Years 3 & 4 Name Communication and interaction Date & Date & The child needs support for some of the following: year gp year gp listening actively in a small group or the whole class sustaining concentration in a small group or the whole class and listening to an instruction whilst carrying out a task focusing independently on an adult initiated task for 10 minutes or more Listening attention articulating words clearly recalling known words in conversation constructing sentences verbally making needs and wants known appropriately Speaking following instructions recalling information, eg remembering instructions, following the sequence of a story understanding abstract terms or concepts, eg time, space, quantities processing comprehending tasks involving literacy skills Understanding and following: interacting appropriately with others, understanding the accepted rules of social interaction the of joining in with group and whole class activities sharing resources, eg books, games, learning equipment understanding that communication is a shared process some interpreting non literal language communication for establishing and maintaining appropriate friendships social making a choice when given a limited range of options the physical clues of non-verbal language, eg ‘reading’ and support facial expressions, gestures knowing what to do at unstructured times of day needs managing changes in routine Interaction managing stresses and anxieties child managing sensory responses (these may be hypo or hyper) The being organised for learning. Other Assessment and planning Date Further assessment may be required to identify more specifically the areas where the child needs support. Careful observation is the best way of unpicking difficulties. The BPVS can be useful for finding out about a understanding of learner’s vocabulary.
Years 3 & 4 Communication and interaction Name The child needs support for some of the following: The child needs support for some of the following: Date & year gp Date & year gp Listening and attention listening actively in a small group or the whole class sustaining concentration in a small group or the whole class listening to an instruction whilst carrying out a task focusing independently on an adult initiated task for 10 minutes or more Speaking articulating words clearly recalling known words in conversation constructing sentences verbally making needs and wants known appropriately Understanding and processing following instructions recalling information, eg remembering instructions, following the sequence of a story understanding abstract terms or concepts, eg time, space, quantities comprehending tasks involving literacy skills Interaction and social communication interacting appropriately with others, understanding the accepted rules of social interaction joining in with group and whole class activities sharing resources, eg books, games, learning equipment understanding that communication is a shared process interpreting non literal language establishing and maintaining appropriate friendships making a choice when given a limited range of options ‘reading’ the physical clues of non-verbal language, eg facial expressions, gestures knowing what to do at unstructured times of day managing changes in routine Other managing stresses and anxieties managing sensory responses (these may be hypo or hyper) being organised for learning. Assessment and planning Date Further assessment may be required to identify more specifically the areas where the child needs support. Careful observation is the best way of unpicking difficulties. The BPVS can be useful for finding out about a learner’s understanding of vocabulary.