FS1 COMMUNICATION AND LANGUAGE COURSE SYLLABUS
Course Outline
Overview
Communication and Language comes under the prime area of the Early Years Foundation Stage. The CL syllabus at GEMS Wesgreen International Primary School aims to support students to develop to develop their confidence and skills in expressing themselves, involves giving children opportunities to experience a rich language environment and to speak and listen in a range of situations.
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 CL Syllabus are to encourage and enable students to:
- Develop listening and attention skills
- Listens to others one to one or in small groups when conversation interests them
- Answer and ask questions
- Identifies action words by pointing to the right picture
- Talk about our classroom environment
- Look at a variety of books with a school theme
- Express likes and dislikes
- Encourage signing along with using speech
- Shows interest in play with sounds and songs
- Link statements and sticks to a main theme or intention.
- Holds a conversation jumping from topic to topic
- Listen attentively in a range of situations. They listen to stories, accurately anticipating key events and respond to what they hear with relevant comments
- Able to follow a story
- Listen and responds to ideas expressed by others in conversation or discussion
- Follow instructions involving several ideas or actions
- Listens to stories with increasing attention and recall
- Beginning to use more complex sentences
- Can re-tell a simple past event in correct order
- Understands use of objects
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.
Listening and Attention
- Listens to others one to one or in small groups, when conversation interests them.
- Listens to stories with increasing attention and recall.
- Joins in with repeated refrains and anticipates key events and phrases in rhymes and stories.
- Focusing attention – still listen or do, but can shift own attention.
- Is able to follow directions (if not intently focused on own choice of activity).
Understanding
- Understands use of objects (e.g. “What do we use to cut things?’)
- Shows understanding of prepositions such as ‘under’, ‘on top’, ‘behind’ by carrying out an action or selecting correct picture.
- Responds to simple instructions, e.g. to get or put away an object.
- Beginning to understand ‘why’ and ‘how’ questions
Speaking
- Beginning to use more complex sentences to link thoughts (e.g. using and, because).
- Can retell a simple past event in correct order (e.g. went down slide, hurt finger).
- Uses talk to connect ideas, explain what is happening and anticipate what might happen next, recall and relive past experiences.
- Questions why things happen and gives explanations. Asks e.g. who, what, when, how.
- Uses a range of tenses (e.g. play, playing, will play, played).
- Uses intonation, rhythm and phrasing to make the meaning clear to others.
- Uses vocabulary focused on objects and people that are of particular importance to them.
- Builds up vocabulary that reflects the breadth of their experiences.
- Uses talk in pretending that objects stand for something else in play, e,g, ‘This box is my castle.’
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.
