1. The learner will encounter activities and experiences |
2. The learner will show simple reflex responses |
1.1 I can experience various sounds. [1] | 2.1 I can make a startled response to a sudden noise. [2] |
1.2 I can experience light patterns. [3] | 2.2 I can make a startled response to a sudden movement. [4] |
1.3 I can experience music. [5] | 2.3 I can make a startled response to a sudden bright light. [6] |
1.4 I can experience a combination of action with sound. [7] | 2.4 I can be passive or resistant. [8] |
1.5 I can experience movement. [9] |
1. The learner will show emerging awareness of activities and experiences |
2. The learner will show intermittent reactions |
1.1 I can make a brief response to sound. [11] | 2.1 I can react to movement. [12] |
1.2 I can make a brief response to a picture. [13] | 2.2 I can react to physical contact. [14] |
1.3 I can make a brief response to music. [15] | 2.3 I can react to a change in temperature. [16] |
1.4 I can make a brief response to physical sensory source. [17] | |
1.5 I can make a brief response to light patterns. [18] | |
1.6 I can make a brief response to a moving object. [19] |
1. The learner will react to new activities and experiences |
2. The learner will begin to show interest in people, events and objects |
3. The learner will participate in shared activities |
1.1 I can react to unfamiliar sounds. [21] | 2.1 I can respond consistently to familiar people. [22] | 3.1 I can engage in co-active exploration. [23] |
1.2 I can react to unfamiliar images. [24] | 2.2 I can respond consistently to familiar events. [25] | |
1.3 I can react to a new task. [26] | 2.3 I can respond consistently to familiar objects. [27] | |
1.4 I can react to a new experience. [28] |
1. The learner will communicate consistent preferences |
2. The learner will communicate affective responses |
3. The learner will recognise familiar people, events and objects |
4. The learner will perform simple actions |
5. The learner will remember learned responses |
6. The learner will participate in shared activities |
1.1 I can communicate preference for certain images. [30] | 2.1 I can respond with volume variation. [31] | 3.1 I can recognise familiar people. [32] | 4.1 I can attempt to perform a simple action. [33] | 5.1 I can remember learned responses over short periods of time. [34] | 6.1 I can co-operate with shared exploration. [35] |
1.2 I can communicate preference for certain sounds. [36] | 2.2 I can respond to specific stimulation. [37] | 3.2 I can recognise familiar events. [38] | 4.2 I can use trial and improvement to perform an action. [39] | 6.2 I can co-operate with supported participation. [40] | |
3.3 I can recognise familiar objects. [41] |
1. The learner will request events or activities |
2. The learner will participate in shared activities |
3. The learner will sustain concentration |
4. The learner will explore materials |
5. The learner will perform simple actions |
6. The learner will remember learned responses |
1.1 I can request for an event or activity. [43] | 2.1 I can participate in shared exploration with less support. [44] | 3.1 I can sustain concentration for short periods. [45] | 4.1 I can explore different materials in increasingly complex ways. [46] | 5.1 I can perform simple actions. [47] | 6.1 I can remember learned responses over extended periods. [48] |
5.2 I can observe the result of my action. [49] | 6.2 I can remember a learned activity. [50] | ||||
5.3 I can demonstrate an awareness of change as a result of my action. [51] | 6.3 I can remember the purpose of equipment. [52] |
1. The learner will initiate interactions and activities |
2. The learner will remember learned responses |
3. The learner will respond to options and choices |
4. The learner will actively explore objects and events |
5. The learner will apply potential solutions systematically to problems |
1.1 I can greet familiar people. [54] | 2.1 I can remember learned responses over increasing periods. [55] | 3.1 I can respond to an option or choice. [56] | 4.1 I can actively explore objects. [57] | 5.1 I can attempt to solve simple problems. [58] |
1.2 I can initiate interactions with familiar people. [59] | 2.2 I can anticipate familiar events. [60] | 3.2 I can demonstrate dissatisfaction. [61] | 4.2 I can actively explore events. [62] | |
1.3 I can initiate activities with familiar people. [63] | 3.3 I can demonstrate satisfaction. [64] | 4.3 I can remain interested in an activity for a short period. [65] | ||
3.4 I can indicate preference. [66] |
1. The learner will be aware of number activities and counting |
1.1 I can participate in number activities. [68] |
1.2 I can work with single objects. [69] |
1.3 I can count objects. [70] |
1.4 I can follow a simple counting sequence. [71] |
1.5 I can assist with a one-to-one matching activity. [72] |
1.6 I can join in the actions to number rhymes. [73] |
1. The learner will search for objects that have gone out of sight, hearing or touch |
2. The learner will match big objects and small objects |
3. The learner will demonstrate an interest in position and the relationship between objects |
1.1 I can search for hidden objects. [75] | 2.1 I can match objects by their size. [76] | 3.1 I can use shapes. [77] |
1.2 I know when something has been removed. [78] | 2.2 I can make a group of large objects. [79] | 3.2 I can use construction materials. [80] |
2.3 I can make a group of small objects. [81] | 3.3 I can dismantle an object. [82] | |
3.4 I can demonstrate an interest in position. [83] | ||
3.5 I can demonstrate an interest in the relationship between objects. [84] |
1. The learner will be aware of cause and effect in familiar mathematical activities |
2. The learner will be aware of changes in shape, position or quantity |
3. The learner will anticipate, follow and join in familiar activities when given a contextual clue |
1.1 I can demonstrate awareness of cause and effect in familiar mathematical activities. [86] | 2.1 I can group objects according to shape. [87] | 3.1 I can anticipate the next action or chorus in a familiar song or rhyme. [88] |
1.2 I can repeat an action to cause an effect. [89] | 2.2 I can use materials to create different shapes. [90] | 3.2 I can relate familiar items with other items. [91] |
2.3 I can locate objects and familiar items that have been moved or hidden from view. [92] | 3.3 I can recognise simple patterns. [93] | |
2.4 I can identify which contains the most. [94] | ||
2.5 I can identify which contains the least. [95] |
1. The learner will participate in familiar number rhymes, stories, songs and games |
2. The learner will indicate a knowledge of 1 or 2 |
3. The learner will show awareness of contrasting quantities |
1.1 I can count when playing with numbers in any order. [97] | 2.1 I can indicate 1 object. [98] | 3.1 I can make a group of 1 item. [99] |
1.2 I can participate in simple games. [100] | 2.2 I can indicate 2 objects. [101] | 3.2 I can make a group of lots of items. [102] |
1.3 I can participate in familiar number rhymes. [103] | 2.3 I can match single objects. [104] | 3.3 I can use the term "one" appropriately. [105] |
1.4 I can participate in familiar number stories and songs. [106] | 2.4 I can match equal sets of objects. [107] | 3.4 I can use the term "lots" appropriately. [108] |
3.5 I can demonstrate awareness of contrasting quantities. [109] |
1. The learner will search intentionally for objects in their usual place |
2. The learner will find big and small items on request |
3. The learner will compare the overall size of objects |
4. The learner will explore the position of objects |
1.1 I can locate personal items when in their usual place. [111] | 2.1 I can locate big items on request. [112] | 3.1 I can identify the larger shape, where there is a marked difference. [113] | 4.1 I can put the equipment away in the correct place. [114] |
1.2 I can locate class equipment when in its usual place. [115] | 2.2 I can locate small items on request. [116] | 3.2 I can identify the smaller shape, where there is a marked difference. [117] | 4.2 I can explore the position of objects. [118] |
1.3 I can search for specific objects. [119] |
1. The learner will recognise similarities |
2. The learner will group a small number of objects |
3. The learner will solve simple problems practically |
1.1 I can collect objects from a given criterion. [121] | 2.1 I can make a small set of objects. [122] | 3.1 I can select an appropriate container for items of different sizes. [123] |
1.2 I can find matching pairs from a collection of pictures. [124] | 2.2 I can sort similar objects into small groups. [125] | 3.2 I can select an appropriate tool for a task. [126] |
1.3 I can match a picture to an object. [127] | 3.3 I can indicate a knowledge of relationships between familiar objects. [128] | |
1.4 I can match colours. [129] | 3.4 I can solve simple problems practically. [130] | |
1.5 I can sort small items from big items. [131] |
1. The learner will search for objects not found in their usual place |
2. The learner will compare objects by size |
3. The learner will manipulate three-dimensional shapes |
4. The learner will understand words, signs and symbols that describe positions |
1.1 I can search for hidden objects. [149] | 2.1 I can order objects by size. [150] | 3.1 I have experienced various 3D shapes. [151] | 4.1 I can use words that describe position. [152] |
1.2 I can search for an item not in its usual place. [153] | 2.2 I can compare the size of an object with that of another where the difference is not great. [154] | 3.2 I can use 3D shapes in different contexts. [155] | 4.2 I can use signs that describe positions. [156] |
2.3 I can order objects according to length. [157] | 4.3 I can use symbols that describe positions. [158] |
1. The learner will sort objects and materials |
2. The learner will copy simple patterns and sequences |
1.1 I can identify a requested colour. [160] | 2.1 I can copy simple patterns. [161] |
1.2 I can identify a requested object. [162] | 2.2 I can copy simple sequences. [163] |
1.3 I can match pairs of objects. [164] | |
1.4 I can sort objects by my own criteria. [165] | |
1.5 I can sort objects by given criteria. [166] |
1. The learner will participate in counting to 10 |
2. The learner will count at least 5 objects reliably |
3. The learner will recognise numerals from 1 to 5 |
4. The learner will understand the concept of less |
5. The learner will in practical situations, respond appropriately to 'add 1' to a number of objects |
1.1 I can join in counting to 10. [168] | 2.1 I can count to 5 independently. [169] | 3.1 I can name numerals from 1 to 5. [170] | 4.1 I can demonstrate an understanding of "less". [171] | 5.1 I can "add 1" in practical situations. [172] |
1.2 I can participate in counting rhymes or games to 10. [173] | 2.2 I can put out objects to 5. [174] | 3.2 I can sequence numerals from 1 to 5. [175] | 4.2 I can demonstrate an understanding of "the least". [176] | 5.2 I can count how many as a result of adding. [177] |
2.3 I can put the correct number of objects (1-5) into containers marked with the numeral. [178] | 3.3 I can match quantities to numerals 1 to 5. [179] |
1. The learner will respond appropriately to forwards and backwards |
2. The learner will pick out described shapes from a collection |
3. The learner will use familiar words in practical situations when comparing size and quantities |
1.1 I can demonstrate an understanding of a forward movement. [181] | 2.1 I can pick out a specific shape from a collection. [182] | 3.1 I can use correct vocabulary when comparing size. [183] |
1.2 I can demonstrate an understanding of a backward movement. [184] | 2.2 I can locate a shape from its description. [185] | 3.2 I can use correct vocabulary when comparing quantities. [186] |
1.3 I can describe the directional movement of an object. [187] | 2.3 I can group shapes according to their description. [188] | 3.3 I can use appropriate terms in practical situations. [189] |
2.4 I can match geometric shapes with pictures of shape. [190] |
1. Complete a range of classification activities |
2. Identify when an object is different and not belong to a given familiar category |
3. Respond appropriately to key vocabulary and questions |
1.1 I can match and group objects according to shape [192] | 2.1 I can identify the odd one out [193] | 3.1 I can respond appropriately to key vocabulary [194] |
1.2 I can match and group objects according to colour [195] | 2.2 I can identify odd items from sets and remove them into the correct set [196] | 3.2 I can respond appropriately to key questions [197] |
1.3 I can match and group objects according to size [198] | ||
1.4 I can match and group objects according to length [199] | ||
1.5 I can match and group objects according to weight [200] |
1. The learner will compare objects directly, focusing on one dimension |
2. The learner will show awareness of time |
3. The learner will respond to mathematical vocabulary |
4. The learner will describe shapes in simple models, pictures and patterns |
1.1 I can compare objects or items using their lengths. [224] | 2.1 I can name the days of the week. [225] | 3.1 I can locate objects based on different attributes. [226] | 4.1 I can name various shapes. [227] |
1.2 I can compare objects or items using their widths. [228] | 2.2 I can correctly sequence the days of the week. [229] | 3.2 I can locate an object with 2 given attributes. [230] | 4.2 I can describe simple shapes. [231] |
1.3 I can compare objects or items using their heights. [232] | 2.3 I can order events in my day on a daily timetable. [233] | 3.3 I can sort 3D objects according to shape. [234] | 4.3 I can use shapes to create a picture or pattern. [235] |
2.4 I know what time specific events occur during the day. [236] | 4.4 I can identify shapes. [237] |
1. The learner will use simple repeating patterns and sequences |
2. The learner will use developing mathematical understanding of counting up to 10 |
3. The learner will make simple estimates |
1.1 I can copy simple patterns and sequences. [239] | 2.1 I can use ordinal words to describe positions and turns. [240] | 3.1 I can guess up to 3 objects without counting. [241] |
1.2 I can identify the next shape from a choice. [242] | 2.2 I can use tokens or marks to tally events or scoring in a game. [243] | 3.2 I can make simple estimates. [244] |
1.3 I can describe simple repeating patterns. [245] | 2.3 I can play counting games using different equipment. [246] | 3.3 I can count the objects to see if I am correct. [247] |
2.4 I can complete a 10 piece puzzle. [248] | ||
2.5 I can solve simple mathematical problems. [249] |
P1-P3 [251] | ICT [252] | English [253] | Mathematics [254] |
Science [255] | Physical education [256] | Art [257] | Music [258] |
Design technology [259] | Personal social health education [260] | Geography [261] | History [262] |
Religious education [263] | Modern foreign language [264] |
Links
[1] https://theingots.org/community/psl1imax#1.1
[2] https://theingots.org/community/psl1imax#2.1
[3] https://theingots.org/community/psl1imax#1.2
[4] https://theingots.org/community/psl1imax#2.2
[5] https://theingots.org/community/psl1imax#1.3
[6] https://theingots.org/community/psl1imax#2.3
[7] https://theingots.org/community/psl1imax#1.4
[8] https://theingots.org/community/psl1imax#2.4
[9] https://theingots.org/community/psl1imax#1.5
[10] https://theingots.org/community/psl1imai
[11] https://theingots.org/community/psl1iimax#1.1
[12] https://theingots.org/community/psl1iimax#2.1
[13] https://theingots.org/community/psl1iimax#1.2
[14] https://theingots.org/community/psl1iimax#2.2
[15] https://theingots.org/community/psl1iimax#1.3
[16] https://theingots.org/community/psl1iimax#2.3
[17] https://theingots.org/community/psl1iimax#1.4
[18] https://theingots.org/community/psl1iimax#1.5
[19] https://theingots.org/community/psl1iimax#1.6
[20] https://theingots.org/community/psl1iimai
[21] https://theingots.org/community/psl2imax#1.1
[22] https://theingots.org/community/psl2imax#2.1
[23] https://theingots.org/community/psl2imax#3.1
[24] https://theingots.org/community/psl2imax#1.2
[25] https://theingots.org/community/psl2imax#2.2
[26] https://theingots.org/community/psl2imax#1.3
[27] https://theingots.org/community/psl2imax#2.3
[28] https://theingots.org/community/psl2imax#1.4
[29] https://theingots.org/community/psl2imai
[30] https://theingots.org/community/psl2iimax#1.1
[31] https://theingots.org/community/psl2iimax#2.1
[32] https://theingots.org/community/psl2iimax#3.1
[33] https://theingots.org/community/psl2iimax#4.1
[34] https://theingots.org/community/psl2iimax#5.1
[35] https://theingots.org/community/psl2iimax#6.1
[36] https://theingots.org/community/psl2iimax#1.2
[37] https://theingots.org/community/psl2iimax#2.2
[38] https://theingots.org/community/psl2iimax#3.2
[39] https://theingots.org/community/psl2iimax#4.2
[40] https://theingots.org/community/psl2iimax#6.2
[41] https://theingots.org/community/psl2iimax#3.3
[42] https://theingots.org/community/psl2iimai
[43] https://theingots.org/community/psl3imax#1.1
[44] https://theingots.org/community/psl3imax#2.1
[45] https://theingots.org/community/psl3imax#3.1
[46] https://theingots.org/community/psl3imax#4.1
[47] https://theingots.org/community/psl3imax#5.1
[48] https://theingots.org/community/psl3imax#6.1
[49] https://theingots.org/community/psl3imax#5.2
[50] https://theingots.org/community/psl3imax#6.2
[51] https://theingots.org/community/psl3imax#5.3
[52] https://theingots.org/community/psl3imax#6.3
[53] https://theingots.org/community/psl3imai
[54] https://theingots.org/community/psl3iimax#1.1
[55] https://theingots.org/community/psl3iimax#2.1
[56] https://theingots.org/community/psl3iimax#3.1
[57] https://theingots.org/community/psl3iimax#4.1
[58] https://theingots.org/community/psl3iimax#5.1
[59] https://theingots.org/community/psl3iimax#1.2
[60] https://theingots.org/community/psl3iimax#2.2
[61] https://theingots.org/community/psl3iimax#3.2
[62] https://theingots.org/community/psl3iimax#4.2
[63] https://theingots.org/community/psl3iimax#1.3
[64] https://theingots.org/community/psl3iimax#3.3
[65] https://theingots.org/community/psl3iimax#4.3
[66] https://theingots.org/community/psl3iimax#3.4
[67] https://theingots.org/community/psl3iimai
[68] https://theingots.org/community/psl4manx#1.1
[69] https://theingots.org/community/psl4manx#1.2
[70] https://theingots.org/community/psl4manx#1.3
[71] https://theingots.org/community/psl4manx#1.4
[72] https://theingots.org/community/psl4manx#1.5
[73] https://theingots.org/community/psl4manx#1.6
[74] https://theingots.org/community/psl4mani
[75] https://theingots.org/community/psl4masx#1.1
[76] https://theingots.org/community/psl4masx#2.1
[77] https://theingots.org/community/psl4masx#3.1
[78] https://theingots.org/community/psl4masx#1.2
[79] https://theingots.org/community/psl4masx#2.2
[80] https://theingots.org/community/psl4masx#3.2
[81] https://theingots.org/community/psl4masx#2.3
[82] https://theingots.org/community/psl4masx#3.3
[83] https://theingots.org/community/psl4masx#3.4
[84] https://theingots.org/community/psl4masx#3.5
[85] https://theingots.org/community/psl4masi
[86] https://theingots.org/community/psl4maux#1.1
[87] https://theingots.org/community/psl4maux#2.1
[88] https://theingots.org/community/psl4maux#3.1
[89] https://theingots.org/community/psl4maux#1.2
[90] https://theingots.org/community/psl4maux#2.2
[91] https://theingots.org/community/psl4maux#3.2
[92] https://theingots.org/community/psl4maux#2.3
[93] https://theingots.org/community/psl4maux#3.3
[94] https://theingots.org/community/psl4maux#2.4
[95] https://theingots.org/community/psl4maux#2.5
[96] https://theingots.org/community/psl4maui
[97] https://theingots.org/community/psl5manx#1.1
[98] https://theingots.org/community/psl5manx#2.1
[99] https://theingots.org/community/psl5manx#3.1
[100] https://theingots.org/community/psl5manx#1.2
[101] https://theingots.org/community/psl5manx#2.2
[102] https://theingots.org/community/psl5manx#3.2
[103] https://theingots.org/community/psl5manx#1.3
[104] https://theingots.org/community/psl5manx#2.3
[105] https://theingots.org/community/psl5manx#3.3
[106] https://theingots.org/community/psl5manx#1.4
[107] https://theingots.org/community/psl5manx#2.4
[108] https://theingots.org/community/psl5manx#3.4
[109] https://theingots.org/community/psl5manx#3.5
[110] https://theingots.org/community/psl5mani
[111] https://theingots.org/community/psl5masx#1.1
[112] https://theingots.org/community/psl5masx#2.1
[113] https://theingots.org/community/psl5masx#3.1
[114] https://theingots.org/community/psl5masx#4.1
[115] https://theingots.org/community/psl5masx#1.2
[116] https://theingots.org/community/psl5masx#2.2
[117] https://theingots.org/community/psl5masx#3.2
[118] https://theingots.org/community/psl5masx#4.2
[119] https://theingots.org/community/psl5masx#1.3
[120] https://theingots.org/community/psl5masi
[121] https://theingots.org/community/psl5maux#1.1
[122] https://theingots.org/community/psl5maux#2.1
[123] https://theingots.org/community/psl5maux#3.1
[124] https://theingots.org/community/psl5maux#1.2
[125] https://theingots.org/community/psl5maux#2.2
[126] https://theingots.org/community/psl5maux#3.2
[127] https://theingots.org/community/psl5maux#1.3
[128] https://theingots.org/community/psl5maux#3.3
[129] https://theingots.org/community/psl5maux#1.4
[130] https://theingots.org/community/psl5maux#3.4
[131] https://theingots.org/community/psl5maux#1.5
[132] https://theingots.org/community/psl5maui
[133] https://theingots.org/community/psl6manx#1.1
[134] https://theingots.org/community/psl6manx#2.1
[135] https://theingots.org/community/psl6manx#3.1
[136] https://theingots.org/community/psl6manx#4.1
[137] https://theingots.org/community/psl6manx#5.1
[138] https://theingots.org/community/psl6manx#1.2
[139] https://theingots.org/community/psl6manx#2.2
[140] https://theingots.org/community/psl6manx#3.2
[141] https://theingots.org/community/psl6manx#5.2
[142] https://theingots.org/community/psl6manx#1.3
[143] https://theingots.org/community/psl6manx#2.3
[144] https://theingots.org/community/psl6manx#3.3
[145] https://theingots.org/community/psl6manx#5.3
[146] https://theingots.org/community/psl6manx#2.4
[147] https://theingots.org/community/psl6manx#3.4
[148] https://theingots.org/community/psl6mani
[149] https://theingots.org/community/psl6masx#1.1
[150] https://theingots.org/community/psl6masx#2.1
[151] https://theingots.org/community/psl6masx#3.1
[152] https://theingots.org/community/psl6masx#4.1
[153] https://theingots.org/community/psl6masx#1.2
[154] https://theingots.org/community/psl6masx#2.2
[155] https://theingots.org/community/psl6masx#3.2
[156] https://theingots.org/community/psl6masx#4.2
[157] https://theingots.org/community/psl6masx#2.3
[158] https://theingots.org/community/psl6masx#4.3
[159] https://theingots.org/community/psl6masi
[160] https://theingots.org/community/psl6maux#1.1
[161] https://theingots.org/community/psl6maux#2.1
[162] https://theingots.org/community/psl6maux#1.2
[163] https://theingots.org/community/psl6maux#2.2
[164] https://theingots.org/community/psl6maux#1.3
[165] https://theingots.org/community/psl6maux#1.4
[166] https://theingots.org/community/psl6maux#1.5
[167] https://theingots.org/community/psl6maui
[168] https://theingots.org/community/psl7manx#1.1
[169] https://theingots.org/community/psl7manx#2.1
[170] https://theingots.org/community/psl7manx#3.1
[171] https://theingots.org/community/psl7manx#4.1
[172] https://theingots.org/community/psl7manx#5.1
[173] https://theingots.org/community/psl7manx#1.2
[174] https://theingots.org/community/psl7manx#2.2
[175] https://theingots.org/community/psl7manx#3.2
[176] https://theingots.org/community/psl7manx#4.2
[177] https://theingots.org/community/psl7manx#5.2
[178] https://theingots.org/community/psl7manx#2.3
[179] https://theingots.org/community/psl7manx#3.3
[180] https://theingots.org/community/psl7mani
[181] https://theingots.org/community/psl7masx#1.1
[182] https://theingots.org/community/psl7masx#2.1
[183] https://theingots.org/community/psl7masx#3.1
[184] https://theingots.org/community/psl7masx#1.2
[185] https://theingots.org/community/psl7masx#2.2
[186] https://theingots.org/community/psl7masx#3.2
[187] https://theingots.org/community/psl7masx#1.3
[188] https://theingots.org/community/psl7masx#2.3
[189] https://theingots.org/community/psl7masx#3.3
[190] https://theingots.org/community/psl7masx#2.4
[191] https://theingots.org/community/psl7masi
[192] https://theingots.org/community/psl7maux#1.1
[193] https://theingots.org/community/psl7maux#2.1
[194] https://theingots.org/community/psl7maux#3.1
[195] https://theingots.org/community/psl7maux#1.2
[196] https://theingots.org/community/psl7maux#2.2
[197] https://theingots.org/community/psl7maux#3.2
[198] https://theingots.org/community/psl7maux#1.3
[199] https://theingots.org/community/psl7maux#1.4
[200] https://theingots.org/community/psl7maux#1.5
[201] https://theingots.org/community/psl7maui
[202] https://theingots.org/community/psl8manx#1.1
[203] https://theingots.org/community/psl8manx#2.1
[204] https://theingots.org/community/psl8manx#3.1
[205] https://theingots.org/community/psl8manx#4.1
[206] https://theingots.org/community/psl8manx#5.1
[207] https://theingots.org/community/psl8manx#6.1
[208] https://theingots.org/community/psl8manx#7.1
[209] https://theingots.org/community/psl8manx#1.2
[210] https://theingots.org/community/psl8manx#3.2
[211] https://theingots.org/community/psl8manx#4.2
[212] https://theingots.org/community/psl8manx#5.2
[213] https://theingots.org/community/psl8manx#6.2
[214] https://theingots.org/community/psl8manx#7.2
[215] https://theingots.org/community/psl8manx#3.3
[216] https://theingots.org/community/psl8manx#4.3
[217] https://theingots.org/community/psl8manx#5.3
[218] https://theingots.org/community/psl8manx#6.3
[219] https://theingots.org/community/psl8manx#3.4
[220] https://theingots.org/community/psl8manx#5.4
[221] https://theingots.org/community/psl8manx#6.4
[222] https://theingots.org/community/psl8manx#3.5
[223] https://theingots.org/community/psl8mani
[224] https://theingots.org/community/psl8masx#1.1
[225] https://theingots.org/community/psl8masx#2.1
[226] https://theingots.org/community/psl8masx#3.1
[227] https://theingots.org/community/psl8masx#4.1
[228] https://theingots.org/community/psl8masx#1.2
[229] https://theingots.org/community/psl8masx#2.2
[230] https://theingots.org/community/psl8masx#3.2
[231] https://theingots.org/community/psl8masx#4.2
[232] https://theingots.org/community/psl8masx#1.3
[233] https://theingots.org/community/psl8masx#2.3
[234] https://theingots.org/community/psl8masx#3.3
[235] https://theingots.org/community/psl8masx#4.3
[236] https://theingots.org/community/psl8masx#2.4
[237] https://theingots.org/community/psl8masx#4.4
[238] https://theingots.org/community/psl8masi
[239] https://theingots.org/community/psl8maux#1.1
[240] https://theingots.org/community/psl8maux#2.1
[241] https://theingots.org/community/psl8maux#3.1
[242] https://theingots.org/community/psl8maux#1.2
[243] https://theingots.org/community/psl8maux#2.2
[244] https://theingots.org/community/psl8maux#3.2
[245] https://theingots.org/community/psl8maux#1.3
[246] https://theingots.org/community/psl8maux#2.3
[247] https://theingots.org/community/psl8maux#3.3
[248] https://theingots.org/community/psl8maux#2.4
[249] https://theingots.org/community/psl8maux#2.5
[250] https://theingots.org/community/psl8maui
[251] https://theingots.org/community/psl1-3
[252] https://theingots.org/community/psit
[253] https://theingots.org/community/psens
[254] https://theingots.org/community/psman
[255] https://theingots.org/community/pssc
[256] https://theingots.org/community/pspe
[257] https://theingots.org/community/psar
[258] https://theingots.org/community/psmu
[259] https://theingots.org/community/psdt
[260] https://theingots.org/community/psps
[261] https://theingots.org/community/psge
[262] https://theingots.org/community/pshi
[263] https://theingots.org/community/psre
[264] https://theingots.org/community/psml