BEHAVIOUR FOR LEARNING PIVATS PERFORMANCE … · 4 BEHAVIOUR FOR LEARNING PIVATS PERFORMANCE...

1

BEHAVIOUR FOR LEARNING

Number

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achieved:

PIVATS

milestone

equivalent:

PIVATS

score

Number

of

PIVATS

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achieved:

PIVATS

milestone

equivalent:

PIVATS

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Number

of

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achieved:

PIVATS

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equivalent:

PIVATS

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Number

of

PIVATS

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achieved:

PIVATS

milestone

equivalent:

PIVATS

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Number

of

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achieved:

PIVATS

milestone

equivalent:

PIVATS

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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:

Attention Developing

independence Co-operation leading to choices ( groups)

Following

instructions/ boundaries

Goal setting - AFL

P1(i) Encounters Pupil encounters the classroom environment in a passive way. They may still to noise or a voice and show fleeting awareness of self. They will show a response to light by blinking or turning.

Pupil is able to blink, turn head, flinging and

moving lips, e.g. alters eye movement in

response to

introduction of light

source.

Pupil has fleeting

awareness of self,

e.g. rubbing

hands.

Pupil encounters peers in classroom

and school environment.

Pupil stills in response to sound,

voice or surrounding, e.g.

startled by sudden

noise.

Pupil encounters the classroom

environment.

2




independence

Co-operation leading to choices

(groups)

Following

instructions/ boundaries

Goal setting - AFL

P1(ii) Tolerates Pupil will respond briefly to texture temperature and other sensations. They will focus attention on people and

objects fleetingly by stilling and turning. They will attend to familiar adults when completing familiar actions. (e.g. clapping singing or playing an instrument). They are beginning to show more awareness of self (sucking fingers /touching toes etc).

Pupil reacts in some way to various textures, tastes temperatures and other sensations e.g. pulls hand away from cold object or

scratchy materials.

Pupil can briefly focus attention towards familiar people, events, objects in their immediate environment, e.g. Stills, turns, eye widen when

adult performs an

interesting action.

Pupil is developing

self-awareness e.g.

sucking fingers,

rubbing hands,

itching, turning head.

Pupil is reluctant to,

but will accept adult

support to

experience the

stimuli.

Pupil tolerates peers in a variety of school routines, e.g. classroom activities, playtimes

and assemblies.

Pupil is beginning to

tolerate school

routines.

Pupil briefly attends

to familiar adult

performing an

interesting activity

e.g. Eyes widen or

smiling in response

to specific sound or

tactile experience.

Pupil tolerates school environment.

Number

of

PIVATS

steps

achieved:

PIVATS

milestone

equivalent:

PIVATS

score

Number

of

PIVATS

steps

achieved:

PIVATS

milestone

equivalent:

PIVATS

score

Number

of

PIVATS

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achieved:

PIVATS

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equivalent:

PIVATS

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Number

of

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achieved:

PIVATS

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equivalent:

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Number

of

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achieved:

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equivalent:

PIVATS

score

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




independence Co-operation leading to choices ( groups)

Following instructions/ boundaries

Goal setting - AFL P2 (i) Emerging Awareness Pupil responds consistently to different textures, sensations and stimuli. They turn to sounds and attend for

a few seconds. They are more aware of their surroundings reaching out and grabbing /hitting dangling objects (ie from a baby gym). Pupil shows more awareness and will engage briefly with

adults in exploring objects.

Pupil responds consistently to

various textures, tastes, temperatures and other sensations eg show consistent

dislike to scratch material. Pupil follow a sound by turning eyes.

Pupil attends to a sound for several seconds. Responds to a familiar routine through increased attention/ vocalisation/ facial expression.

Pupil has

consistent self-

awareness. e.g.

hitting or

kicking objects

dangling on a

frame or hitting

a chime with

intent.

Pupil reacts in some

way to peers eg.

Cries at a peer screaming, stills at a

peer.

Pupil shares exploration of an

object with an adult. e.g. objects presented as part of

a sensory story.

Pupil accepts school

routines more

consistently. e.g.

registration, dinner

and lessons.

Pupil begins to

engage interactively

exploring objects with

adults when partially

prompted.

Pupil carries out

simple activities independently. e.g. hits and kicks out

at a sensory tactile

frame.

Number

of

PIVATS

steps

achieved:

PIVATS

milestone

equivalent:

PIVATS

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Number

of

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achieved:

PIVATS

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equivalent:

PIVATS

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Number

of

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achieved:

PIVATS

milestone

equivalent:

PIVATS

score

Number

of

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achieved:

PIVATS

milestone

equivalent:

PIVATS

score

Number

of

PIVATS

steps

achieved:

PIVATS

milestone

equivalent:

PIVATS

score

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




independence

Co-operation leading to choices

(groups)


Goal setting - AFL P2 (ii) Respond Pupil responds in a more consistent way looking fleetingly at a person giving brief eye contact .They are beginning to

respond to their name turning towards adult calling their name and will respond to simple games, waving, clapping hands etc. They can communicate their basic needs and make simple choices. Pupil is learning through trial and error .(shaking a rattle, hitting a switch to get music etc).

Pupil begins to look fleetingly at the person talking to them. Pupil begins to make very fleeting eye contact. Pupil shows responses to familiar sounds/objects/ resources e.g. knows to

hit or touch a Big Mac switch. Pupil can consistently

show responses to various sensory stimuli, e.g. looks to favoured

light source or seeks to

touch a favoured texture.

Pupil sometimes responds to name.

Pupil begins to

respond to very basic

cause and effect e.g.

Interactive Whiteboard

or Big Mac switch.

Pupil communicates

likes or dislikes through

vocalisation or gesture.

e.g. turns away from

certain food or smiles

when listening to

favoured song.

Pupil may watch and

attempt to imitate an

adult in order to solve a

problem e.g. activate a

favourite motivating toy

or activity.

Pupil co-operates

when sharing

objects during give

and take activities

with physical or

verbal prompt.

Pupil responds

more consistently

to peers, e.g.

smiles when

hearing a favoured

peer’s voice.

Pupil responds in

some way to an

adult e.g. adult clap

hands/ nod head/

high five.

Performs actions to show basic awareness of trial and improvement, e.g. touches Interactive

Whiteboard screen

until music plays on

‘Switch It Jigsaw’. Pupil may repeat activity many times gradually improving on the outcome. E.g. Keeps tapping

switch to gain desired response.

Number

of

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achieved:

PIVATS

milestone

equivalent:

PIVATS

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Number

of

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achieved:

PIVATS

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equivalent:

PIVATS

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Number

of

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achieved:

PIVATS

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equivalent:

PIVATS

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Number

of

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achieved:

PIVATS

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equivalent:

PIVATS

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Number

of

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achieved:

PIVATS

milestone

equivalent:

PIVATS

score

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




independence Co-operation leading to choices (groups)


Goal setting - AFL P3 (i) Respond Consistently Pupil will consistently respond to their name looking at the person talking to them and give a few seconds

eye contact to familiar adults .They will vocalise to gain attention or reach out making eye contact. They will anticipate the effect of their actions in the group increasing attention and facial expression. They respond appropriately to high fives and clapping hands showing enjoyment as they engage in the activity .The pupil can now make choices pointing to

thing they want or vocalising indicating what they want.

Pupil sustains attention to a sound for an

extended period e.g. over 10-2. Pupil consistently responds to name. Pupil looks more

consistently at the person talking to them. Pupil gives a few seconds of eye contact to familiar people.

Pupil directs communication towards adult to gain attention. e.g. by vocalising,

reaching out or making

eye contact.

Pupil begins to

modify behaviour in

response to stimuli,

showing anticipation

of the effect of their

actions. e.g. feeling

block of ice.

Pupil participates in group activities

through increased attention/ vocalisation/ movement/ facial expression. Pupil sustains

concentration for short periods of time. Pupil participates in shared activities.

Pupil responds consistently to peers. e.g. laughs when

child B shouts.

Pupil responds

appropriately

sometimes to

instructions, e.g. clap

hands and high five.

Pupil shows enjoyment for a joint activity for

extended periods. e.g. up to 2 minutes. Pupil requests events or activities e.g. points

to favourite toy or snack cupboard.

Pupil is able to make choices and will request preferred activity, e.g. vocalises

and points to mouth for

food. Pupil presses IWB to gain a reward, e.g. musical tune and then

presses again once

tune finishes rather

than repeated pressing/tapping.

Number

of

PIVATS

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achieved:

PIVATS

milestone

equivalent:

PIVATS

score

Number

of

PIVATS

steps

achieved:

PIVATS

milestone

equivalent:

PIVATS

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Number

of

PIVATS

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achieved:

PIVATS

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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

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



Attention Developing independence Co-operation leading to choices ( groups)


Goal setting - AFL P3 (ii) Recognise Pupil now recognises familiar adults, looks for them and anticipates attention. They look and

listen to adults as they lead activities maintaining attention for five plus minutes. They can now maintain attention in a small group sharing and exploring objects. They can follow the sequence of a daily routine (e.g. snack time sitting at the table taking turns with support). The pupil now can anticipate familiar activities (e.g. swimming /lunch time). They respond to praise and will repeat activities using trial and improvement to develop their skills.

Pupil recognises their own name within a small group. Pupil looks for a familiar adult. Pupil attracts attention appropriately or inappropriately. Pupil looks at or listens to the adult leading the activity. Pupil maintains eye contact or attention with familiar adult during interaction. Pupil shares and explores an activity

with another person e.g. more attention for five or more minutes. Pupil greets known people and may initiate interaction with them, e.g. smiles and reaches out.

Pupil focus on objects

being shown to them

during an activity.

Pupil remembers learned

responses over more

extended periods of time

e.g. can follow a sequence

of familiar daily routine

such as sitting

appropriately at snack

time.

Pupil remembers and

repeats a solution to a

problem repetitively during

a lesson, e.g. completes a

simple shape sorter puzzle

or shakes a piggy bank to

release coins.

Pupil offers an object to an adult for continued interaction, e.g. a ball for a game

of throw and catch. Pupil recognises the need to co-operate in a task - this may be with the encouragement of the adult and for a very short time, e.g.

completes very short and simple TEACCH

tasks with 1:1

support. Pupil greets known people and may initiate interactions.

Starts to understand

context cues e.g. swim bag

before swimming or wellies

for outdoor activities.

Anticipates the use of

sound cues to predict

events in familiar activities

e.g. registration, tidy up or

lunch time songs.

Shows a consistent

response by face or

gestures to a familiar

routine or activity e.g.

dinner hall at lunch time.

Responds more to clap

hands, high five, nod.

Responds to praise when achievement made. Pupil shows awareness of trial and improvement remembering to repeat a solution to a problem over a longer period of time, e.g.

switching electronic toys

on/off. Pupils will try an alternative solution to solve a problem if the first one fails, e.g. knows more than one place to look

for favoured item.

Pupil begins to show understanding of which switch gives which outcome but this is not yet consistent.

Number

of

PIVATS

steps

achieved:

PIVATS

milestone

equivalent:

PIVATS

score

Number

of

PIVATS

steps

achieved:

PIVATS

milestone

equivalent:

PIVATS

score

Number

of

PIVATS

steps

achieved:

PIVATS

milestone

equivalent:

PIVATS

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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

score

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




independence Co-operation leading to

choices (groups) Following instructions/

boundaries Goal setting - AFL

P4 Engage Pupil engages with familiar adults on favoured activities, They demonstrate an understanding of

their own name and those of their friends, familiar people and favoured objects .They are showing an awareness of other children and what they are playing with. The pupil listens to song and rhymes and may participate and join in by banging or clapping and

vocalising .They are beginning to communicate using representational sounds and gestures. Within the school day they are aware of the routines and can now come to the table or carpet for activities. They respond to praise and simple requests using key words, pictures and sign.

They are beginning to solve problems for themselves (there is no chair they will look for one).

Pupil engages with adult on a

favoured activity for a short

time, e.g. throw and catch or

reading a book.

Pupil is able to pay attention to

their own choice of activity but

is highly distractible in

activities or tasks led by

others.

Pupil communicates by

making representational

sounds, e.g. animal

noises.

Pupils uses 10-50 words,

pictures symbols or signs

for familiar objects.

Pupil is willing to take part in 1:1 interaction, e.g. co-operates in

sensory processing, intensive interaction and deep pressure for short times intermittently.

Pupil comes to sit in

required position in the

classroom at adult's

request 1:1. Children in

wheelchairs tolerate

being taken to a task and

will engage, although this

may be fleeting.

Pupil engages in trial and improvement by trying to solve simple problems for

themselves before asking for help, e.g. looks for another

chair if there is not one at

table already.

Pupil knows in trial and improvement to give another picture symbol when the first

one is incorrect. The second one they give may also not be correct.

Pupil demonstrates

understanding of own name

and of names of familiar

people, objects and signs in

everyday context.

Pupil notices something is

‘wrong’ or ‘different’ during a

familiar routine or action e.g.

knows when pumps are

missing from PE kit.

Pupil plays

independently for short

periods in familiar

situation or with familiar

toy.

Pupil shows a degree of interest in other children’s play.

Pupil shows response to

praise.

Pupil can find favourite resource.

Please turn the page to view the rest of the indicators a child needs to complete to achieve P4 for this PIVATS aspect (15 in total). Any 3 indicators can combine to form the first step,

any 6 indicators can combine to form the second step and so on.

8


PIVATS PERFORMANCE INDICATORS: PIVATS MILESTONE P4 CONTINUED:

Attention Developing independence Co-operation leading to



P4 Engage Pupil engages with familiar adults on favoured activities, They demonstrate an understanding of their own name and those of their friends, familiar

people and favoured objects .They are showing an awareness of other children and what they are playing with. The pupil listens to song and rhymes and may participate and join in by banging or clapping and vocalising .They are beginning to communicate using

representational sounds and gestures. Within the school day they are aware of the routines and can now come to the table or carpet for activities. They respond to praise and simple requests using key words, pictures and sign. They are beginning to solve problems for themselves

(there is no chair they will look for one).

Pupil gives eye contact to

adult on occasions during

adult led activity.

Pupil listens and engages

to familiar rhymes and

songs and may participate

by joining in.

Pupil begins to understand

behaviour related

communication (PECS)

such as ‘stop’.

Pupil accepts help from

adult in familiar setting.

Pupil waits for favoured activity with maximum adult support, e.g.

waiting in queue for dinner or slide at

playtime.

Pupil responds

appropriately to simple

requests that contain one

key word, sign or symbol

in familiar situation, e.g.

“stop” or “quiet”.

Pupil responds

consistently to clap

hands, nod head, high

five.

Pupils may link two solutions to solve a problem, e.g. switches

iPad on and finds favoured app or

completes simple shape

sorter and empties to

attempt puzzle again. Pupil consistently shows understanding of one

switch for one reward and another switch for another, e.g. fan and foot

spa.

Number of

PIVATS

steps

achieved:

PIVATS

milestone

equivalent:

PIVATS

score

Number of

PIVATS

steps

achieved:

PIVATS

milestone

equivalent:

PIVATS

score

Number of

PIVATS

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achieved:

PIVATS

mileston

e

equivale

nt:

PIVATS

score

Number of

PIVATS

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achieved:

PIVATS

milestone

equivalent

:

PIVATS

score

Number of

PIVATS

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achieved:

PIVATS

mileston

e

equivale

nt:

PIVATS

score

P3(ii) a 5 P3(ii) a 5 P4e 5.2 P4e 5.2 P4e 5.2

P4d 5.4

P4d 5.4

P4d 5.4 P4c 5.6

P4c 5.6

P4c 5.6

P4b 5.8

P4b 5.8

P4b 5.8

P4a 6

9




choices (groups)


Goal setting - AFL P5 Initiate Pupil initiates activities using eye contact and gesture. They make simple requests

using their chosen method of communication and will respond appropriately to simple questions. They can combine 2 key ideas or concepts in phrases. In response to a question they can express like or dislike using 1-2 word level of communication.

Pupil can wait for a favoured toy with less support. They respond to boundaries with encouragement and show an awareness that some actions can hurt or harm others.

Pupil attends to adult directed activity with 1:1

support for up to 5 minutes. Pupil makes eye contact with person they are greeting, e.g. looks as they shake hands to say ‘hello’

or ‘good morning’.

Pupil can combine 2 key

ideas or concepts in

phrases, e.g. blue cup or

small teddy.

Pupil makes simple

request with regards to

basic needs via their

chosen method of

communication eg PECS,

Makaton and spoken

words.

Pupil can wait for favoured activity with less support.

Pupil responds to a few

appropriate boundaries

with encouragement and

support.

Pupil co-operates with

some boundaries and

instant rewards.

In response to a question pupil will express

likes/dislikes using 1-2 word level of communication about familiar activities, e.g. red

hippo or yellow block.

Pupil stays in seat, at a workstation or at group

table for short periods, e.g. 3 minutes.

Pupil can play

independently for longer

periods of time on a range

of activities, e.g. 10

minutes.

Pupil works, plays and engages in activity

alongside others.

Aware that some actions

can hurt or harm others.

Pupil can initiate taking favoured resource for

familiar activity.



10




choices (groups)


Goal setting - AFL P5 Initiate Pupil initiates activities using eye contact and gesture. They make simple

requests using their chosen method of communication and will respond appropriately to simple questions. They can combine 2 key ideas or concepts in phrases. In response to a question they can express like or dislike using 1-2 word level of communication.

Pupil can wait for a favoured toy with less support. They respond to boundaries with encouragement and show an awareness that some actions can hurt or harm others.

Pupil responds to

appropriate questions about familiar or immediate events or experiences, e.g. ‘Where

is the ball? What are you

doing?’

Pupil responds appropriately

to simple questions e.g. ‘Are

you ready? ‘ Is that your cat?

’or ‘what’ questions.

Pupil accepts help in more

varied activities.

Pupil can indicate please/

thank you/ sorry when

reminded.

Pupil works, plays and

engages in activity alongside others.

Pupil responds appropriately

to simple questions or

requests e.g. ‘What would

you like for a snack?’

Pupil recognises and

identifies own work from a selection at the end of the lesson.

Number of

PIVATS

steps

achieved:

PIVATS

milestone

equivalent:

PIVATS

score

Number of

PIVATS

steps

achieved:

PIVATS

milestone

equivalent:

PIVATS

score

Number of

PIVATS

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achieved:

PIVATS

mileston

e

equivale

nt:

PIVATS

score

Number of

PIVATS

steps

achieved:

PIVATS

milestone

equivalent

:

PIVATS

score

Number of

PIVATS

steps

achieved:

PIVATS

mileston

e

equivale

nt:

PIVATS

score

P4a 6 P4a 6 P5e 6.4 P5e 6.4 P5e 6.4

P5d 6.8

P5d 6.8

P5d 6.8 P5c 7.2

P5c 7.2

P5c 7.2

P5b 7.6

P5b 7.6

P5b 7.6

P5a 8

11




choices ( groups) Following instructions/


P6 Begins To Co-operate Pupils pay attention to familiar adults and tasks intermittently and for short periods. They can

search for familiar, preferred equipment and resources with support. Pupil can complete short activities and small group tasks with support. Pupil complies with some boundaries

and follows simple instructions as part of a small group.

Pupil intermittently pays attention to the leader of an activity for short periods, e.g. intermittently joins in simple

brain gym.

Pupil completes basic activities or tasks with prompts for 5 minutes or more, e.g. a

work box with 1:1 support.

.

Pupil begins to co-operate in group tasks with support. Pupil takes part in new/untried

activities with support.

In small group, pupil can follow simple rules with full adult support, e.g. can take turns

when playing a familiar game.

Pupil can co-operate and follow simple rules and boundaries with longer intervals before receiving reward, e.g. simple star chart

or ‘Working Towards’ card.

Pupil recognises simple problems and responds to a ‘what ‘question to identify them, e.g. ‘’What’s the

matter?’ ‘ Where’s the car?’ Pupils can answer questions beginning to describe skills they have used as part of a piece of work e.g. writing,

cutting and drawing.

Pupil sits through assembly with 1:1 support.

Pupil can search out resource

for familiar chosen activity with

support.

Pupil shows an awareness of

and is beginning to develop

confidence and trust in adults

in peers.

Pupil can solve problems by

negotiation with others

support, e.g. ‘you first and then

it’s my turn’.

Pupil joins in with a simple group task, e.g. collecting

sticks in Outdoor Learning.

Pupil is able to follow simple

context embedded instructions

given to small group, e.g. ‘ It’s

playtime put your coat on’.

In response to further questioning, pupil begins to express likes/dislikes about the functional skills used, e.g.

‘I like cutting shapes.’



12






P6 Begins To Co-operate Pupils pay attention to familiar adults and tasks intermittently and for short periods. They can search for familiar, preferred equipment and

resources with support. Pupil can complete short activities and small group tasks with support. Pupil complies with some boundaries and follows simple instructions as part of a small group.

Pupil can wait a short amount of time independently.

Pupil accepts help in

simple learning tasks.

Pupil says ‘please’ and

‘thank you’ without prompt.

Pupil begins to be able to

accept change with

support.

Pupil is able to respond (using either verbal or non-verbal communication) to

others in group situations.

Pupil can sometimes

tolerate delay when needs

are not immediately met.

Pupil responds

appropriately to simple

questions or requests (3

words phrase), e.g. ‘Give

me the little red book.’

Pupil can ask simple ‘what’ questions to gain simple information to

clarify events or show curiosity, e.g. What is your name?

Number of

PIVATS

steps

achieved:

PIVATS

milestone

equivalent:

PIVATS

score

Number of

PIVATS

steps

achieved:

PIVATS

milestone

equivalent:

PIVATS

score

Number of

PIVATS

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achieved:

PIVATS

mileston

e

equivale

nt:

PIVATS

score

Number of

PIVATS

steps

achieved:

PIVATS

milestone

equivalent

:

PIVATS

score

Number of

PIVATS

steps

achieved:

PIVATS

mileston

e

equivale

nt:

PIVATS

score

P5a 8 P5a 8 P6e 8.4 P6e 8.4 P6e 8.4

P6d 8.8

P6d 8.8

P6d 8.8 P6c 9.2

P6c 9.2

P6c 9.2

P6b 9.6

P6b 9.6

P6b 9.6

P6a 10

13






P7 Interact Pupil is more able to respond to questions and pays attention to activity leader. They can search out familiar resources for activity

independently. Pupil can adapt behaviour to different situations and can move to directed activity with less support.

Pupil consistently pays attention to activity leader for short periods, e.g follows the

whole of ‘brain gym’ without

being distracted.

Pupil can move to self-

chosen activity with

support.

Pupil can attend to and respond to questions from familiar adult and peers about recent experiences,

e.g. ‘Where has the boy gone?’ ‘Where is the big

bike?’

Pupil shows understanding

and co-operates with most

boundaries and routines

with rewards? e.g. staying

in seat throughout

activity/lesson.

Pupil can sometimes adapt behaviour to different events, social situations and change in routines.

Pupil sits in short assembly with prompts, e.g. 10 minutes.

Pupil listens to, attends and follows a simple story.

Pupil can search out

familiar resources for

activity independently.

Pupil can use resources

for new task.

Pupil can wait for a requested activity in a structured activity and setting.

Pupil completes basic

activities or tasks with

prompts for 5 minutes or

more, e.g. a work box with

prompts.

Pupils can move to directed activity with less support.



14




independence Co-operation leading to choices

(groups) Following instructions/


P7 Interact Pupil is more able to respond to questions and pays attention to activity leader. They can search out familiar resources for activity independently. Pupil can adapt behaviour to different situations and can move to directed activity with less support.

Pupil can transfer attention to new and familiar tasks. Pupil maintains attention to familiar or enjoyable adult led tasks and small group activities with support.

Pupil is aware of the

ability to change their

mind.

Pupil can follow simple group tasks/roles with less prompts, e.g. giving

out snacks. Pupil can imitate the content of a group activity. Pupil begins to realise that there may be more than one solution to a problem,

e.g. can say ‘sticky tape’ or ‘glue’ when asked ‘how could we stick these

together?’

Pupil is able to respond to

requests with 4 key word

phrase by familiar adult,

possibly with prompts, e.g.

‘place the giraffe on the

beach and the rabbit in

rainforest.’

Pupil can demonstrate understanding by answering questions about a story or picture with minimum support. Pupil begins to make simple comments on a piece of work, e.g. saying whether

they found a piece of work ‘easy’ or ‘hard’.

Number of

PIVATS

steps

achieved:

PIVATS

milestone

equivalent:

PIVATS

score

Number of

PIVATS

steps

achieved:

PIVATS

milestone

equivalent:

PIVATS

score

Number of

PIVATS

steps

achieved:

PIVATS

mileston

e

equivale

nt:

PIVATS

score

Number of

PIVATS

steps

achieved:

PIVATS

milestone

equivalent

:

PIVATS

score

Number of

PIVATS

steps

achieved:

PIVATS

mileston

e

equivale

nt:

PIVATS

score

P6a 10 P6a 10 P7e 11 P7e 11 P7e 11

P7d 12

P7d 12

P7d 12 P7c 13

P7c 13

P7c 13

P7b 14

P7b 14

P7b 14

P7a 15

15







P8 Pupil can maintain attention to familiar adults and tasks for increasing periods of time. They can respond and join in with familiar

small group activities. They understand the concept of taking turns and await their turn with reduced prompts. Pupils can search for and use unfamiliar equipment and resources with increasing independence. The pupil understands and follows routines and boundaries with more complicated reward systems. They accept changes with reduced support. Pupil is able to comment on their own work and identify a next step in their learning.

Pupil maintains attention to their own choice of activity while responding to other pupils/adults.

Pupil demonstrates turn

taking with minimal

prompts.

Pupil accepts change

with less support.

Pupil recognises and responds to the order when taking turns with minimal prompts.

Pupil can understand message with 4 key words signs symbols from less familiar adult without prompts.

Pupil awaits turn with

minimal adult prompts.

Pupil understands concept

of waiting in turns in small

group.

Pupil can use trial and improvement to solve a problem e.g. 20 piece jigsaw puzzle.

Pupil can say if they have worked independently or needed help to complete a piece of work or activity.

Pupil listens to story attending for longer periods.

Pupil can search out

unfamiliar resources for

activity independently.

Pupil can choose tasks

independently.

Pupil can maintain attention to familiar or enjoyable small group activities, e.g. listening to and responding to stories

with intermittent support.

Pupil is able to understand

time concept words, e.g.

yesterday, tomorrow,

first/last.

Pupil understands a more

complex and longer term

reward system, e.g.

‘Golden Time’ instead of

short term reward chart.

Pupil can initiate ideas in familiar activities. Pupil can initiate new activities.



16







P8 Pupil can maintain attention to familiar adults and tasks for increasing periods of time. They can respond and join in with familiar

small group activities. They understand the concept of taking turns and await their turn with reduced prompts. Pupils can search for and use unfamiliar equipment and resources with increasing independence. The pupil understands and follows routines and boundaries with more complicated reward systems. They accept changes with reduced support. Pupil is able to comment on their own work and identify a next step in their learning.

Pupil is able to respond appropriately to ‘why’ and ‘how’ questions, e.g.

‘Why does a bird make a

nest? How does this toy

work?

Pupil can ask for help

with more confidence.

Pupil can ask lots of

questions to find out

more specific

information, e.g. ‘Who?’

and ‘Why?’

Pupil can follow simple group roles with minimum support developing

towards independence. Pupil begins to establish/ sustain relationships.

Pupil is able to respond to

requests with 4 key words

with less familiar adult and

without prompt, e.g. can I

have some scissors and

glue on the red table.

Pupil can identify simple next steps in learning, e.g. knowing their target is to rote count up to

10. Pupil shows some perseverance but may still give up easily and may demonstrate frustration.

Number of

PIVATS

steps

achieved:

PIVATS

milestone

equivalent:

PIVATS

score

Number of

PIVATS

steps

achieved:

PIVATS

milestone

equivalent:

PIVATS

score

Number of

PIVATS

steps

achieved:

PIVATS

mileston

e

equivale

nt:

PIVATS

score

Number of

PIVATS

steps

achieved:

PIVATS

milestone

equivalent

:

PIVATS

score

Number of

PIVATS

steps

achieved:

PIVATS

mileston

e

equivale

nt:

PIVATS

score

P7a 15 P7a 15 P8e 16 P8e 16 P8e 16

P8d 17

P8d 17

P8d 17 P8c 18

P8c 18

P8c 18

P8b 19

P8b 19

P8b 19

P8a 20

17


PIVATS PERFORMANCE INDICATORS: PIVATS MILESTONE BRIDGE:


independence Co-operation leading to choices ( groups) Following instructions/ boundaries Goal setting - AFL

PIVATS MILESTONE BRIDGE Early Learning Pupil can maintain appropriate

attention to familiar adults, tasks and group activities within familiar settings. They join in with group tasks and turn taking activities with confidence. Pupil can identify and confidently locate equipment and resources required for a lesson. Pupil is beginning to make simple choices about their behaviour and when questioned, think about the consequences of their actions. They make considered decisions

with reduced support. Pupil is able to identify whether they need help with their work and are beginning to reflect on how their work can be improved.

Pupil maintains attention appropriately with 1:1

support or in familiar settings. Pupil demonstrates understanding of a familiar story by ordering pictures and depicting sequence of events, e.g. orders

4 pictures from a familiar story.

Pupil begins to

organise self with

prompts for known

activities.

Pupil identifies

resources for familiar

tasks and collects

them.

In small group, pupil maintains attention to familiar or enjoyable activities for short periods of time without prompt e.g. 5 minutes.

Pupil takes part in role play with confidence. Pupil listens to questions more carefully. They demonstrate understanding by giving additional details in their answers, e.g. Q-‘What did you do last night?’ A- ‘I went to the park’.

Pupil can wait for self-requested activity in less structured situations, e.g. favoured toy in free time.

Pupils respond positively to instruction in 1:1

situations with familiar adults.

Pupil is more aware of own and others

roles and contributions in familiar

group tasks.

Pupil is beginning to make simple

choices about learning behaviour, e.g.

not shouting out or having pencil for

writing.

Pupil only recognises the

consequences of some of their actions

when clearly highlighted to them by an

adult, e.g. dangers on the road.

Pupil contributes to achievement of group task without support.

Pupil begins to reflect on , when questioned, what they have achieved, e.g. ‘Because it didn’t stick,

because I didn’t cut it’.

Pupil knows to look at who is talking.

Pupil can show

resilience in an

appropriate manner,

e.g. by accepting that

they didn’t have their

choice but others in the

class did.

Pupil is developing an

understanding of

slapstick humour or

simple jokes.

Pupil is able to take turns in simple games leading towards independence. Pupil demonstrates turn taking in conversations.

Pupil is able to make a decision to solve a problem based on thinking about the consequences of a different solution identified when questioned, e.g. ‘Which one should we use

now?’

Pupil begins to show resilience by

accepting, in an appropriate manner,

that they cannot always have their

own choice, e.g. calmly accepting that

they have not had their first choice of

dinner.

Pupil is able to accept a longer term

simple reward structure.

Pupil is beginning to take pride in their

work.

Pupil can contribute to the planning of familiar routines. Pupils begin to recognise if

they cannot complete a piece of work and begin to ask for help appropriately. Pupil is actively involved in interchanges of information, ideas or opinions.

Please turn the page to view the rest of the indicators a child needs to complete to achieve BRIDGE for this PIVATS aspect (15 in total). Any 3 indicators can combine to form the first

step, any 6 indicators can combine to form the second step and so on.

18


PIVATS PERFORMANCE INDICATORS: PIVATS MILESTONE BRIDGE CONTINUED:





PIVATS MILESTONE BRIDGE Early Learning Pupil can maintain appropriate attention to familiar adults, tasks and

group activities within familiar settings. They join in with group tasks and turn taking activities with confidence. Pupil can identify and confidently locate equipment and resources required for a lesson. Pupil is beginning to make simple choices about their behaviour and when questioned, think about the consequences of their actions. They make considered decisions with reduced support. Pupil is able to identify whether they need help with their work and are beginning to reflect on how their work can be improved.

Pupil is able to listen to others and usually respond appropriately in a

range of formal situations, e.g. guest speaker in assembly. Pupil listens to contributions of others and gives some additional detail.

Pupil is aware of

different resources for

different routines and

activities.

Pupil begins to

organise self

independently and

initiates in known

activities.

Pupil asks for help

more confidently in all

types of activities.

Pupil recognises different roles within groups, e.g. role in dress-up and role-

play. Pupil maintains attention and listens to speaker in a wide range of settings e.g. in hall, classroom and

outdoor area. Pupils respond positively to instruction in 1:1 situations with

less familiar adult.

Pupil accepts

boundaries and rules

more consistently.

Pupil responds to rules

and routines when

answering or asking

questions, e.g. ‘Circle

Time’ rules.

Pupil is more aware of

when and how to lead

a simple activity.

Pupil can begin an activity without a plan but does not show forward thinking.

Pupil can review simple activities to inform future planning in small groups. Pupil is beginning to review their own progress with support e.g. against

targets and objectives. Pupil shows more complex understanding of trial and improvement, e.g. accepts

positive encouragement and responds to it.

Number of

PIVATS

steps

achieved:

PIVATS

milestone

equivalent:

PIVATS

score

Number of

PIVATS

steps

achieved:

PIVATS

milestone

equivalent:

PIVATS

score

Number

of

PIVATS

steps

achieved:

PIVATS

milestone

equivalent:

PIVATS

score

Number of

PIVATS

steps

achieved:

PIVATS

milestone

equivalent

:

PIVATS

score

Number of

PIVATS

steps

achieved:

PIVATS

milestone

equivalent:

PIVATS

score

P8a 20 P8a 20 BRIDGEe 20.15 BRIDGEe 20.15 BRIDGEe 20.15

BRIDGEd 20.33

BRIDGEd 20.33

BRIDGEd 20.33 BRIDGEc 20.5

BRIDGEc 20.5

BRIDGEc 20.5

BRIDGEb 20.65

BRIDGEb 20.65

BRIDGEb 20.65

BRIDGEa 20.8

19


PIVATS PERFORMANCE INDICATORS: PIVATS MILESTONE ONE:

Attention Developing independence Co-operation

leading to choices ( groups)


Goal setting - AFL PIVATS MILESTONE ONE Pupil can organise themselves in familiar activities with little or no support and can maintain attention in familiar tasks in small groups. Pupil can accepts changes outside of common routines and can show co-operation and maintains attention in small group. Pupil is beginning to identify some barriers to learning and with support attempts to overcome them. Pupil is able to approach a problem with a strategy although will often find a single solution and is able to show

basic evaluation skills. Pupil is beginning to make more choices regarding their learning behaviour and is able to self-regulate to minimise the disruption of learning

of others.

Pupil is beginning to think about answers before speaks (reduced incidents of blurting answers out).

Pupil can organise

themselves in familiar

activity without support.

Working alone, pupil plans

simple tasks, selects and

maintains attention in

familiar small group activity.

Pupil begins to take turns in conversation listening to others. so they can enter on cue.

Pupil can accept changes

outside common routines.

Pupil knows when to take

part as a follower of group

activity or initiate and lead

with occasional prompts.

Pupil begins to identify barriers to learning when finds work tricky and with adult support attempts to overcome them. Pupil is beginning to show basic evaluation skills. Pupil can tell you what a goal is. Pupil can make a judgement about how hard they have

worked in relation to criteria explained at the beginning of the lesson with a simple rating scale.

Pupil can look at who is talking and think about what they are

saying.

Pupil uses simple jokes and

simple idioms but not always

understand what it means.

Pupil accepts others views to adjust own contribution to

achievement of task.

Pupil operates within

socially identified

boundaries e.g. knows to

be quiet in library, cinema

etc

Pupil is able to self-

regulate own behaviour in

order to minimise

disruption to their or others

learning.

Pupil can clarify their own ideas and understanding of the learning intention. Pupil begins to approach problem with a strategy or plan.

Pupil may see a single solution to problem, choosing a more efficient one.

Please turn the page to view the rest of the indicators a child needs to complete to achieve MILESTONE ONE for this PIVATS aspect (15 in total). Any 3 indicators can combine to form

the first step, any 6 indicators can combine to form the second step and so on.

20


PIVATS PERFORMANCE INDICATORS: PIVATS MILESTONE ONE CONTINUED:


independence Co-operation leading to choices (groups)


Goal setting - AFL PIVATS MILESTONE ONE Pupil can organise themselves in familiar activities with little or no support and can maintain attention in familiar tasks in small groups. Pupil can accept changes outside of common routines and can show co-operation and maintains attention in small group. Pupil is beginning to identify some barriers to learning and with support attempts to overcome them. Pupil is able to approach a problem with a strategy although will often find a single solution and is able to show basic evaluation skills. Pupil is beginning to make more choices regarding their learning behaviour and is able to self-regulate to minimise the disruption of learning of others.

When the pupil is faced with a problem they will demonstrate that they can persevere when the going gets tough.

Pupil begins to

demonstrate

resilience by

standing up for

themselves and their

ideas when

challenged by

friends/peers, e.g.

calling names in

playground.

Without prompts, pupil shows co-operation and maintains attention in familiar small group activity. As above in larger groups.

Pupil making more

involved choices

about their learning

behaviour, e.g.

setting own simple

targets.

Pupil is able to make choices about their role in an activity. Pupil is beginning to deal with pressure, e.g. managing stress

through mini tests.

Number of

PIVATS

steps

achieved:

PIVATS

milestone

equivalent:

PIVATS

score

Number of

PIVATS

steps

achieved:

PIVATS

milestone

equivalent:

PIVATS

score

Number

of

PIVATS

steps

achieved:

PIVATS

milestone

equivalent:

PIVATS

score

Number of

PIVATS

steps

achieved:

PIVATS

milestone

equivalent

:

PIVATS

score

Number of

PIVATS

steps

achieved:

PIVATS

milestone

equivalent:

PIVATS

score

BRIDGEa 20.8 BRIDGEa 20.8 ONEe 23 ONEe 23 ONEe 23

ONEd 26

ONEd 26

ONEd 26 ONEc 29

ONEc 29

ONEc 29

ONEb 32

ONEb 32

ONEb 32

ONEa 35

21


PIVATS PERFORMANCE INDICATORS: PIVATS MILESTONE TWO:




PIVATS MILESTONE TWO Pupil is able to discuss what they and others did and their contribution to activities. They can vary talk and hold the attention of the listener and listens well in larger or more formal situations. They are able to organise and

participate in familiar routines more independently and responds to others with increasing appropriateness.

Pupil can discuss own contribution to activities. Pupil can discuss what they and others did in different activities. Pupil can vary talk to gain and hold the attention of listener.

Pupil can listen in larger groups and different situations.

Pupil is able to relay simple message.

Pupils will help ask for help for specific

concerns.

Pupil asks questions for increasingly

wider situations, e.g. how, why for

general interest not just specific need.

Pupil begins to show more confidence

in talking sometimes to people who

are unfamiliar.

Pupil can listen carefully in pairs. Pupil can discuss contribution of others. In a small group, pupil can organise and participate in familiar routines.

Pupil can listen to rules of

game and respond

appropriately, e.g. Pupil can

play a game independent of

adult intervention.

Pupil is able to listen to and

relay a simple verbal

message.

Pupil independently begins to overcome small barriers to learning, e.g. questioning ‘Shall I…………?’

Pupil can consider alternatives before making decision or acting on it. They can accept a goal.

Pupil listens in more formal situations.

Pupil begins to choose how to link

their learning, e.g. through use of

mind maps, flow charts.

Pupils begin to check their own work

and self- correct linked to criteria set,

e.g. does it have capital letters, full

stops etc..

Pupil can demonstrate understanding by speaking

clearly and explaining ideas. Pupil is able to respond to others with increasing appropriateness to what others say.

Pupils can identify resources

for unfamiliar tasks.

Pupil is able to use a limited

number of strategies for

different situations.

Pupil can think of many things could do if they set a goal/ have a problem.

Pupil can identify main steps in action plan of successful completion of task. Pupil can identify and access unseen resource. Simple evaluation skills but not yet using to inform future. e.g. ’What

could you do differently next time?’

Please turn the page to view the rest of the indicators a child needs to complete to achieve MILESTONE TWO for this PIVATS aspect (15 in total). Any 3 indicators can combine to form


22


PIVATS PERFORMANCE INDICATORS: PIVATS MILESTONE TWO CONTINUED:




PIVATS MILESTONE TWO Pupil is able to discuss what they and others did and their contribution to activities. They can vary talk and hold the attention of the listener and listens well in larger or more formal situations.

They are able to organise and participate in familiar routines more independently and responds to others with increasing appropriateness.

Pupils able to consistently ignore simple inappropriate behaviour, e.g. tapping pencil on table nearby.

Pupils remain positive in event of

problem or challenge, e.g.in learning

or in relationships with peers.

Pupil consistently demonstrates

resilience by standing up for

themselves when challenged by

peers, e.g. someone makes fun of

their clothes.

Pupil can adapt ideas when communicating with a group with encouragement of peers or adult. Pupils begin to be aware and talk about the effect of their behaviour on others.

e.g. ‘When I went close to their face, they thought I

was going to hurt them.’

Pupil uses class time

appropriately to complete

tasks.

Pupil completes class work,

homework in agreed

timescales.

Pupils are able to self -correct or problem solve when they realise they are about to make a mistake or as problems occur, e.g. realised they’ve

left their lunch box on classroom.

Pupil can accept adults' judgement on their rating on how well the pupil did on relation to their target.

Pupil continues task even when frustrated more independently, e.g. a

more resilient approach.

Number of

PIVATS

steps

achieved:

PIVATS

milestone

equivalent:

PIVATS

score

Number of

PIVATS

steps

achieved:

PIVATS

milestone

equivalent:

PIVATS

score

Number

of

PIVATS

steps

achieved:

PIVATS

milestone

equivalent:

PIVATS

score

Number of

PIVATS

steps

achieved:

PIVATS

milestone

equivalent

:

PIVATS

score

Number of

PIVATS

steps

achieved:

PIVATS

milestone

equivalent:

PIVATS

score

ONEa 35 ONEa 35 TWOe 39.5 TWOe 39.5 TWOe 39.5

TWOd 44

TWOd 44

TWOd 44 TWOc 48.5

TWOc 48.5

TWOc 48.5

TWOb 54

TWOb 54

TWOb 54

TWOa 60

23


PIVATS PERFORMANCE INDICATORS: PIVATS MILESTONE THREE:

Attention Developing independence Co-operation leading to choices

( groups) Following instructions/


PIVATS MILESTONE THREE Pupil listens, shows understanding of, and takes part in a range of activities and routines, taking others into

consideration and from this, developing and adapting ideas and suggestions as part of a group. Pupil begins to evaluate and review activities and tasks, using this to inform future tasks.

Pupil can listen and show comprehension in more formal situations, e.g. Guest speaker.

Pupil demonstrates more confidence in listening, sometimes when more unfamiliar, e.g. In small or large groups both

inside and outside the

classroom to familiar and

unfamiliar adults and peers.

Pupil can take part in and

organise themselves in familiar

and new routines.

Pupil can apply knowledge

and begin to use a wider

number of strategies (thinking

flexibly), e.g. a more

systematic approach to

thinking ‘What do I do first?

Pupil begins to adapt what is said to the needs of listener- varying use of vocab and level of detail.

Pupil can contribute in discussions through making suitable comments, asking relevant questions and identifying key points.

Pupil considers other

group members.

Pupil will independently check their own work and self -correct errors found linked to criteria set.

Pupil can support goal setting. Pupil can increasingly deal with pressure, e.g. can sit a test they know is

as assessment. Pupil can independently set goals and

begin to think about what to do to achieve it.

Pupil begins to show more confidence in

talking, sometimes to unfamiliar people.

Pupil uses simple jokes and

idioms more appropriately.

Pupil responds with specific vocabulary choices and non

verbal features to show awareness of the listener. Pupil will support creating or allocating roles within learning group.

Pupil begins to understand conversational rules.

Pupil respects teacher

and cooperates and is

compliant, responding

positively to instruction.

Pupil can plan tasks anticipating consequences of actions/decisions.

Pupil has ability to adapt actions in response to unfamiliar people and events. Pupil can create or select limited

strategies to overcome barriers.

Please turn the page to view the rest of the indicators a child needs to complete to achieve MILESTONE THREE for this PIVATS aspect (15 in total). Any 3 indicators can combine to

form the first step, any 6 indicators can combine to form the second step and so on.

24


PIVATS PERFORMANCE INDICATORS: PIVATS MILESTONE THREE CONTINUED:




PIVATS MILESTONE THREE Pupil listens, shows understanding of, and takes part in a range of activities and routines, taking others into consideration and from this,

developing and adapting ideas and suggestions as part of a group. Pupil begins to evaluate and review activities and tasks, using this to inform future tasks.

Pupils begins to accept overt positive praise and is support maintaining good behaviour choices.

Pupil can recognise

achievement in other pupils

in the class and begin to say

why.

Pupil, with support, begins to

understand that effort is

needed to achieve desired

outcomes.

Pupil can develop/ adapt ideas and suggestions as a member of a group.

Pupil more able to

evaluate learning eg.

editing to up level work in

different ways.

Pupil can show simple evaluation skills which are beginning to impact on future learning.

Pupil can review activities and use to inform future planning of similar tasks. Pupil can independently reflect on their own work, e.g. identify what

they have learned in a lesson. Pupil can reflect on feedback about a piece of work or activity and with support, plan next steps.

Number of

PIVATS

steps

achieved:

PIVATS

milestone

equivalent:

PIVATS

score

Number of

PIVATS

steps

achieved:

PIVATS

milestone

equivalent:

PIVATS

score

Number

of

PIVATS

steps

achieved:

PIVATS

milestone

equivalent:

PIVATS

score

Number of

PIVATS

steps

achieved:

PIVATS

milestone

equivalent

:

PIVATS

score

Number of

PIVATS

steps

achieved:

PIVATS

milestone

equivalent:

PIVATS

score

TWOa 60 TWOa 60 THREEe 62 THREEe 62 THREEe 62

THREEd 64

THREEd 64

THREEd 64 THREEc 64.45

THREEc 64.45

THREEc 64.45

THREEb 64.9

THREEb 64.9

THREEb 64.9

THREEa 65.35

25


PIVATS PERFORMANCE INDICATORS: PIVATS MILESTONE FOUR:





PIVATS MILESTONE FOUR Pupil takes on active roles and responsibilities when working in a group, reassessing

strategies when needed and evaluating what they have learned to inform future planning. Pupil is beginning to show resilience when faced with challenges or unexpected events.

Pupil can sustain focus on a problem.

.

Pupils can encourage

others through their

positive approaches.

Pupil is able to listen carefully to content of class and demonstrate

through asking questions and making relevant comments. Pupil can give reasons for choices.

Pupil can recall and

apply knowledge in

more creative and new

situations.

Pupil can prioritise tasks to manage time, e.g. can complete comprehension in given time.

Pupil can visualise next steps based on what they know now. Pupil begins to know how their education equips them with the behaviours and attitudes for success in continuing education/life.

Pupil is able to accept change without hesitation.

Pupil can understand

jokes and idioms and

more able to say what

they mean.

Pupil can take on roles and responsibilities when working in pairs or in groups. Pupil can take a more active part in setting roles.

Pupil avoids

involvement in conflict

situations.

Pupil can demonstrate more resilience in the face of challenges, activities, learning. Pupil can stop, reassess and select another strategy to overcome barriers.

Please turn the page to view the rest of the indicators a child needs to complete to achieve MILESTONE FOUR for this PIVATS aspect (15 in total). Any 3 indicators can combine to

form the first step, any 6 indicators can combine to form the second step and so on.

26


PIVATS PERFORMANCE INDICATORS: PIVATS MILESTONE FOUR CONTINUED:





PIVATS MILESTONE FOUR Pupil takes on active roles and responsibilities when working in a group, reassessing strategies when needed and

evaluating what they have learned to inform future planning. Pupil is beginning to show resilience when faced with challenges or unexpected events.

Pupil doesn’t seek to attract inappropriate attention in classroom.

Pupil is more confident

/flexibility in choosing

strategies.

Pupil can identify when

they need help.

Recognise effect of their behaviour on others and support

those with difficulties.

Pupil doesn’t seek to

attract inappropriate

attention in classroom.

Pupil can assess and reflect on strengths and weaker areas to set a goal.

Pupils can act on constructive feedback about performance. Pupils discuss their own learning, can make

suggestions as to what they may do differently next time, when reflecting on an activity, e.g. self-assessment

in book and suggest reasons why.

Number of

PIVATS

steps

achieved:

PIVATS

milestone

equivalent:

PIVATS

score

Number of

PIVATS

steps

achieved:

PIVATS

milestone

equivalent:

PIVATS

score

Number

of

PIVATS

steps

achieved:

PIVATS

milestone

equivalent:

PIVATS

score

Number of

PIVATS

steps

achieved:

PIVATS

milestone

equivalent

:

PIVATS

score

Number of

PIVATS

steps

achieved:

PIVATS

milestone

equivalent:

PIVATS

score

THREEa 65.35 THREEa 65.35 FOURe 65.8 FOURe 65.8 FOURe 65.8

FOURd 66.25

FOURd 66.25

FOURd 66.25 FOURc 66.7

FOURc 66.7

FOURc 66.7

FOURb 68.2

FOURb 68.2

FOURb 68.2

FOURa 70

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PIVATS PERFORMANCE INDICATORS: PIVATS MILESTONE FIVE:





PIVATS MILESTONE FIVE Pupil makes valuable contributions, taking into account and responding

appropriately to different points of view, offering reasons and evidence to support their views. Pupil is developing their resilience, organising strategies for overcoming barriers or setbacks.

Pupil listens with confidence in an increasing range of contexts, e.g. More formal situations and in unfamiliar surroundings.

Pupil is understanding of

benefits of wide variety

of strategies and begins

to choose the most

effective.

Pupil can approach a

new task with a positive

attitude.

Pupil has a well- developed sense of humour. Pupil can contribute appropriately to differing points of view and can offer reasons and evidence for their views. .

Pupil is aware of obvious

consequences of actions and

hidden consequences – linked

to work.

Pupil can organise strategies for overcoming barriers. Pupil can initiate change. Pupil can create an action plan, identifying and prioritising the next steps and key learning for completion of a task.

Pupil listens with increasing confidence in wide range of context.

Pupil to be more creative

in strategies to use

(within regulation or

boundaries).

Listen and respond

carefully to others

speaking and show this

by making some

variation to vocabulary to

suit audience.

Pupil can contribute to discussions and respond accordingly to contribution of others. Pupil is beginning to lead

groups. Pupil understands and uses rules of conversations and knows limits surrounding it eg speak at appropriate times,

appropriate people / shows respect.

Pupil can accurately identify

future learning and make more

sophisticated evaluation on

how they learn and make

choices to match.

Pupil can make a plan, think about what I need to do to achieve it and go around barriers that get in my way. Pupil can draw conclusions, and

defend them using evidence. Pupils have an understanding of benefits of wide variety of strategies and begins to choose the most effective (different example).

Please turn the page to view the rest of the indicators a child needs to complete to achieve MILESTONE FIVE for this PIVATS aspect (15 in total). Any 3 indicators can combine to form


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PIVATS PERFORMANCE INDICATORS: PIVATS MILESTONE FIVE CONTINUED:

Attention Developing independence Co-operation leading to choices

( groups) Following instructions/


PIVATS MILESTONE FIVE Pupil makes valuable contributions, taking into account and responding appropriately to different points of view, offering reasons and evidence to support their views. Pupil is developing their resilience, organising

strategies for overcoming barriers or setbacks.

Pupil can show more sustained effort in response to challenge.

Pupil can understand jokes

and idioms and more able

to say what they mean.

Pupil begins to know how

they learn best, e.g.

preference on layout,

presentation, content,

learning styles etc.

Pupil identifies learning

opportunities, choices and

strategies to meet personal

needs and achieve goals.

Pupil advocates appropriately for the rights of self and others Pupil listens carefully in class discussions and shows this by making suitable contributions and asking questions that are responsive, e.g. discussion about whether pupils should

wear school uniform, pupil is able to identify reasons for and against and give reasons. Pupil is able to evaluate evidence listened to.

Pupil understands more about

rules/ laws and why they are

needed in society.

Pupil is aware of

consequences of breaking the

law and impact it can have on

society and individuals.

Pupil is more able to critically evaluate, e.g. Evaluate success for a specific activity using a complex activity scale. Pupil is more analytical in their thinking/research. Pupil can set a personal goal and split into smaller manageable chunks

Pupil can assess and can reflect critically on own strengths, needs and interests. Pupil can explain how their education equips them with the behaviours and

attitudes for success in continuing education/life.

Number of

PIVATS

steps

achieved:

PIVATS

milestone

equivalent:

Number of

PIVATS

steps

achieved:

PIVATS

milestone

equivalent:

Number

of

PIVATS

steps

achieved:

PIVATS

milestone

equivalent:

Number of

PIVATS

steps

achieved:

PIVATS

milestone

equivalent

:

Number of

PIVATS

steps

achieved:

PIVATS

milestone

equivalent:

FOURa FOURa FIVEe FIVEe FIVEe

FIVEd FIVEd

FIVEd FIVEc

FIVEc

FIVEc

FIVEb

FIVEb

FIVEb

FIVEa

BEHAVIOUR FOR LEARNING PIVATS PERFORMANCE … · 4 BEHAVIOUR FOR LEARNING PIVATS PERFORMANCE...

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Transcript of BEHAVIOUR FOR LEARNING PIVATS PERFORMANCE … · 4 BEHAVIOUR FOR LEARNING PIVATS PERFORMANCE...