Cambridge Early Years

EY3 long-term plan – English as a Second 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

EY3 long-term plan (English as a Second Language) v4 1

 Term A
Block 1: Places near and far
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
Listen to and talk about a Work in pairs or small View and discuss a Explore different ways to Log on to a digital
events: story about an umbrella tree groups to create a flag for slideshow about different move to traditional music device using a
This area is for you to (3CL.ESLc.02, 3CL.ESLc.04, their classroom communities; identify (3PD.08) password; use an
note possible trips, 3CL.ESLc.11, 3CL.ESLc.34, community (3CEa.05, similarities and online, interactive map
Follow movement
visitors and events to 3CL.ESLc.36) 3CEa.08) differences between their to find their school and
instructions in a game
enhance learning own community and the a school in another
Describe locations of Explore patterned fabrics with friends (3PD.10)
towards the learning different communities community (3UWd.01,
animals (3CL.ESLc.07, from different cultures Make a traditional
statements. they are being shown 3UWd.08)
3CL.ESLc.28) then create their own friendship bracelet by
patterned scarves (3PS.28) Talk about their own
Rearrange pages of a story stringing together beads,
For example: about communities to match (3CEa.03, 3CEa.08) Safely and independently displaying increased experiences of
Visit from a musician what they hear; retell the Explore different ways of prepare food for a class control and hand-eye festivals; compare their
story (3CL.ESLc.35, making clothes, such as festival (3PS.25, 3PS.27) coordination (3PD.07) experiences with their
3CL.ESLc.37) knitting, crochet and Use the traditional coil peers (3UWp.01,
sewing (3CEa.04) technique to make a pot 3UWp.02)
Describe animals
(3CL.ESLc.06, Describe a piece of from clay, persevering Identify and discuss the
3CL.ESLc.17) traditional music and tap when it becomes different communities
along to the rhythm challenging (3PS.08) that they belong to
Talk about jobs in the school; (3UWp.03)
write job names (3CEm.05, 3CEm.12) Choose a group of peers
(3CL.ESLc.08, 3CL.ESLc.22, Listen and talk to a and play collaborative Notice the changes in
3CL.ESLc.40) visiting musician; handle games with them clay throughout the
instruments and practise (3PS.10, 3PS.12) process of creating a
Join in with the ‘What Is My traditional clay pot
Job?’ song and use a vocal warm up
(3CEm.01, 3CEm.17) (3UWs.09)
language from it
(3CL.ESLc.03, Identify instruments in
3CL.ESLc.05) traditional music; explore
Describe school helper jobs a variety of ways to move
for others to identify to the music (3CEm.04,
(3CL.ESLc.02, 3CL.ESLc.07, 3CEda.03)
3CL.ESLc.14)
Describe the characters and
events in a story about Choose a puppet to use
community (3CL.ESLc.10) to act out a character

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 Communication, Personal, Social
Creative Physical Understanding
Language and Mathematics and Emotional
Expression Development the World
Literacy Development
Role-play jobs in the from a traditional story
community (3CL.ESLc.15) from another country;
choose or create props
for the story (3CEdr.04,
3CEdr.05)

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.

Talk about their own and Recognise and apply

others’ possessions number patterns,
(3CL.ESLc.27) including counting on and
Talk about their own and back in 1s (3Mn.01)
others’ likes and dislikes; ask Recognise and use
and respond to questions ordinal numbers from 1st
(3CL.ESLc.09, 3CL.ESLc.13, to 10th (3Mn.03)
3CL.ESLc.14, 3CL.ESLc.31) Read numerals 0 to at
Talk about activities they like least 20 (3Mn.06)
and dislike; write a short Count up to at least 20
sentence about an activity items; recognise that the
they like (3CL.ESLc.01, number stays the same
3CL.ESLc.26, 3CL.ESLc.31, even when the objects
3CL.ESLc.32, 3CL.ESLc.39) are rearranged (3Mn.04)
Estimate the number of
objects or people (up to
20), recognising the
purpose of estimating
(3Mn.05)
Recognise counting on
as an addition strategy
and start to recognise
that counting on from the
larger number is more
efficient (3Mn.07)
Recognise counting back
from the larger number,
and finding the

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 Communication, Personal, Social
Creative Physical Understanding
Language and Mathematics and Emotional
Expression Development the World
Literacy Development
difference, as subtraction
strategies (3Mn.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.

EY3 long-term plan (English as a Second Language) v4 4

 Block 2: Farms and being outside
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
Draw the bugs found on Follow a sequence of Show secure balance Sample and compare
events: a bug hunt (3CEa.01) instructions to create and skills by walking around a vegetables; describe
This area is for you to then store animal masks large spider web without the look, texture and
Design and create animal
note possible trips, (3PS.01) stepping off the lines taste of the vegetables
masks; comment on their
visitors and events to (3PD.03) (3UWs.01)
own and other’s masks Safely prepare chunks of
enhance learning
with suggestions for fruit for fruit kebabs; Participate in a barn Identify and label parts
towards the learning
improvement (3CEa.09, discuss the choices the dance, exploring a variety of a plant; participate in
statements.
3CEa.06) children made for their of movements (3PD.08) a plant hunt and then
. assembled fruit kebab discuss the features of
Sing ‘Old Macdonald had
For example: a farm’, including the (3PS.25, 3PS.06) the different plants they
Plant hunt animal sounds; develop a Join in with a group found (3UWs.01,
similar song with different discussion and share 3UWs.02)
Bug hunt
animals and sounds knowledge of what grows Examine and plant
(3CEm.14, 3CEm.09) on a farm (3PS.07) different seeds; discuss
Pretend to be ants; sing Borrow or share their how to care for the
‘The ants go marching animal masks or portraits growing seedlings
home’ at different with others; take turns to (3UWs.01, 3UWs.03)
speeds, following a pulse wear the mask or portrait Discuss and identify
(3CEdr.04, 3CEm.11) while dancing (3PS.11) living and not-living
Clap hands and tap along Discuss why people need things; recognise that
to the ‘Drink more water’ water and come up with all animals need air,
song (3CEm.12) ideas to help remember water and food to
to drink water regularly survive and grow
Create different (3UWs.06, 3UWs.05)
movement patterns to (3PS.21)
music in a barnyard Create a healthy meal on
dance (3CEda.04) a paper plate; share the
Work in groups to finished artwork with the
develop, practise and group and explain their
perform a dance to choices (3PS.22,
represent a growing plant 3PS.23, 3PS.06)
(3CEda.05)

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 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 and respond to a Use familiar language to

poem; describe the main describe comparisons of
points in the poem two or more lengths,
(3CL.ESLc.05, masses or capacities
3CL.ESLc.10) (3Ms.13)
Follow instructions to make Compare two or more
an origami hat; show lengths using direct
understanding of colour comparison and cubes
words (3CL.ESLc.06, (3Ms.10)
3CL.ESLc.14) Compare two or more
Ask questions about and masses and capacities
describe locations of objects using direct comparison
(3CL.ESLc.28, and a range of different
3CL.ESLc.32) non-standard units
Revisit and answer (3Ms.10)
questions about a poem Read and write numerals
(3CL.ESLc.36) 0 to at least 20 (3Mn.06)
Take turns when speaking Count up to at least 20
with others (3CL.ESLc.02) items (such as all the 2D
Show understanding by shapes in a collection
following actions described with fewer than 5 sides);
in a chant (3CL.ESLc.14) recognise that the
number of counted
Express ideas about what objects stays the same
they want to make, then talk even when the objects
about the item they have are rearranged (3Mn.04)
made (3CL.ESLc.24,
3CL.ESLc.27) Compare and order
specified numbers in the
Talk about time and what range 0 to 20 (3Mn.02)
they do at different times of
day (3CL.ESLc.19, Recognise money used
3CL.ESLc.20) in local currency
(3Mn.18)
Join in with a rhyme, using

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 Communication, Personal, Social
Creative Physical Understanding
Language and Mathematics and Emotional
Expression Development the World
Literacy Development
more words and replicating Recognise and use
pronunciation and intonation ordinal numbers from 1st
(3CL.ESLc.03, to 10th (3Mn.03)
3CL.ESLc.05) Choose appropriate non-
Listen to a story about time standard units to
and daily routines; talk about measure (3Ms.12)
the events in the story, Recognise that you need
comparing them to their own more smaller units than
daily routines (3CL.ESLc.01, larger ones for the same
3CL.ESLc.04, 3CL.ESLc.10, measuring task (3Ms.11)
3CL.ESLc.20)
Start to show awareness
Show understanding of the of features of measuring
main point of short, simple instruments with scales
talk (3CL.ESLc.11) (3Ms.14)
Recognise the relationship
between the story text and
images (3CL.ESLc.35)
Write their name and labels
on a picture they have made
(3CL.ESLc.40)

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.

EY3 long-term plan (English as a Second Language) v4 7

 Term B
Block 3: Caring for ourselves and the world
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
Listen to a story about caring Explore art made from Talk about ways to keep Take part in an Identify ways to look
events: for friends; respond to the recycled materials; ourselves healthy, exercise activity, after the school, the
This area is for you to story with short, simple talk create their own including making following instructions home and the
note possible trips, (3CL.ESLc.04, 3CL.ESLc.07, recycled art; display, healthier food choices and understanding how environment; recognise
visitors and events to 3CL.ESLc.34) celebrate and comment (3PS.22, 3PS.23) different movements that our actions can
enhance learning on each other’s work help the body; talk cause change to the
Talk about the characters and Talk about why we need
towards the learning (3CEa.04, 3CEa.06, about the importance of environment (3UWp.07,
events in the friend story, to drink water regularly
statements. 3CEa.07, 3CEa.09) warming up and cooling 3UWp.11)
using key vocabulary and (3PS.21)
simple grammar structures; Plan and create a down (3PD.10, 3PD.14, Recognise that animals
Join in with a group 3PD.17)
For example: recreate scenes from the story group role-play based discussion about how need water to survive
Community walk (3CL.ESLc.10, 3CL.ESLc.30, on the importance of they care for their and grow (3UWs.05)
3CL.ESLc.31, 3CL.ESLc.33, clean water (3CEdr.03) bedrooms/homes Draw a simple map of
3CL.ESLc.35) Take photos to record (3PS.07) their community; talk
Describe the locations in the what they see during a Try different ways to about their map and
friend story; pretend to explore community walk reuse resources in order what they can do to
the locations, beginning to (3CEa.01) to reduce waste (3PS.04) take care of their
express their own ideas As a group, sing the community (3UWp.08,
(3CL.ESLc.24, 3CL.ESLc.28) Agree on and follow a set 3UWp.09, 3UWp.10)
song We’ve Got the of safety guidelines for a
Retell the friend story using Whole World community walk (3PS.25) Use a computer to
story cards (3CL.ESLc.37, (3CEm.10) create a simple graph
3CL.ESLc.35) Create a globe out of or chart to represent
Choose their favourite papier-mâché data collected from a
character in the friend story (3CEa.08) community walk
and talk about the character’s (3UWd.02, 3UWd.03)
activities and likes and Talk about the Earth,
dislikes; role-play some including the land and
exchanges between water (3UWs.17,
characters (3CL.ESLc.02, 3UWs.18)
3CL.ESLc.15, 3CL.ESLc.31,
3CL.ESLc.10)
Describe what is happening in

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 Personal, Social
Communication, Creative Physical Understanding
Mathematics and Emotional
Language and Literacy Expression Development the World
Development
the pictures in the friend story
(3CL.ESLc.23, 3CL.ESLc.26)
Make a gift for someone,
saying who it is for
(3CL.ESLc.18)
Ask each other simple
questions about their physical
abilities (3CL.ESLc.16)
Listen to and re-tell a story
about feelings; write simple
words from the story and show
understanding of them
(3CL.ESLc.14, 3CL.ESLc.37,
3CL.ESLc.40)
Talk about their own abilities,
using and to link simple words
and phrases; ask how
questions in response to
others’ talk (3CL.ESLc.21,
3CL.ESLc.25, 3CL.ESLc.12)

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 and join in with a Recognise number pairs that

rhyme (3CL.ESLc.05) total 10 (3Mn.12)
Respond with simple words Regroup, compose and
and phrases to short, simple decompose numbers from
questions about their own 10 to 20 (3Mn.13)
experiences (3CL.ESLc.01, Add and subtract whole
3CL.ESLc.08) numbers (where the answer
Experiment with the language is from 0 to 20) and talk
and intonation they hear about their strategies
(3CL.ESLc.03) (3Mn.09)
Respond appropriately to Begin to use +, − and =

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 Personal, Social
Communication, Creative Physical Understanding
Mathematics and Emotional
Language and Literacy Expression Development the World
Development
simple instructions symbols to record additions
(3CL.ESLc.06) and subtractions (3Mn.11)
Make themselves understood, Recognise that estimating
including using simple answers to additions and
grammatical structures subtractions before
(3CL.ESLc.15, 3CL.ESLc.17) calculating helps you to
know whether your answer is
sensible (3Mn.10)

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.

EY3 long-term plan (English as a Second Language) v4 10

 Block 4: Then and now
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 Respond to images of Talk confidently to visiting Play traditional physical Talk about their
events: forms of transport from grandparents including games, including some parents’ or
This area is for you the past (3CEa.03) asking questions related that use equipment grandparents’
to note possible Listen to and discuss to their childhoods (3PD.04, 3PD.01) experiences of
trips, visitors and pieces of music from (3PS.16) childhood, including
Take part in traditional
events to enhance the past (3CEm.01, similarities and
Work independently to party games, sharing in
learning towards 3CEm.02, 3CEm.05, differences with their
design and make a peers’ joy and success
the learning 3CEm.08) own experience
model vehicle from the (3PD.14, 3PS.19)
statements. (3UWp.02, 3UWp.06)
Perform a traditional present or past; talk
dance to music, being about their design Talk about events that
For example: careful to consider the choices (3PS.06, happened in the past
Visit from space available 3PS.13) and events that might
grandparents to (3CEda.02) Work in pairs to make happen in the future
their share Choose props to use in and use a string (3UWp.04)
memories of their a dance to their telephone (3PS.10) Use computer to collect
childhood parents’ favourite music Take part in traditional data about how people
(3CEda.07) board games, beginning travelled in the past
to consider strategy and and how they travel
demonstrate problem- now; create a simple
solving skills; display bar chart to represent
optimism and resilience the data (3UWd.02,
when finding games 3UWd.03, 3UWd.04)
challenging (3PS.03, Look at different types
3PS.04, 3PS.05, 3PS.08) of telephones from the
past and present, and
discuss how sound
travels (3UWs.15)

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 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.

Listen and respond to a short Identify, describe and sort Work together in a team Move creatively to
story (3CL.ESLc.02, 3D shapes by their game involving represent travelling by
3CL.ESLc.36) properties (3Ms.03) communication, showing different forms of
Show understanding of new Identify, describe and sort appreciation and respect transport (3PD.08)
simple phrases and sentences 2D shapes by their for others (3PS.09) In teams, take turns to
encountered during play and properties (3Ms.02) complete an obstacle
respond appropriately Experiment with and talk course race while
(3CL.ESLc.01, 3CL.ESLc.07, about rotating shapes blindfolded, giving and
3CL.ESLc.13) (3Ms.01) following instructions
During a role-play, use some (3PD.10, 3PD.11)
Sort items with similar
simple grammatical structures characteristics into two or
and show understanding of the more groups, including using
main point of short, simple talk; their own criteria and using
incorporate writing as part of Venn and Carroll diagrams;
their role-play (3CL.ESLc.11, talk about their sorting,
3CL.ESLc.17, 3CL.ESLc.38) including identifying any
Recognise the relationship items that do not fit into any
between text and images in a of their groups (3Mh.01)
story; show understanding of Say whether a shape is 2D
some simple words and phrases or 3D, and why (3Ms.04)
from the context; retell the story
(3CL.ESLc.14, 3CL.ESLc.35, Begin to show awareness of
3CL.ESLc.37) when characteristics are
mutually exclusive and when
Take turns when speaking with they are not (3Mh.02)
others; experiment with the
language they hear, replicating Use familiar language to
the intonation of adults describe sequences of items,
(3CL.ESLc.02, 3CL.ESLc.03) including identifying errors in
patterns of colour, shape or
Respond appropriately to size (3Ms.09)
instructions and short, simple
how questions (3CL.ESLc.06,
3CL.ESLc.09)
Enjoy, listen and respond to a Recognise and apply

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 Personal, Social
Communication, Creative Physical Understanding
Mathematics and Emotional
Language and Literacy Expression Development the World
Development
rhyme by joining in with number patterns in whole
repeated words and phrases numbers in the range 0 to at
(3CL.ESLc.05) least 20 (3Mn.01)
Use rehearsed phrases in Use language to describe
pretend play situations position and direction
(3CL.ESLc.15, 3CL.ESLc.33) (3Ms.05)
Listen attentively to a short, Draw a plan of a simple
simple story; respond to the arrangement of a small
story with short relevant collection of objects (using
comments, using a, an, the for pictures to represent the
familiar objects and describing objects), and talk about how
object locations (3CL.ESLc.04, their plan matches their
3CL.ESLc.28, 3CL.ESLc.30) arrangement (3Ms.06)
Describe the characters in a Use language of direction to
story; respond to short, simple describe a route through the
why questions (3CL.ESLc.09, immediate environment,
3CL.ESLc.10) identifying suitable
Talk about their own landmarks to support
possessions using simple descriptions (3Ms.07)
sentences; apply some simple Record a route through the
grammatical structures in their immediate environment on a
writing (3CL.ESLc.27, simple plan (3Ms.08)
3CL.ESLc.39)
Enjoy listening to a short, simple
text and respond using simple
words and phrases
(3CL.ESLc.34)
Talk about what people are
doing at the moment; write
simple words and phrases to
give factual information
(3CL.ESLc.26, 3CL.ESLc.40)
Use intonation to make their
meaning clear (3CL.ESLc.32)

Resources to source

EY3 long-term plan (English as a Second Language) v4 13

 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.

EY3 long-term plan (English as a Second Language) v4 14

 Term C
Block 5: How things work
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
Explore the properties Work effectively and Show increased Explore and talk about
events: of clay through making safely as part of a group control, coordination how to make familiar
This area is for you to a mosaic; comment on during a game to and confidence in using objects move; describe
note possible trips, their own and others’ investigate forces apparatus for a ‘tug of pushes and pulls as
visitors and events to work (3CEa.06, (3PS.10, 3PS.25) war’ game (3PD.04) forces (3UWs.11,
enhance learning 3CEa.08) 3UWs.12)
Join in with group Practise and become
towards the learning
Explore the process of discussion about sliding increasingly proficient Sort common materials
statements.
making papier mâché and rolling (3PS.07) at rolling a hoop and describe their
and apply it to their own Try different strategies to (3PD.01) properties, including
For example: artistic creations investigate the speed of Manipulate magnets as whether they are
Visit from an adult to (3CEa.04, 3CEa.05) toy cars rolling down a part of a game magnetic (3UWs.07,
demonstrate playing Arrange their art and ramp (3PS.04, 3PS.05) (3PD.07) 3UWs.08, 3UWs.13)
electronic instruments design in a display Say what they find easy Switch on a digital
(3CEa.07) or more challenging device, log on using a
Explore electronic about the investigation personal password,
instruments and the and identify strategies for and say why
sounds they make overcoming challenges passwords are useful
(3CEm.04) (3PS.14) (3UWd.01)
Describe and respond Take turns with others Open and save
to pieces of music during a game using documents (3UWd.02)
(3CEm.05, 3CEm.08, magnets (3PS.11) Experiment with
3CEda.04) Work independently instructions for a
during an activity to programmable toy
explore the properties of (3UWd.09, 3UWd.10)
paper (3PS.27)

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 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.

Listen to and join in with Compare two or more

stories to show understanding lengths, masses and
of some details (3CL.ESLc.04, capacities using direct
3CL.ESLc.36, 3CL.ESLc.07) comparison and a range of
Describe locations, characters different non-standard units
and events in stories; retell a (3Ms.10)
familiar story (3CL.ESLc.10, Use familiar language to
3CL.ESLc.11, 3CL.ESLc.28, describe comparisons of two
3CL.ESLc.37) or more lengths, masses or
Talk about their personal capacities (3Ms.13)
preferences (3CL.ESLc.20) Begin to show awareness of
Ask how and why questions features of measuring
about a story (3CL.ESLc.12) instruments with scales
(3Ms.14)
Talk about places shown on
postcards, recognising the Recognise that you need
relationship between the more smaller units than
images and the written larger ones for the same
messages (3CL.ESLc.02, measuring task (3Ms.11)
3CL.ESLc.23, 3CL.ESLc.35) Choose appropriate non-
Listen and respond to a talk standard units to measure
about a holiday (3CL.ESLc.01) (3Ms.12)
Attempt to write a postcard Describe data, using familiar
from an imaginary holiday language, to answer
(3CL.ESLc.09, 3CL.ESLc.18, questions and discuss
3CL.ESLc.19, 3CL.ESLc.22, conclusions (3Mh.05)
3CL.ESLc.38) Begin to recognise that you
Work together to create a need to collect information to
shipwreck scene and make up answer some questions
a story to accompany it (3Mh.03)
(3CL.ESLc.06, 3CL.ESLc.07
3CL.ESLc.14, 3CL.ESLc.33)
Listen to and join in with a Record, organise and

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 Personal, Social
Communication, Creative Physical Understanding
Mathematics and Emotional
Language and Literacy Expression Development the World
Development
song; talk about things in the represent data using
song (3CL.ESLc.05, practical resources and
3CL.ESLc.07, 3CL.ESLc.14, drawings, lists and tables,
3CL.ESLc.29) block graphs and pictograms
Create an artwork based on (3Mh.04)
the song, incorporating simple Recognise and apply
writing; talk about their own number patterns in whole
and others’ artworks numbers in the range 0 to at
(3CL.ESLc.27, 3CL.ESLc.39) least 20, including counting
Talk about what people are on in 1s, 2s and 10s,
doing at the moment counting back in 1s and 10s,
(3CL.ESLc.26) recognising even and odd
numbers as every other
Ask each other simple number when counting
questions (3CL.ESLc.16) (3Mn.01)
Communicate in everyday
situations and experiment with
the language that they hear
(3CL.ESLc.03, 3CL.ESLc.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.

EY3 long-term plan (English as a Second Language) v4 17

 Block 6: Space and the future
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 Pretend to move
Listen to a story about the Join in with a song Join in with group Watch and discuss a
events: planets and respond to about stars (3CEm.10) discussion about space around a spacecraft slideshow about the
This area is for you questions about it (3PS.07) (3PD.02) Earth and the Sun
Pretend to be
to note possible (3CL.ESLc.09, 3CL.ESLc.23, (3UWs.16, 3UWs.19)
astronauts on a space Work with a partner to act
trips, visitors and 3CL.ESLc.34) journey, joining in with out being in space Recognise the Sun as
events to enhance
Describe the planets and sound effects and (3PS.11) one of many stars
learning towards
answer questions about them vocalisation ideas Work independently to (3UWs.20)
the learning
using language and (3CEm.14, 3CEdr.04) plan, design and build Carry out a timeline
statements.
understanding from the story Experiment to refine their own spacecraft activity, showing an
(3CL.ESLc.10, 3CL.ESLc.33) their own design for a (3PS.27) understanding of the
For example: Revisit the space trip story, spacecraft (3CEa.10) past, present and future
Use past experiences of
End-of-year party talking about the pictures and Discuss and respond to starting at your early across their lives
events (3CL.ESLc.35, pictures of imaginary years centre to help them (3UWp.04)
3CL.ESLc.36, 3CL.ESLc.37) worlds (3CEa.02) manage their feelings Use simple data-
Play a game inspired by the Make props for an about starting their next handling software to
space trip story, responding to imaginary world role- school year (3PS.26) create a pictogram
simple instructions play, choosing which showing their ideal
(3CL.ESLc.06, 3CL.ESLc.11, materials to use future jobs (3Uwd.04)
3CL.ESLc.14, 3CL.ESLc.24) (3CEa.08, 3CEa.09, In preparation for
Communicate with peers as they 3CEdr.05) recording interviews
make model planets and a Plan and create a about their futures,
spacecraft (3CL.ESLc.15, group role-play about identify and talk about
3CL.ESLc.17, 3CL.ESLc.27, imaginary worlds, using different recording
3CL.ESLc.28, props (3CEdr.03, devices (3Uwd.06)
Write labels for their planets and 3CEdr.04, 3CEdr.05)
a description of their spacecraft Role-play potential
(3CL.ESLc.38, 3CL.ESLc.40) future jobs (3CEdr.01)
Listen to and join in with a Contribute ideas to a
rhyme about aliens collaborative artwork
(3CL.ESLc.05) representing their
Use alien finger puppets as feelings towards
props when joining in with the starting a new school
rhyme; talk about their finger year (3CEa.05)

EY3 long-term plan (English as a Second Language) v4 18

 Personal, Social
Communication, Creative Physical Understanding
Mathematics and Emotional
Language and Literacy Expression Development the World
Development
puppets (3CL.ESLc.03,
3CL.ESLc.06, 3CL.ESLc.29)
Listen and respond to a story
about an alien, taking turns to
talk about what is happening
(3CL.ESLc.02, 3CL.ESLc.07,
3CL.ESLc.26, 3CL.ESLc.34)
Explore key language from the
alien story (3CL.ESLc.14,
3CL.ESLc.22, 3CL.ESLc.23)
Invent and talk about their own
alien, including its likes and
dislikes; attempt to write labels
for their pictures (3CL.ESLc.21,
3CL.ESLc.23, 3CL.ESLc.31,
3CL.ESLc.40)
Pretending to be aliens,
complete a message about
themselves; talk about others’
messages (3CL.ESLc.16,
3CL.ESLc.18, 3CL.ESLc.20,
3CL.ESLc.25)

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.

Celebrate their Recognise that a half can be Say what they find easy
achievements across one of two equal parts of an or more challenging,
the year by choosing object or shape or one of two identifying practical
items that reflect their equal parts of a collection of strategies for overcoming
achievements for a objects or quantity (3Mn.15) challenges (3PS.14)
class display and Visualise and show Celebrate their own and
having a party understanding that two peers’ successes from
(3CEa.07) halves can be combined to the past year (3PS.19)
make one whole (3Mn.17)
Find, using practical

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 Personal, Social
Communication, Creative Physical Understanding
Mathematics and Emotional
Language and Literacy Expression Development the World
Development
resources, one half of any
even number of objects up to
20 (3Mn.16)
Recall doubles up to double
10 (3Mn.14)
Use units of time in everyday
contexts, although not
necessarily to express time
durations (3Ms.15)
Recall the months of the
year (3Ms.16)
Begin to read time to the
hour and half hour from
digital and analogue clocks
(3Ms.17)

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.

EY3 long-term plan (English as a Second 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: [email protected]
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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.

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