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 begin to assemble components |
2. The learner will coactively grasp and move simple tools |
3. The learner will explore materials |
1.1 I can assemble provided components. [68] | 2.1 I can contribute to activities. [69] | 3.1 I can explore options within a limited range of materials. [70] |
2.2 I can grasp and move simple tools. [71] |
1. The learner will use basic tools |
2. The learner will demonstrate preferences for products, materials and ingredients |
1.1 I can use basic tools appropriately. [73] | 2.1 I can demonstrate preferences for products. [74] |
2.2 I can demonstrate preferences for materials. [75] | |
2.3 I can demonstrate preferences for ingredients. [76] |
1. The learner will recognise familiar products |
2. The learner will observe and copy others using basic tools |
3. The learner will begin to offer responses to making activities |
1.1 I can recognise familiar products. [78] | 2.1 I can watch others using basic tools. [79] | 3.1 I can contribute in making exercises. [80] |
1.2 I can explore the different parts products are made from. [81] | 2.2 I can copy the correct action for using a tool. [82] |
1. The learner will operate familiar products |
2. The learner will use basic tools or equipment |
3. The learner will begin to communicate preferences in designing and making |
1.1 I can operate familiar products. [84] | 2.1 I can use basic tools or equipment in simple processes. [85] | 3.1 I can communicate preferences for designing and making. [86] |
1.2 I can explore products to see how they work. [87] | 2.2 I can choose appropriate tools and equipment. [88] |
1. The learner will explore familiar products |
2. The learner will manipulate a wider range of tools |
3. The learner will begin to contribute to decisions |
1.1 I can explore various products. [90] | 2.1 I can manipulate basic tools in making activities. [91] | 3.1 I can contribute in decision making. [92] |
1.2 I can communicate views about products. [93] | 2.2 I can use tools and equipment appropriately. [94] | 3.2 I can discuss what I am going to do and why. [95] |
P1-P3 [97] | ICT [98] | English [99] | Mathematics [100] |
Science [101] | Physical education [102] | Art [103] | Music [104] |
Design technology [105] | Personal social health education [106] | Geography [107] | History [108] |
Religious education [109] | Modern foreign language [110] |
Links
[1] https://theingots.org/community/psl1idtx#1.1
[2] https://theingots.org/community/psl1idtx#2.1
[3] https://theingots.org/community/psl1idtx#1.2
[4] https://theingots.org/community/psl1idtx#2.2
[5] https://theingots.org/community/psl1idtx#1.3
[6] https://theingots.org/community/psl1idtx#2.3
[7] https://theingots.org/community/psl1idtx#1.4
[8] https://theingots.org/community/psl1idtx#2.4
[9] https://theingots.org/community/psl1idtx#1.5
[10] https://theingots.org/community/psl1idti
[11] https://theingots.org/community/psl1iidtx#1.1
[12] https://theingots.org/community/psl1iidtx#2.1
[13] https://theingots.org/community/psl1iidtx#1.2
[14] https://theingots.org/community/psl1iidtx#2.2
[15] https://theingots.org/community/psl1iidtx#1.3
[16] https://theingots.org/community/psl1iidtx#2.3
[17] https://theingots.org/community/psl1iidtx#1.4
[18] https://theingots.org/community/psl1iidtx#1.5
[19] https://theingots.org/community/psl1iidtx#1.6
[20] https://theingots.org/community/psl1iidti
[21] https://theingots.org/community/psl2idtx#1.1
[22] https://theingots.org/community/psl2idtx#2.1
[23] https://theingots.org/community/psl2idtx#3.1
[24] https://theingots.org/community/psl2idtx#1.2
[25] https://theingots.org/community/psl2idtx#2.2
[26] https://theingots.org/community/psl2idtx#1.3
[27] https://theingots.org/community/psl2idtx#2.3
[28] https://theingots.org/community/psl2idtx#1.4
[29] https://theingots.org/community/psl2idti
[30] https://theingots.org/community/psl2iidtx#1.1
[31] https://theingots.org/community/psl2iidtx#2.1
[32] https://theingots.org/community/psl2iidtx#3.1
[33] https://theingots.org/community/psl2iidtx#4.1
[34] https://theingots.org/community/psl2iidtx#5.1
[35] https://theingots.org/community/psl2iidtx#6.1
[36] https://theingots.org/community/psl2iidtx#1.2
[37] https://theingots.org/community/psl2iidtx#2.2
[38] https://theingots.org/community/psl2iidtx#3.2
[39] https://theingots.org/community/psl2iidtx#4.2
[40] https://theingots.org/community/psl2iidtx#6.2
[41] https://theingots.org/community/psl2iidtx#3.3
[42] https://theingots.org/community/psl2iidti
[43] https://theingots.org/community/psl3idtx#1.1
[44] https://theingots.org/community/psl3idtx#2.1
[45] https://theingots.org/community/psl3idtx#3.1
[46] https://theingots.org/community/psl3idtx#4.1
[47] https://theingots.org/community/psl3idtx#5.1
[48] https://theingots.org/community/psl3idtx#6.1
[49] https://theingots.org/community/psl3idtx#5.2
[50] https://theingots.org/community/psl3idtx#6.2
[51] https://theingots.org/community/psl3idtx#5.3
[52] https://theingots.org/community/psl3idtx#6.3
[53] https://theingots.org/community/psl3idti
[54] https://theingots.org/community/psl3iidtx#1.1
[55] https://theingots.org/community/psl3iidtx#2.1
[56] https://theingots.org/community/psl3iidtx#3.1
[57] https://theingots.org/community/psl3iidtx#4.1
[58] https://theingots.org/community/psl3iidtx#5.1
[59] https://theingots.org/community/psl3iidtx#1.2
[60] https://theingots.org/community/psl3iidtx#2.2
[61] https://theingots.org/community/psl3iidtx#3.2
[62] https://theingots.org/community/psl3iidtx#4.2
[63] https://theingots.org/community/psl3iidtx#1.3
[64] https://theingots.org/community/psl3iidtx#3.3
[65] https://theingots.org/community/psl3iidtx#4.3
[66] https://theingots.org/community/psl3iidtx#3.4
[67] https://theingots.org/community/psl3iidti
[68] https://theingots.org/community/psl4dtx#1.1
[69] https://theingots.org/community/psl4dtx#2.1
[70] https://theingots.org/community/psl4dtx#3.1
[71] https://theingots.org/community/psl4dtx#2.2
[72] https://theingots.org/community/psl4dti
[73] https://theingots.org/community/psl5dtx#1.1
[74] https://theingots.org/community/psl5dtx#2.1
[75] https://theingots.org/community/psl5dtx#2.2
[76] https://theingots.org/community/psl5dtx#2.3
[77] https://theingots.org/community/psl5dti
[78] https://theingots.org/community/psl6dtx#1.1
[79] https://theingots.org/community/psl6dtx#2.1
[80] https://theingots.org/community/psl6dtx#3.1
[81] https://theingots.org/community/psl6dtx#1.2
[82] https://theingots.org/community/psl6dtx#2.2
[83] https://theingots.org/community/psl6dti
[84] https://theingots.org/community/psl7dtx#1.1
[85] https://theingots.org/community/psl7dtx#2.1
[86] https://theingots.org/community/psl7dtx#3.1
[87] https://theingots.org/community/psl7dtx#1.2
[88] https://theingots.org/community/psl7dtx#2.2
[89] https://theingots.org/community/psl7dti
[90] https://theingots.org/community/psl8dtx#1.1
[91] https://theingots.org/community/psl8dtx#2.1
[92] https://theingots.org/community/psl8dtx#3.1
[93] https://theingots.org/community/psl8dtx#1.2
[94] https://theingots.org/community/psl8dtx#2.2
[95] https://theingots.org/community/psl8dtx#3.2
[96] https://theingots.org/community/psl8dti
[97] https://theingots.org/community/psl1-3
[98] https://theingots.org/community/psit
[99] https://theingots.org/community/psens
[100] https://theingots.org/community/psman
[101] https://theingots.org/community/pssc
[102] https://theingots.org/community/pspe
[103] https://theingots.org/community/psar
[104] https://theingots.org/community/psmu
[105] https://theingots.org/community/psdt
[106] https://theingots.org/community/psps
[107] https://theingots.org/community/psge
[108] https://theingots.org/community/pshi
[109] https://theingots.org/community/psre
[110] https://theingots.org/community/psml