Self Awareness & Self-Esteem
1. Personal Appearance
Are they able to identify at least three features of their personal appearance e.g. colour hair, colour eyes, height, clothing?
2. Appearance of Others
Are they able to identify at least three features of others’ personal appearance e.g. colour hair, colour eyes, height, clothing?
Can they identify at least three things that they like?
Can they identify at least three things that they dislike?
Can they identify something that they feel they are good at?
1. Identify Emotions in Self
Are they able to identify how they are feeling in different scenarios?
2. Identify Emotions in Others
Are they able to identify how others might be feelings in different scenarios?
3. Bodily Reactions to Emotions
Can they explain how their body reacts when they feel different emotions e.g. when they are nervous their palms might sweat, they might go red, they might fidget?
4. Identifies Appropriate Responses to Emotions
Are they able to react appropriately to different emotions e.g. can they calm themselves down when they feel angry?
5. Follow a Plan to Respond to Emotions
Can they appropriately follow a plan that they make to deal with a certain emotion e.g. breathe, count to ten and then talk to someone if they feel angry?
1. Good Eye Contact
Do they follow the good eye contact rule when they talk to others?
2. Good Distance/Touch
Do they display appropriate distance and touch when they speak to someone?
3. Identify Facial Expressions
Are they able to identify a range of different facial expressions in others?
4. Identifies 'Good Body Language' in Self
Can they identify when they are displaying good body language e.g. good distance, good touch and good eye contact?
5. Identifies 'Good Body Language' in Others
Can they identify when others are displaying good body language e.g. good distance, good touch and good eye contact?
1. Good Volume
Do they speak with good volume, i.e. not too loudly or quietly?
2. Good Pace
Do they speak with good pace, i.e. not too quickly or slowly?
Is their speech clear to others?
Do they always speak with relevance in a conversation?
5. Identifies 'Good Speaking Rules'
Are they able to identify how good speech sounds e.g. good volume, good pace, good clarity?
Planning and Problem Solving
1. Thinks before Reacting
Do they always think before they react to a problem in school?
2. Identifies Problems
Do they understand when problems have occurred e.g. a fall out on the playground, an unforeseen change to timetabling, difficulties with peers’ friendships.
3. Identifies Examples of 'Good Problem Solving'
Can they identify situations in which problems were solved appropriately?
4. Devise a Plan to Solve a Problem
Can they make a plan to solve a problem that they’re involved in e.g. an approach to dealing with a change in timetabling?
5. Implement a Plan to Solve a Problem
Can they follow a plan that they have devised to solve a problem that they’re involved in?
Relationships, Leaderships and Assertiveness
1. Built and Maintained One Friendship
Do they have one school-based relationship with a peer that could be termed a friendship?
2. Built and Maintained Multiple Friendships
Do they have more than one school-based relationship with a peer that could be termed a friendship?
3. Express Thoughts and Feelings to Others
Are they able to tell others how they think and feel in an appropriate way in different situations?
4. Disagree with Others
Can they appropriately say that they disagree with others’ opinions?
5. Apologise Appropriately
Can they say sorry appropriately when it is expected of them?
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