INTERPERSONAL SKILLS with other students
in the learning environment
| Provision |
|
| Curriculum |
Specific differentiated programmes to develop appropriate interpersonal skills with other students. Elements of Pastoral Support Plan
(PSP) may be incorporated into IEP. Could involve disapplication from National Curriculum. |
| Staffing |
Specific advice, staff skills and adequate level of staffing to promote appropriate interpersonal skills with other students. Staff responsive to environmental issues and able to provide interventions linked to IEP targets, consistent with guidance on use of
PSPs. |
| Resources |
Range of support materials available to aid the development of appropriate inter-personal skills with other students. |
Environment
and Facilities |
Half-termly audit of learning environment. Specifically structured approach, equipment or teaching materials to promote appropriate interpersonal skills with other students. |
| Examples |
|
| Assessment |
|
| Is working on responding to individual peers at more than a basic level, reducing daily verbal and / or weekly physical aggression and to respond in groups without direct supervision. Occasionally responds to positive approaches from other students without showing verbal or physical aggression or by not withdrawing. |
| Examples |
|
| Example |
Thread
9 - Band 4 |
| Early Years Provision
Criteria |
| The nursery staff have set up specific targets to improve interpersonal skills with other children as part of the Nursery’s personal and social education programme. Targets are selected that are relevant to a particular child. These might include, for example, keeping hands and feet to yourself, using a quiet voice only heard up to 1m, taking turns to talk to an adult, putting up your hand to be noticed, playing together in the play area. |
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| Example |
Thread 9 - Band 4 |
| Early Years Assessment Criteria |
| Damien (3:5) sometimes plays alongside one or two favourite children and will even share some materials. However, on three out of four occasions, he will interfere with the play of others such that they will leave the area or seek help from an adult. In a larger group he tries to dominate by pinching, hitting and kicking other children until he is either isolated or gets the teacher’s attention. |
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| Example |
Thread 9 - Band 4 |
| Key Stage 1 Provision Criteria |
| Staff plan for students' interpersonal development by selecting targets from the schools own, and from commercially designed, programmes and adapting them as necessary before incorporating them into the students' own programme. Opportunities are sought across subjects for teaching and practising relevant social skills. These skills are always explicitly linked to the classroom and school rules. |
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| Example |
Thread 9 - Band 4 |
| Key Stage 1 Assessment Criteria |
| Samantha (Y2) is unusually withdrawn with her peer group and will refuse to interact with them in groups with anything but a smile. Conversations will occur with an adult in a group setting, but with a very quiet voice. On an individual level Samantha will communicate, using a few gestures, to individuals who speak to her as long as they are not in a group setting. |
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| Example |
Thread 9 - Band 4 |
| Key Stage 2 Provision Criteria |
| Staff are able to balance the National Curriculum demands with specific work on interpersonal skills. Social skills are tackled in circle time and through drama. ‘Working together’ takes a high profile across all curriculum areas and students are encouraged to monitor and manage their own behaviour. Opportunity is given for students to make the transition from coming in from home or the playground into the classroom. |
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| Example |
Thread 9 - Band 4 |
| Key Stage 2 Assessment Criteria |
| David (Y6) tries to dominate groups daily within the classroom, especially if one of the members is physically bigger than he is. This takes the form of not allowing others to speak and threatening them verbally if they attempt to do so. Occasionally he will square up to and even push another student in the classroom. |
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| Example |
Thread 9 - Band 4 |
| Key Stage 3 Provision Criteria |
| The programmes of work to develop interpersonal skills are differentiated, but are carried out in conjunction with the rest of the curriculum. For example, during subject lessons specific PSE targets are set for the student, and work differentiated to include more intensive work on friendship making skills. In tutorial time some specific exercises are introduced in order to aid the students’ skills at making and keeping friends. |
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| Example |
Thread 9 - Band 4 |
| Key Stage 3 Assessment Criteria |
| Rupert (Y9) is verbally (daily) and physically (weekly) aggressive towards peers. This normally occurs when he feels that others are being unfair to him, such as not involving him in group work. He has problems in groups, where feelings of isolation and rejection come to the forefront, leading to aggressive behaviours that reinforce this with the other students. He is better when an adult is able to shape the group behaviours. |
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| Example |
Thread 9 - Band 4 |
| Key Stage 4 Provision Criteria |
| The specific programmes aimed at improving peer interaction involve differentiating the curriculum, but not having to modify it. Specific targets from PSE are targeted during all lessons, such as not butting into others conversations, using temper control techniques and not encroaching into others’ personal space. Students receive regular (at least weekly) review of their programme. |
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| Example |
Thread 9 - Band 4 |
| Key Stage 4 Assessment Criteria |
| Harry (Y11) has been excluded from a previous school and also attended a PRU for two terms during Y9. His main difficulties are frequent “losses of temper” (it used to be daily, now improved to weekly) where peers are called names and sometimes physically attacked if smaller than he is. If left alone or when an adult is present in a situation Harry gets on well with his work. |
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