Personal and Social Competencies

Non subject specific skills in the classroom

If we wish our pupils to learn and understand others and also use their understanding to become responsible and respectful members of their own and wider communities they will need to develop and practice the skills required.

In order for pupils to not only learn about the three Abrahamic religions but also to develop their personal and social competencies within this context it is helpful to have a number of specific skills to focus on as learning objectives throughout the duration of the Learning Unit.

Below are some suggested skills (for display materials see Display/ ‘I can’ statements 1-3, Display/ ‘I can’ statements 4-6) that could be developed through this Learning Unit introduced one at a time by phase and then referred to where relevant on an ongoing basis as shown on the Implementation Plan.

 
Phase One

  • I can confidently initiate questions and make contributions or offers of opinion in a range of contexts 
Phase Two
  • I can encourage others to share their beliefs with me
  • I can sustain friendships over a period of time and join other friendship groups without hurting (upsetting) others 
Phase Three
  • I can show others that I am genuinely interested in what they are saying and build on their ideas
Phase Four
  • I can describe the positive things about the differences and similarities between people
Phase Five
  • I can appreciate why other people believe in different things to me

Teachers would need to spend 10 to 15 minutes at the start of each phase introducing and exploring the ‘I can’ statement. See a short audio-visual presentation Developing pupil personal and social competencies giving further support for teachers.
Pupils could keep a record of their skill acquisition progress on Personal and Social Competencies - Self-Assessment Record Sheet.

  • Example lesson script

Teachers may wish to use the template below as a script to introduce each ‘I can’ statements.

“For the next week, alongside our Abrahamic faith classroom activities and independent research we will be looking to develop the following skill:

‘I can confidently initiate questions and make contributions or offers of opinion in a range of contexts’


Teachers would need to spend 10 to 15 minutes at the start of each phase introducing and exploring the ‘I can’ statement. See Developing pupil personal and social competencies giving further support for teachers.

Pupils could keep a record of their skill acquisition progress on Personal and Social Competencies - Self-Assessment Record Sheet.

Example lesson script

Teachers may wish to use the template below as a script to introduce each ‘I can’ statements.

“For the next week, alongside our Abrahamic faith classroom activities and independent research we will be looking to develop the following skill:

‘I can confidently initiate questions and make contributions or offers of opinion in a range of contexts’

We need to be clear in our minds what the success criteria would look like for this statement and why we think this is important, so we can make a clear judgement as to whether we are able to practise it.”
 
Explore with the pupils the meaning of and the language used in the ‘I can’ statement.

Spend a few minutes discussing and scribing pupils’ ideas for success criteria which should then be displayed for the week.

Opportunities to remind pupils about the ‘I can’ statement can be taken during any learning and teaching session. Teachers might also like to provide specific opportunities to discuss and /or practise the skill.

Towards the end of each phase provide an opportunity for pupils to discuss their progress in mastering the skill with their peers on individual and class assessment record sheet.