FS1 PHYSICAL DEVELOPMENT COURSE SYLLABUS

Course Outline

Overview

Physical Development comes under the prime area of the Early Years Foundation Stage. The PD syllabus at GEMS Wesgreen International Primary School aims to support students to develop their movement, handling of objects, understanding of their own body and health and levels of self-care.

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 PD Syllabus is to encourage and enable students to:

  • Demonstrate spatial awareness
  • Able to find a space
  • Follow instructions
  • Develop fine motor skills
  • Write patterns
  • Observe effects of activity on our bodies
  • Use tools safely
  • Wash and dry hands
  • Washing and brushing teeth
  • Try a range of different foods
  • Travel with confidence and skill around, under, over and through balancing and climbing equipment
  • Use simple tools to effect changes to materials
  • Begin to use anticlockwise movement and retrace vertical lines
  • To form recognisable letters
  • Dress and undress independently
  • Show some understanding that good practices with regard to exercise, eating, sleeping and hygiene can contribute to good health
  • Show understanding of the need for safety when tackling new challenges, and considers and manages some risks
  • Eat a healthy range of foodstuffs and understands need for variety in food
  • Practices some appropriate safety measures without direct supervision

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.

Moving and handling

  • Moves freely and with pleasure and confidence in a range of ways, such as slithering, shuffling, rolling, crawling, walking, running, jumping, skipping, sliding and hopping.
  • Mounts stairs, steps or climbing equipment using alternate feet.
  • Walks downstairs, two feet to each step while carrying a small object.
  • Runs skilfully and negotiates space successfully, adjusting speed or direction to avoid obstacles.
  • Can stand momentarily on one foot when shown.
  • Can catch a large ball.
  • Draws lines and circles using gross motor movements.
  • Uses one-handed tools and equipment, e.g. makes snips in paper with child scissors.
  • Holds pencil between thumb and two fingers, no longer using whole-hand grasp.
  • Holds pencil near point between first two fingers and thumb and uses it with good control.
  • Can copy some letters, e.g. letters from their name.

Health and self-care

  • Can tell adults when hungry or tired or when they want to rest or play.
  • Observes the effects of activity on their bodies.
  • Understands that equipment and tools have to be used safely.
  • Gains more bowel and bladder control and can attend to toileting needs most of the time themselves.
  • Can usually manage washing and drying hands.
  • Dresses with help, e.g. puts arms into open-fronted coat or shirt when held up, pulls up own trousers, and pulls up zipper once it is fastened at the bottom.

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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Next Steps