KG1/ FS2 PERSONAL, SOCIAL AND EMOTIONAL DEVELOPMENT COURSE SYLLABUS 2020-2021

Course Outline

Overview

Personal, Social and Development comes under the prime area of the Early Years Foundation Stage. The PSED syllabus at GEMS Wesgreen International Primary School aims to support students to develop their social skills and learn how to manage their feelings, understand appropriate behaviour in groups and develop a positive sense of themselves and others.

Learning Outcomes

The aims of all subjects state what a teacher may expect to teach and what a student may expect to experience and learn. These aims suggest how the student may be changed by the learning experience.

The aims of the English Syllabus are to encourage and enable students to:

  • Be independent around classroom ask for help when needed
  • Enjoy coming to school
  • Have confidence to carry out developmentally appropriate activities
  • Build positive relationships with both adults and children
  • Initiate in play with others
  • Learn names of teachers and peers
  • Demonstrate friendly behaviour initiating in conversation with others
  • Follow school values
  • Communicate freely about home and environment
  • Initiates conversations, attends to and takes account of what others say.
  • Explains own knowledge and understanding, and asks appropriate questions of others.
  • Takes steps to resolve conflicts with other children, e.g. finding a compromise.
  • Confident to speak to others about own needs, wants, interests and opinions.
  • Can describe self in positive terms and talk about abilities.
  • Beginning to be able to negotiate and solve problems without aggression, e.g. when someone has taken their toy.
  • Understands that own actions affect other people, for example, becomes upset or tries to comfort another child when they realise they have upset them.
  • Aware of expectations in the setting
  • Takes steps to resolve conflicts with other children, e.g. finding a compromise.
  • Children play co-operatively, taking turns with others.
  • Can describe self in positive terms and talk about abilities.
  • Children are confident to try new activities, and say why they like some activities more than others.
  • Aware of the boundaries set, and of behavioural expectations in the setting.
  • Beginning to be able to negotiate and solve problems without aggression, e.g. when someone has taken their toy.
  • Care for plants and living things.
  • 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.

Ongoing Objectives

There are objectives that are covered and built upon throughout the year during daily interactions in the classroom and when accessing the continuous provision.

Self-confidence and self-awareness

  • Confident to speak to others about own needs, wants, interests and opinions.
  • Can describe self in positive terms and talk about abilities.
  • 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 say when they do or don’t need help.

Managing feelings and behaviour

  • Understands that own actions affect other people, for example, becomes upset or tries to comfort another child when they realise they have upset them.
  • Aware of the boundaries set, and of behavioural expectations in the setting.
  • Beginning to be able to negotiate and solve problems without aggression, e.g. when someone has taken their toy.
  • 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 understand and follow the rules.
  • They adjust their behaviour to different situations, and take changes of routine in their stride.

Making relationships

  • Initiates conversations, attends to and takes account of what others say.
  •  Explains own knowledge and understanding, and asks appropriate questions of others.
  • Takes steps to resolve conflicts with other children, e.g. finding a compromise.
  • Children play co-operatively, 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. 

Assessment

Formative: Throughout the units, the children will be observed daily during their focus and continuous provision activities. The observations will help inform next steps and planning.

Summative: At the end of each term we complete internal and standardized tests. This allows us to measure the students’ progress throughout the term and year. At the end of the academic year, the students complete the EYFS profile.

Next Steps

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