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MAIN OBJECTIVE
To accompany each student in their
social, affective and cognitive development so as to
contribute to their well-rounded education.
SPECIFIC OBJECTIVES
1.
To
focus on the students´ social, affective and cognitive
needs within their corresponding stage of development.
2.
To
provide an atmosphere of trust and open communication
between the students and the tutor and their teachers.
3.
To
promote a respectful and friendly climate that allows
for the students´ active participation as well as free
and uninhibited expression of ideas and feelings.
GENERAL GUIDELINES
a.
Recognize and value your students´ achievements and
qualities.
b.
Trust on
their potential and possibilities.
c.
Set
boundaries with firmness, clarity and affection.
d.
Be
empathetic. Listen to them.
e.
Avoid
labeling and comparing.
f.
Be
authentic
g.
Acknowledge your own errors.
h.
Keep a
cheerful spirit
i.
Provide
a close and warm presence.
j.
Empower
autonomy and responsibility.
k.
Nurture
a happy, low-stress environment.
FORMAT
1.
Group
sessions.
Opportunities for
expressing their feelings, doubts and concerns, for
improving personal and social skills, etc.
2.
Individual
guidance.
Space to get to know and counsel each student according to
his/her individual characteristics and needs, through a
Personal Project.
FIELDS
INVOLVED
1.
Personal-Social.
Its purpose is to help students to develop
a well-balanced and free-thinking personality. Their skills
and potential are reinforced so that they get to know and
accept themselves, relate positively to others, empathize,
express feelings and desires, and also defend their rights
and those around them. It can support PSD and Communication
skills.
| Grade |
Identity |
Living Together
|
| P1 |
Their own interests, preferences, feelings, emotions.
Physical characteristics and risk factors.
|
Rules and agreements.Parental
roles. Civic and cultural exp |
| P2 |
Skills, interests, preferences, feelings, emotions
of their own and of others. Physical characteristics
and risk factors. Their rights and duties.
|
Rules and agreements. Classroom duties and
rules. Family roles. Civic and cultural expressions
in Trujillo. |
| P3 |
Skills, interests, preferences, feelings, emotions
of their own and of classmates. Physical
characteristics and risk factors. Their rights and
duties as boys/girls at home and school.
|
School organization. Being a member of a
family, class and school and self-identity. Civic
and cultural expressions of La Libertad.
|
| P4 |
Skills, interests, preferences, feelings, emotions
of their classmates and others. Importance to exert
their rights and duties. |
School organization. Sense of belonging to
a family, class and school, respecting his/her
self-identity. Civic and cultural expressions of the
north of Peru. |
| P5 |
Their personal characteristics and emotional states.
Assertiveness and alternative solutions during a
conflict. Exertion of rights and duties as boy/girl
at home, at school and in the community. |
Forms of social and institution
organization in Trujillo. Being an important part of
a family, school, community and regional setting.
Ethnic, linguistic and cultural diversity and the
role of Peruvians in development. |
| P6
|
Personal characteristics and emotional states of
others. Mediation and assertiveness during conflicts
of others. Respect for human rights.
|
The role and influence of the local and
regional governments. Democracy and the Peruvian
State. Importance of belonging to a group in family,
neighborhood, community, region and country.
|
| S1 |
Puberty & Adolescence. Self-esteem. Willingness.
Gender roles. |
Family history and family dynamics. Social
skills. |
| S2 |
Adolescence. Social recognition. Dealing with
feelings and frustration. Self-concept.
Assertiveness. Teenage (gender) behaviour.
|
The role of family. Violence at home.
Communication in the family. |
| S3 |
Personal identity. Respect for others. Cultural
diversity. Stereotypes. |
Social norm. Moral dilemmas. Family values.
Friendship and courtship. |
| S4 |
Group and cultural identity. Creativity.
Decision-making, sense of responsibility, types of
communication, Freedom. |
Falling in love. Responsible parenthood. |
| S5 |
Personal and national identity. Influence of the
media in communication. Self-assurance, autonomy,
happiness. |
Psychological, ethical and cultural factors
involved in affective relationships. Prevention. |
2.
Academic.
The purpose is to help students reach
their potential in learning and in a proactive way, prevent
or overcome difficulties. Specific skills are developed for
critical thinking, autonomous learning, study skills, time
management, cooperative work and motivation. It can
strengthen PSD.
TOPICS
a.
Time
management: free
time, planning activities, recreation and hobbies.
b.
Study
skills: memory, attention-concentration strategies,
cooperative work, learning strategies, reading comprehension
strategies, problem solving and decision making.
3.
Vocational.
The purpose is to develop a personal plan
that leads to the progressive development of their potential
so that they may reach their individual aspirations and
goals in life.
In Primary, it starts with the
exploration and discovery of individual interests and
talents. Who am I? What do I want to be? What do I want to
do?
In Secondary, it gradually moves to
building awareness and self-confidence for appropriate
facilitating decision making regarding their future
educational an career choices.
4.
Body and Mental
Health.
The purpose is to promote responsible
habits and activities that lead to healthy lifestyles
preventing risks and difficulties for the students and their
surroundings.
5.
Community Involvement.
The purpose is to
gain social awareness of situations and conditions that need
attention and to commit to the improvement of those
conditions. This is not charity, but true ethics, that is
solidarity, respect, and equality. It will also mean
evaluating the activity before, during and afterwards.
Projects are to be
coordinated with the Religion class.
6.
Cultural and Current affairs.
The purpose is to encourage students to
take an active part in class visits and field trips as well
as in class discussions about local, regional and national
issues. This will promote acceptance, respect and also
interest for cultural diversity. It can support PSD and
Communication skills.
7.
Values (Discipline and class
climate).
The purpose is to create conditions for
positive relationships in the classroom, in and outside the
school. Positive interactions require a shared
responsibility approach and also firm discipline to reduce
and prevent any type of aggression. There are core values to
be developed and assessed during each tutor session
according to the different developmental stages.
It can support PSD and Communication
skills.
TOPICS
|
Grade
|
Core value
|
Specific
value
|
|
Nursery 2, 3 years, K4 and K5
|
Order
|
Obedience
|
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Sincerity
|
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Generosity
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Discipline, attention
|
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Courtesy
|
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Neatness
|
|
P1 to P4
|
Work
|
Generosity
|
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Respect
|
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Sportsmanship
|
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Responsibility
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Loyalty
|
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Effort
|
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Hard-work
|
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Perseverance
|
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Service and courtesy
|
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P5 and P6
|
Order
|
Strength
|
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Perseverance
|
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Resilience
|
|
Work
|
Joy
|
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Service
|
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Responsibility
|
Sobriety
|
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Use of resources
|
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Generosity
|
Hard work
|
|
Study
|
|
Innovation
|
|
Leadership
|
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Bravery
|
|
S1 to S5
|
Order
|
Time management
|
|
Work
|
Constructive criticism
|
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Wisdom (criterio)
|
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Responsibility
|
Fairness
|
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Solidarity
|
|
Generosity
|
Optimism
|
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Tact (Prudence)
|
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