SOCIAL AWARENESS AND RELATIONSHIPS PIVATS … · conventions/moral Safety P1(ii) Tolerate Pupil...

1

SOCIAL AWARENESS AND RELATIONSHIPS

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P1(i) e 0.15 P1(i) d 0.30 P1(i) c 0.45 P1(i) b 0.60 P1(i) a 0.75

PIVATS PERFORMANCE INDICATORS: PIVATS MILESTONE P1:

Awareness of self Awareness of

others Communication

Social conventions/moral

Safety including early

wellbeing

P1 (i) Encounters Pupil begins to explore movements, shows a reflex response to a variety of sensory stimulus and accepts others around them. Pupil begins to

explore own movements, e.g. knocking a toy.

Pupil accepts others around them (ignores, tracks with eyes,

smiles but not engaging). Pupil shows an awareness of others (stilling, reflex responses, stops crying).

Pupil reacts to contact with main carer.

Pupil quietens or stops crying at the sound of a familiar sound or voice.

Pupil may indicate they are hurt, e.g. crying.

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Awareness of self

Awareness of

others

Communication Social

conventions/moral Safety

P1(ii) Tolerate Pupil begins to show sensory awareness of a range of people, objects in everyday context. Pupil tolerates contact with

familiar people. Pupil explores own

movements deliberately, e.g. repeating an action -

watching their hands

as they knock a toy repeatedly.

Pupil tolerates

being alongside other people.

Pupil tolerates

contact with familiar people.

Pupil pays

attention to surroundings, e.g. turning towards a

person talking.

Pupil responds more

consistently to their basic needs, e.g. through expression,

crying because they

are wet or hungry.

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P1(ii) e 0.90 P1(ii) d 1.05 P1(ii) c 1.20 P1(ii) b 1.35 P1(ii) a 1.50

3



Awareness of self

Awareness of

others



P2(i) Emerging awareness Pupil performs some actions through trial and error and responds to familiar and some unfamiliar people. Pupil begins

to show awareness of what they like.

Pupil demonstrates a

consistent awareness of self e.g. hitting or kicking an object on a

frame or activating a

moving toy.

Pupil responds to

unfamiliar people, e.g. reactive - they will accept

presence but

without always responding.

Pupil responds to

familiar people, e.g. pro-active - they accept interaction

and respond when

talked to.

Pupil shows

awareness of what they like and dislike, e.g. by

smiling or by

turning away.

Pupil cries or stills to

unfamiliar stimulus, e.g. a peer crying.

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P2(i) e 1.65 P2(i) d 1.8 P2(i) c 1.95 P2(i) b 2.1 P2(i) a 2.25

4



Awareness of self

Awareness of

others



P2(ii) Respond Pupil responds to familiar adults and accepts support. Pupil can attract attention for needs. Pupil accepts support

with self-help, e.g. when feeding or dressing.

Pupil responds to familiar people or social activity, e.g. through smiling,

eye-contact.

Pupil responds to unfamiliar people, e.g. if unsure of

person, they may turn away.

Pupil begins to communicate with other people to express immediate needs and wants

e.g. using facial

expressions to enhance meaning.

Pupil attracts attention appropriately or inappropriately.

Pupil changes behaviour in response to a familiar comforting experience, e.g.

being sung to.

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P2(ii) e 2.4 P2(ii) d 2.55 P2(ii) c 2.7 P2(ii) b 2.85 P2(ii) a 3

5



Awareness of self

Awareness of

others



P3(i) Respond consistently Pupil responds consistently to familiar adults. Pupil begins to co-operate with support during self-help activities and can

request objects. Pupil begins to co-

operate with self-help skills, e.g. holds foot

out ready for shoe to be put on.

Pupil begins to co-

operate with support from a familiar adult, e.g. hand over hand

when mark

making.

Pupil shows an interest in others, e.g. imitates others by clapping hands.

Pupil begins to

communicate intentionally with others, e.g. initiating through eye-contact,

gesture, action.

This may be inappropriate e.g.

grabbing or hitting to

get attention.

Pupil requests

objects or activities, e.g. by

pointing to familiar objects.

Pupil indicates when

they are uncomfortable, e.g. crying when they are wet or tired. Pupil may be wary of less familiar people.

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P3(i) e 3.2 P3(i) d 3.4 P3(i) c 3.6 P3(i) b 3.8 P3(i) a 4

6



Awareness of self

Awareness of

others



P3(ii) Recognise Pupil recognises familiar people and begins to interact with them. Pupil recognises own name and co-operates more

consistently with self-help activities. Pupil co-operates more consistently with self-help skills, e.g. help to push arm through sleeve.

Pupil engages with familiar person, e.g. maintains eye

contact with a familiar adult.

Pupil responds to peers, e.g. laughs when a child

shouts. Pupil shows anticipation in response to

familiar routines and activities.

Pupil recognises and greets known people, e.g. initiates

greetings and expects a response

back. Pupil has developed learned responses to get attention (these may be appropriate or inappropriate).

Pupil recognises and responds to their own name within a group. Pupil responds to praise.

Pupil displays more awareness of people who are familiar and unfamiliar.

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P3(ii) e 4.2 P3(ii) d 4.4 P3(ii) c 4.6 P3(ii) b 4.8 P3(ii) a 5

7



Awareness of self

Awareness of

others


conventions/ moral

Safety

P4 Engage Pupil engages in their own self-chosen activity and works within their own space. Pupil begins to use basic communication and

respond to simple requests from familiar adults. Pupil begins to play –

this may be mostly alone e.g. digging in

the sand or rolling a

ball across the

playground. Pupil is happy to be

engaged in a task, play or activity in a short period of time. Pupil is aware of likes and dislikes, e.g. has

a favourite teddy or

story.

Pupil works/plays

within own space but tolerates being alongside peers. Pupil may begin to show interest in peers’ activity.

Pupil separates willingly from carer with support of familiar person.

Pupil communicates

choice to an adult, e.g. refusal, pointing. Pupil initiates engagement one to one with a familiar person.

Pupil begins to interact with familiar person. Pupil consistently

expresses basic needs through gestures or vocalisations.

Pupil responds to

simple requests, e.g. come to sit

down.

Pupil readily engages

with familiar people but may show reluctance to interact with unfamiliar people.

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P4e 5.2 P4d 5.4 P4c 5.6 P4b 5.8 P4a 6

8



Awareness of self

Awareness of

others


conventions/ moral

Safety

P5 Initiate Pupil is more willing to participate in unfamiliar activities and engage with less familiar adults. Pupil begins to use more

formal communication to express their wants, likes and dislikes. Pupil works alongside others in parallel.

Pupil is willing to

attempt an unfamiliar task with support. Pupil makes consistent choices based on their likes and dislikes, e.g.

chooses a favourite game on a tablet.

Pupil works, plays,

engages in an activity alongside others. Pupil accepts unfamiliar people within a setting that

is familiar to them, e.g. the Head

Teacher bringing a

visitor into the

classroom.

Pupil engages with

less familiar people. Pupil expresses their basic needs and wants either verbally, or through signs/symbols, e.g.

asks a familiar adult for help (this may

sometimes be

inappropriate).

Pupil gives favoured

object to familiar person.

Pupil takes turns

with one to one support. Pupil shares the same equipment whilst playing alongside another

peer e.g. sandpit, both using

construction

equipment.

Pupil uses basic

manners with some prompts, e.g. says please, thank you.

Pupil shows

awareness that some actions can hurt or upset others, e.g. moving over to a

peer who has fallen over.

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P5e 6.4 P5d 6.8 P5c 7.2 P5b 7.6 P5a 8

9



Awareness of self

Awareness of others

Communication

Social

conventions/moral

Safety

P6 Begins to Co-operate Pupil begins to co-operate with others in structured groups. Pupil is able to take turns and share in a small group for short periods. Pupil begins to communicate and interact

with both peers and adults.

Pupil is beginning to accept that they

cannot always do what they want to do. Pupil begins to accept change with

support e.g. visual

cues/verbal

warnings.

Pupil is supported to co-operate with others in

structured small group activities. Pupil listens and responds to the ideas of others e.g. imitates of

others in their play.

Pupil plays with peer for a short time. Pupil begins to show

awareness of basic feelings of others, e.g. knows that when a

person is smiling it means they are happy.

Pupil expresses basic feelings e.g.

feeling sad or excited. Pupil is able to negotiate on a simple level, e.g. sharing

toys with a peer.

Pupil begins to ask appropriately for help.

Pupil initiates

interactions and

responds to

reciprocal

interactions, e.g.

asks someone to

play.

Pupil takes turns and shares with support,

in small groups for short periods. Pupil begins to engage socially, e.g. has a favoured peer

who they may

hug/greet/play with. Pupil follows rules/routines, with support, e.g. follows

classroom rules like sitting on the carpet

to listen to the story.

Pupil uses basic manners, e.g. says

please, thank you.

Pupil recognises what has caused

them pain, e.g. banging their knee against a slide.

Pupil shows some awareness of

danger, e.g. sharp/hot objects.

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P6e 8.4 P6d 8.8 P6c 9.2 P6b 9.6 P6a 10

10



Awareness of self

Awareness of

others

Communication Social conventions/

moral Safety

P7 Interact Pupil participates more confidently in small groups with less adult support and is beginning to understand relationships and roles. Pupil recognises when they are upsetting others

and situations which may include danger.

Pupil is able to

imitate the content

of a group activity.

Pupil understands

their role in

following familiar

routines, e.g.

washing their

hands and lining up

for dinner.

Pupil makes

purposeful

relationships with

others in group

activities, with

minimum support.

Pupil shows some

consideration of the

needs/feelings of

other people and

other living things,

e.g. offering food to

visitor or watering a

classroom plant.

Pupil actively participates

in a small group activity

with minimum support.

Pupil may initiate

communication with peers

about a topic of interest,

e.g. walking over to peer

and telling them about a

new toy.

Pupil takes turns

with others in

structured

activities, with

minimum adult

support.

Pupil begins to

show basic

understanding of

what is right and

wrong in familiar

situations.

Pupil can recognise when they are

upsetting others, e.g. knows not to

take favoured toy

away from others.

Pupil recognises

that some unfamiliar situations may include danger and accepts assistance, e.g. crossing the road.

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P7e 11 P7d 12 P7c 13 P7b 14 P7a 15

11



Awareness of self

Awareness of

others


Moral Safety

P8 Pupil begins to sustain relationships and take on roles with peers. Pupil initiates and listens to what others say in a conversation.

Pupil understands and

accepts wishes may

not be met.

Pupil accepts changes

in routine consistently.

Pupil is often

sensitive to

needs/feelings of

others and shows

respect for selves

and others.

Pupil recognises

and responds to

the order within a

group when taking

turns with minimal

prompts.

Pupil begins to

sustain relationships.

Pupil recognises

need for help and

asks for this

appropriately, e.g.

asks for help to

fasten coat.

Pupil begins to

negotiate with others

in a variety of

situations.

Pupil initiates

conversations and

attends to what

others say with both

peers and adults.

Pupil takes on roles

with peers, e.g. ‘I'll

be Goldilocks you be

Mummy Bear.’ or by

leading a peer to the

carpet.

Pupil understands

the need for rules in

games and shows

an awareness of

how to join in with

others in different

situations.

Pupil understands

when they have

done something right

or wrong. e.g made

a good choice.

Pupil knows how to keep safe in

familiar situations and routines, e.g. knows to walk along the

pavement instead

of the road.

Pupil may begin to recognise what is accidental.

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P8e 16 P8d 17 P8c 18 P8b 19 P8a 20

12


PIVATS PERFORMANCE INDICATORS: PIVATS MILESTONE BRIDGE:

Awareness of self

Awareness of

others


Moral Safety

PIVATS MILESTONE BRIDGE Pupil begins to play and negotiate with others in a variety of situations. Pupil demonstrates an awareness of how to take part in different

situations and can learn from mistakes.

Pupil demonstrates an awareness of how to

take part in a range different situations, e.g. classroom setting

or assembly. Pupil begins to

feel/show remorse,

when relevant.

Pupil takes on variety

of roles during familiar

activities in small and

larger groups with

support.

Pupil can play co-

operatively, taking

turns and sharing

activities in less

demanding

situations.

Pupil takes

account of one

another's ideas

about how to

organise their

activity.

Pupil can show

sensitivity to the

needs and feelings

of others' to form

positive

relationships with

adults and peers.

Pupil negotiates

with others in a

variety of

situations with

increased

understanding of

any opposing

views, e.g. takes/

listens to and

takes into

account of what

others say and

explains own

viewpoint.

Pupil can focus

on messenger,

e.g. ‘knows’ to

look at who is

talking.

Pupil begins to recognise the

difference between the truth and a lie,

e.g. ‘My Mum lives on the moon.’

Pupil can understand the aims of

simple games, tasks and rules; e.g.

playing snakes and ladders.

Pupil can learn from mistakes, e.g. shouting out after being told that is

inappropriate. Pupil knows that it is wrong to hurt

others. With intermittent prompting, pupil treats others with respect in 1:1 and small group situations.

Pupil treats living things and

environment with care and concern.

Pupil has a basic understanding of

stranger danger. Pupil can recognise key adults who help in the wider community and identify adults they can trust e.g. Police

Officer and Nurse.

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BRIDGEe 20.16 BRIDGEd 20.33 BRIDGEc 20.5 BRIDGEb 20.65 BRIDGEa 20.8

13


PIVATS PERFORMANCE INDICATORS: PIVATS MILESTONE ONE:

Awareness of self

Awareness of

others


conventions/ Moral

Safety

PIVATS MILESTONE ONE STAGE 1 Pupil can take on a variety of roles within familiar and unfamiliar groups. Pupil can contribute to the achievement of group goals and shows an awareness of the aims and roles. Pupil begins to recognise when people are being unkind.

Pupil knows when they are telling a lie, e.g. ‘I got a new

watch’, ‘So did I.’

Pupil takes on a variety of roles within familiar and unfamiliar

groups.

Pupil participates in range of familiar group tasks. Pupil contributes to achievement of group goals with support.

Pupil understands and responds appropriately to straightforward comments or instructions directed at them, e.g. actions

questions or

comments. Pupil looks at who is talking and thinks about what they are saying.

If used pupil may make simple jokes and simple idioms but does not always understand what they mean.

Pupil shows more awareness of the aims and roles in games or activities.

Pupil continues to develop and

understand right and wrong, e.g. admit when they have made the

wrong choice.

Pupil understands that when they identify danger they should then tell an adult, e.g. wet floor in corridor.

Pupil can recognise

when people are being unkind to them and who to tell.

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ONE-1e 21 ONE-1d 22 ONE-1c 23 ONE-1b 24 ONE-1a 25

14



Awareness of self

Awareness of

others


conventions/ Moral

Safety

PIVATS MILESTONE ONE STAGE 2 Pupil can contribute to the achievement of goals, and has more awareness of other roles within groups. Pupil is more aware of their own role in familiar tasks. Pupil can recognise a wider variety of risks and has a more developed understanding of danger.

Pupil is aware of their own role in familiar task. Pupil recognises what kind of information is private, e.g.name,

address etc.

Pupil is aware of the role of others', familiar tasks. Pupil can complete activities with peers, e.g. makes

snacks.

When asked, pupil is able to say what others did well.

Pupil contributes to achievement of group goals without support, e.g. evaluating their

group activity when feeding back to

others.

Pupil can negotiate with others in a variety of situations e.g. asks appropriate

questions of others,

takes steps to

resolve conflict with

and find a

compromise.

Pupil can understand why they need to follow rules. Pupil has a basic understanding of personal space.

Pupil has a more developed understanding of dangers in a wider variety of situations and wider unfamiliar adults. Pupil is aware of who to tell of an incident of danger

in a variety of situations. Pupil can recognise a wider variety of risks in situations that are unkind and that they themselves

are being unkind, e.g. leaving same person out of a game. Pupil understand that they can say ‘No’ to keep themselves safe e.g. ‘Put

your finger in between the

scissor blades’.

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15



Awareness of self

Awareness of

others


Moral Safety

PIVATS MILESTONE ONE STAGE 3 Pupil begins to initiate an activity in a range of familiar group tasks and is more aware of how to start and lead an activity. Pupil takes turns in conversations and

responds to others. Pupil has a more consistent approach to right and wrong.

Pupil begins to initiate an activity in range of

familiar group tasks. Pupil is aware when to lead an activity with occasional prompts.

Pupil can maintain positive

relationships with peers.

Pupil has some understanding of the effect their behaviour has on others, with adult support, and co-operate in some less demanding situations.

Pupil can recognise a good role model with support.

Pupil does not interrupt a

conversation they are not involved in. Pupil can take turns to speak with another person or

small group and answer simple questions relating to topical issue. Pupil responds appropriately to others actions and comments.

Pupil has a more consistent approach

to right and wrong.

Pupil can understand the consequences for wrong choices within routines and familiar settings.

Pupil can understand

the potential

consequence of a lie

or untruth.

Pupil is able to identify the difference between a wider variety of people in different contexts.

Pupil begins to recognise dangers in unfamiliar adults.

Pupil begins to know more ways in which people are unkind, e.g. ignoring/leaving

out of games, mean words, physically and emotionally

hurting.

Pupil is beginning to identify potential risks in their environment and takes some steps to avoid. Pupil knows the difference between ‘Private’ and ‘Public’ areas, e.g.being on the playground vs being on

a school trip in a museum

and how that impacts on behaviour.

Number

of

PIVATS

steps

achieved:

PIVATS

milestone

equivalent:

PIVATS

score

Number

of

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steps

achieved:

PIVATS

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equivalent:

PIVATS

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Number

of

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milestone

equivalent:

PIVATS

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Number

of

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achieved:

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Number

of

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16


PIVATS PERFORMANCE INDICATORS: PIVATS MILESTONE TWO:

Awareness of self

Awareness of

others


conventions/ Moral

Safety

PIVATS MILESTONE TWO STAGE 1 Pupil takes part in discussions and shares their opinion. Pupil selects to lead group activities and can adapt ideas with

encouragement from peers. Pupil is more aware of social conventions in public places.

Pupil selects when to

lead a group activity with occasional prompts. Pupil is more aware of action to take in examples of bullying

with adult modelling.

Pupil adapts ideas

with encouragement from peers. Pupil can identify ways that they can show care towards

each other.

Pupil can

celebrate, without

prompts, other

pupil’s

achievements, e.g.

Clapping when

peer awarded

certificate in

assembly,

cheering a friend

on sports day.

Pupil can take part in

discussions with another person or whole class and share their opinion. Pupil adapts ideas when

communicating with group with adult encouragement.

Pupil is more able

to accept an equitable share, e.g when peer brings in birthday

cake for class. Pupil is aware of

social conventions in public places and how their behaviour should be in a variety of situations e.g.

restaurants.

Pupil can recognise

the dangers of unfamiliar adults and unfamiliar settings e.g talking to a

stranger at the

school gate.

Number of

PIVATS

steps

achieved:

PIVATS

milestone

equivalent:

PIVATS

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Number of

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steps

achieved:

PIVATS

milestone

equivalent:

PIVATS

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Number of

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steps

achieved:

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equivalent:

PIVATS

score

Number of

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achieved:

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milestone

equivalent:

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achieved:

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milestone

equivalent:

PIVATS

score

TWO-1e 36.5 TWO-1d 38 TWO-1c 39.5 TWO-1b 41 TWO-1a 42.5

17



Awareness of self

Awareness of

others


conventions/ Moral

Safety

PIVATS MILESTONE TWO STAGE 2 Pupil can consistently express feelings and thoughts and understands consequences for wrong choices. Pupil can maintain relationships with newly introduced people and can recognise and describe simple similarities and differences between individuals and groups.

Pupil recognises the importance of keeping personal information safe at a basic level, e.g. telephone

number, address,

which school you go to. Pupil demonstrates resilience in peer relationships, e.g. a

friend won’t let them

play so after short period of time they will

re approach to try

again to play.

Pupil can develop relationships with newly introduced people.

Pupil can consistently express feelings and thoughts when communicating in a

group. Pupil can describe simple similarities and differences between people and explain, with support, ways in which family and friends should care for one another.

Pupil can understand consequences for wrong choices and the need to follow

rules within wider community. Pupil can recognise differences in groups of people.

Pupil can recognise that there are dangers in technology.

Pupil begins to have a wider understanding of the word ‘bullying’, that it is wrong and can list some ways to get help.

Number of

PIVATS

steps

achieved:

PIVATS

milestone

equivalent:

PIVATS

score

Number of

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steps

achieved:

PIVATS

milestone

equivalent:

PIVATS

score

Number of

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achieved:

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milestone

equivalent:

PIVATS

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Number of

PIVATS

steps

achieved:

PIVATS

milestone

equivalent:

PIVATS

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steps

achieved:

PIVATS

milestone

equivalent:

PIVATS

score

TWO-2e 44 TWO-2d 45.5 TWO-2c 47 TWO-2b 48.5 TWO-2a 50

18



Awareness of self

Awareness of

others


conventions/ Moral

Safety

PIVATS MILESTONE TWO STAGE 3 Pupil listens to key information and can make relevant comments. Pupil can recognise the effect of their behaviour on

others. Pupil can co-operate with others and follow rules.

Pupil can identify

groups and communities to which they belong to, e.g. Brownies, football

club, church etc. Pupil understands the

risk to themselves and others and takes steps to minimise them, e.g. fallen log in

path so pupil will step

over and attempt to

move it so no one else falls over it.

Pupil can

recognise the effect of their behaviour on others.

Pupil can listen to

key information and make relevant comments. Pupil realises they have made the wrong choice and

can articulate that they have changed their mind, e.g. after choosing an activity,

pupil can explain to

the teacher that they

would like to change and give a reason.

Pupil can

co-operate with

others.

Pupil has the ability to follow rules. Pupil can accept consequences of wrong doing, e.g. loss of ‘Golden

Time’, use of tablet

etc. Pupil can recognise a good role model and what makes them a good role model.

Pupil can understand

the difference between teasing and bullying; that there are different types and can communicate that this is unacceptable.

Pupil knows not to keep an adult secret, only a surprise.

Number of

PIVATS

steps

achieved:

PIVATS

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equivalent:

PIVATS

score

Number of

PIVATS

steps

achieved:

PIVATS

milestone

equivalent:

PIVATS

score

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achieved:

PIVATS

milestone

equivalent:

PIVATS

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steps

achieved:

PIVATS

milestone

equivalent:

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score

TWO-3e 52 TWO-3d 54 TWO-3c 56 TWO-3b 58 TWO-3a 60

19


PIVATS PERFORMANCE INDICATORS: PIVATS MILESTONE THREE:

Awareness of self

Awareness of

others


conventions/ Moral

Safety

PIVATS MILESTONE THREE STAGE 1 Pupil can communicate more consistently with members of a group and can adapt ideas or actions as a member of a group.

Pupil considers other group members. Pupil is more able to express thoughts and feelings and is more willing to accept consensus and responds positively to instruction.

Pupil knows what to

do when inappropriate pictures, messages etc. show on their computer, e.g. tell an

adult, close computer down.

Pupil can adapt

ideas and actions

and can make

suggestions as a

member of a

group.

Pupil can consider

other group

members’

viewpoints and is

learning to accept

consensus.

Pupil communicates

consistently with

members of a group.

Pupil can express

thoughts, feelings

and ideas about an

activity.

If used pupil can use

simple jokes and

idioms more

appropriately.

Pupil respects

teacher and co-

operates,

responding

positively to

instruction.

When a pupil is

faced with a moral

dilemma, they

demonstrate that

they can make an

informed decision,

thinking about

possible solutions;

reflecting on the

questions, e.g. if

you saw a friend

cheating ….

Pupil has learnt

some strategies to resist teasing and bullying, and if they experience this they to know who to go to. Pupil can begin to

judge what kind of physical contact is acceptable and which could cause harm, e.g. NSPCC Pants campaign.

Number of

PIVATS

steps

achieved:

PIVATS

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equivalent:

PIVATS

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Number of

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PIVATS

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THREE-1e 60.7 THREE-1d 61.3 THREE-1c 62 THREE-1b 62.7 THREE-1a 63.3

20



Awareness of self

Awareness of

others


Moral Safety

PIVATS MILESTONE THREE STAGE 2 Pupil can take part in discussions giving their opinions and are beginning to justify how they have made their decision. Pupil can add detail and understand the

consequences of breaking rules in a wider context.

Pupil may demonstrate risk

taking behaviours, e.g. will climb to get a piece of

equipment down

from a tree.

Pupil acts in a

way to positively

support the

thoughts and

feelings of others.

Pupil can take part in discussions

giving their opinions and justifying this in an appropriate way. Pupil can add detail to make what they are saying more interesting to the listener.

Pupil understands

the consequences of

breaking rules in a

wider context, e.g.

graffiti on a wall.

Pupil is able to judge

what kind of physical

contact is acceptable

or unacceptable and

how to respond, e.g.

pupil knows that it is

wrong to hug a less

familiar adult.

Pupil is able to recognise dangers in unfamiliar adults or

situations extending into the wider community. Pupil can recognise the importance of keeping information safe – risks online. Pupil can begin to understand online safety in the movement of messages, video, photos. Pupil can recognise dangers in

unfamiliar adults and more varied situations in the wider environment, e.g. school

trip not going to public toilets

without telling and adult.

Pupil can manage an element of unwanted attention from peers, e.g. a peer trying to hold hands.

Number of

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achieved:

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milestone

equivalent:

PIVATS

score

Number of

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achieved:

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Number of

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milestone

equivalent:

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score

THREE-2e 64 THREE-2d 64.15 THREE-2c 64.3 THREE-2b 64.45 THREE-2a 64.6

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Awareness of self

Awareness of

others


conventions/ Moral

Safety

PIVATS MILESTONE THREE STAGE 3 Pupil is able to communicate in a restorative way and can describe the impact of differences on other people’s lives, with

support. Pupil can follow rules in a wide variety of situation, including social conventions and can show ways of maintaining good relationships.

Pupil may take part

in risk taking behaviours and understand that there may be consequences, e.g. hiding someone’s glasses or jumping

down from a high

piece of equipment

at the playground. Pupil can list some of the difference ways

you can bully and the possible ways to help, e.g. verbal,

physical, emotional, leaving out, cyber.

Pupil is able to

respond to

understand why you

need to repair harm,

e.g participate in.

restorative

approaches with

adult support.

Pupil knows that

some relationships

may end, e.g. peer

leaving school,

parental separation.

Pupil is able to

show ways to

maintain a good

relationship and

give support to

others.

Pupil is able to

communicate their

views in restorative

approaches with

adult support, e.g.

Pupil is able to

communicate who

has received the

harm and how that

may make them fee

and consider how

they can repair it.

Pupil is able to

describe impact of

differences between

individuals and

groups e.g. women’s

votes.

Pupil has the

ability to follow

rules and social

conventions in a

wider variety of

situations.

Pupil can describe

the qualities of a

good citizen.

Pupil can list

groups that can be

discriminated

against, e.g. race

religion nationality

disability.

Pupil knows why

bullying is wrong, e.g. the impact

bullying can have on health and life

choices in the future. Pupil can understand

that Cyber bullying is a form of bullying and begin to recognise the dangers and impact. Pupil avoids writing or sending

inappropriate content.

Number of

PIVATS

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achieved:

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equivalent:

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Number of

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THREE-3e 64.75 THREE-3d 64.9 THREE-3c 65.05 THREE-3b 65.2 THREE-3a 65.35

22


PIVATS PERFORMANCE INDICATORS: PIVATS MILESTONE FOUR:

Awareness of self

Awareness of

others


conventions/ Moral

Safety

PIVATS MILESTONE FOUR STAGE 2 Pupil can take part in discussions in a variety of ways, contributing and maintaining a variety of healthy relationships.

They can respect the rights and views of others. Pupil acts in a

manner

appropriate to

classroom

situation. e.g .pupil

can confidently

follow the class

and school rules.

Pupil can recognise

the effect of their

behaviour on

others and support

those with

difficulties.

Pupil takes part in

discussions in a variety of ways, contributing more confidently in simple debates. Pupil can confidently present an informed

decision about event or activity in the future, when challenged, by an adult, who has a different view by giving justifications when asked why, e.g. pupil

can explain why they

have chosen to have their birthday party at

the swimming pool as

opposed to football

ground.

Pupil can maintain

a variety of healthy

relationships within

a range of social

and cultural

contexts.

Pupil treats other

pupils as equals

and does not

dominate,

intimidate or

abuse.

Pupil respects the

views or rights of other pupils and avoids bullying or intimidation. Pupil understands simple definitions of

bullying, describe why bullying is wrong and develop simple strategies for dealing with it.

Number of

PIVATS

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achieved:

PIVATS

milestone

equivalent:

PIVATS

score

Number of

PIVATS

steps

achieved:

PIVATS

milestone

equivalent:

PIVATS

score

Number of

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achieved:

PIVATS

milestone

equivalent:

PIVATS

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Number of

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milestone

equivalent:

PIVATS

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Number of

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achieved:

PIVATS

milestone

equivalent:

PIVATS

score

FOUR-2e 66.25 FOUR-2d 66.4 FOUR-2c 66.55 FOUR-2b 66.7 FOUR-2a 67.2

23


PIVATS PERFORMANCE INDICATORS: PIVATS MILESTONE FOUR:

Awareness of self

Awareness of

others


conventions/ Moral

Safety

PIVATS MILESTONE FOUR STAGE 3 Pupil is able to sustain important relationships with peers, respects other pupils and uses appropriate language. Pupil

will usually avoid involvement in conflict situations and understands how to keep safe in the wider community.

Pupil can make judgements, decisions about resisting peer pressure around issues surrounding health and wellbeing (with support), e.g. pupil chose fruit for a snack rather than

cake, even if their

friends are trying to

persuade them. Pupil can repair harm

and re build relationships, e.g. responds to

restorative approach,

can apologise and make up with friends

without prompting.

Pupil more able to

sustain

relationships, e.g.

When they fall out

with friends, they

can look to repair it.

Pupil is aware of

different types of

relationships, e.g.

two dads, step

families, foster.

Pupil appreciates

friends, e.g. pupil

can explain

confidently why a

person is their friend

and what makes a

good friend.

Pupil respects other pupils and uses appropriate language. If used pupil is able to understand jokes and idioms and say what they mean.

Pupil avoids

involvements in

conflict situations

(arguments).

Pupil can explain

the qualities of a

good citizen.

Pupil contributes

and shows a

willingness to

support community

initiatives.

Pupil understands the concept of keeping something secret or confidential and when it is appropriate to agree or not agree to this. Pupil recognises risks online in an increasing number of ways including communication, internet sites and search engines and takes steps to minimise the risks e.g.

not giving out personal information. Pupil is more confident in recognising bullying, the effects it has and is more

active in avoiding.

Number of

PIVATS

steps

achieved:

PIVATS

milestone

equivalent:

PIVATS

score

Number of

PIVATS

steps

achieved:

PIVATS

milestone

equivalent:

PIVATS

score

Number of

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achieved:

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equivalent:

PIVATS

score

Number of

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achieved:

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equivalent:

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score

Number of

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steps

achieved:

PIVATS

milestone

equivalent:

PIVATS

score

FOUR-3e 67.7 FOUR-3d 68.2 FOUR-3c 68.7 FOUR-3b 69.3 FOUR-3a 70

24


PIVATS PERFORMANCE INDICATORS: PIVATS MILESTONE FIVE:

Awareness of self

Awareness of

others


Moral Safety

PIVATS MILESTONE FIVE STAGE 1 Pupil is more able to consider their own identity and self-awareness. Pupil works with others to resolve conflict and has developed strategies to resolve conflict through negotiation and compromise. Pupil knows how to make appropriate decisions about risk taking.

Pupil is beginning to consider identity and self-awareness, e.g. pupil is able to

communicate their

favourite things, people who mean a

lot to them and why.

Pupil knows who they are and what their place within their family and immediate community is.

Pupil begins to be able to resist peer pressure and has developed some strategies to do so.

Pupil works with

others to resolve

conflict.

Pupil confidently

negotiates social

activities with

friends when there

is a conflict of

interest.

Pupil develops strategies to resolve disputes and conflict through negotiation and appropriate compromise. When making decisions, pupil can demonstrate

that they are based on possible solutions and what the consequences could be, e.g. ‘I think we

should do xxx as when I’ve done that before yyyy

happens so I know it’ll

work when we do…..’ Pupil is able to listen and respond respectfully to a wide range of people, is confident to raise concerns, respects and if necessary challenges others views.

Pupil understands

equality, e.g. the

principle of fairness

and equality in

community, work,

opportunities.

Pupil understands

the importance of

being a good citizen

and what British

Values means.

Pupil can make decisions about resisting peer pressure around issues surrounding health and wellbeing and communicate own ideas. Pupil is proactive at

minimising risks online, e.g creating own secure

passwords, able to access

preferred sites without

constant adult supervision.

With support, a pupil can list commonly available substances and drugs that are legal and illegal. Pupil can describe some effects and risks of drug taking and has some ideas of how to manage those risks.

Number of

PIVATS

steps

achieved:

PIVATS

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equivalent:

PIVATS

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Number of

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PIVATS

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Number of

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equivalent:

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Number of

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Number of

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achieved:

PIVATS

milestone

equivalent:

PIVATS

score

FIVE-1e FIVE-1d FIVE-1c FIVE-1b FIVE-1a

25


PIVATS PERFORMANCE INDICATORS: PIVATS MILESTONE FIVE:

Awareness of self

Awareness of

others


Moral Safety

PIVATS MILESTONE FIVE STAGE 2 Pupil is able to keep safe in a wider range of situations. Pupil is able to identify different groups that can be discriminated against.

Pupil knows their identity in relation to the family, wider community and world.

Pupil knows their identity in relation to

wider community, culture and world, e.g. how they can help influence decisions,

parliament, voting and

democracy.

Pupil can make judgements and decisions for themselves and others when resisting

peer pressure around areas of wellbeing and health.

Pupil resolves

conflict

independently.

Pupil can begin to

identify media

pressure, e.g the

existence of trolls

on social media,

photographs of

extremely thin

models,

airbrushing in

magazines.

Pupil can

recognise the

difference between

sexual and non-

sexual

relationships.

If used pupil can understand more

sophisticated jokes and idioms and be able to explain what they mean.

Pupil is able to

identify different

groups that can be

discriminated

against.

Pupil can identify

racial and ethnic

stereotypes.

Pupil can identify the

differences and

similarities including

family and cultures,

e.g. race, religion,

age, sexual diversity

and orientation and

disability.

Pupil can recognise

and challenge

stereotypes.

Pupil can recognise bullying behaviour and be involved in helping victims.

Pupil is able to avoid harmful relationships, e.g. can stay away from poor role models. Pupil can list commonly available

substances and drugs that are legal and illegal, describe some effects and risks and have some ideas of how to manage those risks. Pupil understands the dangers of abuse,

sexual exploitation, radicalisation and knives, gangs and extremism. Pupil can identify situations where people disregarded consequences. Pupil is able to realise the nature and

consequences of discrimination, teasing, bullying, aggressive behaviour.

Number of

PIVATS

steps

achieved:

PIVATS

milestone

equivalent:

PIVATS

score

Number of

PIVATS

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milestone

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PIVATS

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Number of

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achieved:

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milestone

equivalent:

PIVATS

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Number of

PIVATS

steps

achieved:

PIVATS

milestone

equivalent:

PIVATS

score

Number of

PIVATS

steps

achieved:

PIVATS

milestone

equivalent:

PIVATS

score

FIVE-2e FIVE-2d FIVE-2c FIVE-2b FIVE-2a

SOCIAL AWARENESS AND RELATIONSHIPS PIVATS … · conventions/moral Safety P1(ii) Tolerate Pupil...

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Transcript of SOCIAL AWARENESS AND RELATIONSHIPS PIVATS … · conventions/moral Safety P1(ii) Tolerate Pupil...