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Mount Carmel Catholic School
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EYFS CURRICULUM - personal, social and emotional developmentLoading...
Our EYFS CurriculumLoading...
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'I have come so that they may have life and have it to the full.' Mark 10:10
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Mount Carmel Values
Our aim is for every child to leave here an Ambassador of Christ.
Our values are deeply rooted in the high expectations that we have of each child in the school. Our Values permeate across the school through children's learning, friendships, behaviour and leadership.
Our values come from the Church.
C - consideration
H - helpfulness
U - unity
R - respect
C - commitment
H - honesty
Our aim is for every child to leave here an Ambassador of Christ.
Our values are deeply rooted in the high expectations that we have of each child in the school. Our Values permeate across the school through children's learning, friendships, behaviour and leadership.
Our values come from the Church.
C - consideration
H - helpfulness
U - unity
R - respect
C - commitment
H - honesty
Our British Values
Our children learn about our British Values through 5 areas. These are discussed at whole school liturgies and during lunch times. We are committed to serving our community, with the strong belief that we are one school for all.
Our children learn about our British Values through 5 areas. These are discussed at whole school liturgies and during lunch times. We are committed to serving our community, with the strong belief that we are one school for all.
Our Power Values
Our aim is for every child to leave with the power to make a positive change in the world. Through our subjects there are five themes that we believe are integral with teaching children how to become powerful adults.
We ensure that these themes run through our subjects. Children learn about 5 areas of power - Education, Religion, Resources, People and Legacy.
Our aim is for every child to leave with the power to make a positive change in the world. Through our subjects there are five themes that we believe are integral with teaching children how to become powerful adults.
We ensure that these themes run through our subjects. Children learn about 5 areas of power - Education, Religion, Resources, People and Legacy.
cHARACTERISTICS OF EFFECTIVE LEARNING
Playing and Exploring
Children investigate and experience things and 'have a go'. Children who actively participate in their own play, develop a larger store of information and experiences to draw on which positively supports their learning.
Active Learning
Children concentrate and keep on trying if they encounter difficulties. They are proud of their own achievements. For children to develop into self-regulating, lifelong learners, they are required to take ownership, accept challenges and learn persistence.
Creating and Thinking Critically
Children develop their own ideas and make links between these ideas. They think flexibly and rationally, drawing on previous experiences which helped them to solve problems and reach conclusions.
Children investigate and experience things and 'have a go'. Children who actively participate in their own play, develop a larger store of information and experiences to draw on which positively supports their learning.
Active Learning
Children concentrate and keep on trying if they encounter difficulties. They are proud of their own achievements. For children to develop into self-regulating, lifelong learners, they are required to take ownership, accept challenges and learn persistence.
Creating and Thinking Critically
Children develop their own ideas and make links between these ideas. They think flexibly and rationally, drawing on previous experiences which helped them to solve problems and reach conclusions.
Unique child: Every child is unique and has the potential to be resilient, capable, confident and self-assured.
Positive relationships: Children flourish with warm, strong and positive partnerships between all staff and parents/carers. This promote independence across the EYFS curriculum. Children and practitioners are not alone – embrace each community.
Enabling environments: Children learn and develop well in safe and secure environments when routines are established and where adults respond to their individual needs and passions and help them build upon their learning overtime.
Learning and development: Children develop and learn at different rates (not in different ways as stated in 2017). We must be aware of children who need greater support than others.
Our curriculum goal
To become an independent individual who can follow our school rules, set simple goals and persevere to achieve them, select resources, manage their own personal needs and know how to stay fit and healthy.
Children’s personal, social and emotional development (PSED) is crucial for children to lead healthy and happy lives, and is fundamental to their cognitive development. Underpinning their personal development are the important attachments that shape their social world. Strong, warm and supportive relationships with adults enable children to learn how to understand their own feelings and those of others. Children should be supported to manage emotions, develop sense of self, set themselves simple goals, have confidence in their own abilities, to persist and wait for what they want and direct attention as necessary. Through adult modelling and guidance, they will learn how to look after their bodies including healthy eating, and manage personal needs independently. Through supported interaction with other children, they learn how to make good friendships, co-operate and resolve conflicts peacefully. These attributes will provide a secure platform from which children can achieve at school and in later life.
Area of Learning - personal, social & Emotional DEVELOPMENT
How you can help as parents
To become a fantastic friend who can be kind, caring and helpful, show emphathy and respect others, work co-oportaively whilst considering other's ideas and fellings.
-Discuss different feelings and try acting out various
emotions for your child to identify. Also, recognise and talk
about the feelings characters may be experiencing in the
stories that you read together.
-Develop your child’s confidence and independence by
going to an unfamiliar park or soft play centre. Encourage
them to try out new equipment they have not been on
before.
-Plan some snacks or meals together and discuss the
importance of healthy food choices and a balanced diet.
-Encourage your child to get themselves dressed on their
own.
-Play simple board games together to practise taking turns and waiting patiently for the next go. Use it as an opportunity to talk about rules and
why these are important to follow when playing a game.
-Encourage your child to talk about their friends and build relationships with others. Organise a playdate!
emotions for your child to identify. Also, recognise and talk
about the feelings characters may be experiencing in the
stories that you read together.
-Develop your child’s confidence and independence by
going to an unfamiliar park or soft play centre. Encourage
them to try out new equipment they have not been on
before.
-Plan some snacks or meals together and discuss the
importance of healthy food choices and a balanced diet.
-Encourage your child to get themselves dressed on their
own.
-Play simple board games together to practise taking turns and waiting patiently for the next go. Use it as an opportunity to talk about rules and
why these are important to follow when playing a game.
-Encourage your child to talk about their friends and build relationships with others. Organise a playdate!
NURSERY - Personal, Social and Emotional Development
- I can express my emotions for example: happy, sad, excited, cross, tired, frustrated.
- I can find out about emotions through stories.
- I can learn the names of my new friends.
- I can take turns with other children with adult support.
- I am starting to show effortful control for example, waiting for a turn and resisting the strong impulse to grab what they want or push their way to the front.
- I can explore the classroom with adult support.
- I can use the toilet with prompts and support.
- I can wash my hands and dry my own hands with prompting.
- I can separate from my parent with some support.
aUTUMN 1
AUTUMN 2
- I will have a go at new activities.
- I can show good sitting, good listening, good looking, keeping hands and feet to themselves, at group times.
- I can look after the toys and equipment and help tidy up.
- I can notice differences between myself and others.
- I can play alongside other children without adult support.
- I can play simple turn taking games, with adult support.
- I am showing interest in other children’s play.
NURSERY - Personal, Social and Emotional Development
- I can talk about my feelings.
- I can wait for my turn.
- I am confident when exploring new places in the school building
- I can use a visual timetable to understand the daily routine
- I can make a clear choice about where to play
- I can be a responsible helper at lunch times.
- I can tidy up resources that I’ve used.
- I can enter the classroom without adult support at the start of the day.
- I can use the toilet independently.
- I can take part in new experiences confidently.
- I can follow all of the nursery expectations.
- I can talk about myself and my family.
- I can respond to what others are saying, or doing in play.
- I can show friendly behaviour with peers and familiar adult.
SPRING 1
SPRING 2
- I can select and use activities and resources to achieve a goal that I’ve chosen.
- I can talk about my feelings in more elaborated ways.
- I can manage my feelings when angry, upset, or worried.
- I can ask for help when I have a conflict.
- I can stay focused on the task for longer periods of time.
- I am more confident in new social situations.
- I can initiate my own play activities and play happily, with one or more child.