Building Social Skills

Overview

Duration: 30 minutes
Class size: 8 pupils
Support staff: 3
Pupil profile: All pupils have autism or related challenges, with varying levels of communication and literacy skills. Most are verbal. Some are working at age-related expectations; a few are 2-3 years behind.

National Curriculum Alignment

Subject: PSHE (Personal, Social, Health and Economic Education)
Key Stage: KS1 (Year 2)

Relevant Programme of Study

• PSHE Association Programme of Study for Years 1 and 2
• Social and Emotional Wellbeing: Recognise and manage feelings, develop empathy, and build positive relationships.
• Relationships Education: Learn how to take turns, share, help others, and use polite behaviour.

Specific Learning Objectives (based on National Curriculum)

By the end of this lesson, pupils will be able to:

• PSHE KS1 Outcome: Recognise common feelings and describe simple strategies for managing feelings (including anger and frustration).
• Understand and demonstrate key social interactions such as taking turns, listening, and sharing.
• Develop empathy through recognising how others might feel in social situations.
• Practise positive communication skills to build relationships.

Learning Resources

• Visual emotion cards (happy, sad, angry, surprised)
• A set of simple social scenario cards with images for role play (e.g., sharing toys, asking for help)
• A "Feelings Thermometer" visual aid
• Soft ball or ‘talking object’ to encourage turn-taking
• Emotion and behaviour behaviour chart with positive reinforcement stickers

Lesson Structure

1. Introduction and Warm-up (5 minutes)

• Gather pupils in a circle on the carpet.
• Use the “Feelings Thermometer” to quickly check how everyone feels today by pointing to an emotion. Staff model by saying how they feel and why using the visual cues.
• Briefly explain today’s focus: “We are going to practise how to be good friends and how to use our words and actions to make friends happy.”

2. Social Skills Activity: Role Play with Social Scenarios (20 minutes)

Step 1: Introduce Social Scenarios (5 minutes)

• Show 3-4 social scenario cards one at a time. Examples:
  • Sharing a toy with a friend
  • Waiting for your turn in a game
  • Asking someone for help politely
• Discuss each scenario using simple language and visuals, modelling “Good” behaviours vs. less helpful ones (“Please wait,” “Can I play next?”).

Step 2: Guided Role Play (15 minutes)

• Divide class into 4 pairs (with a member of support staff in each pair to guide and scaffold).
• Use a soft ball or ‘talking object’ and assign one social scenario per pair.
• Pupils take turns acting out the scenario, encouraged to use phrases or gestures introduced.
• Support staff to prompt and reinforce: “What can we say to be kind?” or “How can you show you’re listening?”
• After each role play, ask briefly “How did that make you/the other person feel?” linking back to the emotions visual.
• Rotate pairs/scenarios if time allows.

3. Plenary and Positive Reinforcement (5 minutes)

• Reconvene whole group.
• Use the behaviour chart to praise pupils for specific positive social behaviours noticed (sharing, listening, waiting their turn).
• Allow pupils to place a sticker next to the behaviour they feel they practised best today (encourage verbal explanation).
• End with a calming breathing exercise: “Let’s all take three deep breaths to feel calm and happy.”

Assessment and Differentiation

Assessment:

• Observation records by support staff focusing on: ability to take turns, use polite language, recognise others’ feelings, and engage in role play.
• Pupils verbalising feelings or emotions during plenary and role play.
• Use of visual aids to support responses and understanding.

Differentiation:

• Visual supports for all pupils, ensuring those with reading difficulties can fully engage.
• Adult modelling and close 1:1 support where needed.
• Simplified language or single step roles for pupils working 2-3 years behind.
• Challenge for higher-skilled pupils: encourage extended sentences or suggesting alternative polite phrases.

Additional Notes for Staff

• Use calm and clear communication, respecting sensory needs.
• Praise effort and participation over correctness.
• Keep transitions smooth and predictable to help pupils regulate.
• All activities should prioritise inclusion and confidence-building.

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This lesson plan empowers pupils with autism to practise and experience social skills in a supportive environment, closely aligned with the KS1 PSHE national curriculum requirements, preparing learners for positive interactions in school and beyond.