Spreadsheet: 85568d1285664881-query-vba-multiple-conditions-master-roa
Sheet: Core

Access
P1 (i)  Pupils encounter activities and experiences. They may be passive or resistant. They may show simple reflex responses, for example, startling at sudden noises or movements. Any participation is fully prompted.
P1 (ii) Pupils show emerging awareness of activities and experiences. They may have periods when they appear alert and ready to focus their attention on certain people, events, objects or parts of objects, for example, attending briefly to interactions with a familiar person. They may give intermittent reactions, for example, sometimes becoming excited in the midst of social activity.
[NAME] (i) Pupils begin to respond consistently to familiar people, events and objects. They react to new activities and experiences, for example, withholding their attention. They begin to show interest in people, events and objects, for example, smiling at familiar people. They accept and engage in coactive exploration, for example, focusing their attention on sensory aspects of stories or rhymes when prompted.
P2 (ii) Pupils begin to be proactive in their interactions. They communicate consistent preferences and affective responses, for example, reaching out to a favourite person. They recognise familiar people, events and objects, for example, vocalising or gesturing in a particular way in response to a favourite visitor. They perform actions, often by trial and improvement, and they remember learned responses over short periods of time, for example, showing pleasure each time a particular puppet character appears in a poem dramatised with sensory cues. They co-operate with shared exploration and supported participation, for example, taking turns in interactions with a familiar person, imitating actions and facial expressions.
P3 (i) Pupils begin to communicate intentionally. They seek attention through eye contact, gesture or action. They request events or activities, for example, pointing to key objects or people. They participate in shared activities with less support. They sustain concentration for short periods. They explore materials in increasingly complex ways, for example, reaching out and feeling for objects as tactile cues to events. They observe the results of their own actions with interest, for example, listening to their own vocalisations. They remember learned responses over more extended periods, for example, following the sequence of a familiar daily routine and responding appropriately.
P3 (ii) Pupils use emerging conventional communication. They greet known people and may initiate interactions and activities, for example, prompting another person to join in with an interactive sequence. They can remember learned responses over increasing periods of time and may anticipate known events, for example, pre-empting sounds or actions in familiar poems. They may respond to options and choices with actions or gestures, for example, by nodding or shaking their heads. They actively explore objects and events for more extended periods, for example, turning the pages in a book shared with another person. They apply potential solutions systematically to problems, for example, bringing an object to an adult in order to request a new activity.
English
Listening
P4 Pupils demonstrate an understanding of at least 50 words, including the names of familiar objects. Pupils respond appropriately to simple requests which contain one key word, sign or symbol in familiar situations, for example, ‘Get your coat’, Stand up’, or ‘Clap your hands’.
P5 Pupils respond appropriately to questions about familiar or immediate events or experiences for example, ‘Where is the ball?’, ‘What are you doing?’, ‘Is it yellow?’ They follow requests and instructions containing at least two key words, signs or symbols, for example, ‘Put the spoon in the dish’, ‘Give the book to [NAME]’.
P6 Pupils respond to others in group situations, for example, taking turns appropriately in a game such as pass the parcel. They follow requests and instructions with three key words, signs or symbols, for example, 'Give me the little red book'.
P7 Pupils listen, attend to and follow stories for short stretches of time. They follow requests and instructions with four key words, signs or symbols, for example, ‘Get the big book about dinosaurs from the library.’ They attend to, and respond to, questions from adults and their peers about experiences, events and stories, for example, ‘Where has the boy gone?
P8 Pupils take part in role play with confidence. Pupils listen attentively. They respond appropriately to questions about why or how, for example ‘Why does a bird make a nest?’, ‘How do we copy this picture?
1C Pupils understand and respond appropriately to straightforward comments or instructions directed at them. They convey meanings, including some relevant details to a range of others.
1B Pupils communicate clearly and in simple correct grammatical form about matters of interest to individuals and groups, for example, ‘She gave the dog a biscuit’. They follow what others say and respond appropriately to straightforward comments. They convey meaning, making what they communicate relevant and interesting to the listener.
1A Pupils communicate clearly about matters of interest, taking turns in a range of situations and groups. They follow what others say and usually respond appropriately. They convey meaning, sustaining their contribution and the listener’s interest.
2C Pupils communicate on topics of interest with people they know and include some details the listener needs to know. They express ideas using an appropriate vocabulary. They show by their direct responses that they listen.
2B Pupils communicate on different topics with people they know, explaining details the listener needs to know. They develop ideas using more varied expressions. They show they are listening by commenting on what they have heard.
2A Pupils communicate on a range of topics, sometimes with people who are unfamiliar to them, including relevant information the listener needs to know. They develop and explain ideas, using a more extensive vocabulary and beginning to adapt to more formal situations.
3 Pupils talk and listen confidently in different contexts, exploring and communicating ideas. In discussion, they show understanding of the main points. Through relevant comments and questions, they show they have listened carefully. They begin to adapt what they say to the needs of the listener, varying the use of vocabulary and the level of detail. They are beginning to be aware of standard English and when it is used.
4 Pupils talk and listen with confidence in an increasing range of contexts. Their talk is adapted to the purpose: developing ideas thoughtfully, describing events and conveying their opinions clearly. In discussion, they listen carefully, making contributions and asking questions that are responsive to others' ideas and views. They use appropriately some of the features of standard English vocabulary and grammar.
Speaking
P4 Pupils repeat, copy and imitate between 10 and 50 single words, signs or phrases, or use a repertoire of objects of reference or symbols. They use 50 single words, signs and symbols for familiar objects, for example, cup, biscuit, and to communicate about events and feelings, for example, likes and dislikes.
P5 Pupils combine two key ideas or concepts. They combine single words, signs or symbols to communicate meaning to a range of listeners, for example, ‘[NAME] gone’ or ‘more drink’. They make attempts to repair misunderstanding without changing the words used, for example, by repeating a word with a different intonation or facial expression. Pupils use a vocabulary of over 50 words.
P6 Pupils initiate and maintain short conversations using their preferred medium of communication. They ask simple questions to obtain information, for example, 'Where's cat?'. They can use prepositions, such as 'in' or 'on' and prenouns such as 'may' or 'it' correctly.
P7 Pupil uses phrases with up to three key words, signs or symbols to communicate simple ideas, events or stories to others, for example. ‘I want big chocolate muffin’. They use regular plurals correctly. They communicate ideas about present, past and future events and experiences, using simple phrases and statements, for example, ‘We going cinema on Friday’. They contribute appropriately one-to-one and in small groups discussions and role play. They use the conjunction and to link ideas or add new information beyond what is asked.
P8 They link up to four key words, signs or symbols in communicating about their own experiences or in telling familiar stories, both in groups and one-to-one, for example, ‘The hairy giant shouted at [NAME]’. They use an extensive vocabulary to convey meaning to the listener. They can use possessives, for example, ‘[NAME]’s coat’. They take part in role play with confidence. They use conjunctions that suggest cause for example, cos, to link ideas.
1C Pupils understand and respond appropriately to straightforward comments or instructions directed at them. They convey meanings, including some relevant details, to a range of others.
1B Pupils communicate clearly and in simple correct grammatical form about matters of interest to individuals and groups, for example, ‘She gave the dog a biscuit’. They follow what others say and respond appropriately to straightforward comments. They convey meaning, making what they communicate relevant and interesting to the listener.
1A Pupils communicate clearly about matters of interest, taking turns in a range of situations and groups. They follow what others say and usually respond appropriately. They convey meaning, sustaining their contribution and the listener’s interest.
2C Pupils communicate on topics of interest with people they know and include some details the listener needs to know. They express ideas using an appropriate vocabulary. They show by their direct responses that they listen.
2B Pupils communicate on different topics with people they know, explaining details the listener needs to know. They develop ideas using more varied expressions. They show they are listening by commenting on what they have heard.
2A Pupils communicate on a range of topics, sometimes with people who are unfamiliar to them, including relevant information the listener needs to know. They develop and explain ideas, using a more extensive vocabulary and beginning to adapt to more formal situations.
3 Pupils talk and listen confidently in different contexts, exploring and communicating ideas. In discussion, they show understanding of the main points. Through relevant comments and questions, they show they have listened carefully. They begin to adapt what they say to the needs of the listener, varying the use of vocabulary and the level of detail. They are beginning to be aware of standard English and when it is used.
4 Pupils talk and listen with confidence in an increasing range of contexts. Their talk is adapted to the purpose: developing ideas thoughtfully, describing events and conveying their opinions clearly. In discussion, they listen carefully, making contributions and asking questions that are responsive to others' ideas and views. They use appropriately some of the features of standard English vocabulary and grammar.
Reading
P4 Pupils listen and respond to familiar rhymes and stories. They show some understanding of how books work, for example, turning pages and holding the book the right way up.
P5 Pupils select a few words, symbols or pictures with which they are particularly familiar and derive some meaning from text, symbols or pictures presented in a way familiar to them. They match objects to pictures and symbols, for example choosing between two symbols to select a drink or seeing a photograph of a child and eye-pointing at the child. They show curiosity about content at a simple level, for example they may answer basic two key-word questions about a story.
P6 Pupils select and recognise or read a small number of words or symbols linked to a familiar vocabulary, for example, name, people, objects or actions. They match letters and short words.
P7 Pupils show an interest in the activity of reading. They predict elements of a narrative, for example, when the adult stops reading; pupils fill in the missing word. They distinguish between print or symbols and pictures in texts. They understand the conventions of reading, for example, following text left to right, top to bottom and page following page. They know that their name is made up of letters.
P8 Pupils understand that words, symbols and pictures convey meaning. They recognise or read a growing repertoire of familiar words or symbols, including their own names. They recognise at least half of the letters of the alphabet by shape, name or sound. They associate sounds with patterns in rhymes, with syllables, and with words or symbols.
1C Pupils can recognise familiar words or symbols in simple texts. They identify initial sounds in unfamiliar words. They can establish meaning when reading aloud simple sentences. They express their response to familiar texts by identifying aspects which they like and dislike.
1B Pupils can read a range of familiar words or symbols and identify initial and final sounds in unfamiliar words. With support, they use their knowledge of letters, sounds and words to establish meaning when reading aloud. They respond to events and ideas in poems, stories and non-fiction.
1A Pupils use their knowledge of letters, sounds and words to read simple texts with meaning. They comment on events or ideas in stories, poems and non-fiction.
2C Pupils read most of a simple unfamiliar text independently and use different strategies (phonic, grammatical and contextual) in reading unfamiliar words. They read from word to word, or sign to sign, or symbol to symbol and may need support to establish meaning. They show understanding of texts, recount the main events or facts with support and comment on obvious features of the text, for example, good/bad characters.
2B Pupils' reading of simple unfamiliar texts is almost entirely accurate and well paced, taking some account of punctuation. When reading unfamiliar words or symbols they combine a range of strategies (phonic, graphic, grammatical and contextual) to establish meaning. They show understanding of texts by commenting on features such as plot, setting, characters and how information is presented.
2A Pupils read simple unfamiliar texts accurately. Their independent reading shows they can read ahead and make use of expression and intonation to enhance meaning. In responding to stories, they identify and comment on the main characters and how they relate to one another. They express opinions about events and actions and comment on some of the ways in which the text is written or presented.
3 Pupils read a range of texts fluently and accurately. They read independently, using strategies appropriately to establish meaning. In responding to fiction and non-fiction they show understanding of the main points and express preferences. They use their knowledge of the alphabet to locate books and find information.
4 In responding to a range of texts, pupils show understanding of significant ideas, themes, events and characters, beginning to use inference and deduction. They refer to the text when explaining their views. They locate and use ideas and information.
Writing
P4 Pupils show that they understand that marks and symbols convey meaning, for example, placing photographs or symbols on a timetable or in a sequence. They make marks or symbols in their preferred mode of communication.
P5 Pupils produce meaningful marks or symbols associated with their own name or familiar spoken words, actions, images or events. For example, contributing to records of their own achievements or to books about themselves, their families and interests. They trace, overwrite or copy shapes and straight line patterns.
P6 Pupils produce or write their name in letters or symbols. They copy letter forms, for example labels and /or captions for pictures or for displays.
P7 Pupils group letters and leave spaces between them as though they are writing separate words. They are aware of the sequence of letters, symbols and words, for example, selecting and linking symbols together, writing their names and one or two other simple words correctly from memory.
P8 Pupils show awareness that writing can have a range of purposes, for example, in relation to letters, lists or stories. They show understanding of how text is arranged on the page, for example, by writing or producing letter sequences going from left to right. They write or use their preferred mode of communication to set down their names with appropriate use of upper and lower case letters or appropriate symbols.
1C Pupils produce letters and words or symbols to convey meaning. Commonly used letters are correctly formed but may be inconsistent in their size and orientation.
1B Pupils structure some phrases and simple statements using recognisable words to communicate ideas. At least half the letters of the alphabet are correctly formed and orientated.
1A Pupils use phrases and simple statements to convey ideas, making some choices of appropriate vocabulary. Some words are spelt conventionally. Pupils make some use of the full stops and capital letters. Letters are clearly formed, correctly orientated and sit on the line.
2C Pupils' writing communicates meaning beyond a simple statement. It shows some characteristics of narrative or non-narrative writing but the form may not be sustained. Individual ideas are developed in short sections. The vocabulary is appropriate to the subject matter, with some words used effectively. Overall, the writing draws more on the characteristics of spoken language than on those of written language. Pupils compose sentences and use some punctuation to demarcate these appropriately. Some common words are spelt correctly and alternatives use phonic strategies with some recall of visual patterns. Handwriting is legible despite inconsistencies in orientation, size and use of upper and lower case letters.
2B The writing communicates meaning using a narrative or non-narrative form with some consistency. Sufficient detail is given to engage the reader, and variation is evident in both sentence structure and word choices, which are sometimes ambitious. The organisation reflects the purpose of the writing, with some sentences extended and linked through connectives other than 'and'. There is evidence of some sentence punctuation. In spelling, phonetically plausible attempts reflect growing knowledge of whole word structure, together with an awareness of visual patterns and recall of letter strings. Handwriting is clear, with ascenders and descenders distinguished, and generally upper and lower case letters are not mixed within the word.
2A The writing communicates meaning in a way which is lively and generally holds the reader's interest. Some characteristic features of a chosen form of narrative or non-narrative writing are beginning to be developed. Links between ideas or events are mainly clear and the use of some descriptive phrases adds detail or emphasis. Growing understanding of the use of punctuation is shown in the use of capital letters and full stops to mark correctly structured sentences. Spelling of many monosyllabic words is accurate, with phonetically plausible attempts at longer, polysyllabic words. Handwriting shows accurate and consistent letter formation.
3 Pupils' writing is often organised, imaginative and clear. The main features of different forms of writing are used appropriately, beginning to be adapted to different readers. Sequences of sentences extend logically. Words are chosen for variety and interest. The basic grammatical structure of sentences is usually correct. Spelling is usually accurate, including that of common polysyllabic words. Punctuation to mark sentences - full stops, capital letters and question marks - is used accurately. Handwriting is joined and legible.
4 Pupils' writing in a range of form is lively and thoughtful. Ideas are often sustained and developed in interesting ways and organised appropriately for the purpose of the reader. Vocabulary choices are often adventurous and words are used for effect.Pupils are beginning to use grammatically complex sentences, extending meaning. Spelling including that of polysyllabic words that conform to regular patterns, is generally accurate. Full stops, capital letters and question marks are used correctly, and pupils are beginning to use punctuation within the sentence.Handwriting is fluent, joined and legible.
Maths
Number
P4 Pupils show an awareness of number activities and counting, for example copying some actions during number rhymes, songs and number games, following a sequence of pictures or numbers as indicated by a known person during number rhymes and songs.
P5 Pupils respond to and join in with familiar number rhymes, stories, songs and games, for example, using a series of actions during the singing of a familiar song; joining in by saying, signing or indicating at least one of the numbers in a familiar number rhyme. Pupils can indicate one or two, for example by using eye pointing, blinks, gestures or any other means to indicate one or two, as required. They demonstrate that they are aware of contrasting quantities, for example one and lots by making groups of one or lots of food items on plates
P6 Pupils demonstrate an understanding of one-to-one correspondence in a range of contexts, for example: matching objects such as cups to saucers, straws to drink cartons. Pupils join in rote counting up to five, for example, saying or signing number names to 5 in counting activities. They count reliably to three, make sets of up to three objects and use numbers to three in familiar activities and games, for example, touching one, two, three items as an adult counts, counting toys or pictures, counting out sets of three, e.g. knife, fork and spoon. They demonstrate an understanding of the concept of more, for example, they indicate that more cups, counters, food items are required. They join in with new number rhymes, songs, stories and games.
P7 Pupils join in rote counting to 10, for example, saying or signing number names to 10 in counting activities. They can count at least 5 objects reliably, for example, candles on a cake, bricks in a tower. They recognise numerals from one to five and to understand that each represents a constant number or amount, for example, putting correct number of objects (1-5) into containers marked with the numeral; collecting the correct number of items up to five. Pupils demonstrate an understanding of less, for example, indicating which bottle has less water in it. In practical situations they respond to add one to a number of objects, for example, responding to requests such as add one pencil to the pencils in the pot, add one sweet to the dish.
P8 Pupils join in with rote counting to beyond 10, for example, they say or sign number names in counting activities. They continue to rote count onwards from a given small number, for example, continue the rote count onwards in a game using dice and moving counters up to 10; continue to say, sign or indicate the count aloud when adult begins counting the first two numbers. Pupils recognise differences in quantity, for example, in comparing given sets of objects and saying which has more or less, which is the bigger group or smaller group. They recognise numerals from one to nine and relate them to sets of objects, for example, labelling sets of objects with correct numerals. In practical situations they respond to add one to or take one away from a number of objects, for example, they add one more to three objects in a box and say, sign or indicate how many are now on the box; at a cake sale say, sign or indicate how many cakes are left when one is sold. They use ordinal numbers (first, second, third) when describing the position of objects, people or events, for example, indicate who is first in a queue or line; who is first, second and third in a race or competition. Pupils estimate a small number (up to 10) and check by counting, for example, suggesting numbers that can be checked by counting, guessing then counting the number of: Pupils in a group; adults in the room; cups needed at break time.
1C Pupils read most numberals up to 10 in familiar contexts. They make attempts to record numbers up to 10. They count from one to ten objects, for example, counting chairs around a table, cups on a tray, people on a bus. In practical situations they use the vocabulary involved in adding and subtracting and demonstrate an understanding of addition as the combining of two or more groups of objects, for example, using everyday objects, the pupil finds how many there are in two groups by combining and counting them.
1B Pupils read most numberals up to 10 in familiar contexts. They make attempts to record numbers up to 10. They count from one to ten objects, for example, counting chairs around a table, cups on a tray, people on a bus. In practical situations they use the vocabulary involved in adding and subtracting and demonstrate an understanding of addition as the combining of two or more groups of objects, for example, using everyday objects, the pupil finds how many there are in two groups by combining and counting them.
1A Pupils read most numberals up to 10 in familiar contexts. They make attempts to record numbers up to 10. They count from one to ten objects, for example, counting chairs around a table, cups on a tray, people on a bus. In practical situations they use the vocabulary involved in adding and subtracting and demonstrate an understanding of addition as the combining of two or more groups of objects, for example, using everyday objects, the pupil finds how many there are in two groups by combining and counting them.
2C Pupils are confident in using numbers up to 20 and are beginning to understand place value. They begin to know by heart all pairs of whole numbers with totals up to 10 and can use these facts to add or subtract a pair of numbers mentally. They recognise odd and even numbers to 20 and other simple number sequences, for example, counting on or back in twos. They collect data by counting and they record the data in a tally or block graph.
2B Pupils count, read, write and order accurately whole numbers to at least 50. They recognise that subtraction is the inverse of addition and use this to solve addition and subtraction problems. They can identify doubles and halves using numbers up to 20 and are beginning to understand the concept of 'a quarter'. They recognise odd and even numbers to about 50. They recognise 1p, 2p, 5p, 10, 20p, 50p coins and can choose coins to make amounts up to 50p. Pupils organise and classify data using simple lists and tables.
2A Pupils accurately count, read, write and order numbers up to at least 100 and understand the place value of each digit. They use mental recall of addition facts up to 10 to add and subtract whole numbers, including multiples of 10.Pupils understand the operation of multiplication as repeated addition and as a way of representing the number of items in a rectangular array, and of division as repeated subtraction or sharing. They understand halving as the inverse of doubling and use this to derive and learn multiplication and division facts from the 2 times table. They understand and use the £ p notation for money. They sort objects and classify them using more than one criterion.Pupils present data they have collected in simple lists, tables or block graphs and communicate their findings to others.
3 Pupils show understanding of place value in numbers up to 1000 and use this to make approximations. They begin to use decimal notation and to use negative numbers, in contexts such as money and temperature. Pupils use mental recall of addition and subtraction facts to 20 in solving problems involving larger numbers. They add and subtract numbers with two digits mentally and numbers with three digits using written methods. They use mental recall of the 2,3,4,5 and 10 multiplication tables and derive the associated division facts. They solve whole number problems involving multiplication or division, including those that give rise to remainders. They use simple fractions that are several parts of a whole and recognise when two simple fractions are equivalent. Pupils extract and interpret information presented in simple tables and lists. They construct bar charts and pictograms, where the symbol represents a group of units, to communicate information they have gathered, and they interpret information presented to them in these forms.
4 Pupils use their understanding of place value to multiply and divide whole numbers by 10 or 100. In solving number problems, pupils use a range of mental methods of computation with the four operations, including mental recall of multiplication facts up to 10 x 10 and quick derivation of corresponding division facts. They use efficient written methods of addition and subtraction and of short multiplication and division. They add and subtract decimals to two places and order decimals to three places. In solving problems with or without a calculator, pupils check the reasonableness of their results by reference to their knowledge of the context or to the size of the numbers. They recognise approximate proportions of a whole and use simple fractions and percentages to describe these. Pupils recognise and describe number patterns, and relationships including multiple, factor and square. They begin to use simple formulae expressed in words. Pupils use and interpret coordinates in the first quadrant. Pupils collect discrete data and record them using a frequency table. They understand and use the mode and range to describe sets of data. They group data, where appropriate, in equal class intervals, represent collected data in frequency diagrams and interpret such diagrams. They construct and interpret simple line graphs.
SSM
P4 Pupils search for objects that have gone out of sight, hearing or touch, demonstrating the beginning of object permanence, for example, searching for an object or sound when it is removed. Pupils match big objects and small objects, for example, finding a big football to place in a net with other big footballs, matching a small model car with a similar sized model car. They demonstrate interest in position and the relationship between objects, for example, stacking or joining objects or using construction materials.
P5 Pupils search intentionally for objects in their usual place, for example, going to the mathematics shelf for the box of shapes. They find big and small objects on request, for example, from a choice of two objects, identifying the big and small. They compare the overall size of one object with that of another where there is a marked difference, for example, they indicate which of two shoes is the bigger, and compare objects big boxes and small boxes. They explore the position of objects, for example, placing objects in and out of containers, placing objects inside and outside a hoop, fits as many objects as possible into a box.
P6 Pupils search for objects not found in their usual place demonstrating their understanding of object permanence, for example, looking for cups when they are not in their usual cupboard. They compare the overall size of one object with that of another where the difference is not great, for example, identifying the bigger of two [NAME] or nesting cubes. They manipulate three-dimensional shapes, for example, putting shapes into a shape sorter, using 3D objects to build and manipulate in role-play, rolling a tube in a race with a partner. They show understanding of words signs and symbols that describe positions, for example, responding to a request to put an object in, on, under, inside another object.
P7 Pupils respond to forwards and backwards, for example, moving forwards and backwards on request, recognising when a vehicle is moving forwards and backwards, moving a counter forward or backward on a board game. They pick out described shapes from a collection, for example, picking out all the round shapes in the classroom, finding shapes with straight edges, fitting shapes into matching holes. They use familiar words in practical situations when they compare sizes and quantities, for example, using the words heavy and light, more and less, enough or not enough to compare objects or quantities.
P8 Pupils compare objects directly, focusing on one dimension such as length or height where the difference is marked and can indicate the long one or the tall one, for example, comparing two plants, placed side by side and indicate the tall one or comparing two zips and indicating the long one. They show awareness of time, through some familiarity with names of the days of the week and significant times in their day, such as meal times, bed times, for example, ordering events in their day on a visual daily timetable, understanding and using names of days of the week, no school on Saturday or Sunday, swimming on Wednesday. They respond to mathematical vocabulary such as straight, circle, larger to describe the shape and size of solids and flat shapes, for example, when shopping, Pupils find boxes with straight edges to pack into the carrier bag; identify the larger circle when stacking two cans. They describe shapes in simple models, pictures and patterns, for example, stamping shapes in sand and describing them, using a set of flat shapes to make pictures or patterns, naming some of the shapes used, identifying specific shapes from pictures, simple models or patterns.
1C Pupils construct with 3-D shapes and make some arrangements and patterns of 2-D shapes. They recognise and name some familiar 2-D shapes such as circle, triangle and square. They match and sort these shapes in activities. They use everyday vocabulary for properties and positions, for example, top, bottom, side and they order objects, for example, by indicating the heavier or shorter object in a pair.
1B Pupils work with, recognise and name common 3-D shapes, for example, cube and cylinder and 2-D shapes, circle, triangle, rectangle and square.They describe the basic properties of these shapes and make simple comparisons between them using terms such as larger, smaller, curved and straight. They recognise terms describing position such as on top, in front of, behind, in the middle and in between. They measure and order more than two objects, using direct comparison. They order everyday events logically and begin to use the vocabulary of time.
1A Pupils sort and describe 3-D and 2-D shapes in terms of their properties and positions. They compare two lengths, masses / weights by direct comparison. They continue and create simple spatial patterns, for example red cylinder, blue cube, red cylinder.They recognise directional symbols such as arrows.
2C Pupils use the correct terms for common shapes, for example, circle, triangle, cube, cylinder and can describe their properties using everyday language. They are beginning to link everyday language with mathematical language, for example, angle, point. They suggest suitable units and measuring equipment to estimate and measure a length, mass / weight or capacity.
2B Pupils use correct terms for common shapes and recognise properties such as faces, edges, sides and corners. They can distinguish between straight and turning movements and can describe positions using terms such as 'at the corner of', 'further away from'. They can recognise and draw a line of symmetry or construct patterns with a line of symmetry. They are beginning to make simple measurements of length, mass / weight and capacity accurately, becoming familiar with using standard units of measurement.
2A Pupils can identify common shapes by their properties and describe them in terms of their properties, including recognising right angles in 2-D and 3-D shapes. They can sort one collection of 2-D or 3-D shapes in more than one way. They can identify lines of symmetry in simple shapes and recognise shapes with no lines of symmetry. They are beginning to understand angle as a measure of turn. They show an understanding of right angles through movement, including using clockwise and anti-clockwise. They tell the time using hours, half-hour and quarter-hour units and use the vocabulary related to time. Pupils begin to use standard units of length (cm, m), mass or weight (g, kg) and capacity (l) to measure and compare quantities and objects. They compare events and timescales using an appropriate standard unit of time (hour, minute, second).
3 Pupils classify 3D and 2D shapes in various ways using mathematical properties such as reflective symmetry for 2D shapes. They use non-standard units, standard metric units of length, capacity and mass, and standard units of time, in a range of contexts.
4. Pupils make 3-D mathematical models by linking given faces or edges, draw common 2-D shapes in different orientations on grids. They reflect simple shapes in a mirror line. They choose and use appropriate units and instruments, interpreting, with appropriate accuracy, numbers on a range of measuring instruments. They find perimeters of simple shapes and find areas by counting squares.
Using and Applying
P4 Pupils are aware of cause and effects in familiar mathematical activities, for example, knowing that in a role-play shop a coin can be exchanged for an item; hitting a mathematical shape on a concept keyboard to make it appear on the screen.
P5 Pupils show awareness of changes in shape, position or quantity, for example, grouping objects that have similar key features such as shape; creating very simple sequences of light or sound using switched equipment; recalling an object which has been placed out of sight. They anticipate, follow and join in familiar mathematical activities when given a contextual cue, for example, anticipating the next chorus or action in songs and rhymes; matching cakes to plates.
P6 Pupils sort objects and materials according to a given criteria, for example, sorting footballs into a net and table tennis balls into a box. They copy simple patterns or sequences, for example, copying a drumbeat; copying a simple pattern of repeated movements; copying a pattern of large and small cups.
P7 Pupils complete a range of classification activities using a given criterion, for example, sorting a pile of coins by size, colour or shape; sorting all the blue Wellington boots; sorting all the size 6 shoes. They identify when an object is different and does not belong to a given familiar category, for example, removing odd items from sets; collecting items into sorting boxes or drawers. They respond appropriately to key vocabulary and questions, for example, ‘How many?’
P8 Pupils talk about, recognise and copy simple repeating patterns and sequences, for example, recognising and describing simple repeating patterns on textiles or necklaces from different cultures; recognising and describing a pattern of socks on a line; joining in a pattern of hand claps; talking about and copying patterns such as beats in familiar music; shapes made by hand and feet in damp sand; sponge prints. Pupils use their developing mathematical understanding of counting up to ten to solve simple problems encountered in play, games or other work, for example, using tokens or marks to tally events or scoring in games; counting in the school environment; using ordinal words to describe positions and turns. Pupils make simple estimates, for example, estimating the number of cubes that will fit into a box or the number of strides across a room.
1 Pupils use mathematics as an integral part of classroom activities. They represent their work with objects or pictures and discuss it. They recognise and use a simple pattern or relationship.
2 Pupils select the mathematics they use in some classroom activities. They discuss their work using mathematical language and are beginning to represent it using symbols and simple diagrams. They explain why an answer is correct.
3 Pupils try different approaches and find ways of overcoming difficulties that arise when they are solving problems. They are beginning to organise their work and check results. Pupils discuss their mathematical work and are beginning to explain their thinking. They use and interpret mathematical symbols and diagrams. Pupils show that they understand a general statement by finding particular examples to match it.
4 Pupils are developing their own strategies for solving problems and are using these strategies both in working within mathematics and in applying mathematics to practical contexts. They present information and results in a clear and organised way. They search for a solution by trying out ideas of their own.
Science
Scientific Enquiry
P4 Pupils explore objects and materials provided, changing some materials by physical means and observing the outcomes, for example, when mixing flour and water. They know that certain actions produce predictable results, for example, that sponges can be squeezed. Pupils communicate their awareness of changes in light, sound or movement. They imitate actions involving main body parts, for example, clapping or stamping. They make sounds using their own bodies, for example, tapping, singing or vocalising, and imitate or copy sounds. They cause movement by a pushing or pulling action.  Pupls show interest in a wide range of living things, handling and observing them, for example, on a visit to a farm, or on a walk in the woods collecting items.
P5 Pupils anticipate and join in activities focused on enquiry into specific environments, for example, finding the hamster under the straw, or the worms in a wormery. They group objects and materials in terms of simple features or properties, for example, temperature or colour. They can indicate the before and after of material changes. They engage in experimentation with a range of equipment in familiar and relevant situations, for example, initiating the activation of a range of light sources. They answer simple scientific questions, for example, 'Where is the flower?' 'Is it hot/cold?'.
P6 Pupils explore objects and materials provided in an appropriate way. They recognise features of objects, for example, the features of living things in their environment, knowing where they belong, for example, eyes on a face, leaves on a tree. They begin to make generalisations, connections and predictions from regular experience, for example, expecting that ice cream will melt, or making wheeled objects move faster by pushing on a smooth surface or down a slope. Pupils consistently sort materials according to given criteria when the contrast is obvious. They closely observe the changes that occur, for example, when materials are heated, cooled or mixed. They identify some appliances that use electricity. They can recall sources of sound and light, for example, remembering their location.
P7 Pupils actively join in scientific investigations. They understand some simple, scientific vocabulary and can communicate related ideas and observations using simple phrases, for example, indicate which food to give which animal. They sort materials reliably with given criteria, for example, hard or soft. They observe some of the simple properties of light, sound and movement, for example, shadows, volume or speed. They begin to record their findings, for example, pictorially. They begin to make suggestions for planning and evaluating their work.
P8 Pupils explore and observe similarities, differences, patterns and changes in features of objects, living things and events. They begin to make their own contributions to planning and evaluation and to recording their findings in different ways.  Pupils identify a range of common materials and know about some of their properties. They sort materials using simple criteria and communicate their observations of materials in terms of these properties.  Pupils make their own observations of changes in light, sound or movement that result from actions, for example, pressing a switch. They can describe the changes when questioned directly.
1 Pupils describe or respond appropriately to simple features of objects, living things and events they observe, communicating their findings in simple ways for example, talking about their work, through drawings, simple charts.
2 Pupils respond to suggestions about how to find things out and, with help, make their own suggestions about how to collect data to answer questions. They use simple texts, with help, to find information. They use simple equipment provided and make observations related to their task. They observe and compare objects, living things and events. They describe their observations using scientific vocabulary and record them, using simple tables where appropriate. They say whether what happened was what they expected.
3 Pupils respond to suggestions and put forward their own ideas about how to find the answer to a question. They recognise why it is important to collect data to answer questions. They use simple texts to find information. They make relevant observations and measure quantities, such as length or mass, using a range of simple equipment. Where appropriate, they carry out a fair test with some help, recognising and explaining why it is fair. They record their observations in a variety of ways. They provide explanations for observations and for simple patterns in recorded measurements. They communicate in a scientific way what they have found out and suggest improvements in their work.
4 Pupils recognise that scientific ideas are based on evidence. In their own investigative work, they decide on an appropriate approach, for example, using a fair test, to answer a question. Where appropriate, they describe, or show in the way they perform their task, how to vary one factor while keeping others the same. Where appropriate, they make predictions. They select information from sources provided for them. They select suitable equipment and make a series of observations and measurements that are adequate for the task. They record their observations, comparisons and measurements using tables and bar charts. They begin to plot points to form simple graphs and use these graphs to point out and interpret patterns in their data. They begin to relate their conclusions to these patterns and to scientific knowledge and understanding, and to communicate them with appropriate scientific language. They suggest improvements in their work, giving reasons.
Life Processes and Living Things
P4 Pupils explore objects and materials provided, changing some materials by physical means and observing the outcomes, for example, when mixing flour and water. Pupils communicate their awareness of changes in light, sound or movement. They imitate actions involving main body parts, for example, clapping or stamping. They make sounds using their own bodies, for example, tapping, singing or vocalising, and imitate or copy sounds. They cause movement by a pushing or pulling action.
P5 Pupils take part in activities focused on the anticipation of and enquiry into specific environments, for example, finding a hamster under straw, or a CD or video in a pile. They match objects and materials in terms of single features or properties, for example, temperature or colour. They indicate the before and after of material changes. They try out a range of equipment in familiar and relevant situations, for example, initiating the activation of a range of light sources. They respond to simple scientific questions, for example, ‘Show me the flower’, 'Is this wet/dry?
P6 Pupils recognise distinctive features of objects, for example, the features of living things in their environment, and know where they belong, for example, feathers on a bird, leaves on a tree. They begin to make generalisations, connections and predictions from regular experience, for example, expecting that ice cream will melt, or making wheeled objects move faster by pushing on a smooth surface or releasing them down a slope. Pupils sort materials according to a single criterion when the contrast is obvious. They closely observe the changes that occur, for example, when materials are heated, cooled or mixed. Pupils identify some appliances that use electricity. They show they know some sources of sound and light, for example, remembering their location.
P7 Pupils understand the scientific use of simple vocabulary, such as before, after, bumpy, grow, eat, move and can communicate related ideas and observations using simple phrases, for example, which food to give which animal. Pupils can demonstrate simple properties of light, sound and movement, for example, bright, noisy/quiet, fast/slow. They make simple records of their findings, for example, by putting pictures of an activity in sequence. They begin to make suggestions for planning and evaluating their work, for example, responding to the question ‘Was that right or wrong?’
P8 Pupils show they have observed patterns or regular changes in features of objects, living things and events, for example, chrysalis/butterfly, day/night. They make some contribution to planning and evaluation and to recording their findings. They identify a range of common materials and know about some of their properties. They sort materials using simple criteria and communicate their observations of materials in terms of these properties. Pupils make their own observations of changes of light, sound or movement that result from actions, for example, using a volume control or a dimmer switch and can describe the changes when questioned directly.
1 Pupils recognise and name external parts of the body, for example, head, arm, and of plants, for example, leaf, flower. They communicate observations of a range of animals and plants in terms of features, for example, colour of coat, size of leaf. They recognise and identify a range of common animals, for example, fly, goldfish, [NAME].
2 Pupils use their knowledge about living things to describe the basic conditions, for example, a supply of food, water, air, light, that animals and plants need in order to survive. They recognise that living things grow and reproduce. They sort living things into groups, using simple features. They describe the basis for their groupings, for example, number of legs, shape of leaf. They recognise that different living things are found in different places, for example, pond, woods.
3 Pupils use their knowledge and understanding of basic life processes, for example, growth, reproduction, when they describe differences between living and non-living things. They provide simple explanations for changes in living things, for example, diet affecting the health of humans or other animals, lack of light or water altering plant growth. They identify ways in which an animal is suited to its environment, for example, a fish having fins to help it swim.
4 Pupils demonstrate knowledge and understanding of life processes and living things drawn from the key stage 2 or key stage 3 programme of study. They use scientific names for some major organs of body systems, for example, the heart at key stage 2, the stomach at key stage 3 and identify the position of these organs in the human body. They identify organs, for example, stamen at key stage 2, stigma, root hairs at key stage 3, of different plants they observe. They use keys based on observable external features to help them to identify and group living things systematically. They recognise that feeding relationships exist between plants and animals in a habitat, and describe these relationships using food chains and terms, for example, predator and prey.
Materials and their Properties
P4 Pupils explore objects and materials provided, changing some materials by physical means and observing the outcomes, for example, when mixing flour and water. Pupils communicate their awareness of changes in light, sound or movement. They imitate actions involving main body parts, for example, clapping or stamping. They make sounds using their own bodies, for example, tapping, singing or vocalising, and imitate or copy sounds. They cause movement by a pushing or pulling action.
P5 Pupils take part in activities focused on the anticipation of and enquiry into specific environments, for example, finding a hamster under straw, or a CD or video in a pile. They match objects and materials in terms of single features or properties, for example, temperature or colour. They indicate the before and after of material changes. They try out a range of equipment in familiar and relevant situations, for example, initiating the activation of a range of light sources. They respond to simple scientific questions, for example, ‘Show me the flower’, ‘Is this wet/dry?’
P6 Pupils recognise distinctive features of objects, for example, the features of living things in their environment, and know where they belong, for example, feathers on a bird, leaves on a tree. They begin to make generalisations, connections and predictions from regular experience, for example, expecting that ice cream will melt, or making wheeled objects move faster by pushing on a smooth surface or releasing them down a slope. Pupils sort materials according to a single criterion when the contrast is obvious. They closely observe the changes that occur, for example, when materials are heated, cooled or mixed. Pupils identify some appliances that use electricity. They show they know some sources of sound and light, for example, remembering their location .
P7 Pupils understand the scientific use of some simple vocabulary, such as before, after, bumpy, grow, eat, move and can communicate related ideas and observations using simple phrases, for example, which food to give which animal. Pupils can demonstrate simple properties of light, sound and movement, for example, bright, noisy/quiet, fast/slow. They make simple records of their findings, for example, by putting pictures of an activity in sequence. They begin to make suggestions for planning and evaluating their work, for example, responding to the question ‘Was that right or wrong?’
P8 Pupils show they have observed patterns or regular changes in features of objects, living things and events, for example, chrysalis/butterfly, day/night. They make some contribution to planning and evaluation and to recording their findings. They identify a range of common materials and know about some of their properties. They sort materials using simple criteria and communicate their observations of materials in terms of these properties. Pupils make their own observations of changes of light, sound or movements that result from actions, for example, using a volume control or a dimmer switch and can describe the changes when questioned directly.
1 Pupils know about a range of properties, for example, texture, appearance, and communicate observations of materials in terms of these properties.
2 Pupils identify a range of common materials and know about some of their properties. They describe similarities and differences between materials. They sort materials into groups and describe the basis for their groupings in everyday terms, for example, shininess, hardness, smoothness. They describe ways in which some materials are changed by heating or cooling or by processes such as bending or stretching.
3 Pupils use their knowledge and understanding of materials when they describe a variety of ways of sorting them into groups according to their properties. They explain simply why some materials are particularly suitable for specific purposes, for example, glass for windows, copper for electrical cables. They recognise that some changes, for example, the freezing of water, can be reversed and some, for example, the baking of clay, cannot, and they classify changes in this way.
4 Pupils demonstrate knowledge and understanding of materials and their properties drawn from the key stage 2 or key stage 3 programme of study. They describe differences between the properties of different materials and explain how these differences are used to classify substances, for example, as solids, liquids, gases at key stage 2, as acids, alkalis at key stage 3. They describe some methods, for example, filtration, distillation, that are used to separate simple mixtures. They use scientific terms, for example, evaporation, condensation, to describe changes. They use knowledge about some reversible and irreversible changes to make simple predictions about whether other changes are reversible or not.
Physical Processes
P4 Pupils explore objects and materials provided, changing some materials by physical means and observing the outcomes, for example, when mixing flour and water, They know that certain actions produce predictable results, for example, that sponges can be squeezed. Pupils communicate their awareness of changes in light, sound or movement. They imitate actions involving main body parts, for example, clapping or stamping. They make sounds using their own bodies, for example, tapping, singing or vocalising, and imitate or copy sounds. They cause movement by a pushing or pulling action.Pupils show interest in a wide range of living things, handling and observing them, for example, on a visit to a farm, or on a walk in the woods collecting items.
P5 Pupils anticipate and join in activities focused on enquiry into specific environments, for example, finding the hamster under the straw or the worms in a wormery. They group objects and materials in terms of simple features or properties, for example, temperature or colour. They can indicate the before and after of material changes. They engage in experimentation with a range of equipment in familiar and relevant situations, for example, initiating the activation of a range of light sources. They answer simple scientific questions, for example, 'Where is the flower?' 'Is it hot/cold?'.
P6 Pupils explore objects and materials provided in an appropriate way. They recognise features of objects, for example, the features of living things in their environment, knowing where they belong, for example, eyes on a face, leaves on a tree. They begin to make generalisations, connections and predictions from regular experience, for example, expecting that ice cream will melt, or making wheeled objects move faster by pushing on a smooth surface or down a slope. Pupils consistently sort materials according to given criteria when the contrast is obvious. They closely observe the changes that occur, for example, when materials are heated, cooled or mixed. They identify some appliances that use electricity. They can recall sources of sound and light, for example, remembering their location.
P7 Pupils actively join in scientific investigations. They understand some simple scientific vocabulary and can communicate related ideas and observations using simple phrases, for example, which food to give which animal. They sort materials reliably with given criteria, for example, hard and soft. Pupils observe some of the simple properties of light, sound and movement, for example, shadows, volume or speed. They begin to record their findings, for example, pictorially. They begin to make suggestions for planning and evaluating their work.
P8 Pupils explore and observe similarities, differences, patterns and changes in features of objects, living things and events. They begin to make their own contributions to planning and evaluation and to recording their findings in different ways. Pupils identify a range of common materials and know about some of their properties. They sort materials using simple criteria and communicate their observations of materials in terms of these properties.Pupils make their own observations of changes in light, sound or movement that result from actions, for example, pressing a switch. They can describe the changes when questioned directly.
1 Pupils communicate observations of changes in light, sound or movement that result from actions for example, switching on a simple electrical circuit, pushing and pulling objects. They recognise that sound and light come from a variety of sources and name some of these.
2 Pupils know about a range of physical phenomena and recognise and describe similarities and differences associated with them. They compare the way in which devices for example, bulbs, work in different electrical circuits. They compare the brightness or colour of lights, and the loudness or pitch of sounds. They compare the movement of different objects in terms of speed or direction.
3 Pupils use their knowledge and understanding of physical phenomena to link cause and effect in simple explanations for example, a bulb failing to light because of a break in an electrical circuit, the direction or speed of movement of an object changing because of a push or a pull. They begin to make simple generalisations about physical phenomena for example, explaining that sounds they hear become fainter the further they are from the source
4 Pupils demonstrate knowledge and understanding of physical processes drawn from the key stage 2 or key stage 3 programme of study. They describe and explain physical phenomena for example, how a particular device may be connected to work in an electrical circuit, how the apparent position of the Sun changes over the course of a day. They make generalisations about physical phenomena for example, motion is affected by forces, including gravitational attraction, magnetic attraction and friction. They use physical ideas to explain simple phenomena for example, the formation of shadows, sounds being heard through a variety of materials.
PSD
Interacting and working with others
PSD1 Pupils are beginning to show sensory awareness in relation to a range of people, objects and materials in everyday contexts. They show reflex responses to sensory stimuli, for example, startle response.
PSD2 Pupils perform some actions using trial and error and show reactive responses to familiar people and objects, such as reaching and holding objects, smiling and turning to familiar voices. They make sounds or gestures to express simple needs, wants or feelings in response to their immediate environment, for example, protesting or requesting, using facial expression to enhance meaning.
PSD3 Pupils show anticipation in response to familiar people, routines, activities and actions and respond appropriately to them. They explore or manipulate objects, toys or other equipment. They are able to communicate simple choices, likes and dislikes. They can communicate, using different tones and sounds and use some vocalisations and/or gestures to communicate.
PSD4 Pupils engage in solitary play or work. They are involved in their own task. They are aware of the presence of others but show little interest in the activities of those around them. They make no effort to get close to other pupils or to become involved in their tasks.
PSD5 Pupils work/play/engage in activities alongside others, in parallel. They watch others playing or engaging in activities. They communicate their basic needs, wants, likes, or dislikes with other people.
PSD6 Pupils take part in work/play with at least one other person. They take turns in simple activities, usually with adult support. They share, offering and accepting contributions. They are able to be part of a small group during play/work, but may not always participate. They initiate interactions, and respond to others' initiations.
PSD7 Pupils take part in work/play involving two to three others in a co-operative manner. They maintain turn-taking and interactions and can make simple negotiations with others, with some help. They take part in make-believe and imaginative play, or co-operate with others on a specific task. They make initiations to join activities and respond appropriately to others' actions and initiations.
PSD8 Pupils can establish effective relations with others in small groups, actively contributing to the development of work/play. They engage in a variety of activities with peers, which may include make-believe and role-play, showing some variation in the roles they take. They make attempts to negotiate with others in a variety of activities and settings.
PSD9 Pupils experience a range of familiar activities in small or large groups. They understand the aims of the task or rules of the game and demonstrate an awareness of how to take part in different situations. They contribute to the achievement of the group goals with some support.
PSD10 Pupils participate in a range of familiar group tasks. They are aware of their own and others' roles within the group and can contribute appropriately. They attend to what others say or do and take part in an interchange of information, ideas or opinions.
PSD11 Pupils are involved in a range of familiar group tasks. They are aware of when and how to lead, follow and start the activity. They communicate with members of a familiar group about the task, adding relevant detail and responding appropriately to others' actions, questions or comments.
PSD12 Pupils experience a range of supervised group activities. With support, they can take part as a group leader, follower, or initiator. They are aware of their own feelings and thoughts about the activity and can make choices based on these.
[NAME] participate in a range of supervised group activities. With encouragement from other peers or adults they can express their feelings and thoughts about the activity and adapt their ideas or suggestions when communicating with other members of the group.
[NAME] are involved in a range of supervised group activities. They communicate their own feelings, thoughts and choices about the activity to other group members. They can constructively adapt their actions, ideas, or suggestions when communicating with other members of the group.
PSD15 Pupils participate in a range of familiar and unfamiliar group activities. They communicate confidently with other group members, identifying roles and aims. They are able to take on and carry out their agreed role. They express their feelings, thoughts, ideas about the activity and are able to consider those of other members of the group.
PSD16 Pupil behaves respectfully towards staff and shows respect to other pupils and property.Pupil only interrupts and seeks attention appropriately.Pupil is physically peaceable.
Independent and Organistion Skills
PSD1 Pupils are beginning to show sensory awareness in relation to a range of people, objects and materials in everyday contexts. They show reflex responses to sensory stimuli, for example, startle response.
PSD2 Pupils perform some actions using trial and error and show reactive responses to familiar people and objects, such as reaching and holding objects, smiling and turning to familiar voices. They make sounds or gestures to express simple needs, wants or feelings in response to their immediate environment, for example, protesting or requesting, using facial expression to enhance meaning.
PSD3 Pupils show anticipation in response to familiar people, routines, activities and actions and respond appropriately to them. They explore or manipulate objects, toys or other equipment. They are able to communicate simple choices, likes and dislikes. They can communicate, using different tones and sounds and use some vocalisations and/or gestures to communicate.
PSD4 Pupils follow familiar routines and take part in familiar tasks or activities with support from others. They recognise the resources needed for familiar activities.
PSD5 Pupils are able to anticipate the next step in a familiar routine or activity and perform or communicate this. They are able to anticipate outcomes of their own actions. With support, they search out and use resources needed for familiar activities.
PSD6 Pupils carry out routine activities in a familiar context. They can search out and use resources for familiar tasks. They make initiations to experience new or untried activities or tasks but require support to take part.
PSD7 Pupils can move onto new self-chosen or directed activities with support. They can search out and use resources for these tasks and activities with support.
PSD8 Pupils can initiate and take part in new or untried tasks and activities, and show the ability to initiate ideas and to choose tasks independently. They can search out and use resources for these activities.
PSD9 Pupils are aware of the structure of familiar routines and activities and can contribute to the planning of these with some support. They are aware of different resources required for different familiar routines or activities.
PSD10 Pupils are aware of the structure of familiar routines and activities and are beginning to be able to organise themselves independently. They participate with others in the planning of simple routines and tasks in familiar contexts. With support, they identify resources required for familiar, routine activities.
PSD11 Pupils organise themselves independently for identified familiar routines and activities. They plan simple routines and tasks in a range of familiar contexts.Pupils identify resources required for familiar, routine activities.
PSD12 Pupils take part in familiar and new routines and activities and are aware of the organisation required for new routines and activities. They discuss their own and others' contributions to activities. They identify and access resources for familiar activities.
[NAME] take part in and organise themselves for familiar routines and activities and participate in the organisation of new activities. They discuss what they and others did in different activities and, with encouragement and questions, begin to reflect on future planning of similar activities. They begin to participate in identifying and accessing appropriate equipment for unfamiliar activities and tasks.
PSD14 Pupils take part in and organise themselves for familiar and new routines and activities. They review activities and use this to inform future planning of similar activities.Pupils identify and access appropriate resources for familiar and unfamiliar activities and tasks.
PSD15 Pupils plan activities and tasks, anticipating the consequences of actions and decisions. They review tasks and activities and use information gathered to inform future planning. They are able to adapt their actions in response to unfamiliar people and events.
PSD16 Pupils have empathy and show social awareness. The pupils show happiness, confidence, emotional stability and good self-control.
Attention
PSD1 Pupils are beginning to show sensory awareness in relation to a range of people, objects and materials in everyday contexts. They show reflex responses to sensory stimuli, for example, startle response.
PSD2 Pupils perform some actions using trial and error and show reactive responses to familiar people and objects, such as reaching and holding objects, smiling and turning to familiar voices. They make sounds or gestures to express simple needs, wants or feelings in response to their immediate environment, for example, protesting or requesting, using facial expression to enhance meaning.
PSD3 Pupils show anticipation in response to familiar people, routines, activities and actions and respond appropriately to them. They explore or manipulate objects, toys or other equipment. They are able to communicate simple choices, likes and dislikes. They can communicate, using different tones and sounds and use some vocalisations and/or gestures to communicate.
PSD4 Pupils engage in solitary play or work. They pay rigid attention to their own choice of activity. They can perform simple actions on request. They are highly distractible in activities or tasks led by others.
PSD5 Pupils' attention is focused on their own choice of activity, but they may pay fleeting attention to others' activities occurring in close proximity. They can attend to another's choice of activity such as adult directed activity but require one to one support to maintain their attention.
PSD6 Pupils listen and respond to others during their own choice of activity. They can transfer their attention to another familiar adult directed task or activity but require one to one support to maintain their attention.
PSD7 Pupils can transfer their attention to both new and familiar tasks and activities. They maintain their attention to familiar or enjoyable joint and small group activities with constant direction or support, for example, adult leading a small group activity.
PSD8 Pupils maintain attention to their own choice of activity, while also responding to other pupils or adults. They maintain their attention to familiar or enjoyable joint and small group activities, for example, listening to and responding to stories or songs with intermittent support, for example, verbal, physical prompting.
PSD9 Pupils maintain their attention to familiar or enjoyable joint or small group activities for appropriate periods of time, for example, 5 minutes listening and responding to a story. In familiar settings, they maintain their attention towards other people in one to one situations, communicating about matters of interest. They maintain their attention to adult directed or prepared tasks with one to one support.
PSD10 Pupils maintain their attention to familiar or enjoyable joint, small and large group activities for appropriate periods of time. In familiar settings, they maintain their attention to individuals, in one to one and small group situations, communicating about matters of interest.
PSD11 In a range of one to one and small group situations, pupils transfer and maintain attention to individuals, communicating about matters of interest. They maintain attention to adult directed or prepared pieces of work with frequent intermittent support, for example, verbal, physical prompting.
PSD12 Pupils maintain attention to individuals in a range of group situations and transfer attention among familiar individuals and tasks with support, for example, adult direction to attend to a different individual or activity. They maintain attention to familiar adult directed or prepared pieces of work with some intermittent support, for example, verbal, physical prompting.
[NAME] maintain attention to individuals and transfer attention among familiar individuals and tasks with some support, for example, adult prompting to attend a different individual or activity. They maintain attention to familiar adult directed or prepared pieces of work for short periods of time, for example, 5 to 10 minutes.
PSD14 Pupils maintain and transfer attention appropriately among individuals and tasks in familiar group situations. They maintain attention to familiar and new adult directed or prepared pieces of work for short periods of time.
PSD15 Pupils maintain attention to individuals and transfer attention appropriately among individuals and tasks in group situations. They can settle independently to an adult prepared piece of work and maintain attention to it for an appropriate period of time, for example, 5 to 10 minutes.
PSD16 Pupils have good learning organisation and only seek help where necessary.Pupils are attentive and have interest in school work. They are effective communicators and work efficiently within a group.
ICT
Finding Things Out
P4 Pupils make selections to communicate meanings, for example, identifying a symbol or creating a sound. Pupils make selections to generate familiar/preferred sounds or images. They know that certain actions produce predictable results, for example using a switch to activate a tape recorder. (Guidance - The assumption is that the pupil will use their preferred method of access throughout.)
P5 Pupils use computer programs, for example, to move a device to manipulate something on screen. They make connections between control devices and information on screen, for example, pressing a specific graphic on a touch screen.
P6 Pupils use ICT to interact with other pupils and adults, for example, touching the screen to respond to another’s action in an on screen game. They use keyboard or touch screen to select letters and/or images for their own names. They show they understand that information can be stored on a computer; for example, they ask to see a picture stored earlier. They respond to simple instructions to control a device, for example, using a photocopier to duplicate their work. They operate some devices independently. (Guidance - note the progression on information handling/data gathering through levels P6/7/8.)
P7 Pupils gather information from different sources. They use ICT to communicate meaning and express ideas in a variety of contexts, for example, choosing digitised photographs or video clips for their personal profiles. They begin to choose equipment and software for a familiar activity, for example, using a writing-with-symbols programme to send a message home. (Guidance - note the progression on information handling/data gathering through levels P6/7/8.)
P8 Pupils find similar information in different formats, (photo in paper, in book, on website, from TV programme). Pupils use ICT to communicate and present their ideas, for example, recording sounds on tape and replaying them or taking photographs of their own work. Pupils can load a resource and make a choice from it, for example, a particular game on a CD, a section of a DVD, tracks on a music CD, a game on a PS2. They communicate about their use of ICT. (Guidance - note the progression on information handling/data gathering through levels P6/7/8.)
1 Pupils make use of information from various sources, and bring it together for a purpose. They use ICT to work with text, images and sound to help them share ideas. They recognise that many everyday devices respond to signals and instructions. They make choices when using such devices to produce different outcomes. They talk about their use of ICT.
2 Pupil uses ICT to organise and classify information and to present their findings. They enter, save and retrieve work. They use ICT to help them generate, amend and record their work and share their ideas in different forms, including text, tables, images and sound. They plan and give instructions to make things happen and describe the effects. They use ICT to explore what happens in real and imaginary situations. They talk about their experiences of ICT both inside and outside school.
3 Pupils use ICT to save information and to find and use appropriate stored information, following straightforward lines of enquiry. They use ICT to generate, develop, organise and present their work. They share and exchange their ideas with others. They use sequences of instructions to control devices and achieve specific outcomes. They make appropriate choices when using ICT based models or simulations to help them find things out and solve problems. They describe their use of ICT and its use outside school.
4 Pupils understand the need for care in framing questions when collating, finding and interrogating information. They interpret their findings, question plausibility and recognise that poor-quality information leads to unreliable results. They add to, amend and combine different forms of information from a variety of sources. They use ICT to present information in different forms and show they are aware of the intended audience and the need for quality in their presentations. They exchange information and ideas with others in a variety of ways, including using e-mail. They use ICT systems to control events in a predetermined manner and to sense physical data. They use ICT-Based models and simulations to explore patterns and relationships, and make predictions about the consequences of their decisions. They compare their use of ICT with other methods and with its use outside school.
Developing ideas and making things happen
P4 Pupils make selections to communicate meanings, for example, identifying a symbol or creating a sound. Pupils make selections to generate familiar/preferred sounds or images. They know that certain actions produce predictable results, for example using a switch to activate a tape recorder. (Guidance - The assumption is that the pupil will use their preferred method of access throughout.)
P5 Pupils use computer programs, for example, to move a device to manipulate something on screen. They make connections between control devices and information on screen, for example, pressing a specific graphic on a touch screen.
P6 Pupils use ICT to interact with other pupils and adults, for example, touching the screen to respond to another’s action in an on screen game. They use keyboard or touch screen to select letters and/or images for their own names. They show they understand that information can be stored on a computer; for example, they ask to see a picture stored earlier. They respond to simple instructions to control a device, for example, using a photocopier to duplicate their work. They operate some devices independently. (Guidance - note the progression on information handling/data gathering through levels P6/7/8.)
P7 Pupils gather information from different sources. They use ICT to communicate meaning and express ideas in a variety of contexts, for example, choosing digitised photographs or video clips for their personal profiles. They begin to choose equipment and software for a familiar activity, for example, using a writing-with-symbols programme to send a message home. (Guidance - note the progression on information handling/data gathering through levels P6/7/8.)
P8 Pupils find similar information in different formats, (photo in paper, in book, on website, from TV programme). Pupils use ICT to communicate and present their ideas, for example, recording sounds on tape and replaying them or taking photographs of their own work. Pupils can load a resource and make a choice from it, for example, a particular game on a CD, a section of a DVD, tracks on a music CD, a game on a PS2. They communicate about their use of ICT. (Guidance - note the progression on information handling/data gathering through levels P6/7/8.)
1 Pupils make use of information from various sources, and bring it together for a purpose. They use ICT to work with text, images and sound to help them share ideas. They recognise that many everyday devices respond to signals and instructions. They make choices when using such devices to produce different outcomes. They talk about their use of ICT.
2 Pupil uses ICT to organise and classify information and to present their findings. They enter, save and retrieve work. They use ICT to help them generate, amend and record their work and share their ideas in different forms, including text, tables, images and sound. They plan and give instructions to make things happen and describe the effects. They use ICT to explore what happens in real and imaginary situations. They talk about their experiences of ICT both inside and outside school.
3 Pupils use ICT to save information and to find and use appropriate stored information, following straightforward lines of enquiry. They use ICT to generate, develop, organise and present their work. They share and exchange their ideas with others. They use sequences of instructions to control devices and achieve specific outcomes. They make appropriate choices when using ICT based models or simulations to help them find things out and solve problems. They describe their use of ICT and its use outside school.
4 Pupils understand the need for care in framing questions when collating, finding and interrogating information. They interpret their findings, question plausibility and recognise that poor-quality information leads to unreliable results. They add to, amend and combine different forms of information from a variety of sources. They use ICT to present information in different forms and show they are aware of the intended audience and the need for quality in their presentations. They exchange information and ideas with others in a variety of ways, including using e-mail. They use ICT systems to control events in a predetermined manner and to sense physical data. They use ICT-Based models and simulations to explore patterns and relationships, and make predictions about the consequences of their decisions. They compare their use of ICT with other methods and with its use outside school.
Exchanging and sharing information
P4 Pupils make selections to communicate meanings, for example, identifying a symbol or creating a sound. Pupils make selections to generate familiar/preferred sounds or images. They know that certain actions produce predictable results, for example using a switch to activate a tape recorder. (Guidance - The assumption is that the pupil will use their preferred method of access throughout.)
P5 Pupils use computer programs, for example, to move a device to manipulate something on screen. They make connections between control devices and information on screen, for example, pressing a specific graphic on a touch screen.
P6 Pupils use ICT to interact with other pupils and adults, for example, touching the screen to respond to another’s action in an on screen game. They use keyboard or touch screen to select letters and/or images for their own names. They show they understand that information can be stored on a computer; for example, they ask to see a picture stored earlier. They respond to simple instructions to control a device, for example, using a photocopier to duplicate their work. They operate some devices independently. (Guidance - note the progression on information handling/data gathering through levels P6/7/8.)
P7 Pupils gather information from different sources. They use ICT to communicate meaning and express ideas in a variety of contexts, for example, choosing digitised photographs or video clips for their personal profiles. They begin to choose equipment and software for a familiar activity, for example, using a writing-with-symbols programme to send a message home. (Guidance - note the progression on information handling/data gathering through levels P6/7/8.)
P8 Pupils find similar information in different formats, (photo in paper, in book, on website, from TV programme). Pupils use ICT to communicate and present their ideas, for example, recording sounds on tape and replaying them or taking photographs of their own work. Pupils can load a resource and make a choice from it, for example, a particular game on a CD, a section of a DVD, tracks on a music CD, a game on a PS2. They communicate about their use of ICT. (Guidance - note the progression on information handling/data gathering through levels P6/7/8.)
1 Pupils make use of information from various sources, and bring it together for a purpose. They use ICT to work with text, images and sound to help them share ideas. They recognise that many everyday devices respond to signals and instructions. They make choices when using such devices to produce different outcomes. They talk about their use of ICT.
2 Pupil uses ICT to organise and classify information and to present their findings. They enter, save and retrieve work. They use ICT to help them generate, amend and record their work and share their ideas in different forms, including text, tables, images and sound. They plan and give instructions to make things happen and describe the effects. They use ICT to explore what happens in real and imaginary situations. They talk about their experiences of ICT both inside and outside school.
3 Pupils use ICT to save information and to find and use appropriate stored information, following straightforward lines of enquiry. They use ICT to generate, develop, organise and present their work. They share and exchange their ideas with others. They use sequences of instructions to control devices and achieve specific outcomes. They make appropriate choices when using ICT-based models or simulations to help them find things out and solve problems. They describe their use of ICT and its use outside school.
4 Pupils understand the need for care in framing questions when collating, finding and interrogating information. They interpret their findings, question plausibility and recognise that poor-quality information leads to unreliable results. They add to, amend and combine different forms of information from a variety of sources. They use ICT to present information in different forms and show they are aware of the intended audience and the need for quality in their presentations. They exchange information and ideas with others in a variety of ways, including using e-mail. They use ICT systems to control events in a predetermined manner and to sense physical data. They use ICT-Based models and simulations to explore patterns and relationships, and make predictions about the consequences of their decisions. They compare their use of ICT with other methods and with its use outside school.