INTERPERSONAL SKILLS with other students
in the learning environment
| Provision |
|
| Curriculum |
Specific programmes of highly structured activities to promote interpersonal skills with other students, which form a priority within curriculum delivery. |
| Staffing |
Staff expertise and adequate level of supervision to promote appropriate interpersonal skills with other students as the curriculum priority and as a structured element of the environment. |
| Resources |
Specialised resources to support structured activities designed to promote appropriate interpersonal skills with other students. |
Environment
and Facilities |
Frequent audit of learning environment. Specifically structured approach, equipment and teaching materials designed to promote appropriate interpersonal skills with other students. |
| Examples |
|
| Assessment |
|
| Is working on managing own behaviour to increase positive and appropriate interactions and reduce the high level of verbal aggression and daily physical aggression towards other students or is working to overcome his/her total withdrawal from other students. |
| Examples |
|
| Example |
Thread
9 - Band 5 |
| Early Years Provision
Criteria |
| Within the nursery setting programmes are designed to help interpersonal skills, which take priority within the Early Years curriculum. Examples of this include, for some of the time, grouping children together to work on an individual child's social skills (such as turn taking and eye contact) rather than the curricular needs (such as pre-reading skill acquisition). |
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| Example |
Thread 9 - Band 5 |
| Early Years Assessment Criteria |
| Toni (3:1) attends a community nursery full time. She avoids all eye contact with the other children, refusing to relate to them, except shouting briefly when approached. If Toni wishes to get something and children are in the way she will either push them away forcefully or hit them. This occurs on every occasion. |
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| Example |
Thread 9 - Band 5 |
| Key Stage 1 Provision Criteria |
| Programmes are highly individualised and affect the delivery of the curriculum. For instance the amount of time spent on developing anger management skills means that other areas of the curriculum have to be modified. Targets agreed with the student, are highly specific and reviewed regularly. |
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| Example |
Thread 9 - Band 5 |
| Key Stage 1 Assessment Criteria |
| Boris (YR) consistently displays aggressive behaviour towards his peers. Several times a day he swears at other students if they get in his way, always then calls them names if no adult is paying attention to him, and will sometimes hit or punch them if they do not respond to him. |
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| Example |
Thread 9 - Band 5 |
| Key Stage 2 Provision Criteria |
| Programmes are highly individualised and effect the delivery of the curriculum. For instance, groupings have to be modified so that the student is with certain groups, and high levels of adult supervision, which are not required for their academic needs. Targets are highly specific (no physical contact with other students for 15 minutes) and reviewed jointly and regularly. |
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| Example |
Thread 9 - Band 5 |
| Key Stage 2 Assessment Criteria |
| Margaret (Y3) does not listen to anyone else in the classroom. She only does what she wants to do and bullies other students by threats and verbal name-calling. Other students are terrified of her and will say that they do not want to be in her group, but not to her face. Staff are wary of leaving Margaret alone with other students. |
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| Example |
Thread 9 - Band 5 |
| Key Stage 3 Provision Criteria |
| The programmes designed to develop interpersonal skills are specific and take precedence over the rest of the curriculum, which then has to be balanced to accommodate this. Staff are trained in interpersonal skill development for adolescents and make as overt as possible the behaviours they are trying to encourage. They model respect to others and are skilled at group work and helping individuals within a group. |
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| Example |
Thread 9 - Band 5 |
| Key Stage 3 Assessment Criteria |
| Shelley (Y7) rocks constantly when she is sitting and sometimes when she is standing. She seems unaware of other students if they leave her alone but moves away from them and makes angry noises if they try to interact with her. She will not engage in any eye contact with other students and rarely looks at them directly. She does allow herself to be led by the teacher. |
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| Example |
Thread 9 - Band 5 |
| Key Stage 4 Provision Criteria |
| The school has balanced the curriculum to allow for a concentration on the development of interpersonal skills and group work. The teaching programme aims to make explicit the elements of successful interaction skills and promotes self monitoring and the role of the peer group. Some students are trained to act as tutors for primary school students as part of the ‘Valued Youth’ Program. The school offers anger management courses. |
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| Example |
Thread 9 - Band 5 |
| Key Stage 4 Assessment Criteria |
| Simon (Y10) has a major problem with other students and young people. He is frequently baited by others around the school and responds by chasing after them and hitting them if he can. In the group he keeps well apart from the others and will lash out if anyone comes near and upsets him. He will tolerate some of the quieter students but has no friends. If others are pleasant to him he will react quietly but if they tease or try to dominate him he explodes. |
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