Social and personal learning: personal learning Learning statement: Children build a positive sense of self by: developing a sense of personal identity as a capable learner acting with increasing independence and responsibility towards learning and personal organisation. Becoming aware Exploring Making connections Applying Links to Level 1 With explicit support, the child With support, the child tries With prompts, the child meets The child readily recalls and responsibility towards becomes aware of the out some of the expected shared expectations about shared expectations about learning and personal expectations of the learning behaviours of the learning independence and acts with participation in the learning organisation are fostered environment and is willing to environment and acts with increasing self-confidence in environment, acts with through all KLAs. join in a familiar experience. some self-confidence in learning situations, taking independence and individual and group learning increasing responsibility for confidence and willingly takes contexts. materials and behaviour. responsibility for materials and behaviour. Observes how others Shows some independence Shows increasing Demonstrates independence, approach experiences and and self-confidence when independence and self-confidence and groups. approaching familiar learning when managing perseverance when experiences or groups, e.g. and negotiating resources approaching new learning Needs teacher modelling and selects resources for play or and spaces needed for a experiences. direction to join in learning variety of learning experiences and groups. experiences. Needs frequent affirmation from adults or other children. Responds positively to Plans how to carry out tasks occasional encouragement by identifying steps, selecting from others. materials and persevering. Understands and, with Helps others to learn and prompts, willingly follows manage social situations familiar classroom rules, when needed. routines and events.
Social and personal learning: personal learning Learning statement: Children build a positive sense of self by: developing a sense of personal identity as a capable learner acting with increasing independence and responsibility towards learning and personal organisation. Becoming aware Exploring Making connections Applying Links to Level 1 With explicit support, the child becomes aware of the expectations of the learning environment and is willing to join in a familiar experience. With support, the child tries out some of the expected behaviours of the learning environment and acts with some self-confidence in individual and group learning contexts. With prompts, the child meets shared expectations about independence and acts with increasing self-confidence in learning situations, taking increasing responsibility for materials and behaviour. The child readily recalls shared expectations about participation in the learning environment, acts with independence and and willingly takes responsibility for materials and behaviour. and responsibility towards learning and personal organisation are fostered through all KLAs. Observes how others approach experiences and groups. Needs teacher modelling and direction to join in experiences and groups. Shows some independence and self-confidence when approaching familiar learning experiences or groups, e.g. selects resources for play or learning Needs frequent affirmation from adults or other children. Shows increasing independence and when managing and negotiating resources and spaces needed for a variety of learning experiences. Demonstrates independence, self-confidence and perseverance when approaching new learning experiences. Responds positively to occasional encouragement from others. Plans how to carry out tasks by identifying steps, selecting materials and persevering. Understands and, with prompts, willingly follows familiar classroom rules, routines and events. Helps others to learn and manage social situations when needed. confidence
ey_phase_descriptors_06.docx