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 recognise themselves and other people in the past |
2. The learner will link the passage of time with a variety of indicators |
3. The learner will confirm the function of everyday items from the past |
1.1 I can recognise myself in the recent past. [68] | 2.1 I can link the passage of time with a variety of indicators. [69] | 3.1 I can confirm the function of everyday items from the past. [70] |
1.2 I can recognise others in the recent past. [71] |
1. The learner will understand that they have taken part in past events |
2. The learner will communicate about activities and events in the past |
3. The learner will answer simple questions about historical artefacts and buildings |
1.1 I can understand that I have taken part in past events. [73] | 2.1 I can communicate about activities or events in the past. [74] | 3.1 I can answer simple questions about historical artefacts, with support. [75] |
1.2 I can listen to familiar stories about my past. [76] | 3.2 I can answer simple questions about historical buildings, with support. [77] | |
1.3 I can respond to familiar stories about my past. [78] |
1. The learner will recognise themselves and others in the more distant past |
2. The learner will recognise some obvious distinctions between the past and the present |
3. The learner will identify historical artefacts |
1.1 I can recognise myself in the more distant past. [80] | 2.1 I can recognise some clear distinctions between the past and present. [81] | 3.1 I can identify historical artefacts. [82] |
1.2 I can recognise others in the more distant past. [83] | 2.2 I can communicate about obvious distinctions between the past and present. [84] | |
1.3 I can comment on recognition of myself or others in the more distant past. [85] |
1. The learner will recognise some distinctions between the past and the present |
2. The learner will listen and follow stories about people and events |
3. The learner will sort objects to given criteria |
1.1 I can recognise some distinctions between past and present in my own life. [87] | 2.1 I can follow stories about people of the past. [88] | 3.1 I can sort to a given criteria. [89] |
1.2 I can recognise some distinctions between past and present in other peoples lives. [90] | 2.2 I can follow stories about events in the past. [91] | |
1.3 I can communicate about distinctions between past and present. [92] |
1. The learner will demonstrate knowledge of past and present |
2. The learner will indicate the passage of time |
3. The learner will recount episodes from their own past |
4. The learner will identify other historical events |
5. The learner will answer simple questions about historical stories and artefacts |
1.1 I can indicate if personal events belong in the past or present. [94] | 2.1 I can indicate the passage of time. [95] | 3.1 I can recount episodes from my own past. [96] | 4.1 I can recount episodes from historical events. [97] | 5.1 I can answer simple questions about historical stories. [98] |
1.2 I can indicate if objects belong in the past or present. [99] | 5.2 I can answer simple questions about historical artefacts. [100] |
P1-P3 [102] | ICT [103] | English [104] | Mathematics [105] |
Science [106] | Physical education [107] | Art [108] | Music [109] |
Design technology [110] | Personal social health education [111] | Geography [112] | History [113] |
Religious education [114] | Modern foreign language [115] |
Links
[1] https://theingots.org/community/psl1ihix#1.1
[2] https://theingots.org/community/psl1ihix#2.1
[3] https://theingots.org/community/psl1ihix#1.2
[4] https://theingots.org/community/psl1ihix#2.2
[5] https://theingots.org/community/psl1ihix#1.3
[6] https://theingots.org/community/psl1ihix#2.3
[7] https://theingots.org/community/psl1ihix#1.4
[8] https://theingots.org/community/psl1ihix#2.4
[9] https://theingots.org/community/psl1ihix#1.5
[10] https://theingots.org/community/psl1ihii
[11] https://theingots.org/community/psl1iihix#1.1
[12] https://theingots.org/community/psl1iihix#2.1
[13] https://theingots.org/community/psl1iihix#1.2
[14] https://theingots.org/community/psl1iihix#2.2
[15] https://theingots.org/community/psl1iihix#1.3
[16] https://theingots.org/community/psl1iihix#2.3
[17] https://theingots.org/community/psl1iihix#1.4
[18] https://theingots.org/community/psl1iihix#1.5
[19] https://theingots.org/community/psl1iihix#1.6
[20] https://theingots.org/community/psl1iihii
[21] https://theingots.org/community/psl2ihix#1.1
[22] https://theingots.org/community/psl2ihix#2.1
[23] https://theingots.org/community/psl2ihix#3.1
[24] https://theingots.org/community/psl2ihix#1.2
[25] https://theingots.org/community/psl2ihix#2.2
[26] https://theingots.org/community/psl2ihix#1.3
[27] https://theingots.org/community/psl2ihix#2.3
[28] https://theingots.org/community/psl2ihix#1.4
[29] https://theingots.org/community/psl2ihii
[30] https://theingots.org/community/psl2iihix#1.1
[31] https://theingots.org/community/psl2iihix#2.1
[32] https://theingots.org/community/psl2iihix#3.1
[33] https://theingots.org/community/psl2iihix#4.1
[34] https://theingots.org/community/psl2iihix#5.1
[35] https://theingots.org/community/psl2iihix#6.1
[36] https://theingots.org/community/psl2iihix#1.2
[37] https://theingots.org/community/psl2iihix#2.2
[38] https://theingots.org/community/psl2iihix#3.2
[39] https://theingots.org/community/psl2iihix#4.2
[40] https://theingots.org/community/psl2iihix#6.2
[41] https://theingots.org/community/psl2iihix#3.3
[42] https://theingots.org/community/psl2iihii
[43] https://theingots.org/community/psl3ihix#1.1
[44] https://theingots.org/community/psl3ihix#2.1
[45] https://theingots.org/community/psl3ihix#3.1
[46] https://theingots.org/community/psl3ihix#4.1
[47] https://theingots.org/community/psl3ihix#5.1
[48] https://theingots.org/community/psl3ihix#6.1
[49] https://theingots.org/community/psl3ihix#5.2
[50] https://theingots.org/community/psl3ihix#6.2
[51] https://theingots.org/community/psl3ihix#5.3
[52] https://theingots.org/community/psl3ihix#6.3
[53] https://theingots.org/community/psl3ihii
[54] https://theingots.org/community/psl3iihix#1.1
[55] https://theingots.org/community/psl3iihix#2.1
[56] https://theingots.org/community/psl3iihix#3.1
[57] https://theingots.org/community/psl3iihix#4.1
[58] https://theingots.org/community/psl3iihix#5.1
[59] https://theingots.org/community/psl3iihix#1.2
[60] https://theingots.org/community/psl3iihix#2.2
[61] https://theingots.org/community/psl3iihix#3.2
[62] https://theingots.org/community/psl3iihix#4.2
[63] https://theingots.org/community/psl3iihix#1.3
[64] https://theingots.org/community/psl3iihix#3.3
[65] https://theingots.org/community/psl3iihix#4.3
[66] https://theingots.org/community/psl3iihix#3.4
[67] https://theingots.org/community/psl3iihii
[68] https://theingots.org/community/psl4hix#1.1
[69] https://theingots.org/community/psl4hix#2.1
[70] https://theingots.org/community/psl4hix#3.1
[71] https://theingots.org/community/psl4hix#1.2
[72] https://theingots.org/community/psl4hii
[73] https://theingots.org/community/psl5hix#1.1
[74] https://theingots.org/community/psl5hix#2.1
[75] https://theingots.org/community/psl5hix#3.1
[76] https://theingots.org/community/psl5hix#1.2
[77] https://theingots.org/community/psl5hix#3.2
[78] https://theingots.org/community/psl5hix#1.3
[79] https://theingots.org/community/psl5hii
[80] https://theingots.org/community/psl6hix#1.1
[81] https://theingots.org/community/psl6hix#2.1
[82] https://theingots.org/community/psl6hix#3.1
[83] https://theingots.org/community/psl6hix#1.2
[84] https://theingots.org/community/psl6hix#2.2
[85] https://theingots.org/community/psl6hix#1.3
[86] https://theingots.org/community/psl6hii
[87] https://theingots.org/community/psl7hix#1.1
[88] https://theingots.org/community/psl7hix#2.1
[89] https://theingots.org/community/psl7hix#3.1
[90] https://theingots.org/community/psl7hix#1.2
[91] https://theingots.org/community/psl7hix#2.2
[92] https://theingots.org/community/psl7hix#1.3
[93] https://theingots.org/community/psl7hii
[94] https://theingots.org/community/psl8hix#1.1
[95] https://theingots.org/community/psl8hix#2.1
[96] https://theingots.org/community/psl8hix#3.1
[97] https://theingots.org/community/psl8hix#4.1
[98] https://theingots.org/community/psl8hix#5.1
[99] https://theingots.org/community/psl8hix#1.2
[100] https://theingots.org/community/psl8hix#5.2
[101] https://theingots.org/community/psl8hii
[102] https://theingots.org/community/psl1-3
[103] https://theingots.org/community/psit
[104] https://theingots.org/community/psens
[105] https://theingots.org/community/psman
[106] https://theingots.org/community/pssc
[107] https://theingots.org/community/pspe
[108] https://theingots.org/community/psar
[109] https://theingots.org/community/psmu
[110] https://theingots.org/community/psdt
[111] https://theingots.org/community/psps
[112] https://theingots.org/community/psge
[113] https://theingots.org/community/pshi
[114] https://theingots.org/community/psre
[115] https://theingots.org/community/psml