FS1 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
  • Follow school values
  • Communicate about home and environment
  • 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.
  • 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.

 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

  • Can select and use activities and resources with help. • Welcomes and values praise for what they have done.
  • Enjoys responsibility of carrying out small tasks.
  • Is more outgoing towards unfamiliar people and more confident in new social situations.
  •  Confident to talk to other children when playing, and will communicate freely about own home and community.
  • Shows confidence in asking adults for help.

Managing feelings and behaviour

  • Aware of own feelings, and knows that some actions and words can hurt others’ feelings.
  • Begins to accept the needs of others and can take turns and share resources, sometimes with support from others.
  •  Can usually tolerate delay when needs are not immediately met, and understands wishes may not always be met.
  • Can usually adapt behaviour to different events, social situations and changes in routine.

Making relationships

  • Can play in a group, extending and elaborating play ideas, e.g. building up a role-play activity with other children.
  • Initiates play, offering cues to peers to join them.
  •  Keeps play going by responding to what others are saying or doing.
  • Demonstrates friendly behaviour, initiating conversations and forming good relationships with peers and familiar adults. 

Assessment

Formative: Throughout the year, staff will observe children on a daily basis during child-initiated play and adult led interactions. The observations will help inform next steps and planning.

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