Personal Social Development, Well-being and Cultural Diversity Policy Definition Personal Social Development, Well-being and Cultural Diversity relates to children learning about themselves, their relationships with other children and adults both within and beyond the family, the distinctive Welsh culture and other cultures that are part of the diverse society in Wales. Personal and Social Development, Well-Being and Cultural Diversity is at the heart of the Foundation Phase and children s skills are developed across all Areas of Learning through participation in experiential learning activities indoors and outdoors. They are encouraged to develop their self-esteem, their personal beliefs and moral values. They develop an understanding that others have differing needs, abilities, beliefs and views. The Foundation Phase supports the cultural identity of all children, to celebrate different cultures and help children recognise and gain a positive awareness of their own and other cultures. Positive attitudes should be developed to enable children to become increasingly aware of, and appreciate the value of, the diversity of cultures and languages that exist in a multicultural Wales. They should become increasingly aware of the traditions and celebrations that are important aspects of the cultures within Wales. Motivation and commitment to learning is encouraged, as children begin to understand their own potential and capabilities. Children are supported in becoming confident, competent and independent thinkers and learners. They develop an awareness of their environment and learn about the diversity of people who live and work there. Positive attitudes for enjoying and caring for their environment are fostered. As their selfidentity develops children begin to express their feelings and to empathise with others. They experience challenges that extend their learning. Children will develop skills and knowledge through learning opportunities in the following key areas: Personal Development Social Development Moral and Spiritual Development Well-being 1
Aims To provide meaningful and enjoyable experiences, as defined by the Foundation Phase curriculum, through which ideas can be explored. To enable all children to develop and maintain a positive personal identity and healthy lifestyle. To enable all children to be aware of safety issues and to make informed personal choices. To understand the importance of friendships and to develop positive relationships with a range of people within the school community. To promote the well-being of everyone within our school community. To stimulate children s interest in the Welsh culture and their own individual cultures and heritage. To encourage and develop independence and decision making skills which can be transferred to other areas of learning. To promote positive attitudes towards the environment and living healthy lives. To develop children s awareness and respect of similarities and differences between people. To develop children s natural curiosity about the world around them whilst fostering a sense of wonder, enjoyment and enthusiasm. To develop the ability to work with and respect the opinions of others. To support children in developing a positive disposition to learning and an understanding of how education can enhance their lives. To support children in developing the skills to be effective life-long learners. These can be achieved through the process of experiential learning which: is central to good practice in the education of young children. starts with the children s past or present experience. encourages curiosity. provides opportunities for children to talk about their experiences. encourages children to share familiar and new cultural experiences. enables children to feel they are valued. relates learning to themselves, their own lives and the real world. allows for new learning. allows practice of skills. 2
Skill Development The following skills are essential to this Area of Learning and can also be developed across the curriculum. Observing Investigating Exploring Listening Decision making Describing Asking / Answering questions Problem solving Communicating Reflecting / Evaluating Persevering Discussing Presenting / Recording Collaborating Learning and Teaching Effective learning and teaching involves a variety of styles and strategies. Teachers identify the most appropriate methods to best support the learning of the children they are teaching. These are encompassed in an enquiry and investigation context with an emphasis placed on first hand experience. We encourage the children to take part in a range of practical activities that promote active citizenship including: charity fundraising, eco council and planning school special events. SEAL (Social, Emotional Aspects of Learning) is an embedded part of our practice and provides the framework for children to discuss and share their thoughts and feelings in a safe and secure environment both within the classroom, during small group work and whole school assemblies. We aim to access the knowledge and skills the children bring with them and to provide them with experiences that will help them to develop their level of knowledge and understanding and ability to problem solve. The quality of questioning and talk is a central feature of Personal Social Development, Wellbeing and Cultural Diversity within the school. Children are encouraged to work as individuals, in pairs and in groups. The delivery of Personal Social Development, Wellbeing and Cultural Diversity often takes place with the context of an overarching theme. Additionally experiences and opportunities based around visits and visitors feature strongly in this Area of Learning. Developing children s understanding of Curriculum Cymreig is central to this Area of Learning although it should also be incorporated into all other Areas of Learning. Children are given opportunities to develop their knowledge and understanding of the characteristics of Wales and the distinctive yet varied nature of the Welsh identity. 3
Planning Our Personal Social Development, Wellbeing and Cultural Diversity planning is in three phases (long-term, medium-term and short-term) for each Year group. It is based on the Foundation Phase Framework for Children s Learning and incorporates the Literacy Numeracy Framework when appropriate. The short term fortnightly planning focuses on specific learning outcomes and is differentiated. Staff reflect on and evaluate their planning to inform the best way forward. Specific coverage of Curriculum Cymreig is identified in all Areas of Learning in short term planning. Assessment, Recording and Reporting We assess the children s work in Personal Social Development, Wellbeing and Cultural Diversity by making informal judgements as we observe the children. The Personal Social Development, Wellbeing and Cultural Diversity Skills Continuum together with the Foundation Phase Framework for Children s Learning is used to assess children against Foundation Phase Outcomes on a termly basis. These assessments are monitored by the Acting Head teacher. All children are also tracked termly against a Well-being and Involvement screening based on the work of Professor Levers. These assessments are monitored by the Leader for Wellbeing. This area of learning is included in our school wide Listening to Learners programme children comments are analysed and influence the future development of Personal, Social, Development, Well-being and Cultural Diversity across the school. A Personal Social Development, Wellbeing and Cultural Diversity portfolio has been developed which will exemplify what the expected level of achievement is in Personal Social Development, Wellbeing and Cultural Diversity at each Foundation Phase Outcome. This will be used to support staff in making judgements about children s progress. As Personal Social Development, Wellbeing and Cultural Diversity is a core Area of Learning children s achievement is reported on to the LA at the end of the Foundation Phase. 4
Personal Social Development, Wellbeing and Cultural Diversity Area of Learning Team The Personal Social Development, Wellbeing and Cultural Diversity Area of Learning Team consists of: Mrs L. Foley Mrs L. Beecher Miss J. Hitchings The Link Governors are Mrs. L. Foley and Mrs. C. Jones Their role is to support and advise in policy development to help to ensure continuity and progression throughout the school to support colleagues in their planning and in assessment activities monitor progress and advise the Acting Head teacher on any action needed to monitor resources to keep up-to-date with any curriculum development and to disseminate information to colleagues as appropriate. to help with training and CPD for all school staff. Equal Opportunities and Additional Needs We endeavour to provide a culturally diverse curriculum to which all pupils have access, differentiating work appropriately by taking account of ability as well as individual cultural backgrounds and linguistic needs. Resources are reviewed to ensure that cultural diversity is maintained. When teaching Personal Social Development, Wellbeing and Cultural Diversity we take into account the targets set for the children in their Individual Learning Plans (ILPs). We take positive steps to ensure that the contribution of all pupils is valued and that pupils work together with co-operation and understanding, learning from each other s varied experiences. Our teaching challenges racial prejudices and stereotypes and we foster pupil s critical awareness of bias, inequality and justice. Every effort is made to ensure that Personal Social Development, Wellbeing and Cultural Diversity experiences are equally interesting for boys and girls. Provision is made for pupils with physical and sensory difficulties using appropriate methods. We have a Nurture Group which supports our most vulnerable children who have social, emotional or behavioural needs. This is staffed by one teacher and one teaching assistant who are employed by the school. 5
Differentiation In order to provide for children of all abilities within each class, we endeavour to differentiate tasks in a suitable way matching the challenge of the task to the ability of the child. By questioning level of questioning appropriate to ability Recording using a variety of methods according to differing abilities By support level of support from teaching and/or support staff and/or resource By outcome open ended task to allow for a variety of outcomes By interest individual pupils to pursue own interests within a project By task same objective with a range of tasks By organisation grouping of children and materials Personal Social Development, Wellbeing and Cultural Diversity across the Curriculum Effective planning for Personal Social Development, Wellbeing and Cultural Diversity needs careful planning across all Areas of Learning to ensure that children have opportunities to develop their skills as active thinkers, learners and decision makers and to interact with others learning to help, share, cooperate, identify and solve problems. Children should also have opportunities to develop, apply and extend their knowledge and understanding of Curriculum Cymreig, and different cultures, traditions and celebrations that exist in Wales today. There are many opportunities to develop skills, knowledge and understanding within the other Areas of Learning and within the different teaching areas in school, for example: Language, Literacy and Communication Skills Communicating needs, expressing feelings and opinions through role play/dramatic activities. Through handling books from different cultures to develop children s knowledge of the different languages that exist in Wales. Mathematical Development Skills Through counting in daily routines how many children have dinners through to addition/subtraction/multiplication when buying and selling fruit and vegetables either in role-play or an imaginary context. Through exploring the importance of numbers in different cultures and traditions. Welsh Language Development Through starting to express/communicate feelings and emotions in Welsh through to reading and writing simple texts relating to moral issues. Experiencing through role play/small world activities/cooking the different images and tastes that are integral to the cultures within Wales. 6
Knowledge and Understanding of the World Developing an enquiring mind through structured exploration activities in the outdoor learning environment, such as developing routes/plans and Forest School. Exploring their local environment and wider country, and identifying culturally diverse links through experiential learning activities and using ICT. Physical Development Through the children sharing and working with others and playing traditional games from other cultures to improve their fine manipulative skills. Through moving large equipment children should become aware of safety issues to themselves and others. Creative Development Through exploring a range of sound sources indoors and outdoors children can discuss preferences and share emotions from music with others. Using a variety of media and textures children can create and copy patterns used in different cultures. Signed: Signed: Headteacher Chair of Governors Review Date: 7