1. The document outlines the social skills curriculum for Level 3 students. It includes lessons on social skills that are integrated into various subjects, as well as field trips and special project days. 2. Specific lessons from the "Keys to Life" coursebook are taught once a week for an hour over the first three years and cover topics like self-awareness, friendship, anger management, and diversity. Field trips are taken a few times over five years to practice social skills in different environments. 3. Extra support is provided to students with autism, including an autism coach and smaller group sizes to help with social skills like understanding school expectations, feelings, bullying, hygiene, and preparing for work training.

1. SocialSkills in Training Level 3

2. Content Vision in Training Level 3 Lessonsonsocialskills Field trips and excursions Special project days Socialskills and pupilswithautism

3. 1. Visiononsocialskills Considered as very important Integrated in most subjects Trained & practised in manyways Evaluated

4. Keys to Life Specificlessons First 3 years 1 hour a week Severalprojects/subjects Coursebookorworksheets

5. Keys to life Energizers Worksheets Active workforms Stimulating team work Getting to knowmyself Group Dynamics

6. Keys to life Positive: Time to work Younoticechange Youget to knowpupils Individuals & team work Negative - somepupils hard work - outcomeunpredictable - notalwaysfun -

7. Keys to life Subject: - me, myself and I - friendship - angermangement -diversity -drugs and such - children ‘s rights

8. Excursions/Fieldtrips Part of the circurculum Trying to geteveryoneinvolved Group dynamics 3 times in 5 years Observationphase: 3 daysbiking 3rd year: 5 days in the Ardennes 5th year: 5 days out of the country

9. Excursions/Fieldtrips Positive A ‘different’ way of learning A ‘different’ environment A ‘different’ pupil A ‘different’ group Negative Cost-related Workload Unpredictability

10. OAA 4 times a year Whole the school Mixed groups Team work Helpingeachother out Competition element and fun

11. OAA Positive Stimulatesdiversity Group dynamics Getting to knowwhole the school Rewarding in manyways ‘feel-good-moment’ foreverybody Negative Lots of planning Outcomenotalwaysclear Difficult to do wellfor all

12. PupilswithAutism & SocialSkills Extra support Oneauti-coach (trust) Smaller groups About the sameway as in TL2

13. ASS-coach In smaller groups Individual support In class support Work training support Crisis support Contact person

14. PupilswithAutism & SocialSkills

15. PupilswithAutism & SocialSkills Planning -Obeservationphase: Rules of the school Expectations Hanging out on the playground Whoam I? Gettingreadyfor the excursions

16. PupilswithAutism & SocialSkills 2nd year: - Whoam I? - Feelings: kinds, me & others, dealingwiththem - Keepingeachother in consideration - bullying & teasing

17. PupilswithAutism & SocialSkills 3rd year: - bringingontheirownsubjects pocket money parents love hygiene preservatives

18. PupilswithAutism & SocialSkills 4th year: Preparing work training Visitingwork training Expectations Transport Code of conductaroundwork training

19. PupilswithAutism & SocialSkills Code of conduct in the ASS-group Content school bag How to make contact withnewpeople How do youfind the right friends. Whyam I rathertimid/assertive/agressive? Picto’susedforexcursions Step by step schemeforcooking Friendship Where do I have to payattention at?

20. PupilswithAutism& SocialSkills