Early Years & Foundation Stages | PSI BRITISH SCHOOL

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Our children in Early Years, which includes Preschool and Reception, follow the Early Years Foundation Stage (EYFS) Curriculum. It comprises 7 Areas of Learning. The 3 prime areas of learning are Communication and Language; Physical Development; and Personal, Social and Emotional Development. Alongside these, the 4 specific areas of learning are Literacy, Mathematics, Understanding the World, and Expressive Art and Design. Throughout the EYFS curriculum, many of the carefully planned activities cross several areas of learning, ensuring a broad and balanced development programme for all our young students.

Each month’s activities are based around a different topic; some activities are adult-initiated while others are child-initiated. Children are routinely observed to monitor their progress and to cater to each child’s individual needs. Our secure Early Years environment allows children to learn, discover and grow into vibrant and confident young personalities.


The Aims of the Early Years Foundation Stage in PSI British School are:

  • To provide a safe and secure environment which extends and develops all areas of a child’s development within the 7 areas of learning (please see below).
  • To provide quality learning experiences for all children, which are structured, balanced and relevant to the child and related to the real world.
  • To provide a curriculum which takes account of, and responds to, the child’s individual developmental needs and allows them to make progress related to their different abilities.
  • To ensure that children have positive experiences of success in order to give them confidence and motivation for learning in the future. To work in a happy, caring environment and to be aware of each other’s social needs.
  • To provide a practical comprehensive Early Years Foundation Stage Curriculum, which ensures consistent and coherent transition from Nursery to Reception.
  • To promote self-discovery, exploration and curiosity towards learning.
  • To create a partnership with parents to support and enhance the development of the children, reflecting co-operation, and respecting equal opportunities.
  • To maintain the standards and guidance set by the Supreme Education Council and to regularly reflect and develop our practice.
  • To demonstrate the PSIS values, and to respect other cultures and traditions.

Within the EYFS, there are 7 areas of learning, which are divided into prime and specific areas.

Prime Areas of Learning;
Communication and language

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.

Physical development
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.

Personal, social and emotional development
Self-confidence and self-awareness: children are confident to try new activities, and 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 communicate when they do or don’t need help.

Managing feelings and behavior: children talk about how they and others show feelings, talk about their own and others’ behavior, and its consequences, and know that some behavior is unacceptable. They work as part of a group or class, and understand and follow the rules. They adjust their behavior to different situations, and take changes of routine in their stride.

Making relationships: children play co-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.

Specific Areas of Learning;
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 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 simple 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 1 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.

Understanding the world
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 don’t 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.

Expressive arts and design
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 their own ideas, thoughts and feelings through design and technology, art, music, dance, role-play and stories.

These 7 areas are used to plan each pupil’s learning and activities. The professionals teaching and supporting each child will make sure that the activities are suited to meet individual needs. This is a little bit like a curriculum in primary and secondary schools, but it’s suitable for very young children, and it’s designed to be really flexible so that staff can follow each child’s unique needs and interests.

Children in the EYFS learn by playing and exploring, being active, and through creative and critical thinking which takes place both indoors and outside.

International Primary Curriculum in the Early Years
Here, at PSI British School, we use elements of the International Primary Curriculum (IPC) as well as following the British Early Years Foundation Stage framework.

The International Primary Curriculum (IPC) is a comprehensive, thematic, creative curriculum for 3-12 year olds, with a clear process of learning and with specific learning goals for every subject, for international mindedness and for personal learning.

The IPC has been designed to ensure rigorous learning but also to help teachers make all learning exciting, active and meaningful for children. Learning with the IPC takes a global approach; helping children to connect their learning to where they are living now as well as looking at the learning from the perspective of other people in other countries. The IPC is used by schools in more than 90 countries around the world.