INTERPERSONAL SKILLS with adults in the
learning environment
| Provision |
|
| Curriculum |
Specific differentiated programmes to develop appropriate interpersonal skills with adults. 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 adults. 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 adults. |
Environment
and Facilities |
Half-termly audit of learning environment. Specifically structured approach, equipment or teaching materials to promote appropriate interpersonal skills with adults. |
| Examples |
|
| Assessment |
|
| Is working on responding to adults at more than a basic level when one to one or in a small group, at increasing the amount of positive interaction with an adult in a larger group and reducing verbal aggression towards adults or the extent of withdrawal from adult interaction. |
| Examples |
|
| Example |
Thread
10 - Band 4 |
| Early Years Provision
Criteria |
| The nursery staff are skilled at working with children to promote better interactional skills with adults as part of the early years foundation curriculum. Children have individual targets which are drawn from the personal and social education curriculum and which relate explicitly to the nursery rules, such as being kind to each other, looking after each other and taking turns. Children are encouraged to help decide the actions which display these positive behaviours. |
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| Example |
Thread 10 - Band 4 |
| Early Years Assessment Criteria |
| Isaac (3:7), at the nursery, shouts out and runs to an adult every few minutes in order to gain attention when he is in the large group. If he is ignored, he will throw things across the room or, occasionally, lie on the floor, screaming and shouting. He is calmer and more manageable in a small group. |
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| Example |
Thread 10 - Band 4 |
| Key Stage 1 Provision Criteria |
| The programmes to aid interactions with adults are structured in such a way that they can be followed as part of the national curriculum and derive from the school's PSE curriculum, school and classroom rules. Particular emphasis is placed on respect, being kind to each other and looking after each other. Within this framework the student and teacher work out together the behaviours to be encouraged as part of the student's specific programme. |
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| Example |
Thread 10 - Band 4 |
| Key Stage 1 Assessment Criteria |
| Jackie (Y2) has difficulties relating to adults within the classroom environment, calling them inappropriate names in a temper (weekly). When an adult tries to reprimand her, she sometimes (1 out of 3 times) throws her pencils across the room and uses language that is inappropriate. |
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| Example |
Thread 10 - Band 4 |
| Key Stage 2 Provision Criteria |
| Staff are working with the student on helping him to manage his own behaviour towards adults when in a large group. They are focusing on how the student can seek adult attention in an appropriate manner and developing record systems to demonstrate how well the student is progressing towards the target. |
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| Example |
Thread 10 - Band 4 |
| Key Stage 2 Assessment Criteria |
| Ali (Y5) will usually interact with adults positively when in a group of no more than five others, or when in a one to one situation. However, in a larger group, Ali becomes frustrated and angry when he does not get immediate attention, shouting out at adults and swearing. |
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| Example |
Thread 10 - Band 4 |
| Key Stage 3 Provision Criteria |
| The school’s PSHE curriculum provides the basis for the selection of individual targets for a student’s programme, which is then delivered across subjects. Subject teachers recognise the priority of following the programme and the procedures for developing more positive responses from students to adults. Students are involved in the identifying and selecting of targets and in the monitoring of the programme. |
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| Example |
Thread 10 - Band 4 |
| Key Stage 3 Assessment Criteria |
| Mark (Y8) is rude to teachers when in a large group, at times being verbally aggressive, or walking away from an adult when being spoken to. When in a small group Mark will respond to adults in a less aggressive way, often resorting to grunts rather than threats. Teachers are aware of the role of the large group in winding Mark up and then reinforcing Mark’s inappropriate behaviour by egging him on. |
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| Example |
Thread 10 - Band 4 |
| Key Stage 4 Provision Criteria |
| Carefully differentiated programmes relating to interpersonal skills with adults are pursued across all curriculum areas. Individual work with students establishes priority targets and involves the student in record keeping and further reviews of progress. For example, the student needs practice at talking to adults with confidence and mutual respect and is carrying out a project on interviewing adults around the school. The student has identified the easiest adults to talk to first. |
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| Example |
Thread 10 - Band 4 |
| Key Stage 4 Assessment Criteria |
| Billy (Y11) has had difficulty in relating to adults throughout his secondary years. These have increased so that he will not look at adults or hold a conversation with adults, most responses being of one word. If the adult tries to get more engagement, Billy will edge away whilst the adult is still speaking to him. Adults do not see this as defiance but as discomfort. |
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