The aim of the "Developing Potential" pathway is the overall development of the child. It is a set of activities designed to encourage the development of the child (and of the adults in the school) and to provide pupils with tools that will be useful throughout their lives, such as techniques of benevolent communication, relaxation, and management of emotions and stress. Theatre and music are also activities of expression and motor skills that contribute to the development of each student's potential. At EFIM, well-being and the pleasure of going to school count as much as academic learning, especially as the former contributes to the achievement of the latter.
This course focuses on emotional and socio-relational management, in particular the development of self-esteem and self-confidence.
It is a question of 'guaranteeing each pupil the means necessary for the acquisition of a common base of knowledge, skills and culture, in which all education participates' (L.122-1-1), while contributing to their personal fulfilment (see CSEN report) within the framework of a global conception of the child. Education is secular and prepares pupils to live in society and as free and responsible citizens.
-We wish to work for a human education that contributes to the development of the pupils (as well as the adults who supervise them). Research shows that in order to learn with serenity and pleasure, one must be able to manage one's affective strategies (emotions, motivation, self-confidence, impulsiveness, anxiety). Children who are happy are more likely to learn.
-We want to make children love school by exploiting engaging and playful pedagogies and by offering a pleasant, positive and motivating social and spatial environment.
-We aspire to balance the individual and the collective: a balanced pedagogical environment that promotes the social nature of learning, cooperative and collaborative, while recognising individual particularities through personalised learning.
We aim to develop psycho-social skills by integrating self-knowledge, life skills and living skills into the pedagogical model in order to train future citizens who are fulfilled, responsible and committed to their choices. Research has shown that self-esteem and self-confidence, a sense of competence, a feeling of belonging, motivation, the satisfaction of basic needs, etc., are essential factors for personal development.
Objective
The "developing potential" pathway is part of axis 2 "Happiness and well-being" of the educational project and axis 2 of the school project: "personal and collective fulfilment at school". It is a cross-curricular path par excellence because all the psychosocial skills acquired are necessary for all learning. It is linked to domain 3 of the common base of knowledge, skills and culture: the training of the person and the citizen.
The "developing potential" pathway is broken down into three of the six general objectives in line with the theory of mind (ToM):
→ emotional skills (emotional self-regulation; interoceptive awareness) / Affective
→ socio-relational skills (self-compassion; change of perspective) / Social
→ cognitive self-esteem and attentional skills / Psychological
These three sub-courses will be implemented progressively during the school year as they require training of the educational team, co-construction of the tools and integration of a posture consistent with the given message. The tools and techniques used to meet the objectives will therefore be "distilled" throughout the year with a constant re-evaluation in order to adjust the programme to the rhythm of the child and the teacher.
Cognitive skills and in particular those related to executive functions (normally part of the "developing potential" pathway, but as they are more in line with the theory of social information processing (SIP), they are included in axis 1.2 (academic excellence for all at school: deployment of cognitive skills)
These four families of skills are linked in a transverse manner to the Citizenship Pathway, the Sports and Health Pathway and the Scientific and Digital Pathway.
The sensory-motor and physical skills are dealt with in the Sports and Health Pathway and the psychosocial skills for good health are part of the Citizenship Pathway.
Target age group
3-11 yo
About you
The French International School of Marbella (EFIM) is a secular primary school (kindergarten and elementary), trilingual and innovative, which accompanies the children in the acquisition of knowledge of the French school program. It is therefore in
It is therefore in line with the principles of the French education system. It welcomes all children without
nationality, social status or religion.
The efim's approach is in line with the official framework of French education abroad (AEFE) and the
and the approval process. The mission of the efim is to integrate academic mastery within
stimulating, playful and innovative atmosphere that inspires the desire to learn through an
approach that focuses on the child's overall development. In this way, it resonates with the
principles established by the AEFE (AEFE Development Plan, 2021)1.
The central project of the efim is "learning to learn", as it is the ability to constantly readapt in a constantly changing world where 85% of tomorrow's jobs are unknown. This includes enabling children to develop the executive, affective, social and metacognitive strategies necessary for all learning and for the proper development of their personality.
Values are at the heart of our educational project, which is why our educational action is guided by 5
essential values:
1. Humanism: working for the human being
Confidence in mankind, a taste for learning, the quest for knowledge, the search for truth, respect for the individual, freedom of expression, and a sense of responsibility.
respect for the individual, freedom of conscience, tolerance, critical spirit, sincerity, acceptance of a rational and irrational
of a rational and irrational part in Man, equality of rights, universalism of values.
2. Knowledge: knowing with awareness
Knowledge at the service of the planet and of humanity, because "science without conscience is but the ruin of the soul".
of the soul" (Rabelais); learning to learn.
3. Innovation: building the future
Creativity, flexibility, disruptiveness, modernity, technologies, research.
4. Collective intelligence: moving forward together
A facilitating, cooperative and agile organisation
5. Fulfilment : Being happy
Pleasure, benevolence, getting to know each other, well-being.
Our website : https://efimarbella.com/
Additional info
/!\ This document is in French !/!\
https://www.reseau-canope.fr/fileadmin/user_upload/Projets/conseil_scientifique_education_nationale/Rapport_scientifique_Grenelle_de_l_education.pdf
Philippe de CARLOS 
The aim of the "Developing Potential" pathway is the overall development of the child. It is a set of activities designed to encourage the development of the child (and of the adults in the school) and to provide pupils with tools that will be useful throughout their lives, such as techniques of benevolent communication, relaxation, and management of emotions and stress. Theatre and music are also activities of expression and motor skills that contribute to the development of each student's potential. At EFIM, well-being and the pleasure of going to school count as much as academic learning, especially as the former contributes to the achievement of the latter.
This course focuses on emotional and socio-relational management, in particular the development of self-esteem and self-confidence.
It is a question of 'guaranteeing each pupil the means necessary for the acquisition of a common base of knowledge, skills and culture, in which all education participates' (L.122-1-1), while contributing to their personal fulfilment (see CSEN report) within the framework of a global conception of the child. Education is secular and prepares pupils to live in society and as free and responsible citizens.
-We wish to work for a human education that contributes to the development of the pupils (as well as the adults who supervise them). Research shows that in order to learn with serenity and pleasure, one must be able to manage one's affective strategies (emotions, motivation, self-confidence, impulsiveness, anxiety). Children who are happy are more likely to learn.
-We want to make children love school by exploiting engaging and playful pedagogies and by offering a pleasant, positive and motivating social and spatial environment.
-We aspire to balance the individual and the collective: a balanced pedagogical environment that promotes the social nature of learning, cooperative and collaborative, while recognising individual particularities through personalised learning.
We aim to develop psycho-social skills by integrating self-knowledge, life skills and living skills into the pedagogical model in order to train future citizens who are fulfilled, responsible and committed to their choices. Research has shown that self-esteem and self-confidence, a sense of competence, a feeling of belonging, motivation, the satisfaction of basic needs, etc., are essential factors for personal development.