understanding
Mathematics and Emotional
Language and Literacy Expression Development the World
Development
conversation with others while Talk about their
setting up and playing a fishing favourite animal songs;
game (2CL.FLEc.23) experiment with singing
Work together to make a the songs at different
fishing boat and talk about an speeds and improvising
imaginary sea journey; listen with different
and respond to others’ ideas instruments and words
(2CL.FLEc.01, 2CL.FLEc.02, (2CEm.07, 2CEm.02,
2CL.FLEc.10) 2CEm.15)
Read an information text about Create a ‘fact hat’ to
the sea and talk about what display three animal
they learn; explore the sounds facts they have found
and meanings of new words out through research
(2CL.FLEc.11, 2CL.FLEc.14) (2CEa.01)
Revisit the information text
about the sea, joining in with
formulaic phrases and re-
reading individual sentences
(2CL.FLEc.27, 2CL.FLEc.30)
Share in a group something
they know about the sea,
(2CL.FLEc.15, 2CL.FLEc.16)
Create an artwork of their
favourite sea creature and
attempt to write a caption for it
(2CL.FLEc.34)
Complete an explorer’s log
sheet for an imaginary
underwater adventure,
attempting to write words and
attributing meaning to what
they have written
(2CL.FLEc.33, 2CL.FLEc.34)

EY2 long-term plan (English as a First Language) v4 18

 Personal, Social
Communication, Creative Physical Understanding
Mathematics and Emotional
Language and Literacy Expression Development the World
Development
Other opportunities and learning statements
This area is for you to note learning that needs more development than is possible through themed activities. We have included Mathematics and Communication and
Language opportunities from the Cambridge Early Years Teaching and Learning Resources. You will need to add other opportunities to match your children’s needs and to
ensure that all of the curriculum learning statements are fully covered.

Compare length, mass and

capacity of pairs of items by
direct comparison (2Ms.10)
Describe comparisons of
measures using familiar
language (2Ms.11)
Show awareness that the
relative masses of objects and
the relative capacities of
containers are not always
obvious by just looking at the
object or container (2Ms.12)
Find doubles up to double 5
using practical resources
(2Mn.15)
Begin to recognise, without
counting, familiar patterns,
arrangements and
representations of numbers up
to 10, using understanding of
composing and decomposing
(2Mn.16)
Begin to notice which numbers
of items can be placed in two
equal groups (2Mn.14)
Begin to recognise that when
sharing collections of objects
or whole objects, the more
people there are to share
between, the fewer or less
each person will get (2Mn.17)
Begin to use the language half

EY2 long-term plan (English as a First Language) v4 19

 Personal, Social
Communication, Creative Physical Understanding
Mathematics and Emotional
Language and Literacy Expression Development the World
Development
and quarter in everyday
contexts, recognising that one
quarter is less than one half
(2Mn.18)

Resources to source
This area is for you to note extra resources that you want to source for this block, including as temporary enhancements to your continuous provision.

EY2 long-term plan (English as a First Language) v4 20

Cambridge Assessment International Education
The Triangle Building, Shaftesbury Road, Cambridge, CB2 8EA,
United Kingdom
Tel: +44 (0)1223 553554
Fax: +44 (0)1223 553558
Email: info@cambridgeinternational.org
www.cambridgeinternational.org

Changes to this document

This document has been amended and renamed. The latest document is version 4, published December 2023.
In this version 4:
 there are some changes to match the first edition of the Teaching Resource published December 2023
 we have added Term C content to match the Teaching Resource to be published in February 2023.

© Cambridge University Press & Assessment 2023

We are committed to making our documents accessible in accordance with the WCAG 2.1 Standard. We are always looking to improve the accessibility of our documents. If you
find any problems or you think we are not meeting accessibility requirements, contact us at info@cambridgeinternational.org with the subject heading: Digital accessibility.
If you need this document in a different format, contact us and supply your name, email address and requirements and we will respond within 15 working days.