ReceptionTopic: Celebrations

Learn about special celebrations in the community and in the wider world. Through a series of exciting activities, discover the different ways we celebrate – and the many different things those celebrations can be about!

Block / Key EYFS Objectives / Main creative outcomes
Block A
Celebrating Me
[5 sessions] / Communication and Language, Personal Social and Emotional Development,Mathematics, Understanding the WorldandExpressive Arts and Design
  • PSED ELG 6 SC&SA Be confident 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.
  • PSED ELG 7 MF&BChn work as part of a group or class.
  • UW ELG13 – P&C 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.
  • UW ELG 13 P&C Talk about past and present events in their own lives and in the lives of family members.
  • EAD ELG 17 BIRepresent their own ideas, thoughts and feelings through design and technology, art, music, dance, role play and stories.
  • M ELG 12 SS&M Use everyday language to solve problemsand recognise, create and describe patterns.
  • M ELG 11 N 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.
  • CL ELG 3 S Develop their own narratives and explanations by connecting ideas or events.
  • CL ELG 1 L&A Chn listen to stories, accurately anticipating key events, and respond to what they hear with relevant comments, questions or actions.
  • CL ELG 03 S Chn express themselves effectively, showing awareness of listeners’ needs.
/ Meet `Maisy Mouse´, listen to a story and think about what makes you special. Investigate birth months, the days of the week and make simple pictograms. How do you celebrate your birthdays? Do you have a party? Plan a surprise party for someone special in school.
Block B
Special Birthdays
[4 sessions] / Communication and Language, Personal Social and Emotional Development, Understanding the World andExpressive Arts and Design
  • CL ELG 1 L&A Chn listen to stories, accurately anticipating key events, and respond to what they hear with relevant comments, questions or actions.
  • UW ELG 13P&CChn talk about past and present events in their own lives and in the lives of family members. They know about similarities and differences between themselves and others, and among families, communities and traditions.
  • EAD ELG 16 EUM&MChn safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.
  • EAD ELG 17 BIChn represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role play and stories.
  • PSED ELG 6 SC&SAChn are confident to try new activities, and to say why they like some activities more than others. Chn are confident to speak in a familiar group, will talk about their ideas.
/ Find out about the special birthdays we celebrate in our communities. Learn about Guru Nanak’s birthday and how Sikhs celebrate; discover Wesak, an important festival for some Buddhists, that marks the Buddha’s birthday; reflect on Christmas, the birthday of Jesus, and special Christmas customs. Create a birthday event with party hats, decorations, food and entertainment.
Block C
Carnivals and Parades
[4 sessions] / Expressive arts and design, Communication and Language development,Understanding of the world
  • EAD ELG 16 EUM&M Chn safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.
  • EAD ELG 17 BI Chn represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role-play and stories.
  • CL L&A ELG 1 Chn 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.
  • CL S ELG 03 Chn express themselves effectively and develop explanations by connecting ideas or event.
  • UW P&C ELG13 Chn know about similarities and differences between themselves and others, and among families, communities and traditions.
/ Meet Nian monster, always chased away from Chinese New Year, will he ever find a festival or parade where he belongs? Take Nian on a colourful journey to Mardi Gras, help him discover the Japanese Lantern Festival and march to the beat of the New York Thanksgiving Parade. Sing, create special art and a marching dance with thanksgiving hats.
Block D
Festivals of Light
[4 sessions] / Communication and Language, Mathematics, Understanding the World andExpressive Arts and Design
  • EAD ELG 16 EUM&M Chn safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.
  • EAD ELG 17 BIChn represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role play and stories.
  • CL L&A ELG 1 Chn 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.
  • UW P&C ELG13 Chn know about similarities and differences between themselves and others, and among families, communities and traditions.
  • PD M&H ELG 4 Chn show good control and co-ordination in large and small movements.
/ Reflect on the symbolism of light; learn about significant festivals of light such as Hanukkah, Diwali and Eid-ul-Fitr. Make Menorahs, Diva lights, Eid cards and create a fabulous firework light dance to finish the block with a bang.
Block E
Saying Thank You
[7 sessions] / Communication and Language, Personal Social and Emotional Development, Understanding the World andExpressive Arts and Design
  • UW ELG 13 P&C: Chn talk about past and present events in their own lives and in the lives of family members. They know that other chn do not always do the same things, and are sensitive to this. They know about similarities and differences between themselves and others, and among families, communities and traditions.
  • CL ELG 1 L&A: Chn listen attentively in a range of situations. They listen to stories, accurately anticipating key eventsand 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.
  • ELG 2 Understanding: Chn follow instructions involving several ideas or actions. They answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events.
  • CL ELG 3 Speaking: Chn 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.
  • PSED ELG 6 SC&SA: Chn 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.
  • PSED ELG 8 MR: Chn play cooperatively, taking turns with others. They take account of one another’s ideas about how to organise their activity; show sensitivity to others’ needs and feelings; form positive relationships with adults and other chn.
  • L ELG 10 W: Chn use their phonic knowledge to write words in ways which match their spoken sounds. They also write some irregular common words. They write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible.
  • EAD ELG 16 EUM&MChn sing songs, make music and dance and experiment with ways of changing them. Chn safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.
  • EAD ELG 17 BI: Chn use what they have learnt about media and materials in original ways, thinking about uses and purposes. They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role play and stories.
/ Start with the importance of saying thank you for all we are lucky to have, and for the people around us. Learn about festivals that say thank you: Thanksgiving in USA; Harvest Festival in UK and around the world; the Jewish festival Sukkot. Thanking family members (could include Mothering Sunday/Mother’s Day + Fathers’ Day). Choose something or somebody to be grateful for and express your thanks in art - make labels and a gallery; invite an audience in to view the work.
Block F
New Beginnings
[7 sessions] / Communication and Language, Personal Social and Emotional Development, Understanding the World andExpressive Arts and Design
  • UW involves guiding chn to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, technology and the environment.
  • ELG 13 P&C:Chn talk about past and present events in their own lives and in the lives of family members. They know that other chn do not always do the same things, and are sensitive to this. They know about similarities and differences between themselves and others, and among families, communities and traditions.
  • EAD ELG 16 EUM&M:Chn sing songs, make music and dance and experiment with ways of changing them. Chn safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.
  • EAD ELG 17 BI:Chn use what they have learnt about media and materials in original ways, thinking about uses and purposes. They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role play and stories.
  • CL ELG 1 L&A:Chn 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.
  • ELG 2 Understanding:Chn follow instructions involving several ideas or actions. They answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events.
  • CL ELG 3 Speaking: Chn 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.
  • PSED ELG 6 SC&SA:Chn 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.
  • PSED ELG 8 MR:Chn play cooperatively, taking turns with others. They take account of one another’s ideas about how to organise their activity; show sensitivity to others’ needs and feelings; form positive relationships with adults and other chn.
/ This is a Block for involving adults known to the school – who could be invited in to share their expertise? Are there parents or governors who could explain how to put on a turban, wear a sari, baptise a baby or tell the faith story? We think about and explore symbols of new life such as chicks, rabbits and lambs. We learn about festivals that celebrate new life and Spring.

Religious Education

RE in the Early Years Foundation Stage (EYFS)

Please note the Standing Advisory Council on Religious Education (SACRE) for your local area will have produced a Local Agreed Syllabus for RE. These documents are full of fantastic, creative ideas for incorporating RE in the school curriculum.

As the 1988 Education Reform Act clearly states, all registered pupils in maintained schools have an entitlement to Religious Education and thus it must be taught to Reception classes. However, the way learning here is structured is through the Early Years Foundation Stage curriculum and not through the Agreed Syllabus itself. Teachers should use the Early Learning Goals (or equivalent if the Government changes these) as the basis of their assessment and planning, and what follows is suggested guidance on what RE can contribute to learning in the EYFS. Remember, this is only statutory for registered pupils (YR), but it is good practice to provide for all EYFS some context of belief, belonging and relationships from different cultural and global contexts.

In planning and guiding children’s activities for RE in Reception classes, as with for all learning in the EYFS, practitioners must reflect on the different ways that children learn and reflect these in their practice. Three characteristics of effective teaching and learning are:

  • playing and exploring ‐ children investigate and experience things, and ‘have a go’;
  • active learning ‐ children concentrate and keep on trying if they encounter difficulties, and enjoy achievements;
  • creating and thinking critically ‐ children have and develop their own ideas, make links between ideas, and develop strategies for doing things.

RE provides excellent opportunities for children to develop and practise their learning through role play, story, speaking and listening and developing and expressing their own views and opinions whilst listening to and learning from the views of others.

‘The Oxfordshire Agreed Syllabus for Religious Education 2015 – 2020’.

Please note that if you are unsure of any of the pronunciations of words used in this topic, YouTube™ contains a number of pronunciation guides – look at a few for confirmation and practice.