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1
BEHAVIOUR FOR LEARNING
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
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
BEHAVIOUR FOR LEARNING
PIVATS PERFORMANCE INDICATORS: PIVATS MILESTONE P1:
Attention Developing
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
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
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
BEHAVIOUR FOR LEARNING
PIVATS PERFORMANCE INDICATORS: PIVATS MILESTONE P2:
Attention Developing
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
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
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
BEHAVIOUR FOR LEARNING
PIVATS PERFORMANCE INDICATORS: PIVATS MILESTONE P2:
Attention Developing
independence
Co-operation leading to choices
(groups)
Following instructions/ boundaries
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
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
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
BEHAVIOUR FOR LEARNING
PIVATS PERFORMANCE INDICATORS: PIVATS MILESTONE P3:
Attention Developing
independence Co-operation leading to choices (groups)
Following instructions/ boundaries
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
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
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
BEHAVIOUR FOR LEARNING
PIVATS PERFORMANCE INDICATORS: PIVATS MILESTONE P3:
Attention Developing independence Co-operation leading to choices ( groups)
Following instructions/ boundaries
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
score
Number
of
PIVATS
steps
achieved:
PIVATS
milestone
equivalent:
PIVATS
score
Number
of
PIVATS
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
BEHAVIOUR FOR LEARNING
PIVATS PERFORMANCE INDICATORS: PIVATS MILESTONE P4:
Attention Developing
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
BEHAVIOUR FOR LEARNING
PIVATS PERFORMANCE INDICATORS: PIVATS MILESTONE P4 CONTINUED:
Attention Developing 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 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
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
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
BEHAVIOUR FOR LEARNING
PIVATS PERFORMANCE INDICATORS: PIVATS MILESTONE P5:
Attention Developing independence Co-operation leading to
choices (groups)
Following instructions/ boundaries
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.
Please turn the page to view the rest of the indicators a child needs to complete to achieve P5 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.
10
BEHAVIOUR FOR LEARNING
PIVATS PERFORMANCE INDICATORS: PIVATS MILESTONE P5 CONTINUED:
Attention Developing independence Co-operation leading to
choices (groups)
Following instructions/ boundaries
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
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
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
BEHAVIOUR FOR LEARNING
PIVATS PERFORMANCE INDICATORS: PIVATS MILESTONE P6:
Attention Developing independence Co-operation leading to
choices ( groups) Following instructions/
boundaries Goal setting - AFL
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.’
Please turn the page to view the rest of the indicators a child needs to complete to achieve P6 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.
12
BEHAVIOUR FOR LEARNING
PIVATS PERFORMANCE INDICATORS: PIVATS MILESTONE P6 CONTINUED:
Attention Developing independence Co-operation leading to
choices ( groups) Following instructions/
boundaries Goal setting - AFL
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
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
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
BEHAVIOUR FOR LEARNING
PIVATS PERFORMANCE INDICATORS: PIVATS MILESTONE P7:
Attention Developing independence Co-operation leading to
choices (groups) Following instructions/
boundaries Goal setting - AFL
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.
Please turn the page to view the rest of the indicators a child needs to complete to achieve P7 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.
14
BEHAVIOUR FOR LEARNING
PIVATS PERFORMANCE INDICATORS: PIVATS MILESTONE P7 CONTINUED:
Attention Developing
independence Co-operation leading to choices
(groups) Following instructions/
boundaries Goal setting - AFL
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
BEHAVIOUR FOR LEARNING
PIVATS PERFORMANCE INDICATORS: PIVATS MILESTONE P8:
Attention Developing
independence Co-operation leading to
choices ( groups) Following instructions/
boundaries Goal setting - AFL
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.
Please turn the page to view the rest of the indicators a child needs to complete to achieve P8 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.
16
BEHAVIOUR FOR LEARNING
PIVATS PERFORMANCE INDICATORS: PIVATS MILESTONE P8 CONTINUED:
Attention Developing
independence Co-operation leading to
choices ( groups) Following instructions/
boundaries Goal setting - AFL
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
BEHAVIOUR FOR LEARNING
PIVATS PERFORMANCE INDICATORS: PIVATS MILESTONE BRIDGE:
Attention Developing
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
BEHAVIOUR FOR LEARNING
PIVATS PERFORMANCE INDICATORS: PIVATS MILESTONE BRIDGE CONTINUED:
Attention Developing
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 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
BEHAVIOUR FOR LEARNING
PIVATS PERFORMANCE INDICATORS: PIVATS MILESTONE ONE:
Attention Developing independence Co-operation
leading to choices ( groups)
Following instructions/ boundaries
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
BEHAVIOUR FOR LEARNING
PIVATS PERFORMANCE INDICATORS: PIVATS MILESTONE ONE CONTINUED:
Attention Developing
independence Co-operation leading to choices (groups)
Following instructions/ boundaries
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
BEHAVIOUR FOR LEARNING
PIVATS PERFORMANCE INDICATORS: PIVATS MILESTONE TWO:
Attention Developing independence Co-operation leading to
choices ( groups) Following instructions/
boundaries Goal setting - AFL
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
the first step, any 6 indicators can combine to form the second step and so on.
22
BEHAVIOUR FOR LEARNING
PIVATS PERFORMANCE INDICATORS: PIVATS MILESTONE TWO CONTINUED:
Attention Developing independence Co-operation leading to
choices ( groups) Following instructions/
boundaries Goal setting - AFL
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
BEHAVIOUR FOR LEARNING
PIVATS PERFORMANCE INDICATORS: PIVATS MILESTONE THREE:
Attention Developing independence Co-operation leading to choices
( groups) Following instructions/
boundaries Goal setting - AFL
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
BEHAVIOUR FOR LEARNING
PIVATS PERFORMANCE INDICATORS: PIVATS MILESTONE THREE CONTINUED:
Attention Developing independence Co-operation leading to
choices (groups) Following instructions/
boundaries Goal setting - AFL
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
BEHAVIOUR FOR LEARNING
PIVATS PERFORMANCE INDICATORS: PIVATS MILESTONE FOUR:
Attention Developing
independence Co-operation leading to
choices ( groups) Following instructions/
boundaries Goal setting - AFL
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
BEHAVIOUR FOR LEARNING
PIVATS PERFORMANCE INDICATORS: PIVATS MILESTONE FOUR CONTINUED:
Attention Developing
independence Co-operation leading to
choices (groups) Following instructions/
boundaries Goal setting - AFL
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
27
BEHAVIOUR FOR LEARNING
PIVATS PERFORMANCE INDICATORS: PIVATS MILESTONE FIVE:
Attention Developing
independence Co-operation leading to
choices (groups) Following instructions/
boundaries Goal setting - AFL
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
the first step, any 6 indicators can combine to form the second step and so on.
28
BEHAVIOUR FOR LEARNING
PIVATS PERFORMANCE INDICATORS: PIVATS MILESTONE FIVE CONTINUED:
Attention Developing independence Co-operation leading to choices
( groups) Following instructions/
boundaries Goal setting - AFL
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