Curriculum Overview
for
Early Years Foundation Stage
Personal, Social and Emotional Development
Revised: Summer 2015
To be reviewed: Summer 2016
Social, Moral, Spiritual and Cultural Education
Personal, Social and Emotional Development will contribute to children’s Spiritual, Moral, Social and Cultural
Education, in particular to British values. The Golden Rules are introduced to Nursery children to foster and
support the desired behaviour and values expected at Rosemead. Children are encouraged
 to work hard, learn well and feel happy.
 encouraged to care for one another and help newcomers feel welcome.
 treat others politely and fairly
 to be honest and trusting with each other.
 to value everyone in the school community regardless of culture, gender, ethnicity and ability.
 to respect and take care of resources, property and the environment.
Weekly PSHE themes contribute to the promotion of an awareness and understanding of British values of
democracy, the rule of law, individual liberty and mutual respect. Assemblies, circle times and class
assemblies give children opportunities to listen to others and value different opinions.
Children in the early years are encouraged to work and play co-operatively and share and take turns. They
will be given the chance to have responsibilities and be class monitors. Children will have opportunities to
choose activities of their own choice and their interests are valued and considered when activities are being
planned. The children participate in charitable fundraising activities.
Nursery
Personal, social and emotional development is a prime area of learning comprising of three aspects: making
relationships; self confidence and self-awareness; managing feelings and behaviour.
Lesson Allocation:
Aspects of this area of learning are considered continuous throughout the child’s day at school.
Focused whole group discussions and circle time activities happen daily and issues such as
the Golden Rules are discussed.
Children in Nursery attend the Friday assembly to celebrate the successes of children
throughout the school.
Weekly whole school PSHE themes will be considered.
Schemes of work used/ textbooks/resources:
A range of resources such as games, books, stories, video clips, role play, puppets and drama
is used to address PSED issues.
Teaching methods:
Throughout the day issues of behaviour and the Golden Rules are discussed. Whole group
discussions, circle times, small group and individual work with children may take place.
Written work:
Children will have the opportunity to express their feelings, thoughts and ideas through
drawing and mark making activities.
Homework:
There is no homework for this area of learning.
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EYFS PSED OVERVIEW
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Assessment:
Continual adult observation of children in their play and in learning situations is noted.
Assessment sheets may be used by the adult to record children’s learning and understanding.
Samples of children’s mark making may be collected and photographs are taken and
annotated to evidence children’s experiences and learning. Daily and weekly evaluations are
used to plan next steps for individual or groups of children. Photographs, observations and
assessments are kept in the child’s electronic learning journey.
Topics/Skills:
It is intended that the work set out below should be covered in the designated terms, however,
teachers must use their discretion should there be a need to extend or condense the time
frame. Teachers in the early years may adapt plans to match children’s individual interests
and interesting spontaneous events.
Term 1
Awareness of the Golden Rules for behavioural expectations within the school
Introduction to the Rosemead house system
Topic – My family, my friends and myself.
Politeness and encouraging please and thank you
Listening to others
Promoting independence – care of own belongings
Confidence to try new activities
Communicate freely about home and community
Play co-operatively sharing and taking turns
Care and respect for others and of the school environment
Awareness of own needs
Forming good relationships with peers and familiar adults
Awareness of other cultures
Celebration of a variety of festivals and events including Black History Month (October),
Harvest, Guy Fawkes Night, Diwali, Armistice Day, Christmas.
‘Show and tell’ activities
Confidence performing during class assemblies (harvest and Christmas)
Term 2
Selecting and using resources
Confident to talk to others and ask adults for help
Class assembly
Celebration of a variety of festivals and events including Chinese New Year, Shrove
Tuesday, Valentine’s Day, Mothers’ Day, Easter
Excitement and motivation to learn
Appropriate behaviour on visit to Polka Theatre
Can play in a group, extending and elaborating play ideas.
Can describe self in positive terms and talk about abilities.
Awareness of own feelings, and knowing that some actions and words can hurt others’
feelings.
Term 3
Awareness of own feelings, and knowing that some actions and words can hurt others’
feelings.
Awareness of boundaries set, and of behavioural expectations in the setting
Able to adapt behaviour to different events and social situations
Celebration of Fathers’ Day
Preparation for Celebration of Success ceremony
Appropriate behaviour on school visit
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Keep play going by responding to what others are saying or doing.
Confident to speak to others about own needs, wants, interest and opinions.
Preparation for transition to Reception.
Reception
Lesson Allocation:
Aspects of this area of learning are considered continuous throughout the child’s day at
school. Focused whole group discussions and circle time activities happen daily and issues
such as the Golden Rules are discussed.
Reception children attend two assemblies a week where moral and behavioural issues may
be addressed. Friday assemblies celebrate the successes of children throughout the school.
Weekly whole school PSHE themes will be considered.
Schemes of work used/ textbooks/resources:
A range of resources such as games, books, stories, video clips, role play, puppets and drama
is used to address PSED issues.
Teaching methods:
A stimulating and varied play environment is provided. Children are supported in developing
their language skills in a range of situations. There is a balance between child initiated play
opportunities and adult directed activities. Teaching methods should be interactive and
include direct teaching, discussion and enquiry and might include play or practical activities.
A range of individual, small group and whole class teaching takes place.
Written work:
Children may record their thoughts and ideas through mark making or creative art or drama
activities.
As the children’s written skills develop, they will have the opportunity to express ideas in
written form.
Homework:
There is no homework set for this area of learning
Assessment:
Continual adult observation of children in their play and in learning situations is noted.
Children’s spoken language may be documented and recorded for assessment purposes.
Assessment sheets may be used by the adult to record children’s learning and understanding.
Photographs are taken and annotated to evidence children’s experiences and learning. Daily
and weekly evaluations are used to plan the next steps for individual or groups of children.
Photographs, observations and assessments are kept in the child’s electronic learning
journey.
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Rosemead Preparatory School
EYFS PSED OVERVIEW
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Term 1
Awareness of the Golden Rules for behavioural expectations within the school and
playground
Introduction or reinforcement of the Rosemead house system
Politeness and encouraging please and thank you
Listening to others
Promoting independence – care of own belongings
Selecting and using activities and resources independently
Confidence to try new activities
Establish relationships
Playing co-operatively, sharing and taking turns
Care and respect for others
Awareness of own needs and the needs of others
Care of and respect for the school environment
Awareness of other cultures
Celebration of a variety of festivals and events including Black History Month (October),
Harvest, Guy Fawkes Night, Divali, Armistice Day, Christmas.
‘Show and tell’ activities
Confidence to speak or perform to an audience: Harvest Festival, Nativity Play, class
assembly
Adjust behaviour to different situations
Appropriate behaviour on visits out of school.
Term 2
Understand right and wrong
Solving problems, supporting each other and working collaboratively
Sense of pride in own work
Feelings
Celebration of a variety of festivals and events including Chinese New Year, Shrove
Tuesday, Valentine’s Day, Mothers’ Day, Easter, Easter Bonnet Parade.
Excitement and motivation to learn
Appropriate behaviour on visits out of school
Term 3
Feelings – talk about how they and others show feelings
Class assembly
Safety in school and outside, for example road safety
Healthy living
Celebration of Fathers’ Day
Preparation for EYFS Sports Day
Preparation for Celebration of Success ceremony
Transition activities and preparation for Year 1
Appropriate behaviour on visits out of school, for example at Hobbledown Farm
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