INTERPERSONAL SKILLS with adults in the
learning environment
| Provision |
|
| Curriculum |
Specific programmes of highly structured activities to promote interpersonal skills with adults which form a priority within curriculum delivery. |
| Staffing |
Staff expertise and adequate level of supervision to promote appropriate interpersonal skills with adults 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 adults. |
Environment
and Facilities |
Frequent audit of learning environment. Specifically structured approach, equipment and teaching materials designed to promote appropriate interpersonal skills with adults. |
| Examples |
|
| Assessment |
|
| Is working on managing own behaviour to increase positive interactions and reduce the level of verbal and physical aggression towards adults or is working to overcome his/her total withdrawal from adults. |
| Examples |
|
| Example |
Thread
10 - Band 5 |
| Early Years Provision
Criteria |
| The programme to improve interpersonal skills with adults takes priority within the early years foundation curriculum. The nursery assigns to the child an adult as the key worker, who establishes a nurturing, caring relationship and pursues a small steps approach towards establishing positive behaviour from the child. Adults model calm, considerate behaviour in the face of aggressive or rejecting behaviour and children are praised and rewarded for small positive steps. |
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| Example |
Thread 10 - Band 5 |
| Early Years Assessment Criteria |
| Frances (4:0) can understand simple one-part instructions, but refuses to follow them and walks away unless it is something that she wishes to do. When an adult tries to make her do something she does not wish to do then she will usually ignore them but has occasionally bitten her own hand until it has bled. |
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| Example |
Thread 10 - 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 positive relationship skills with adults means that other areas of the curriculum have to be modified. Targets agreed with the student are highly specific and reviewed regularly. Staff are careful not to take personally the child's anger or rejection and to retain their objectivity. |
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| Example |
Thread 10 - Band 5 |
| Key Stage 1 Assessment Criteria |
| Jodi (Y1) will not interact with adults, either by verbal or non-verbal means, other than by turning her back when an adult tries to interact with her. No eye contact is made and as a last resort Jodi will put her fingers in her ears and close her eyes in order to try and avoid contact. |
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| Example |
Thread 10 - Band 5 |
| Key Stage 2 Provision Criteria |
| The PSE curriculum is the basis for selection of targets which make up the specific individual programmes. These form a priority in the curriculum. Activities are designed across all curriculum areas to focus on the interpersonal skills of the students with adults. The group are working on the role of referees in sport and using the analogy to understand issues of control in the classroom. |
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| Example |
Thread 10 - Band 5 |
| Key Stage 2 Assessment Criteria |
| Erin (Y4) is deliberately verbally abusive towards adults (shouting out obscenities) whenever she does not get what she wants, such as going on the computer when she wants to or leaving the classroom. This occurs both in small groups and the larger classroom. She is calmer when doing what she wants to do and perceiving that she is getting her own way over issues. |
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| Example |
Thread 10 - Band 5 |
| Key Stage 3 Provision Criteria |
| The school offers a specialised approach to working with students with poor interactive skills with adults. The specific individualised programmes provide for greatly enhanced opportunities for the student to work with adults individually and in small groups with the PSE curriculum as the priority curriculum area. |
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| Example |
Thread 10 - Band 5 |
| Key Stage 3 Assessment Criteria |
| Kerry (Y7) is frequently verbally aggressive to adults, making threats, mainly when she feels there is no way of escaping from a situation in which she is about to be reprimanded. The aggression takes the form of shouting obscenities, running away if she is able to and name-calling at the same time. |
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| Example |
Thread 10 - Band 5 |
| Key Stage 4 Provision Criteria |
| The school offers a specialised approach to working with students with poor interactive skills with adults. The specific individualised programmes provide for greatly enhanced opportunities for the student to work with adults individually and in small groups with the PSE curriculum as the priority curriculum area. For example, a familiar adult has lunch with a group of students and over the course of time has moved nearer to the target student who now responds to simple requests from the adult. |
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| Example |
Thread 10 - Band 5 |
| Key Stage 4 Assessment Criteria |
| Tariq (Y10), when an adult approaches him to engage in a conversation, will rock back and forwards, putting his head in his hands and/or biting his knuckles or will get up out of his seat and move close to the door. If the adult then approaches Tariq he will actually leave the classroom. |
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