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 handle artefacts and materials given to them |
2. The learner will know that certain actions produce predictable results |
3. The learner will know familiar places and people and what they are there for |
1.1 I can handle artefacts given to me with care. [68] | 2.1 I know that certain actions produce predictable results. [69] | 3.1 I am familiar with various places. [70] |
1.2 I can handle materials given to me. [71] | 2.2 I can repeat an action to cause the same effect. [72] | 3.2 I know the purpose of familiar places. [73] |
3.3 I am familiar with various people. [74] | ||
3.4 I know what familiar people are there for. [75] | ||
3.5 I can demonstrate that I know familiar people or places. [76] |
1. The learner will consolidate a sense of place and direction |
2. The learner will show their awareness of significant differences between specific physical/natural and human/made features of places |
3. The learner will answer simple questions about places and people |
4. The learner will sort and classify objects in terms of simple features or properties |
1.1 I can independently find my way to a familiar location. [78] | 2.1 I can identify various natural objects. [79] | 3.1 I can answer simple questions about places. [80] | 4.1 I can sort objects according to simple features or properties. [81] |
1.2 I can locate a familiar place. [82] | 2.2 I can identify various made objects. [83] | 3.2 I can answer simple questions about people. [84] | 4.2 I can classify objects according to simple features or properties. [85] |
1.3 I can follow simple directions. [86] | 2.3 I am aware of significant differences in "natural" features and "made" features. [87] |
1. The learner will understand the difference between the physical/natural and human/made features of places |
2. The learner will use pictures or symbols to show familiar places and what they are there for |
3. The learner will show what they think about different people and environments |
4. The learner will answer simple questions about places and people |
1.1 I can identify significant differences in "natural" features and "made" features. [89] | 2.1 I can use pictures or symbols to show familiar places. [90] | 3.1 I can discuss an environment or place I have seen or visited. [91] | 4.1 I can answer simple questions about familiar places. [92] |
2.2 I can discuss the purpose of familiar places. [93] | 3.2 I can discuss a familiar person. [94] | 4.2 I can answer simple questions about familiar people. [95] |
1. The learner will communicate preferences about the physical/natural and human/made features of places |
2. The learner will begin to use symbols to represent direction |
3. The learner will represent and record key features of a place using models or symbols |
4. The learner will be aware of their role in caring for their own environment |
1.1 I can discuss preferences about the "natural" and "made" features of places. [97] | 2.1 I can demonstrate awareness of direction. [98] | 3.1 I can use models or symbols to represent key features of a place. [99] | 4.1 I am aware of the importance of taking care of the environment. [100] |
2.2 I can use symbols to represent direction. [101] | 3.2 I can discuss what familiar symbols or models represent. [102] | 4.2 I can participate in environmental care activities. [103] | |
3.3 I can record key features of a place. [104] |
P1-P3 [121] | ICT [122] | English [123] | Mathematics [124] |
Science [125] | Physical education [126] | Art [127] | Music [128] |
Design technology [129] | Personal social health education [130] | Geography [131] | History [132] |
Religious education [133] | Modern foreign language [134] |
Links
[1] https://theingots.org/community/psl1igex#1.1
[2] https://theingots.org/community/psl1igex#2.1
[3] https://theingots.org/community/psl1igex#1.2
[4] https://theingots.org/community/psl1igex#2.2
[5] https://theingots.org/community/psl1igex#1.3
[6] https://theingots.org/community/psl1igex#2.3
[7] https://theingots.org/community/psl1igex#1.4
[8] https://theingots.org/community/psl1igex#2.4
[9] https://theingots.org/community/psl1igex#1.5
[10] https://theingots.org/community/psl1igei
[11] https://theingots.org/community/psl1iigex#1.1
[12] https://theingots.org/community/psl1iigex#2.1
[13] https://theingots.org/community/psl1iigex#1.2
[14] https://theingots.org/community/psl1iigex#2.2
[15] https://theingots.org/community/psl1iigex#1.3
[16] https://theingots.org/community/psl1iigex#2.3
[17] https://theingots.org/community/psl1iigex#1.4
[18] https://theingots.org/community/psl1iigex#1.5
[19] https://theingots.org/community/psl1iigex#1.6
[20] https://theingots.org/community/psl1iigei
[21] https://theingots.org/community/psl2igex#1.1
[22] https://theingots.org/community/psl2igex#2.1
[23] https://theingots.org/community/psl2igex#3.1
[24] https://theingots.org/community/psl2igex#1.2
[25] https://theingots.org/community/psl2igex#2.2
[26] https://theingots.org/community/psl2igex#1.3
[27] https://theingots.org/community/psl2igex#2.3
[28] https://theingots.org/community/psl2igex#1.4
[29] https://theingots.org/community/psl2igei
[30] https://theingots.org/community/psl2iigex#1.1
[31] https://theingots.org/community/psl2iigex#2.1
[32] https://theingots.org/community/psl2iigex#3.1
[33] https://theingots.org/community/psl2iigex#4.1
[34] https://theingots.org/community/psl2iigex#5.1
[35] https://theingots.org/community/psl2iigex#6.1
[36] https://theingots.org/community/psl2iigex#1.2
[37] https://theingots.org/community/psl2iigex#2.2
[38] https://theingots.org/community/psl2iigex#3.2
[39] https://theingots.org/community/psl2iigex#4.2
[40] https://theingots.org/community/psl2iigex#6.2
[41] https://theingots.org/community/psl2iigex#3.3
[42] https://theingots.org/community/psl2iigei
[43] https://theingots.org/community/psl3igex#1.1
[44] https://theingots.org/community/psl3igex#2.1
[45] https://theingots.org/community/psl3igex#3.1
[46] https://theingots.org/community/psl3igex#4.1
[47] https://theingots.org/community/psl3igex#5.1
[48] https://theingots.org/community/psl3igex#6.1
[49] https://theingots.org/community/psl3igex#5.2
[50] https://theingots.org/community/psl3igex#6.2
[51] https://theingots.org/community/psl3igex#5.3
[52] https://theingots.org/community/psl3igex#6.3
[53] https://theingots.org/community/psl3igei
[54] https://theingots.org/community/psl3iigex#1.1
[55] https://theingots.org/community/psl3iigex#2.1
[56] https://theingots.org/community/psl3iigex#3.1
[57] https://theingots.org/community/psl3iigex#4.1
[58] https://theingots.org/community/psl3iigex#5.1
[59] https://theingots.org/community/psl3iigex#1.2
[60] https://theingots.org/community/psl3iigex#2.2
[61] https://theingots.org/community/psl3iigex#3.2
[62] https://theingots.org/community/psl3iigex#4.2
[63] https://theingots.org/community/psl3iigex#1.3
[64] https://theingots.org/community/psl3iigex#3.3
[65] https://theingots.org/community/psl3iigex#4.3
[66] https://theingots.org/community/psl3iigex#3.4
[67] https://theingots.org/community/psl3iigei
[68] https://theingots.org/community/psl4gex#1.1
[69] https://theingots.org/community/psl4gex#2.1
[70] https://theingots.org/community/psl4gex#3.1
[71] https://theingots.org/community/psl4gex#1.2
[72] https://theingots.org/community/psl4gex#2.2
[73] https://theingots.org/community/psl4gex#3.2
[74] https://theingots.org/community/psl4gex#3.3
[75] https://theingots.org/community/psl4gex#3.4
[76] https://theingots.org/community/psl4gex#3.5
[77] https://theingots.org/community/psl4gei
[78] https://theingots.org/community/psl5gex#1.1
[79] https://theingots.org/community/psl5gex#2.1
[80] https://theingots.org/community/psl5gex#3.1
[81] https://theingots.org/community/psl5gex#4.1
[82] https://theingots.org/community/psl5gex#1.2
[83] https://theingots.org/community/psl5gex#2.2
[84] https://theingots.org/community/psl5gex#3.2
[85] https://theingots.org/community/psl5gex#4.2
[86] https://theingots.org/community/psl5gex#1.3
[87] https://theingots.org/community/psl5gex#2.3
[88] https://theingots.org/community/psl5gei
[89] https://theingots.org/community/psl6gex#1.1
[90] https://theingots.org/community/psl6gex#2.1
[91] https://theingots.org/community/psl6gex#3.1
[92] https://theingots.org/community/psl6gex#4.1
[93] https://theingots.org/community/psl6gex#2.2
[94] https://theingots.org/community/psl6gex#3.2
[95] https://theingots.org/community/psl6gex#4.2
[96] https://theingots.org/community/psl6gei
[97] https://theingots.org/community/psl7gex#1.1
[98] https://theingots.org/community/psl7gex#2.1
[99] https://theingots.org/community/psl7gex#3.1
[100] https://theingots.org/community/psl7gex#4.1
[101] https://theingots.org/community/psl7gex#2.2
[102] https://theingots.org/community/psl7gex#3.2
[103] https://theingots.org/community/psl7gex#4.2
[104] https://theingots.org/community/psl7gex#3.3
[105] https://theingots.org/community/psl7gei
[106] https://theingots.org/community/psl8gex#1.1
[107] https://theingots.org/community/psl8gex#2.1
[108] https://theingots.org/community/psl8gex#3.1
[109] https://theingots.org/community/psl8gex#4.1
[110] https://theingots.org/community/psl8gex#5.1
[111] https://theingots.org/community/psl8gex#6.1
[112] https://theingots.org/community/psl8gex#2.2
[113] https://theingots.org/community/psl8gex#3.2
[114] https://theingots.org/community/psl8gex#4.2
[115] https://theingots.org/community/psl8gex#5.2
[116] https://theingots.org/community/psl8gex#6.2
[117] https://theingots.org/community/psl8gex#3.3
[118] https://theingots.org/community/psl8gex#4.3
[119] https://theingots.org/community/psl8gex#3.4
[120] https://theingots.org/community/psl8gei
[121] https://theingots.org/community/psl1-3
[122] https://theingots.org/community/psit
[123] https://theingots.org/community/psens
[124] https://theingots.org/community/psman
[125] https://theingots.org/community/pssc
[126] https://theingots.org/community/pspe
[127] https://theingots.org/community/psar
[128] https://theingots.org/community/psmu
[129] https://theingots.org/community/psdt
[130] https://theingots.org/community/psps
[131] https://theingots.org/community/psge
[132] https://theingots.org/community/pshi
[133] https://theingots.org/community/psre
[134] https://theingots.org/community/psml