Long-term planning

Step 2: Decide on your themes for the year

Themes that span several weeks can be engaging contexts for teaching and learning in early years. Using themes:

• supports a holistic approach to learning and helps children to make connections between different curriculum areas
• is motivating for children, especially when your themes match their interests 
• helps children to relate their learning to their experiences beyond your setting.

Remember:  Whatever themes you choose, your planning should also be flexible enough to allow each child to explore their own interests and ideas.

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Using the Cambridge Early Years Teaching and Learning Resources

The Cambridge Early Years Teaching and Learning Resources are based on the following themes. Each theme relates to a five-week block of teaching and learning: 

EY1 All about me Senses Food and the things we grow    Animals Who helps us? Let's move

EY2 Friends, Family and Me Home and buildings Working and playing together    Wonderful water Growing The living world

EY3 Places near and far Farms and being outside Caring for ourselves and the world  Then and now How things work Space, planets and the future

The long-term plans below reflect the themes and content of the Cambridge Early Years Teaching and Learning Resources. You can use them as the starting point for your own long-term planning:

• EY1 long-term plan

• EY2 long-term plan, with FLE Communication and Language
• EY2 long-term plan, with ESL Communication and Language

• EY3 long-term plan, with FLE Communication and Language
• EY3 long-term plan, with ESL Communication and Language  

The level of detail in the example long-term plans aims to demonstrate the thinking behind the planning. Your own long-term plan might be less detailed.

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Using some of your own themes

You might decide to use some of your own themes and adapt the way you use the Cambridge Early Years Teaching Resources. When choosing your own themes, ensure that they:

• are suitable as the context for several weeks of teaching and learning
• provide effective opportunities for developing learning towards all curriculum areas
• are meaningful to children
• build on children’s own interests
• are unique to each year for maximum motivation for children across their early years experience
• are planned for an appropriate time of the year (e.g. when weather will allow for key outside activities, or to coincide with a key community or cultural event).