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 use single elements of communication |
2. The learner will show an understanding of 'yes' and 'no' |
3. The learner will respond to the feelings of others |
4. The learner will participate in activities |
5. The learner will demonstrate an appreciation of stillness and quietness |
1.1 I can express my feelings using single elements of communication. [68] | 2.1 I can demonstrate an understanding of "yes". [69] | 3.1 I can begin to respond to the feelings of others. [70] | 4.1 I can join in with activities by initiating ritual actions or sounds. [71] | 5.1 I can remain still. [72] |
2.2 I can demonstrate an understanding of "no". [73] | 5.2 I can demonstrate being quiet. [74] |
1. The learner will respond appropriately to simple questions |
2. The learner will respond to a variety of new experiences |
3. The learner will participate in activities with others |
4. The learner will engage in individual reflection |
1.1 I can respond appropriately to simple questions about familiar religious events or experiences. [76] | 2.1 I can respond to new religious experiences. [77] | 3.1 I can join in with activities involving another person. [78] | 4.1 I can engage in moments of individual reflection. [79] |
1.2 I can communicate simple meanings. [80] | 3.2 I can join in with activities involving two other people. [81] |
1. The learner will express their feelings in different ways |
2. The learner will respond to others in a group |
3. The learner will listen and respond to familiar religious narrative |
4. The learner will carry out ritualised actions |
5. The learner will show concern and sympathy for others |
6. The learner will be aware of their own influence |
1.1 I can communicate my feelings in different ways. [83] | 2.1 I can respond to others in a group situation. [84] | 3.1 I can listen and respond to familiar religious stories, poems and music. [85] | 4.1 I can carry out ritualised actions in familiar circumstances. [86] | 5.1 I can show concern and sympathy for others in distress. [87] | 6.1 I can demonstrate awareness of my influence on events and people. [88] |
2.2 I can cooperate when working as part of a small group. [89] | 3.2 I can make a contribution to celebrations and festivals. [90] |
1. The learner will listen to and follow religious stories |
2. The learner will communicate ideas about religion |
3. The learner will evaluate their own work and behaviour |
4. The learner will understand religious aspects |
5. The learner will understand the needs of others |
6. The learner will make purposeful relationships |
1.1 I can listen to and follow religious stories. [92] | 2.1 I can communicate ideas about religion. [93] | 3.1 I can evaluate my own work. [94] | 4.1 I can find out about religion through stories, music or drama. [95] | 5.1 I know to respect the needs of others. [96] | 6.1 I can make purposeful relationships with others. [97] |
2.2 I can communicate about life events. [98] | 3.2 I can evaluate my behaviour. [99] | 4.2 I can answer simple questions about religion. [100] | |||
2.3 I can communicate about experiences. [101] | 3.3 I can identify right and wrong from experience. [102] |
P1-P3 [117] | ICT [118] | English [119] | Mathematics [120] |
Science [121] | Physical education [122] | Art [123] | Music [124] |
Design technology [125] | Personal social health education [126] | Geography [127] | History [128] |
Religious education [129] | Modern foreign language [130] |
Links
[1] https://theingots.org/community/psl1irex#1.1
[2] https://theingots.org/community/psl1irex#2.1
[3] https://theingots.org/community/psl1irex#1.2
[4] https://theingots.org/community/psl1irex#2.2
[5] https://theingots.org/community/psl1irex#1.3
[6] https://theingots.org/community/psl1irex#2.3
[7] https://theingots.org/community/psl1irex#1.4
[8] https://theingots.org/community/psl1irex#2.4
[9] https://theingots.org/community/psl1irex#1.5
[10] https://theingots.org/community/psl1irei
[11] https://theingots.org/community/psl1iirex#1.1
[12] https://theingots.org/community/psl1iirex#2.1
[13] https://theingots.org/community/psl1iirex#1.2
[14] https://theingots.org/community/psl1iirex#2.2
[15] https://theingots.org/community/psl1iirex#1.3
[16] https://theingots.org/community/psl1iirex#2.3
[17] https://theingots.org/community/psl1iirex#1.4
[18] https://theingots.org/community/psl1iirex#1.5
[19] https://theingots.org/community/psl1iirex#1.6
[20] https://theingots.org/community/psl1iirei
[21] https://theingots.org/community/psl2irex#1.1
[22] https://theingots.org/community/psl2irex#2.1
[23] https://theingots.org/community/psl2irex#3.1
[24] https://theingots.org/community/psl2irex#1.2
[25] https://theingots.org/community/psl2irex#2.2
[26] https://theingots.org/community/psl2irex#1.3
[27] https://theingots.org/community/psl2irex#2.3
[28] https://theingots.org/community/psl2irex#1.4
[29] https://theingots.org/community/psl2irei
[30] https://theingots.org/community/psl2iirex#1.1
[31] https://theingots.org/community/psl2iirex#2.1
[32] https://theingots.org/community/psl2iirex#3.1
[33] https://theingots.org/community/psl2iirex#4.1
[34] https://theingots.org/community/psl2iirex#5.1
[35] https://theingots.org/community/psl2iirex#6.1
[36] https://theingots.org/community/psl2iirex#1.2
[37] https://theingots.org/community/psl2iirex#2.2
[38] https://theingots.org/community/psl2iirex#3.2
[39] https://theingots.org/community/psl2iirex#4.2
[40] https://theingots.org/community/psl2iirex#6.2
[41] https://theingots.org/community/psl2iirex#3.3
[42] https://theingots.org/community/psl2iirei
[43] https://theingots.org/community/psl3irex#1.1
[44] https://theingots.org/community/psl3irex#2.1
[45] https://theingots.org/community/psl3irex#3.1
[46] https://theingots.org/community/psl3irex#4.1
[47] https://theingots.org/community/psl3irex#5.1
[48] https://theingots.org/community/psl3irex#6.1
[49] https://theingots.org/community/psl3irex#5.2
[50] https://theingots.org/community/psl3irex#6.2
[51] https://theingots.org/community/psl3irex#5.3
[52] https://theingots.org/community/psl3irex#6.3
[53] https://theingots.org/community/psl3irei
[54] https://theingots.org/community/psl3iirex#1.1
[55] https://theingots.org/community/psl3iirex#2.1
[56] https://theingots.org/community/psl3iirex#3.1
[57] https://theingots.org/community/psl3iirex#4.1
[58] https://theingots.org/community/psl3iirex#5.1
[59] https://theingots.org/community/psl3iirex#1.2
[60] https://theingots.org/community/psl3iirex#2.2
[61] https://theingots.org/community/psl3iirex#3.2
[62] https://theingots.org/community/psl3iirex#4.2
[63] https://theingots.org/community/psl3iirex#1.3
[64] https://theingots.org/community/psl3iirex#3.3
[65] https://theingots.org/community/psl3iirex#4.3
[66] https://theingots.org/community/psl3iirex#3.4
[67] https://theingots.org/community/psl3iirei
[68] https://theingots.org/community/psl4rex#1.1
[69] https://theingots.org/community/psl4rex#2.1
[70] https://theingots.org/community/psl4rex#3.1
[71] https://theingots.org/community/psl4rex#4.1
[72] https://theingots.org/community/psl4rex#5.1
[73] https://theingots.org/community/psl4rex#2.2
[74] https://theingots.org/community/psl4rex#5.2
[75] https://theingots.org/community/psl4rei
[76] https://theingots.org/community/psl5rex#1.1
[77] https://theingots.org/community/psl5rex#2.1
[78] https://theingots.org/community/psl5rex#3.1
[79] https://theingots.org/community/psl5rex#4.1
[80] https://theingots.org/community/psl5rex#1.2
[81] https://theingots.org/community/psl5rex#3.2
[82] https://theingots.org/community/psl5rei
[83] https://theingots.org/community/psl6rex#1.1
[84] https://theingots.org/community/psl6rex#2.1
[85] https://theingots.org/community/psl6rex#3.1
[86] https://theingots.org/community/psl6rex#4.1
[87] https://theingots.org/community/psl6rex#5.1
[88] https://theingots.org/community/psl6rex#6.1
[89] https://theingots.org/community/psl6rex#2.2
[90] https://theingots.org/community/psl6rex#3.2
[91] https://theingots.org/community/psl6rei
[92] https://theingots.org/community/psl7rex#1.1
[93] https://theingots.org/community/psl7rex#2.1
[94] https://theingots.org/community/psl7rex#3.1
[95] https://theingots.org/community/psl7rex#4.1
[96] https://theingots.org/community/psl7rex#5.1
[97] https://theingots.org/community/psl7rex#6.1
[98] https://theingots.org/community/psl7rex#2.2
[99] https://theingots.org/community/psl7rex#3.2
[100] https://theingots.org/community/psl7rex#4.2
[101] https://theingots.org/community/psl7rex#2.3
[102] https://theingots.org/community/psl7rex#3.3
[103] https://theingots.org/community/psl7rei
[104] https://theingots.org/community/psl8rex#1.1
[105] https://theingots.org/community/psl8rex#2.1
[106] https://theingots.org/community/psl8rex#3.1
[107] https://theingots.org/community/psl8rex#4.1
[108] https://theingots.org/community/psl8rex#5.1
[109] https://theingots.org/community/psl8rex#6.1
[110] https://theingots.org/community/psl8rex#1.2
[111] https://theingots.org/community/psl8rex#2.2
[112] https://theingots.org/community/psl8rex#3.2
[113] https://theingots.org/community/psl8rex#6.2
[114] https://theingots.org/community/psl8rex#3.3
[115] https://theingots.org/community/psl8rex#6.3
[116] https://theingots.org/community/psl8rei
[117] https://theingots.org/community/psl1-3
[118] https://theingots.org/community/psit
[119] https://theingots.org/community/psens
[120] https://theingots.org/community/psman
[121] https://theingots.org/community/pssc
[122] https://theingots.org/community/pspe
[123] https://theingots.org/community/psar
[124] https://theingots.org/community/psmu
[125] https://theingots.org/community/psdt
[126] https://theingots.org/community/psps
[127] https://theingots.org/community/psge
[128] https://theingots.org/community/pshi
[129] https://theingots.org/community/psre
[130] https://theingots.org/community/psml