EYFS
Half Term 1
Half Term 2
Half Term 3
Half Term 4
Half Term 5
Half Term 6
Whole Academy Theme
Who are we?
How Does it work?
Our World
Horrible histories
Living things
Great Britain
Curious Questions
Who lives in my house?
What do I know about me?
How did you travel to school
today?
Who can I ask for help?
Who could live in a castle like
this?
What would you find on a
farm?
Why do we like to be beside
the sea?
‘Ourselves’
Locality Walk
‘Transport’
Go on a train, bus, tram and
or boat ride – Sheffield train
station and interchange
‘People who help us’
Visitors into school – Police,
Fire engine and crew and
ambulance
Visits to local medical centre
Non-fiction text ‘I am a…..’
The Jolly Postman
Fireman Sam
Postman Pat
Bob the Builder
Emergency!
‘Now and then’
Visit to a Castle
‘Animals’
Visit to the farm
‘Seaside’
Visit to the coast
Knight school
George and the dragon
George’s dragon
The little knight
Little princess
See inside castles
Mike the knight
Guess what I found in dragon
wood
The emperors new clothes
The princess and the pea
Farmer Duck
Pig in the pond
Click clack mow cows that
type
Mrs Wishy Washy’s farm
Farmyard hullabaloo
Winnie at the seaside
Paddington at the seaside
Billy’s bucket
Sharing a shell
Rainbow fish
Seaside poetry
The Three little pigs
The Three Billy Goats Guff
The enormous turnip
The Little Red Hen
Once upon a time……..
‘A Commitment to healthy
open relationships’
Being Kind
What to do when feeling sad
angry of saying sorry
Being Friends
‘A deep sense that things can
be changed and be
transformed’
Setting Targets
Aspirations
Change
‘A sense of perseverance to
keep going for the long haul’
Being Patient
Learning from our mistakes
and saying sorry
Keep Learning
Key Text and resources to support
Traditional tales
Talk for writing
Big books
Oasis Ethos
ELG 1
Prime areas of learning
ELG 2
Communication
and language
ELG 3
ELG 4
Physical
development
ELG 5
ELG 6
Personal, social
and emotional
development
ELG 7
Starting school
All about me
All kinds of people
This is our house
My day
I want a friend
Mine!
Peace at last
What the ladybird heard
Red Riding Hood
Jack and the beanstalk
Goldilocks and the three
bears
The train ride
Bumper to bumper
The Wheels on the bus
Thomas the Tank Engine
Mr Grumpy’s motor car
The Hundred decker bus
You can’t take an elephant on
the bus
Whatever next
Trip to the theatre –
pantomime
Introduction to Oasis 9
Habits
‘A Passion to include
everyone’
Being Welcoming
Team Work
Including everyone
Elves and the shoemaker
Snow white and the seven
dwarfs
Cinderella
‘A desire to treat people
equally respecting
differences’
I am unique
Likes and dislikes
Respecting differences
Listening and attention: Children listen attentively in a range of situations. They listen to stories, accurately anticipating key
events, and respond to what they hear with relevant comments, questions or actions. They give their attention to what others
say and respond appropriately, while engaged in another activity.
Understanding: Children follow instructions involving several ideas or actions. They answer ‘how’ and ‘why’ questions about their
experiences and in response to stories or events.
Speaking: Children express themselves effectively, showing awareness of listeners’ needs. They use past, present and future
forms accurately when talking about events that have happened or are to happen in the future. They develop their own narratives
and explanations by connecting ideas or events.
Moving and handling: Children show good control and co-ordination in large and small movements. They move confidently in a
range of ways, safely negotiating space. They handle equipment and tools effectively, including pencils for writing.
Health and self-care: Children know the importance for good health of physical exercise and a healthy diet, and talk about ways
to keep healthy and safe. They manage their own basic hygiene and personal needs successfully, including dressing and going to
the toilet independently.
Self-confidence and self-awareness: Children are confident to try new activities and to say why they like some activities more
than others. They are confident to speak in a familiar group, will talk about their ideas, and will choose the resources they need
for their chosen activities. They say when they do or do not need help.
Managing feelings and behaviour: Children talk about how they and others show feelings, talk about their own and others’
behaviour, and its consequences, and know that some behaviour is unacceptable. They work as part of a group or class, and
Playing and exploring – engagement
Finding out and exploring is concerned with the child’s
open-ended hands-on experiences which result from
innate curiosity and provide raw sensory material from
which the child builds concepts, tests ideas and finds out.
Using what they know in their play describes how
children use play to bring together their current
understandings, combining, refining and exploring their
ideas in imaginative ways. Representing experiences
through imaginative play supports the development of
narrative thought, the ability to see from other
perspectives, and symbolic thinking.
Being willing to have a go refers to the child finding an
interest, initiating activities, seeking challenge, having a
‘can do’ orientation, being willing to take a risk in new
experiences, and developing the view of failures as
opportunities to learn.
C
Exploring our local area
Characteristics of effective learning
Stunning Start
ELG 8
Literacy
development
ELG 9
ELG 10
Specific areas of learning
Mathematics
development
ELG 11
ELG 12
Understanding
the world
ELG 13
ELG 14
ELG 15
Expressive arts
and design
ELG 16
ELG 17
Understanding the World
Festivals and celebrations
Enterprise opportunity
Community Event
Performance of Understanding with
Parental Engagement
understand and follow rules. They adjust their behaviour to different situations, and take changes of routine in their stride.
Making relationships: Children play cooperatively, taking turns with others. They take account of one another’s ideas about how
to organise their activity. They show sensitivity to others’ needs and feelings, and form positive relationships with adults and
other children.
Reading: Children read and understand simple sentences. They use phonic knowledge to decode regular words and read them
aloud accurately. They also read some common irregular words. They demonstrate an understanding when talking with others
about what they have read.
Writing: Children use their phonic knowledge to write words in ways which match their spoken sounds. They also write some
irregular common words. They write sentences which can be read by themselves and others. Some words are spelt correctly and
others are phonetically plausible.
Numbers: Children count reliably with numbers from one to 20, place them in order and say which number is one more or one
less than a given number. Using quantities and objects, they add and subtract two single-digit numbers and count on or back to
find the answer. They solve problems, including doubling, halving and sharing.
Shape, space and measures: Children use everyday language to talk about size, weight, capacity, position, distance, time and
money to compare quantities and objects and to solve problems. They recognise, create and describe patterns. They
explore characteristics of everyday objects and shapes and use mathematical language to describe them.
People and communities: Children talk about past and present events in their own lives and in the lives of family members. They
know that other children do not always enjoy the same things, and are sensitive to this. They know about similarities and
differences between themselves and others, and among families, communities and traditions.
The world: Children know about similarities and differences in relation to places objects, materials and living things. They talk
about the features of their own immediate environment and how environments might vary from one another. They make
observations of animals and plants and explain why some things occur, and talk about changes.
Technology: Children recognise that a range of technology is used in places such as homes and schools. They select and use
technology for particular purposes.
Exploring and using media and materials: Children sing songs, make music and dance, and experiment with ways of changing
them. They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form
and function.
Being imaginative: Children use what they have learnt about media and materials in original ways, thinking about uses and
purposes. They represent the own ideas, thoughts and feelings through design and technology, art, music, dance, role play and
stories.
Jeans for genes – 18/9
Bonfire Night – 5/11
New Years Day – 1/1
St David’s Day – 1/3
International Day of Peace –
Remembrance Day – 11/11
Martin Luther King Day –
World book day – 5/3
21/9
Diwali – 11/11
19/1
Mothers Day – 6/3
Eid-al-Adha -24/9
Universals Children’s Day –
Holocaust memorial day –
International women’s day –
Black History Month – Oct
20/11
27/1
8/3
World Teachers Day 5/10
Birthday of Guru Nanak –
Chinese New Year – 8/2
British science week
Halloween – 31/10
25/11
Shrove Tuesday – 9/2
St Patricks day – 17/3
Hanukkah – 14/12
Valentines Day – 14/2
World poetry day – 21/3
Prophet Muhammad’s
Easter – March/April
birthday – 24/12
Christmas - December
Food bank collection –
Christmas stalls
Host a meal
Easter Egg Raffle
harvest time
Opening Day
Christmas Carol Service/play
Festival of food – shared meal
Easter Bingo
Production of first half term
Christmas themed parent
Family Banquet, includes
Easter themed parent
presentation with publication
morning
dance performance and
morning
of ‘Who are we’ book.
music recital
Parents invited to World book
New starter parent talk
day celebratory events
Stay and share sessions…….
Playing theme
Stay and share sessions…….
Creative theme
Stay and share sessions…….
Reading theme
Stay and share sessions…….
Phonic theme
Active learning – motivation
Being involved and concentrating describes the intensity
of attention that arises from children concentrating on
following a line of interest in their activities.
Keeping on trying refers to the importance of persistence
even in the face of challenge or difficulties, an element of
purposeful control which supports resilience.
Enjoying achieving what they set out to do refers to the
reward of meeting one’s own goals, building on the
intrinsic motivation which supports long-term success,
rather than relying on the approval of others.
Creating and thinking critically – thinking
Having their own ideas covers the critical area of
creativity - generating new ideas and approaches in all
areas of endeavour. Being inventive allows children to
find new problems as they seek challenge, and to explore
ways of solving these.
Using what they already know to learn new things refers
to the way in which children develop and link concepts,
find meaning in sequence, cause and effect and in the
intentions of others through both narrative and scientific
modes of thought.
Choosing ways to do things and finding new ways
involves approaching goal-directed activity in organised
ways making choices and decisions about how to
approach tasks, planning and monitoring what to do and
being able to change strategies.
World Children’s book day
World environment day –
2/4
5/6
World Health day – 7/4
Anniversary of D_Day – 6/6
Vaisakhi – 13/4
Ramadan – 18 June
Earth Day – 22/4
World Refugees day – 20/6
Passover – 22/4
Fathers Day – 21/6
Shakespeare’s birthday – 23/4
Eid-al-Fitr – 18/7
St Georges day – 23/4
VE Day – 8/5
International day against
Homophobia – 17/5
Enterprise Challenge
Summer Fate raffle
OAP Party
EYFS Farmers market
Summer Fate
Once upon a time themed
parent morning
Parents invited to summer
time picnic
Stay and share sessions…….
Maths theme
Stay and share sessions…….
Writing theme