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Evidence for Learning

P-Scales 2014

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Art and Design
-Performance descriptors:
-P1 (i) Puils encounter activities and experiences
--[]They may be passive or resistant
--[]They may show simple reflex responses 
--[]Any participation is fully prompted.
-P1 (ii) Pupils show emerging awareness of activities and experiences
--[]They may have periods when they appear alert and ready to focus their attention on certain people, events, objects or parts of objects 
--[]They may give intermittent reactions.
-P2 (i) Pupils begin to respond consistently to familiar people, events and objects
--[]They react to new activities and experiences 
--[]They begin to show interest in people, events and objects 
--[]They accept and engage in coactive exploration.
-P2 (ii) Pupils begin to be proactive in their interactions
--[]They communicate consistent preferences and affective responses 
--[]They recognise familiar people, events and objects 
--[]They perform actions, often by trial and improvement, and they remember learned responses over short periods of time 
--[]They cooperate with shared exploration and supported participation.
-P3 (i) Pupils begin to communicate intentionally
--[]They seek attention through eye contact, gesture or action.
--[]They request events or activities 
--[]They participate in shared activities with less support
--[]They sustain concentration for short periods. They explore materials in increasingly complex ways 
--[]They observe the results of their own actions with interest 
--[]They remember learned responses over more extended periods.
-P3 (ii) Pupils use emerging conventional communication
--[]They greet known people and may initiate interactions and activities 
--[]They can remember learned responses over increasing periods of time and may anticipate known events 
--[]They may respond to options and choices with actions or gestures 
--[]They actively explore objects and events for more extended periods 
--[]They apply potential solutions systematically to problems.
-P4 Pupils show some awareness of cause and effect in a creative process
--[]They explore materials systematically 
--[]They are aware of starting or stopping a process
--[]They make marks intentionally on a surface with fingers or tools 
--[]They repeat an activity to make the same or similar effect
--[]They show an active interest in a range of tools and materials, taking part in familiar activities with some support.
-P5 Pupils handle or use tools and materials purposefully
--[]They show preferences for activities and begin to carry out simple processes
--[]They choose tools and materials which are appropriate to the activity 
--[]They show they can create and apply familiar techniques to a task.
-P6 Pupils show an intention to create
--[]They start to use tools, materials and simple actions to produce a piece of work
--[]They imitate the use of tools, materials and simple actions.
--[]They practise new skills with less support, developing their knowledge of the process of making.
-P7 Pupils communicate ideas, events or experiences through their use of colour, form, line and tone
--[]Working in two or three dimensions they may intentionally represent or symbolise an object or an emotion
--[]They purposefully choose colours or techniques
--[]They show confidence in using a variety of processes and make appropriate use of tools and materials.
-P8 Pupils develop their ideas and use materials and processes working in two and three dimensions
--[]They finish a piece of work following an established pattern of activity 
--[]They know that paintings, sculptures and drawings have meaning
--[]They use a growing art vocabulary and begin to express meaning in their own work.
Computing
-Performance descriptors:
-P1 (i) Pupils encounter activities and experiences
--[]They may be passive or resistant
--[]They may show simple reflex responses 
--[]Any participation is fully prompted.
-P1 (ii) Pupils show emerging awareness of activities and experiences
--[]They may have periods when they appear alert and ready to focus their attention on certain people, events, objects or parts of objects 
--[]They may give intermittent reactions,.
-P2 (i) Pupils begin to respond consistently to familiar people, events and objects
--[]They react to new activities and experiences 
--[]They begin to show interest in people, events and objects 
--[]They accept and engage in coactive exploration.
-P2 (ii) Pupils begin to be proactive in their interactions
--[]They communicate consistent preferences and affective responses 
--[]They recognise familiar people, events and objects 
--[]They perform actions, often by trial and improvement, and they remember learned responses over short periods of time 
--[]They cooperate with shared exploration and supported participation.
-P3 (i) Pupils begin to communicate intentionally
--[]They seek attention through eye contact, gesture or action
--[]They request events or activities 
--[]They participate in shared activities with less support.
--[]They sustain concentration for short periods
--[]They explore materials in increasingly complex ways 
--[]They observe the results of their own actions with interest 
--[]They remember learned responses over more extended periods.
-P3 (ii) Pupils use emerging conventional communication
--[]They greet known people and may initiate interactions and activities 
--[]They can remember learned responses over increasing periods of time and may anticipate known events 
--[]They may respond to options and choices with actions or gestures 
--[]They actively explore objects and events for more extended periods 
--[]They apply potential solutions systematically to problems.
-P4 Pupils make selections to communicate meanings, 
--Pupils make selections to generate familiar/preferred sounds or images. They know that certain actions produce predictable results 
--[]The assumption is that the pupil will use their preferred method of access throughout.
-P5 Pupils use computer programs, for example, to move a device to manipulate something on screen
--[]They make connections between control devices and information on screen.
-P6 Pupils use Information and Communications Technology (ICT) to interact with other pupils and adults.
--[]They use a keyboard or touch screen to select letters and/or images for their own names
--[]They show they understand that information can be stored on a computer 
--[]They respond to simple instructions to control a device 
--[]They operate some devices independently.
-P7 Pupils gather information from different sources
--[]They use ICT to communicate meaning and express ideas in a variety of contexts 
--[]They begin to choose equipment and software for a familiar activity.
-P8 Pupils find similar information in different formats, (photo in paper, in book, on website, from TV programme)
--Pupils use ICT to communicate and present their ideas 
--Pupils can load a resource and make a choice from it 
--[]They communicate about their use of ICT.
Design and Technology
-Performance descriptors:
-P1 (i) Pupils encounter activities and experiences
--[]They may be passive or resistant
--[]They may show simple reflex responses 
--[]Any participation is fully prompted.
-P1 (ii) Pupils show emerging awareness of activities and experiences
--[]They may have periods when they appear alert and ready to focus their attention on certain people, events, objects or parts of objects 
--[]They may give intermittent reactions.
-P2 (i) Pupils begin to respond consistently to familiar people, events and objects
--[]They react to new activities and experiences 
--[]They begin to show interest in people, events and objects 
--[]They accept and engage in coactive exploration.
-P2 (ii) Pupils begin to be proactive in their interactions
--[]They communicate consistent preferences and affective responses 
--[]They recognise familiar people, events and objects 
--[]They perform actions, often by trial and improvement, and they remember learned responses over short periods of time 
--[]They cooperate with shared exploration and supported participation.
-P3 (i) Pupils begin to communicate intentionally
--[]They seek attention through eye contact, gesture or action.
--[]They request events or activities.
--[]They participate in shared activities with less support. They sustain concentration for short periods
--[]They explore materials in increasingly complex ways 
--[]They observe the results of their own actions with interest 
--[]They remember learned responses over more extended periods.
-P3 (ii) Pupils use emerging conventional communication
--[]They greet known people and may initiate interactions and activities 
--[]They can remember learned responses over increasing periods of time and may anticipate known events 
--[]They may respond to options and choices with actions or gestures 
--[]They actively explore objects and events for more extended periods 
--[]They apply potential solutions systematically to problems.
-P4 With help, pupils begin to assemble components provided for an activity 
--[]They contribute to activities by coactively grasping and moving simple tools, 
--[]They explore options within a limited range of materials.
-P5 Pupils use a basic tool, with support 
--[]They demonstrate preferences for products, materials and ingredients.
-P6 Pupils recognise familiar products and explore the different parts they are made from
--[]They watch others using a basic tool and copy the actions 
--[]They begin to offer responses to making activities.
-P7 Pupils operate familiar products, with support, and explore how they work
--[]They use basic tools or equipment in simple processes, chosen in negotiation with staff.
--[]They begin to communicate preferences in their designing and making.
-P8 Pupils explore familiar products and communicate views about them when prompted
--[]With help, they manipulate a wider range of basic tools in making activities 
--[]They begin to contribute to decisions about what they will do and how.
English
-Performance descriptors across subjects:
-P1 (i) Pupils encounter activities and experiences
--[]They may be passive or resistant
--[]They may show simple reflex responses, 
--[]Any participation is fully prompted.
-P1 (ii) Pupils show emerging awareness of activities and experiences
--[]They may have periods when they appear alert and ready to focus their attention on certain people, events, objects or parts of objects 
--[]They may give intermittent reactions.
-P2 (i) Pupils begin to respond consistently to familiar people, events and objects
--[]They react to new activities and experiences 
--[]They begin to show interest in people, events and objects 
--[]They accept and engage in coactive exploration.
-P2 (ii) Pupils begin to be proactive in their interactions
--[]They communicate consistent preferences and affective responses 
--[]They recognise familiar people, events and objects 
--[]They perform actions, often by trial and improvement, and they remember learned responses over short periods of time 
--[]They cooperate with shared exploration and supported participation.
-P3 (i) Pupils begin to communicate intentionally
--[]They seek attention through eye contact, gesture or action
--[]They request events or activities 
--[]They participate in shared activities with less support. They sustain concentration for short periods.
--[]They explore materials in increasingly complex ways 
--[]They observe the results of their own actions with interest 
--[]They remember learned responses over more extended periods.
-P3 (ii) Pupils use emerging conventional communication
--[]They greet known people and may initiate interactions and activities.
--[]They can remember learned responses over increasing periods of time and may anticipate known events 
--[]They may respond to options and choices with actions or gestures 
--[]They actively explore objects and events for more extended periods 
--[]They apply potential solutions systematically to problems.
Speaking
-P4 Pupils repeat, copy and imitate between 10 and 50 single words, signs or phrases or use a repertoire of objects of reference or symbols
--[]They use single words, signs and symbols for familiar objects , and to communicate about events and feelings.
-P5 Pupils combine two key ideas or concepts
--[]They combine single words, signs or symbols to communicate meaning to a range of listeners 
--[]They make attempts to repair misunderstandings without changing the words used 
--Pupils use a vocabulary of over 50 words.
-P6 Pupils initiate and maintain short conversations using their preferred medium of communication
--[]They ask simple questions to obtain information 
--[]They can use prepositions, such as ‘in’ or ‘on’, and pronouns, such as ‘my’ or ‘it’, correctly.
-P7 Pupils use phrases with up to three key words, signs or symbols to communicate simple ideas, events or stories to others 
--[]They use regular plurals correctly
--[]They communicate ideas about present, past and future events and experiences, using simple phrases and statements 
--[]They contribute appropriately one-to-one and in small group discussions and role play
--[]They use the conjunction and to link ideas or add new information beyond what is asked.
-P8 They link up to four key words, signs or symbols in communicating about their own experiences or in telling familiar stories, both in groups and one-to- one 
--[]They use an extensive vocabulary to convey meaning to the listener
--[]They can use possessives 
--[]They take part in role play with confidence
--[]They use conjunctions that suggest cause.
Listening
-P4 Pupils demonstrate an understanding of at least 50 words, including the names of familiar objects
--Pupils respond appropriately to simple requests which contain one key word, sign or symbol in familiar situations.
-P5 Pupils respond appropriately to questions about familiar or immediate events or experiences 
--[]They follow requests and instructions containing at least two key words, signs or symbols.
-P6 Pupils respond to others in group situations 
--[]They follow requests and instructions with three key words, signs or symbols.
-P7 Pupils listen, attend to and follow stories for short stretches of time
--[]They follow requests and instructions with four key words, signs or symbols 
--[]They attend to, and respond to, questions from adults and their peers about experiences, events and stories.
-P8 Pupils take part in role play with confidence
--Pupils listen attentively. They respond appropriately to questions about why or how.
Reading
-P4 Pupils listen and respond to familiar rhymes and stories
--[]They show some understanding of how books work.
-P5 Pupils select a few words, symbols or pictures with which they are particularly familiar and derive some meaning from text, symbols or pictures presented in a way familiar to them
--[]They match objects to pictures and symbols 
--[]They show curiosity about content at a simple level.
-P6 Pupils select and recognise or read a small number of words or symbols linked to a familiar vocabulary.
--[]They match letters and short words.
-P7 Pupils show an interest in the activity of reading
--[]They predict elements of a narrative 
--[]They distinguish between print or symbols and pictures in texts. They understand the conventions of reading 
--[]They know that their name is made up of letters.
-P8 Pupils understand that words, symbols and pictures convey meaning
--[]They recognise or read a growing repertoire of familiar words or symbols, including their own names
--[]They recognise at least half the letters of the alphabet by shape, name or sound
--[]They associate sounds with patterns in rhymes, with syllables, and with words or symbols.
Writing
-P4 Pupils show that they understand that marks and symbols convey meaning 
--[]They make marks or symbols in their preferred mode of communication.
-P5 Pupils produce meaningful marks or symbols associated with their own name or familiar spoken words, actions, images or events 
--[]They trace, overwrite or copy shapes and straight line patterns.
-P6 Pupils produce or write their name in letters or symbols
--[]They copy letter forms.
-P7 Pupils group letters and leave spaces between them as though they are writing separate words
--[]They are aware of the sequence of letters, symbols and words.
-P8 Pupils show awareness that writing can have a range of purposes 
--[]They show understanding of how text is arranged on the page 
--[]They write or use their preferred mode of communication to set down their names with appropriate use of upper- and lower-case letters or appropriate symbols.
Geography
-Performance descriptors:
-P1 (i) Pupils encounter activities and experiences
--[]They may be passive or resistant
--[]They may show simple reflex responses. Any participation is fully prompted.
-P1 (ii) Pupils show emerging awareness of activities and experiences
--[]They may have periods when they appear alert and ready to focus their attention on certain people, events, objects or parts of objects 
--[]They may give intermittent reactions.
-P2 (i) Pupils begin to respond consistently to familiar people, events and objects
--[]They react to new activities and experiences 
--[]They begin to show interest in people, events and objects 
--[]They accept and engage in coactive exploration.
-P2 (ii) Pupils begin to be proactive in their interactions
--[]They communicate consistent preferences and affective responses 
--[]They recognise familiar people, events and objects 
--[]They perform actions, often by trial and improvement, and they remember learned responses over short periods of time 
--[]They cooperate with shared exploration and supported participation.
-P3 (i) Pupils begin to communicate intentionally
--[]They seek attention through eye contact, gesture or action.
--[]They request events or activities 
--[]They participate in shared activities with less support
--[]They sustain concentration for short periods
--[]They explore materials in increasingly complex ways 
--[]They observe the results of their own actions with interest 
--[]They remember learned responses over more extended periods.
-P3 (ii) Pupils use emerging conventional communication
--[]They greet known people and may initiate interactions and activities 
--[]They can remember learned responses over increasing periods of time and may anticipate known events 
--[]They may respond to options and choices with actions or gestures 
--[]They actively explore objects and events for more extended periods 
--[]They apply potential solutions systematically to problems.
-P4 Pupils extend the skills to help them explore the world
--[]They handle artefacts and materials given to them 
--[]They know that certain actions produce predictable results 
--[]They know familiar places and people and what they are there for.
-P5 Pupils consolidate a sense of place and direction 
--[]They show their awareness (through gestures, signs, symbols or words) of significant differences between specific physical/natural and human/made features of places 
--[]They can answer simple questions about places and people 
--[]They start to sort and classify objects in terms of simple features or properties.
-P6 Pupils understand the differences between the physical/natural and human/made features of places
--[]They use pictures or symbols to show familiar places and what they are for, such as making simple plans and maps of familiar areas
--[]They show what they think about different people and environments and answer simple questions about places and people.
-P7 Pupils communicate their preferences about the physical/natural and human/made features of places
--[]They begin to use symbols to represent direction, and can represent and record key features of a place using models or symbols
--[]They are aware of their role in caring for their own environment.
-P8 Pupils recognise the physical/natural and human / made features of places 
--[]They use simple geographical language to communicate their ideas about various locations, functions and roles
--[]They use resources given to them and their own observations to respond to simple questions about places and people
--[]They recognise simple symbols or representations on maps and plans
--[]They show some understanding of environmental awareness and how it relates to their own lives and they express their views on features of the environment which they find attractive or unattractive.
History
-Performance descriptors:
-P1 (i) Pupils encounter activities and experiences
--[]They may be passive or resistant
--[]They may show simple reflex responses. Any participation is fully prompted.
-P1 (ii) Pupils show emerging awareness of activities and experiences
--[]They may have periods when they appear alert and ready to focus their attention on certain people, events, objects or parts of objects 
--[]They may give intermittent reactions.
-P2 (i) Pupils begin to respond consistently to familiar people, events and objects
--[]They react to new activities and experiences 
--[]They begin to show interest in people, events and objects 
--[]They accept and engage in coactive exploration.
-P2 (ii) Pupils begin to be proactive in their interactions
--[]They communicate consistent preferences and affective responses 
--[]They recognise familiar people, events and objects 
--[]They perform actions, often by trial and improvement, and they remember learned responses over short periods of time.
--[]They cooperate with shared exploration and supported participation.
-P3 (i) Pupils begin to communicate intentionally
--[]They seek attention through eye contact, gesture or action
--[]They request events or activities 
--[]They participate in shared activities with less support. They sustain concentration for short periods
--[]They explore materials in increasingly complex ways 
--[]They observe the results of their own actions with interest 
--[]They remember learned responses over more extended periods.
-P3 (ii) Pupils use emerging conventional communication
--[]They greet known people and may initiate interactions and activities 
--[]They can remember learned responses over increasing periods of time and may anticipate known events 
--[]They may respond to options and choices with actions or gestures 
--[]They actively explore objects and events for more extended periods 
--[]They apply potential solutions systematically to problems.
-P4 Pupils recognise themselves and other people in pictures of the recent past
--[]They link the passage of time with a variety of indicators 
--[]They use single words, signs or symbols to confirm the function of everyday items from the past.
-P5 Pupils know they took part in past events and they listen and respond to familiar stories about their own past
--[]They begin to communicate about activities and events in the past  in response to personal items from their own early childhood
--[]With some prompting or support, they answer simple questions about historical artefacts and buildings.
-P6 Pupils recognise and make comments about themselves and people they know in pictures of the more distant past
--[]They recognise some obvious distinctions between the past and the present in their own lives and communicate about these 
--[]They begin to pick historical artefacts out from collections of items.
-P7 Pupils begin to recognise some distinctions between the past and present in other people’s lives as well as their own and communicate about these in simple phrases and statements
--[]They listen to and follow stories about people and events in the past as well as events in their own lives. They sort objects to given criteria.
-P8 Pupils indicate if personal events and objects belong in the past or present
--[]They begin to use some common words, signs or symbols to indicate the passage of time 
--[]They can recount episodes from their own past and some details from other historical events with prompts 
--[]They answer simple questions about historical stories and artefacts.
Mathematics
-Performance descriptors across subjects:
-P1 (i) Pupils encounter activities and experiences
--[]They may be passive or resistant
--[]They may show simple reflex responses. Any participation is fully prompted.
-P1 (ii) Pupils show emerging awareness of activities and experiences
--[]They may have periods when they appear alert and ready to focus their attention on certain people, events, objects or parts of objects,
--[]They may give intermittent reactions.
-P2 (i) Pupils begin to respond consistently to familiar people, events and objects
--[]They react to new activities and experiences 
--[]They begin to show interest in people, events and objects 
--[]They accept and engage in coactive exploration.
-P2 (ii) Pupils begin to be proactive in their interactions
--[]They communicate consistent preferences and affective responses 
--[]They recognise familiar people, events and objects 
--[]They perform actions, often by trial and improvement, and they remember learned responses over short periods of time 
--[]They cooperate with shared exploration and supported participation.
-P3 (i) Pupils begin to communicate intentionally
--[]They seek attention through eye contact, gesture or action
--[]They request events or activities.
--[]They participate in shared activities with less support.
--[]They sustain concentration for short periods
--[]They explore materials in increasingly complex ways 
--[]They observe the results of their own actions with interest 
--[]They remember learned responses over more extended periods.
-P3 (ii) Pupils use emerging conventional communication
--[]They greet known people and may initiate interactions and activities 
--[]They can remember learned responses over increasing periods of time and may anticipate known events 
--[]They may respond to options and choices with actions or gestures 
--[]They actively explore objects and events for more extended periods 
--[]They apply potential solutions systematically to problems.
Using and applying mathematics
-P4 Pupils are aware of cause and effects in familiar mathematical activities 
--Pupils show awareness of changes in shape, position or quantity 
--[]They anticipate, follow and join in familiar activities when given a contextual clue.
-P5 Pupils sort or match objects or pictures by recognising similarities 
--[]They make sets that have the same small number of objects in each 
--[]They solve simple problems practically.
-P6 Pupils sort objects and materials according to a given criteria 
--[]They copy simple patterns or sequences.
-P7 Pupils complete a range of classification activities using a given criterion 
--[]They identify when an object is different and does not belong to a given familiar category 
--[]They respond appropriately to key vocabulary and questions.
-P8 Pupils talk about, recognise and copy simple repeating patterns and sequences 
--Pupils use their developing mathematical understanding of counting up to ten to solve simple problems encountered in play, games or other work 
--Pupils make simple estimates.
Number
-P4 Pupils show an awareness of number activities and counting.
--[]Pupils show an awareness of number activities and counting.
-P5 Pupils respond to and join in with familiar number rhymes, stories, songs and games 
--Pupils can indicate one or two 
--[]They demonstrate that they are aware of contrasting quantities.
-P6 Pupils demonstrate an understanding of one-to-one correspondence in a range of contexts. Pupils join in rote counting up to five 
--[]They count reliably to three, make sets of up to three objects and use numbers to three in familiar activities and games 
--[]They demonstrate an understanding of the concept of ‘more. They join in with new number rhymes, songs, stories and games.
-P7 Pupils join in rote counting to 10 
--[]They can count at least 5 objects reliably 
--[]They recognise numerals from one to five and to understand that each represents a constant number or amount 
--Pupils demonstrate an understanding of ‘less’. In practical situations they respond to ‘add one’ to a number of objects.
-P8 Pupils join in with rote counting to beyond 10 
--[]They continue to rote count onwards from a given small number 
--Pupils recognise differences in quantity 
--[]They recognise numerals from one to nine and relate them to sets of objects. In practical situations they respond to ‘add one’ to or ‘take one away’ from a number of objects, 
--[]They use ordinal numbers (first, second, third) when describing the position of objects, people or events 
--Pupils estimate a small number (up to 10) and check by counting.
Shape, space and measures
-P4 Pupils search for objects that have gone out of sight, hearing or touch, demonstrating the beginning of object permanence 
--Pupils match big objects and small objects 
--[]They demonstrate interest in position and the relationship between objects.
-P5 Pupils search intentionally for objects in their usual place 
--[]They find big and small objects on request 
--[]They compare the overall size of one object with that of another where there is a marked difference 
--[]They explore the position of objects.
-P6 Pupils search for objects not found in their usual place, demonstrating their understanding of object permanence 
--[]They compare the overall size of one object with that of another where the difference is not great 
--[]They manipulate three-dimensional shapes 
--[]They show understanding of words signs and symbols that describe positions.
-P7 Pupils respond to ‘forwards’ and ‘backwards’ 
--[]They pick out described shapes from a collection 
--[]They use familiar words in practical situations when they compare sizes and quantities,.
-P8 Pupils compare objects directly, focusing on one dimension such as length or height where the difference is marked and can indicate ‘the long one’ or ‘the tall one’ 
--[]They show awareness of time, through some familiarity with names of the days of the week and significant times in their day, such as meal times, bed times 
--[]They respond to mathematical vocabulary such as ‘straight’, ‘circle’, ‘larger’ to describe the shape and size of solids and flat shapes 
--[]They describe shapes in simple models, pictures and patterns.
Music
-Performance descriptors:
-P1 (i) Pupils encounter activities and experiences
--[]They may be passive or resistant
--[]They may show simple reflex responses 
--[]Any participation is fully prompted.
-P1 (ii) Pupils show emerging awareness of activities and experiences
--[]They may have periods when they appear alert and ready to focus their attention on certain people, events, objects or parts of objects 
--[]They may give intermittent reactions.
-P2 (i) Pupils begin to respond consistently to familiar people, events and objects. They react to new activities and experiences.
--[]They begin to show interest in people, events and objects, 
--[]They accept and engage in coactive exploration.
-P2 (ii) Pupils begin to be proactive in their interactions
--[]They communicate consistent preferences and affective responses 
--[]They recognise familiar people, events and objects. They perform actions, often by trial and improvement, and they remember learned responses over short periods of time 
--[]They cooperate with shared exploration and supported participation.
-P3 (i) Pupils begin to communicate intentionally
--[]They seek attention through eye contact, gesture or action.
--[]They request events or activities 
--[]They participate in shared activities with less support. They sustain concentration for short periods
--[]They explore materials in increasingly complex ways 
--[]They observe the results of their own actions with interest 
--[]They remember learned responses over more extended periods.
-P3 (ii) Pupils use emerging conventional communication
--[]They greet known people and may initiate interactions and activities 
--[]They can remember learned responses over increasing periods of time and may anticipate known events 
--[]They may respond to options and choices with actions or gestures 
--[]They actively explore objects and events for more extended periods 
--[]They apply potential solutions systematically to problems.
-P4 Pupils use single words, gestures, signs, objects, pictures or symbols to communicate about familiar musical activities or name familiar instruments
--[]With some support, they listen and attend to familiar musical activities and follow and join in familiar routines
--[]They are aware of cause and effect in familiar events 
--[]They begin to look for an instrument or noisemaker played out of sight
--[]They repeat copy and imitate actions, sounds or words in songs and musical performances.
-P5 Pupils take part in simple musical performances
--[]They respond to signs given by a musical conductor 
--[]They pick out a specific musical instrument when asked 
--[]They play loudly, quietly, quickly and slowly in imitation. They play an instrument when prompted by a cue card
--[]They listen to, and imitate, distinctive sounds played on a particular instrument
--[]They listen to a familiar instrument played behind a screen and match the sound to the correct instrument on a table.
-P6 Pupils respond to other pupils in music sessions
--[]They join in and take turns in songs and play instruments with others. They begin to play, sing and move expressively in response to the music or the meaning of words in a song
--[]They explore the range of effects that can be made by an instrument or sound maker
--[]They copy simple rhythms and musical patterns or phrases
--[]They can play groups of sounds indicated by a simple picture or symbol-based score
--[]They begin to categorise percussion instruments by how they can be played,.
-P7 Pupils listen to music and can describe music in simple terms 
--[]They respond to prompts to play faster, slower, louder, softer
--[]They follow simple graphic scores with symbols or pictures and play simple patterns or sequences of music
--Pupils listen and contribute to sound stories, are involved in simple improvisation and make basic choices about the sound and instruments used
--[]They make simple compositions.
-P8 Pupils listen carefully to music
--[]They understand and respond to words, symbols and signs that relate to tempo, dynamics and pitch.
--[]They create their own simple compositions, carefully selecting sounds
--[]They create simple graphic scores using pictures or symbols
--[]They use a growing musical vocabulary of words, signs or symbols to describe what they play and hear 
--[]They make and communicate choices when performing, playing, composing, listening and appraising.
Languages
-Performance descriptors:
-P1 (i) Pupils encounter activities and experiences
--[]They may be passive or resistant
--[]They may show simple reflex responses 
--[]Any participation is fully prompted.
-P1 (ii) Pupils show emerging awareness of activities and experiences
--[]They may have periods when they appear alert and ready to focus their attention on certain people, events, objects or parts of objects 
--[]They may give intermittent reactions.
-P2 (i) Pupils begin to respond consistently to familiar people, events and objects
--[]They react to new activities and experiences 
--[]They begin to show interest in people, events and objects 
--[]They accept and engage in coactive exploration.
-P2 (ii) Pupils begin to be proactive in their interactions
--[]They communicate consistent preferences and affective responses 
--[]They recognise familiar people, events and objects 
--[]They perform actions, often by trial and improvement, and they remember learned responses over short periods of time 
--[]They cooperate with shared exploration and supported participation.
-P3 (i) Pupils begin to communicate intentionally
--[]They seek attention through eye contact, gesture or action.
--[]They request events or activities.
--[]They participate in shared activities with less support. They sustain concentration for short periods.
--[]They explore materials in increasingly complex ways 
--[]They observe the results of their own actions with interest.
--[]They remember learned responses over more extended periods.  
-P3 (ii) Pupils use emerging conventional communication
--[]They greet known people and may initiate interactions and activities 
--[]They can remember learned responses over increasing periods of time and may anticipate known events 
--[]They may respond to options and choices with actions or gestures 
--[]They actively explore objects and events for more extended periods 
--[]They apply potential solutions systematically to problems.
-P4 Pupils attempt to repeat, copy or imitate some sounds heard in the target language
--[]They may perform familiar or simple actions on request using repetition, sign or gesture as prompts
--[]They listen and may respond to familiar rhymes and songs in a foreign language.
-P5 Pupils attempt one or two words in the target language in response to cues in a song or familiar phrase
--[]They respond to simple questions, requests or instructions about familiar events or experiences
--[]Responses may be through vocalisation, sign or gesture and pupils’ responses may depend upon repetition and support.
-P6 Pupils respond to others in a group
--[]Their attempts to communicate in the target language may rely heavily upon repetition and gesture, and they may use facial expression and/or intonation to enhance meaning
--[]They communicate positives and negatives in the target language in response to simple questions
--[]They match and select symbols for familiar words, actions or objects presented in the target language.
-P7 Pupils introduce themselves by name in response to a question in the target language
--[]They contribute to using the target language for a purpose, for example, using ICT skills to access the internet and exchange information, with guidance from other pupils or adults
--[]They listen, attend to and follow familiar interactions in the target language.
-P8 Pupils listen attentively and know that the target language conveys meaning
--[]They understand one or two simple classroom commands in the target language
--[]They respond briefly using single words, signs or symbols
--[]They may need considerable support from a spoken model and from visual clues
--[]They may read and understand a few words presented in a familiar context with visual clues
--[]They can copy out a few words with support
--[]They label one or two objects
--[]With some support, they use the target language for a purpose.
Physical Education
-Performance descriptors:
-P1 (i) Pupils encounter activities and experiences
--[]They may be passive or resistant
--[]They may show simple reflex responses 
--[]Any participation is fully prompted.
-P1 (ii) Pupils show emerging awareness of activities and experiences
--[]They may have periods when they appear alert and ready to focus their attention on certain people, events, objects or parts of objects 
--[]They may give intermittent reactions.
-P2 (i) Pupils begin to respond consistently to familiar people, events and objects
--[]They react to new activities and experiences 
--[]They begin to show interest in people, events and objects 
--[]They accept and engage in coactive exploration.
-P2 (ii) Pupils begin to be proactive in their interactions
--[]They communicate consistent preferences and affective responses 
--[]They recognise familiar people, events and objects 
--[]They perform actions, often by trial and improvement, and they remember learned responses over short periods of time 
--[]They cooperate with shared exploration and supported participation.
-P3 (i) Pupils begin to communicate intentionally
--[]They seek attention through eye contact, gesture or action.
--[]They request events or activities 
--[]They participate in shared activities with less support. They sustain concentration for short periods
--[]They explore materials in increasingly complex ways 
--[]They observe the results of their own actions with interest 
--[]They remember learned responses over more extended periods.
-P3 (ii) Pupils use emerging conventional communication
--[]They greet known people and may initiate interactions and activities 
--[]They can remember learned responses over increasing periods of time and may anticipate known events.
--[]They may respond to options and choices with actions or gestures, 
--[]They actively explore objects and events for more extended periods 
--[]They apply potential solutions systematically to problems.
-P4 Pupils’ movement patterns are established and they perform single actions 
--[]They respond to simple commands 
--[]They recognise familiar pieces of equipment 
--[]They show awareness of cause and effect.
-P5 Pupils link two actions in a sequence 
--[]They follow simple instructions although they may need the support of symbols or other prompts
--[]They explore a variety of movements and show some awareness of space. They understand some basic concepts. They take turns with a partner or in a small group
--[]They recognise and collect, on request, familiar pieces of equipment.
-P6 Pupils work in pairs and in small groups cooperatively, although they may need support to follow instructions and keep on task
--[]They move in a variety of ways. They link movements in a simple sequence, although they may require support to do this.
--[]They recognise small and large apparatus and use it with some basic control. They throw and kick a ball, but lack direction.
-P7 Pupils express themselves through repetitive and simple sequences and movement patterns. Their control and coordination skills are developing 
--[]They listen to instructions and stop and start with some accuracy
--[]They work closely in pairs, trios or small groups
--[]They share and wait their turn
--[]They are aware of the changes that happen to their bodies when they are active.
-P8 Pupils move with some control and coordination 
--[]They follow and imitate sequences and patterns in their movements
--[]They use small and large apparatus safely
--[]They are aware of space, themselves and others
--[]They play simple games and may require support to keep score and follow game rules
--[]They recognise the changes that happen to their bodies when they are active.
PSHE and Citizenship
-Performance descriptors:
-P1 (i) Pupils encounter activities and experiences
--[]They may be passive or resistant
--[]They may show simple reflex responses 
--[]Any participation is fully prompted.
-P1 (ii) Pupils show emerging awareness of activities and experiences
--[]They may have periods when they appear alert and ready to focus their attention on certain people, events, objects or parts of objects 
--[]They may give intermittent reactions.
-P2 (i) Pupils begin to respond consistently to familiar people, events and objects
--[]They react to new activities and experiences 
--[]They begin to show interest in people, events and objects 
--[]They accept and engage in coactive exploration.
-P2 (ii) Pupils begin to be proactive in their interactions
--[]They communicate consistent preferences and affective responses 
--[]They recognise familiar people, events and objects 
--[]They perform actions, often by trial and improvement, and they remember learned responses over short periods of time 
--[]They cooperate with shared exploration and supported participation.
-P3 (i) Pupils begin to communicate intentionally
--[]They seek attention through eye contact, gesture or action
--[]They request events or activities 
--[]They participate in shared activities with less support
--[]They sustain concentration for short periods
--[]They explore materials in increasingly complex ways 
--[]They observe the results of their own actions with interest 
--[]They remember learned responses over more extended periods.
-P3 (ii) Pupils use emerging conventional communication
--[]They greet known people and may initiate interactions and activities 
--[]They can remember learned responses over increasing periods of time and may anticipate known events 
--[]They may respond to options and choices with actions or gestures 
--[]They actively explore objects and events for more extended periods 
--[]They apply potential solutions systematically to problems.
-P4 Pupils express their feelings, needs, likes and dislikes using single elements of communication (words, gestures, signs or symbols)
--[]They engage in parallel activity with several others
--Pupils follow familiar routines and take part in familiar tasks or activities with support from others
--[]They show an understanding of ‘yes’ and ‘no’, and recognise and respond to animated praise or criticism. They begin to respond to the feelings of others.
-P5 Pupils take part in work or play involving two or three others
--[]They maintain interactions and take turns in a small group with some support
--Pupils combine two elements of communication to express their feelings, needs and choices
--[]They join in discussions by responding appropriately (vocalising, using gestures, symbols or signing) to simple questions about familiar events or experiences.
-P6 Pupils respond to others in group situations, playing or working in a small group cooperatively.
--[]They carry out routine activities in a familiar context and show an awareness of the results of their own actions
--[]They may show concern for others.
-P7 Pupils communicate feelings and ideas in simple phrases
--[]They move, with support, to new activities which are either directed or self-chosen.
--[]They make purposeful relationships with others in group activities and attempt to negotiate with them in a variety of situations 
--[]They judge right and wrong on the basis of the consequences of their actions
--[]They show some consideration of the needs and feelings of other people and other living things.
-P8 Pupils join in a range of activities in one-to-one situations and in small or large groups
--[]They choose, initiate and follow through new tasks and self-selected activities
--[]They understand the need for rules in games, and show awareness of how to join in different situations
--[]They understand agreed codes of behaviour which help groups of people work together, and they support each other in behaving appropriately 
--[]They show a basic understanding of what is right and wrong in familiar situations. They can seek help when needed 
--[]They are often sensitive to the needs and feelings of others and show respect for themselves and others
--[]They treat living things and their environment with care and concern.
Science
-Performance descriptors:
-P1 (i) Pupils encounter activities and experiences
--[]They may be passive or resistant
--[]They may show simple reflex responses 
--[]Any participation is fully prompted.
-P1 (ii) Pupils show emerging awareness of activities and experiences
--[]They may have periods when they appear alert and ready to focus their attention on certain people, events, objects or parts of objects 
--[]They may give intermittent reactions.
-P2 (i) Pupils begin to respond consistently to familiar people, events and objects.
--[]They react to new activities and experiences 
--[]They begin to show interest in people, events and objects 
--[]They accept and engage in coactive exploration.
-P2 (ii) Pupils begin to be proactive in their interactions
--[]They communicate consistent preferences and affective responses 
--[]They recognise familiar people, events and objects 
--[]They perform actions, often by trial and improvement, and they remember learned responses over short periods of time 
--[]They cooperate with shared exploration and supported participation.
-P3 (i) Pupils begin to communicate intentionally
--[]They seek attention through eye contact, gesture or action
--[]They request events or activities 
--[]They participate in shared activities with less support
--[]They sustain concentration for short periods
--[]They explore materials in increasingly complex ways 
--[]They observe the results of their own actions with interest 
--[]They remember learned responses over more extended periods.
-P3 (ii) Pupils use emerging conventional communication
--[]They greet known people and may initiate interactions and activities 
--[]They can remember learned responses over increasing periods of time and may anticipate known events 
--[]They may respond to options and choices with actions or gestures 
--[]They actively explore objects and events for more extended periods 
--[]They apply potential solutions systematically to problems.
-P4 Pupils explore objects and materials provided, changing some materials by physical means and observing the outcomes 
--Pupils communicate their awareness of changes in light, sound or movement.
--[]They imitate actions involving main body parts. They make sounds using their own bodies , and imitate or copy sounds
--[]They cause movement by a pushing or pulling action ‘Explore’ includes access through any sensory mode
--[]Teachers should ensure that they are assessing intended, not accidental, actions.
-P5 Pupils take part in activities focused on the anticipation of and enquiry into specific environments.
--[]They match objects and materials in terms of single features or properties 
--[]They indicate the before and after of material changes
--[]They try out a range of equipment in familiar and relevant situations 
--[]They respond to simple scientific questions  ‘Showing’, ‘demonstrating’ ‘trying out’ ‘responding’ etc. may be done by any means appropriate to the pupil’s preferred mode of communication and physical abilities
--[]For some pupils this may mean directing an adult undertaking the task.
-P6 Pupils recognise distinctive features of objects 
--[]They begin to make generalisations, connections and predictions from regular experience 
--Pupils sort materials according to a single criterion when the contrast is obvious.
--[]They closely observe the changes that occur 
--Pupils identify some appliances that use electricity
--[]They show that they know some sources of sound and light.
-P7 Pupils understand the scientific use of some simple vocabulary, such as before, after, bumpy, grow, eat, move and can communicate related ideas and observations using simple phrases 
--Pupils can demonstrate simple properties of light, sound and movement 
--[]They make simple records of their findings 
--[]They begin to make suggestions for planning and evaluating their work. ‘Showing’, ‘demonstrating’, ‘trying out’ ‘responding’ etc. may be done by any means appropriate to the pupil’s preferred mode of communication and physical abilities
--[]For some pupils this may mean directing an adult undertaking the task.
-P8 Pupils show that they have observed patterns or regular changes in features of objects, living things and events 
--[]They make some contribution to planning and evaluation and to recording their findings
--[]They identify a range of common materials and know about some of their properties
--[]They sort materials using simple criteria and communicate their observations of materials in terms of these properties
--Pupils make their own observations of changes of light, sound or movement that result from actions  and can describe the changes when questioned directly.
Religious Education
-Performance descriptors:
-P1 (i) Pupils encounter activities and experiences
--[]They may be passive or resistant
--[]They may show simple reflex responses 
--[]Any participation is fully prompted.
-P1 (ii) Pupils show emerging awareness of activities and experiences
--[]They may have periods when they appear alert and ready to focus their attention on certain people, events, objects or parts of objects 
--[]They may give intermittent reactions.
-P2 (i) Pupils begin to respond consistently to familiar people, events and objects
--[]They react to new activities and experiences.
--[]They begin to show interest in people, events and objects 
--[]They accept and engage in coactive exploration.
-P2 (ii) Pupils begin to be proactive in their interactions
--[]They communicate consistent preferences and affective responses 
--[]They recognise familiar people, events and objects 
--[]They perform actions, often by trial and improvement, and they remember learned responses over short periods of time 
--[]They cooperate with shared exploration and supported participation.
-P3 (i) Pupils begin to communicate intentionally
--[]They seek attention through eye contact, gesture or action.
--[]They request events or activities 
--[]They participate in shared activities with less support. They sustain concentration for short periods.
--[]They explore materials in increasingly complex ways 
--[]They observe the results of their own actions with interest 
--[]They remember learned responses over more extended periods.
-P3 (ii) Pupils use emerging conventional communication
--[]They greet known people and may initiate interactions and activities 
--[]They can remember learned responses over increasing periods of time and may anticipate known events 
--[]They may respond to options and choices with actions or gestures 
--[]They actively explore objects and events for more extended periods 
--[]They apply potential solutions systematically to problems.
-P4 Pupils use single elements of communication 
--[]They show they understand ‘yes’ and ‘no’. They begin to respond to the feelings of others 
--[]They join in with activities by initiating ritual actions or sounds. They may demonstrate an appreciation of stillness and quietness.
-P5 Pupils respond appropriately to simple questions about familiar religious events or experiences and communicate simple meanings
--[]They respond to a variety of new religious experiences 
--[]They take part in activities involving two or three other learners
--[]They may also engage in moments of individual reflection.
-P6 Pupils express and communicate their feelings in different ways
--[]They respond to others in group situations and cooperate when working in small groups
--Pupils listen to, and begin to respond to, familiar religious stories, poems and music, and make their own contribution to celebrations and festivals
--[]They carry out ritualised actions in familiar circumstances
--[]They show concern and sympathy for others in distress 
--[]They start to be aware of their own influence on events and other people.
-P7 Pupils listen to and follow religious stories
--[]They communicate their ideas about religion, life events and experiences in simple phrases
--[]They evaluate their own work and behaviour in simple ways, beginning to identify some actions as right or wrong on the basis of the consequences
--[]They find out about aspects of religion through stories, music or drama, answer questions and communicate their responses
--[]They may communicate their feelings about what is special to them 
--[]They begin to understand that other people have needs and to respect these
--[]They make purposeful relationships with others in group activity.
-P8 Pupils listen attentively to religious stories or to people talking about religion
--[]They begin to understand that religious and other stories carry moral and religious meaning
--[]They are increasingly able to communicate ideas, feelings or responses to experiences or to retell religious stories
--[]They communicate simple facts about religion and important people in religions
--[]They begin to realise the significance of religious artefacts, symbols and places
--[]They reflect on what makes them happy, sad, excited or lonely
--[]They demonstrate a basic understanding of what is right and wrong in familiar situations
--[]They are often sensitive to the needs and feelings of others and show respect for themselves and others
--[]They treat living things and their environment with care and concern.