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They initiate research, and document and interpret information in visual and other ways appropriate to their purpose and audience. They exploit the characteristics of materials and processes to develop ideas and meanings and realise their intentions. They extend their ideas and sustain their investigations by responding to new possibilities and meanings. They identify why ideas and meanings in others' work are subject to different interpretations, using their understanding to extend their thinking and practical work. They communicate their own ideas, insights and views. Level 1 Pupils respond to ideas. They use a variety of materials and processes to communicate their ideas and meanings, and design and make images and artefacts. They describe what they think or feel about their own and others' work. Level 2 Pupils explore ideas. They investigate and use a variety of materials and processes to communicate their ideas and meanings, and design and make images and artefacts. They comment on differences in others' work, and suggest ways of improving their own. Level 3 Pupils explore ideas and collect visual and other information for their work. They investigate visual and tactile qualities in materials and processes, communicate their ideas and meanings, and design and make images and artefacts for different purposes. They comment on similarities and differences between their own and others' work, and adapt and improve their own. Level 4 Pupils explore ideas and collect visual and other information to help them develop their work. They use their knowledge and understanding of materials and processes to communicate ideas and meanings, and make images and artefacts, combining and organising visual and tactile qualities to suit their intentions. They compare and comment on ideas, methods and approaches used in their own and others' work, relating these to the context in which the work was made. They adapt and improve their work to realise their own intentions. Level 5 Pupils explore ideas and select visual and other information. They use this in developing their work, taking account of the purpose. They manipulate materials and processes to communicate ideas and meanings and make images and artefacts, matching visual and tactile qualities to their intentions. They analyse and comment on ideas, methods and approaches used in their own and others' work, relating these to its context. They adapt and refine their work to reflect their own view of its purpose and meaning. Level 6 Pupils explore ideas and assess visual and other information, including images and artefacts from different historical, social and cultural contexts. They use this information to develop their ideas, taking account of purpose and audience. They manipulate materials and processes and analyse outcomes. They interpret visual and tactile qualities to communicate ideas and meanings, and realise their intentions. They analyse and comment on how ideas and meanings are conveyed in their own and others' work. They explain how their understanding of the context affects their views and practice. Level 7 Pupils explore ideas and assess visual and other information, analysing codes and conventions used in different genres, styles and traditions. They select, organise and present information in visual and other ways, taking account of purpose and audience. They extend their understanding of materials and processes and interpret visual and tactile qualities. They show increasing independence in the way in which they develop ideas and meanings and realise their intentions. They analyse and comment on the contexts of their own and others' work. They explain how their own ideas, experiences and values affect their views and practice. Level 8 Pupils explore ideas and evaluate relevant visual and other information, analysing how codes and conventions are used to represent ideas, beliefs and values in different genres, styles and traditions. They research, document and present information in visual and other ways appropriate to their purpose and audience. They exploit the potential of materials and processes to develop ideas and meanings, realise their intentions and sustain their investigations. They evaluate the contexts of their own and others' work, articulating similarities and differences in their views and practice. They further develop their ideas and their work in the light of insights gained from others. 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, looking briefly at brightly coloured objects. They may give intermittent reactions, for example, sometimes putting their hands in wet paint P2 (i) Pupils begin to respond consistently to familiar people, events and objects. They react to new activities and experiences, for example, pulling their hands away from an unfamiliar texture. They begin to show interest in people, events and objects, for example, focusing their attention on bold black and white patterns. They accept and engage in coactive exploration, for example, feeling the textures of a range of art materials. P2 (ii) Pupils begin to be proactive in their interactions. They communicate consistent preferences and affective responses, for example, reaching for glittery materials in preference to others. They recognise familiar people, events and objects, for example, grasping a painting sponge. They perform actions, often by trial and improvement, and they remember learned responses over short periods of time, for example, returning their hands to a particular texture. They cooperate with shared exploration and supported participation, for example, working with an adult to press, roll, or pinch wet clay. 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 the painting table. They participate in shared activities with less support. They sustain concentration for short periods. They explore materials in increasingly complex ways, for example, making banging, stroking and circling movements with a paint-laden brush. They observe the results of their own actions with interest, for example, looking at marks they have made with paint. They remember learned responses over more extended periods, for example, dipping a spreader into glue in weekly art and design sessions. P3 (ii) Pupils use emerging conventional communication. They greet known people and may initiate interactions and activities, for example, putting the roller into the paint. They can remember learned responses over increasing periods of time and may anticipate known events, for example, locating the painting aprons on entering the art room. They may respond to options and choices with actions or gestures, for example, pointing to a preferred paint colour from a choice of two. They actively explore objects and events for more extended periods, for example, stroking, shaking or folding papers of different colours or qualities. They apply potential solutions systematically to problems, for example, banging clay with a tool to try to flatten it. P4 Pupils show some awareness of cause and effect in a creative process. They explore materials systematically, for example, tearing and scrunching paper to complete a collage. They are aware of starting or stopping a process. They make marks intentionally on a surface with fingers or tools, for example, pressing objects into clay or putting paint on paper. They repeat an activity to make the same or similar effect. They show an active interest in a range of tools and materials, taking part in familiar activities with some support. P5 Pupils handle or use tools and materials purposefully. They show preferences for activities and begin to carry out simple processes. They choose tools and materials which are appropriate to the activity, for example, picking brushes or rollers for painting. They show they can create and apply familiar techniques to a task, for example, manipulating and shaping malleable materials to produce a desired effect or applying glue to a surface to make materials stick together in making a model. P6 Pupils show an intention to create. They start to use tools, materials and simple actions to produce a piece of work. They imitate the use of tools, materials and simple actions, for example, cutting. They practise new skills with less support, developing their knowledge of the process of making, for example, selecting and gathering suitable resources and tools for a piece of work. P7 Pupils communicate ideas, events or experiences through their use of colour, form, line and tone. Working in two or three dimensions they may intentionally represent or symbolise an object or an emotion. They purposefully choose colours or techniques. They show confidence in using a variety of processes and make appropriate use of tools and materials. P8 Pupils develop their ideas and use materials and processes working in two and three dimensions. They finish a piece of work following an established pattern of activity, for example, gathering appropriate materials, taking part in an activity and stopping work when finished. They know that paintings, sculptures and drawings have meaning. They use a growing art vocabulary and begin to express meaning in their own work. P E R F O R M A N C E D E S C R I P T I O N S 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. Pupils will tolerate the positioning of ICT equipment in relation to their bodies for short periods. Pupils will accept the positioning of ICT equipment in relation to their bodies. Can use both delete and space keys CE1 Pupils participate in the coactive tactile exploration of the access device including method of activation. CE2 Pupils participate in switch activation activities with full verbal and physical (hand over hand) prompting. CE3 Pupils will activate the switch in response to a minimal physical or verbal prompt. CE4 Pupils will activate the switch in order to achieve a desired effect. CE5 Pupils will activate the switch in order to achieve a desired effect. CS1 Pupils can activate a switch to select ANY of two on screen objects using vertical column scanning CS2 Pupils can activate a switch to select a specific object from two on screen objects using vertical column scanning. CS3 Pupils can differentiate between an empty and filled cell, activating the switch to select the filled cell using vertical column scanning. CS4 Pupils can differentiate between two empty and a single filled cell, activating the switch to select the filled cell using vertical column scanning CS5 Pupils can select ANY object from a 3x3 matrix using column row scanning. CS6 Pupils can select a specific object from a 3x3 matrix using column row scanning. CS7 Pupils can select a specific object a 5x5 matrix using column row scanning. 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, pausing over food smells in the room. They may give intermittent reactions, for example, sometimes briefly grasping materials placed in their hands. Exceptional performance Pupils seek out information to help their design thinking, and recognise the needs of a variety of client groups. They are discriminating in their selection and use of information sources to support their work. They work from formal plans that make the best use of time and resources. They work with tools, equipment, materials and components to a high degree of precision. They make products that are reliable and robust and that fully meet the quality requirements given in the design proposal. Level 1 Pupils generate ideas and recognise characteristics of familiar products. Their plans show that, with help, they can put their ideas into practice. They use pictures and words to describe what they want to do. They explain what they are making and which tools they are using. They use tools and materials with help, where needed. They talk about their own and other people's work in simple terms and describe how a product works. Level 2 Pupils generate ideas and plan what to do next, based on their experience of working with materials and components. They use models, pictures and words to describe their designs. They select appropriate tools, techniques and materials, explaining their choices. They use tools and assemble, join and combine materials and components in a variety of ways. They recognise what they have done well as their work progresses, and suggest things they could do better in the future. Level 3 Pupils generate ideas and recognise that their designs have to meet a range of different needs. They make realistic plans for achieving their aims. They clarify ideas when asked and use words, labelled sketches and models to communicate the details of their designs. They think ahead about the order of their work, choosing appropriate tools, equipment, materials, components and techniques. They use tools and equipment with some accuracy to cut and shape materials and to put together components. They identify where evaluation of the design and make process and their products has led to improvements. Level 4 Pupils generate ideas by collecting and using information. They take users' views into account and produce step-by-step plans. They communicate alternative ideas using words, labelled sketches and models, showing that they are aware of constraints. They work with a variety of materials and components with some accuracy, paying attention to quality of finish and to function. They select and work with a range of tools and equipment. They reflect on their designs as they develop, bearing in mind the way the product will be used. They identify what is working well and what could be improved. Level 5 Pupils draw on and use various sources of information. They clarify their ideas through discussion, drawing and modelling. They use their understanding of the characteristics of familiar products when developing and communicating their own ideas. They work from their own detailed plans, modifying them where appropriate. They work with a range of tools, materials, equipment, components and processes with some precision. They check their work as it develops and modify their approach in the light of progress. They test and evaluate their products, showing that they understand the situations in which their designs will have to function and are aware of resources as a constraint. They evaluate their products and their use of information sources. Level 6 Pupils draw on and use a range of sources of information, and show that they understand the form and function of familiar products. They make models and drawings to explore and test their design thinking, discussing their ideas with users. They produce plans that outline alternative methods of progressing and develop detailed criteria for their designs and use these to explore design proposals. They work with a range of tools, materials, equipment, components and processes and show that they understand their characteristics. They check their work as it develops and modify their approach in the light of progress. They evaluate how effectively they have used information sources, using the results of their research to inform their judgements when designing and making. They evaluate their products as they are being used, and identify ways of improving them. Level 7 Pupils use a wide range of appropriate sources of information to develop ideas. They investigate form, function and production processes before communicating ideas, using a variety of media. They recognise the different needs of a range of users and develop fully realistic designs. They produce plans that predict the time needed to carry out the main stages of making products. They work with a range of tools, materials, equipment, components and processes, taking full account of their characteristics. They adapt their methods of manufacture to changing circumstances, providing a sound explanation for any change from the design proposal. They select appropriate techniques to evaluate how their products would perform when used and modify their products in the light of the evaluation to improve their performance. Level 8 Pupils use a range of strategies to develop appropriate ideas, responding to information they have identified. When planning, they make decisions on materials and techniques based on their understanding of the physical properties and working characteristics of materials. They identify conflicting demands on their design, explain how their ideas address these demands and use this analysis to produce proposals. They organise their work so that they can carry out processes accurately and consistently, and use tools, equipment, materials and components with precision. They identify a broad range of criteria for evaluating their products, clearly relating their findings to the purpose for which the products were designed and the appropriate use of resources. 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. P2 (i) Pupils begin to respond consistently to familiar people, events and objects. They react to new activities and experiences, for example, turning to a particular food item. They begin to show interest in people, events and objects, for example, briefly focusing on the sound of a making activity. They accept and engage in coactive exploration, for example, with staff support, feeling the textures of wood, metal, plastic, fabric and foods. P2 (ii) Pupils begin to be proactive in their interactions. They communicate consistent preferences and affective responses, for example, turning towards a particular food item or colour product. They recognise familiar people, events and objects, for example, grasping the handle of a tool. They perform actions, often by trial and improvement, and they remember learned responses over short periods of time, for example, lifting and lowering a tool or pressing their fingers into soft dough several times. They cooperate with shared exploration and supported participation, for example, working with an adult to apply glue to a surface. P3 (i) Pupils begin to communicate intentionally. They seek attention through eye contact, gesture or action. They request events or activities, for example, reaching out towards a particular piece of equipment. They participate in shared activities with less support. They sustain concentration for short periods. They explore materials in increasingly complex ways, for example, tearing, squashing, mixing or bending materials. They observe the results of their own actions with interest, for example, after bending sheet materials. They remember learned responses over more extended periods, for example, banging with a hammer. P3 (ii) Pupils use emerging conventional communication. They greet known people and may initiate interactions and activities, for example, pushing the spoon into the mixing bowl. They can remember learned responses over increasing periods of time and may anticipate known events, for example, covering their ears before a loud sound. They may respond to options and choices with actions or gestures, for example, picking up one tool rather than another. They actively explore objects and events for more extended periods, for example, banging, scraping, rubbing or pressing tools against a surface. They apply potential solutions systematically to problems, for example, pressing materials together. P4 With help, pupils begin to assemble components provided for an activity, for example, placing bricks together. They contribute to activities by coactively grasping and moving simple tools, for example, a glue spreader. They explore options within a limited range of materials, for example, adding grapes or chopped apple to a fruit salad. P5 Pupils use a basic tool, with support, for example, pushing a roller. They demonstrate preferences for products, materials and ingredients, for example, selecting a preferred filling for a sandwich. P6 Pupils recognise familiar products and explore the different parts they are made from. They watch others using a basic tool and copy the actions, for example, preparing a surface with a glass paper block. They begin to offer responses to making activities, for example, suggesting the colour or shape of a product. P7 Pupils operate familiar products, with support, and explore how they work. They use basic tools or equipment in simple processes, chosen in negotiation with staff, for example, in cutting or shaping materials. They begin to communicate preferences in their designing and making, for example, adding selected felt shapes to fabric. P8 Pupils explore familiar products and communicate views about them when prompted. With help, they manipulate a wider range of basic tools in making activities, for example, joining components together to make their intended product. They begin to contribute to decisions about what they will do and how, for example, communicating their approval of certain features of a process. Pupils encounter ICT experiences either passively or reactively, showing no interest in on screen movement or sound. E2 Pupils show simple reflex responses to ICT experiences, startling at sudden noises etc. E3 Pupils attend briefly to sounds or on screen movement patterns E4 Pupils begin to respond to sounds or on screen movement patterns. E5 Pupils begin to show interest or pleasure in sounds and movement patterns, looking more intently and for longer periods E6 Pupils begin to briefly track objects moving in the horizontal or vertical plane on a computer screen. E7 Pupils begin to reach out toward a switch or touch screen or point at an object on the screen. E8 Pupils begin to reach out toward a switch or touch screen or point at an object on the screen. E9 Pupils proactively make tactile explorations the access device. 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. 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 cooperate 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 Exceptional performance Pupils' writing has shape and impact and shows control of a range of styles maintaining the interest of the reader throughout. Narratives use structure as well as vocabulary for a range of imaginative effects, and non-fiction is coherent, reasoned and persuasive. A variety of grammatical constructions and punctuation is used accurately and appropriately and with sensitivity. Paragraphs are well constructed and linked in order to clarify the organisation of the writing as a whole. Level 1 Pupils' writing communicates meaning through simple words and phrases. In their reading or their writing, pupils begin to show awareness of how full stops are used. Letters are usually clearly shaped and correctly orientated. Level 2 Pupils' writing communicates meaning in both narrative and non-narrative forms, using appropriate and interesting vocabulary, and showing some awareness of the reader. Ideas are developed in a sequence of sentences, sometimes demarcated by capital letters and full stops. Simple, monosyllabic words are usually spelt correctly, and where there are inaccuracies the alternative is phonetically plausible. In handwriting, letters are accurately formed and consistent in size. Level 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 ideas logically and 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. Level 4 Pupils' writing in a range of forms 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 style is fluent, joined and legible. Level 5 Pupils' writing is varied and interesting, conveying meaning clearly in a range of forms for different readers, using a more formal style where appropriate. Vocabulary choices are imaginative and words are used precisely. Simple and complex sentences are organised into paragraphs. Words with complex regular patterns are usually spelt correctly. A range of punctuation, including commas, apostrophes and inverted commas, is usually used accurately. Handwriting is joined, clear and fluent and, where appropriate, is adapted to a range of tasks. Level 6 Pupils' writing often engages and sustains the reader's interest, showing some adaptation of style and register to different forms, including using an impersonal style where appropriate. Pupils use a range of sentence structures and varied vocabulary to create effects. Spelling is generally accurate, including that of irregular words. Handwriting is neat and legible. A range of punctuation is usually used correctly to clarify meaning, and ideas are organised into paragraphs. Level 7 Pupils' writing is confident and shows appropriate choices of style in a range of forms. In narrative writing, characters and settings are developed and, in non-fiction, ideas are organised and coherent. Grammatical features and vocabulary are accurately and effectively used. Spelling is correct, including that of complex irregular words. Work is legible and attractively presented. Paragraphing and correct punctuation are used to make the sequence of events or ideas coherent and clear to the reader. Level 8 Pupils' writing shows the selection of specific features or expressions to convey particular effects and to interest the reader. Narrative writing shows control of characters, events and settings, and shows variety in structure. Non-fiction writing is coherent and gives clear points of view. The use of vocabulary and grammar enables fine distinctions to be made or emphasis achieved. Writing shows a clear grasp of the use of punctuation and paragraphing. 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, signs or symbols with which they are particularly familiar and derive some meaning from text, symbols or signs presented in a way familiar to them. They show curiosity about content at a simple level, for example they may answer basic two key-word questions about the story. They match objects to pictures and symbols. 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 words, signs or symbols in 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 recognise some letters of the alphabet. P8 Pupils understand that words, signs, symbols and pictures convey meaning. They recognise or read a growing repertoire of familiar words or symbols, including their own names. They recognise the letters of the alphabet by shape, name and sound. They begin to associate sounds with patterns in rhymes, with syllables, and with words, signs, symbols and letters. Exceptional performance Pupils confidently sustain their responses to a demanding range of texts, developing their ideas and referring in detail to aspects of language, structure and presentation. They make apt and careful comparison between texts, including consideration of audience, purpose and form. They identify and analyse argument, opinion and alternative interpretations, making cross-references where appropriate. Level 1 Pupils recognise familiar words in simple texts. They use their knowledge of letters and sound-symbol relationships in order to read words and to establish meaning when reading aloud. In these activities they sometimes require support. They express their response to poems, stories and non-fiction by identifying aspects they like. Level 2 Pupils' reading of simple texts shows understanding and is generally accurate. They express opinions about major events or ideas in stories, poems and non-fiction. They use more than one strategy, such as phonic, graphic, syntactic and contextual, in reading unfamiliar words and establishing meaning. Level 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. Level 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. Level 5 Pupils show understanding of a range of texts, selecting essential points and using inference and deduction where appropriate. In their responses, they identify key features, themes and characters and select sentences, phrases and relevant information to support their views. They retrieve and collate information from a range of sources. Level 6 In reading and discussing a range of texts, pupils identify different layers of meaning and comment on their significance and effect. They give personal responses to literary texts, referring to aspects of language, structure and themes in justifying their views. They summarise a range of information from different sources. Level 7 Pupils show understanding of the ways in which meaning and information are conveyed in a range of texts. They articulate personal and critical responses to poems, plays and novels, showing awareness of their thematic, structural and linguistic features. They select and synthesise a range of information from a variety of sources. Level 8 Pupils' response is shown in their appreciation of, and comment on, a range of texts, and they evaluate how authors achieve their effects through the use of linguistic, structural and presentational devices. They select and analyse information and ideas, and comment on how these are conveyed in different texts. P4 Pupils repeat, copy and imitate between 10 and 20 single words, signs or phrases or use a repertoire of objects of reference or symbols. They use single words, signs and symbols for familiar objects, for example, cup, biscuit, and to communicate about events and feelings, for example, likes and dislikes. They 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'. They show an understanding of names of familiar objects. 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, 'Mummy gone' or 'more drink'. They respond to simple questions about familiar events or experiences by vocalising, using gestures, symbols or signing, for example, 'Where is the ball?' 'What are you doing?' 'Is it yellow?'. They follow requests and instructions containing two key words, signs or symbols, for example, 'Put the spoon in the dish' 'Give the book to Johnny' P6 Pupils use phrases with up to three key words, signs or symbols to communicate simple ideas, events or stories to others, for example, 'I want a big chocolate ice cream'. They use facial expression and intonation to enhance meanings. They ask simple questions to obtain information, for example, 'What is your name?'. They follow requests and instructions with three key words, signs or symbols, for example, 'Give me the little red book'. They respond to others in group situations, for example, taking turns appropriately and cooperating. P7 Pupils communicate ideas about present, past and future events and experiences using simple phrases and statements, for example, 'We are going to the cinema on Friday'. They use conjunctions, for example, 'and', to link ideas or add new information beyond what is asked. They contribute appropriately one to one and in small group discussions and role play. They listen, attend to and follow stories for short stretches of time. With support, they attend to and answer questions from adults and their peers about experiences, events and stories, for example, 'Where has the boy gone P8 Pupils 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 Finn'. They use a growing vocabulary to convey meaning to the listener. They take part in role play with confidence. They listen attentively. They follow requests and instructions with four key words, signs or symbols, for example, 'Get the big book about dinosaurs from the library'. Exceptional performance Pupils select and use structures, styles and registers appropriately in a range of contexts, varying their vocabulary and expression confidently for a range of purposes. They initiate and sustain discussion through the sensitive use of a variety of contributions. They take a leading role in discussion and listen with concentration and understanding to varied and complex speech. They show assured and fluent use of standard English in a range of situations and for a variety of purposes Level 1 Pupils talk about matters of immediate interest. They listen to others and usually respond appropriately. They convey simple meanings to a range of listeners, speaking audibly, and begin to extend their ideas or accounts by providing some detail. Level 2 Pupils begin to show confidence in talking and listening, particularly where the topics interest them. On occasions, they show awareness of the needs of the listener by including relevant detail. In developing and explaining their ideas they speak clearly and use a growing vocabulary. They usually listen carefully and respond with increasing appropriateness to what others say. They are beginning to be aware that in some situations a more formal vocabulary and tone of voice are used. Level 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. Level 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. Level 5 Pupils talk and listen confidently in a wide range of contexts, including some that are of a formal nature. Their talk engages the interest of the listener as they begin to vary their expression and vocabulary. In discussion, they pay close attention to what others say, ask questions to develop ideas and make contributions that take account of others' views. They begin to use standard English in formal situations. Level 6 Pupils adapt their talk to the demands of different contexts with increasing confidence. Their talk engages the interest of the listener through the variety of its vocabulary and expression. Pupils take an active part in discussion, showing understanding of ideas and sensitivity to others. They are usually fluent in their use of standard English in formal situations. Level 7 Pupils are confident in matching their talk to the demands of different contexts. They use vocabulary precisely and organise their talk to communicate clearly. In discussion, pupils make significant contributions, evaluating others' ideas and varying how and when they participate. They show confident use of standard English in situations that require it. Level 8 Pupils maintain and develop their talk purposefully in a range of contexts. They structure what they say clearly, using apt vocabulary and appropriate intonation and emphasis. They make a range of contributions which show that they have listened perceptively and are sensitive to the development of discussion. They show confident use of standard English in a range of situations, adapting as necessary. P4 Pupils begin to understand that marks and symbols convey meaning, for example, scribbling alongside a picture or placing photographs or symbols on a personal timetable. They make marks or symbols in their preferred mode of communication, for example, using writing implements with a pincer grip, generating a symbol from a selection on a computer. P5 Pupils produce some meaningful print, signs 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 and copy under or over a model making horizontal, vertical and circular lines. With support, they make and complete patterns. P6 Pupils differentiate between letters and symbols, for example, producing a drawing to accompany writing. They copy writing with support, for example, labels and/or captions for pictures or for displays. They produce or write recognisable letters or symbols related to their names. P7 Pupils group letters and leave spaces between them as though they are writing separate words. Some letters are correctly formed. They are aware of the sequence of letters, symbols and words, for example, selecting and linking symbols together, writing their own names and one or two other simple words correctly from memory. P8 In their writing and recording, pupils use pictures, symbols, familiar words and letters in sequence to communicate meaning, showing awareness of different purposes, for example, letters, lists, stories or instructions. They write their names with appropriate use of upper- and lower-case letters or appropriate symbols. Exceptional performance Pupils evaluate software packages and ICT-based models, analysing the situations for which they were developed and assessing their efficiency, ease of use and appropriateness. They suggest refinements to existing systems and design, implement and document systems for others to use, predicting some of the consequences that could arise from the use of such systems. When discussing their own and others' use of ICT, they use their knowledge and experience of information systems to inform their views on the social, economic, political, legal, ethical and moral issues raised by ICT. Exceptional performance Pupils show their knowledge, skills and understanding in studies of a wide range of places and environments at the full range of scales, from local to global, and in different parts of the world. They explain complex interactions within and between physical and human processes. They refer to a wide range of geographical factors to explain and predict change in the characteristics of places over time. They understand alternative approaches to development and the implications of these for the quality of life in different places. They assess the relative merits of different ways of tackling environmental issues and justify their views about these different approaches. They understand how considerations of sustainable development can affect their own lives as well as the planning and management of environments and resources. They illustrate this with a full range of examples. They draw selectively on geographical ideas and theories, and use accurately a wide range of appropriate skills and sources of evidence from the key stage 3 programme of study. They carry out geographical investigations independently at different scales. They evaluate critically sources of evidence and present coherent arguments and effective, accurate and well-substantiated conclusions. They evaluate their work by suggesting improvements in approach and further lines of enquiry. Level 1 Pupils show their knowledge, skills and understanding in studies at a local scale. They recognise and make observations about physical and human features of localities. They express their views on features of the environment of a locality. They use resources that are given to them, and their own observations, to ask and respond to questions about places and environments. Level 2 Pupils show their knowledge, skills and understanding in studies at a local scale. They describe physical and human features of places, and recognise and make observations about those features that give places their character. They show an awareness of places beyond their own locality. They express views on the environment of a locality and recognise how people affect the environment. They carry out simple tasks and select information using resources that are given to them. They use this information and their own observations to help them ask and respond to questions about places and environments. They begin to use appropriate geographical vocabulary Level 3 Pupils show their knowledge, skills and understanding in studies at a local scale. They describe and compare the physical and human features of different localities and offer explanations for the locations of some of those features. They are aware that different places may have both similar and different characteristics. They offer reasons for some of their observations and for their views and judgements about places and environments. They recognise how people seek to improve and sustain environments. They use skills and sources of evidence to respond to a range of geographical questions, and begin to use appropriate vocabulary to communicate their findings. Level 4 Pupils show their knowledge, skills and understanding in studies of a range of places and environments at more than one scale and in different parts of the world. They begin to recognise and describe geographical patterns and to appreciate the importance of wider geographical location in understanding places. They recognise and describe physical and human processes. They begin to understand how these can change the features of places, and how these changes affect the lives and activities of people living there. They understand how people can both improve and damage the environment. They explain their own views and the views that other people hold about an environmental change. Drawing on their knowledge and understanding, they suggest suitable geographical questions, and use a range of geographical skills from the key stage 2 or 3 programme of study to help them investigate places and environments. They use primary and secondary sources of evidence in their investigations and communicate their findings using appropriate vocabulary. Level 5 Pupils show their knowledge, skills and understanding in studies of a range of places and environments at more than one scale and in different parts of the world. They describe and begin to explain geographical patterns and physical and human processes. They describe how these processes can lead to similarities and differences in the environments of different places and in the lives of people who live there. They recognise some of the links and relationships that make places dependent on each other. They suggest explanations for the ways in which human activities cause changes to the environment and the different views people hold about them. They recognise how people try to manage environments sustainably. They explain their own views and begin to suggest relevant geographical questions and issues. Drawing on their knowledge and understanding, they select and use appropriate skills and ways of presenting information from the key stage 2 or 3 programme of study to help them investigate places and environments. They select information and sources of evidence, suggest plausible conclusions to their investigations and present their findings both graphically and in writing. Level 6 Pupils show their knowledge, skills and understanding in studies of a wide range of places and environments at various scales, from local to global, and in different parts of the world. They describe and explain a range of physical and human processes and recognise that these processes interact to produce the distinctive characteristics of places. They describe ways in which physical and human processes operating at different scales create geographical patterns and lead to changes in places. They appreciate the many links and relationships that make places dependent on each other. They recognise how conflicting demands on the environment may arise and describe and compare different approaches to managing environments. They appreciate that different values and attitudes, including their own, result in different approaches that have different effects on people and places. Drawing on their knowledge and understanding, they suggest relevant geographical questions and issues and appropriate sequences of investigation. They select a range of skills and sources of evidence from the key stage 3 programme of study and use them effectively in their investigations. They present their findings in a coherent way and reach conclusions that are consistent with the evidence. Level 7 Pupils show their knowledge, skills and understanding in studies of a wide range of places and environments at various scales, from local to global, and in different parts of the world. They describe interactions within and between physical and human processes, and show how these interactions create geographical patterns and help change places and environments. They understand that many factors, including people's values and attitudes, influence the decisions made about places and environments, and use this understanding to explain the resulting changes. They appreciate that the environment in a place and the lives of the people who live there are affected by actions and events in other places. They recognise that human actions, including their own, may have unintended environmental consequences and that change sometimes leads to conflict. They appreciate that considerations of sustainable development affect the planning and management of environments and resources. With growing independence, they draw on their knowledge and understanding to identify geographical questions and issues and establish their own sequence of investigation. They select and use accurately a wide range of skills from the key stage 3 programme of study. They evaluate critically sources of evidence, present well-argued summaries of their investigations and begin to reach substantiated conclusions. Level 8 Pupils show their knowledge, skills and understanding in studies of a wide range of places and environments at various scales, from local to global, and in different parts of the world. They offer explanations for interactions within and between physical and human processes. They explain changes in the characteristics of places over time, in terms of location, physical and human processes, and interactions with other places. They begin to account for disparities in development and understand the range and complexity of factors that contribute to the quality of life in different places. They recognise the causes and consequences of environmental issues and understand a range of views about them and different approaches to tackling them. They understand how considerations of sustainable development can affect their own lives as well as the planning and management of environments and resources. They use examples to illustrate this. Drawing on their knowledge and understanding, they show independence in identifying appropriate geographical questions and issues, and in using an effective sequence of investigation. They select a wide range of skills from the key stage 3 programme of study and use them effectively and accurately. They evaluate critically sources of evidence before using them in their investigations. They present full and coherently argued summaries of their investigations and reach substantiated conclusions. 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, listening to trees moving in a breeze. They may give intermittent reactions, for example, sometimes responding when moving from a warm/dark/indoor space to a cool/light/outdoor environment P2 (i) Pupils begin to respond consistently to familiar people, events and objects. They react to new activities and experiences, for example, splashing their feet in water. They begin to show interest in people, events and objects, for example, briefly looking around in different indoor and outdoor environments. They accept and engage in coactive exploration, for example, feeling the textures of different items of clothing. P2 (ii) Pupils begin to be proactive in their interactions. They communicate consistent preferences and affective responses, for example, giving distinctive responses in different rooms around the school. They recognise familiar people, events and objects, for example, showing excitement when meeting the swimming instructor at the poolside. They perform actions, often by trial and improvement, and they remember learned responses over short periods of time, for example, repeatedly patting aromatic plants in the sensory garden. They cooperate with shared exploration and supported participation, for example, moving over different outdoor surfaces. P3 (i) Pupils begin to communicate intentionally. They seek attention through eye contact, gesture or action. They request events or activities, for example, moving to the door to show they want to go outside. They participate in shared activities with less support. They sustain concentration for short periods. They explore materials in increasingly complex ways, for example, pressing tools into wet or dry sand. They observe the results of their own actions with interest, for example, disturbing the surface of still water with their fingers. They remember learned responses over more extended periods, for example, returning to a favourite location, plant or item of equipment in the school grounds day after day P3 (ii) Pupils use emerging conventional communication. They greet known people and may initiate interactions and activities, for example, prompting a midday supervisory assistant to push them in a swing seat. They can remember learned responses over increasing periods of time and may anticipate known events, for example, moving to the fish tank when the fish food is taken down from the shelf. They may respond to options and choices with actions or gestures, for example, turning on the fan rather than a lamp on a warm, sunny day. They actively explore objects and events for more extended periods, for example, picking up pebbles and shells at the beach. They apply potential solutions systematically to problems, for example, pressing the button at a pedestrian crossing on a familiar route to the shops. P4 Pupils extend the skills to help them explore the world. They handle artefacts and materials given to them, for example, looking at the postal worker's bag and letters, or using a bin to collect litter. They know that certain actions produce predictable results, for example, pushing the button will make the fire engine siren sound. They know familiar places and people and what they are there for, for example, park, school, police person, and use gestures, signs, symbols or single words to show that they know them. P5 Pupils consolidate a sense of place and direction, for example, they can follow set routes around familiar places. They show their awareness (through gestures, signs, symbols or words) of significant differences between specific physical/natural and human/made features of places, for example, 'cars here' on a noisy street, 'cars gone' in the park. They can answer simple questions about places and people, for example, 'Who can help us?' They start to sort and classify objects in terms of simple features or properties, for example, pebbles or rocks found on a local walk, according to colour or size. P6 Pupils understand the differences between the physical/natural and human/made features of places. They use pictures or symbols to show familiar places and what they are for, such as making simple plans and maps of familiar areas. They show what they think about different people and environments and answer simple questions about places and people, for example, 'What can you buy in this shop? 'What can you do in the park?' P7 Pupils communicate their preferences about the physical/natural and human/made features of places. They begin to use symbols to represent direction, and can represent and record key features of a place using models or symbols. They are aware of their role in caring for their own environment, for example, watering plants in the classroom or garden, picking up litter. P8 Pupils recognise the physical/natural and human/made features of places, for example, identifying buildings and their uses. They use simple geographical language to communicate their ideas about various locations, functions and roles. They use resources given to them and their own observations to respond to simple questions about places and people. They recognise simple symbols or representations on maps and plans. They show some understanding of environmental awareness and how it relates to their own lives and they express their views on features of the environment which they find attractive or unattractive. Exceptional performance Pupils use their extensive and detailed factual knowledge and understanding of the history of Britain and the wider world to analyse relationships between a wide range of events, people, ideas and changes and between the features of different past societies and cultures. Their explanations and analyses of reasons for, and results of, events and changes, are well substantiated and set in their wider historical context. They analyse links between events and developments that took place in different countries and in different periods. They make balanced judgements based on their understanding of the historical context about the value of different interpretations of historical events and developments. Drawing on their historical knowledge and understanding, they use sources of information critically, carry out historical enquiries, develop, maintain and support an argument and reach and sustain substantiated and balanced conclusions independently. They select, organise and deploy a wide range of relevant information to produce consistently well-structured narratives, descriptions and explanations, making appropriate use of dates and terms. Level 1 Pupils recognise the distinction between present and past in their own and other people's lives. They show their emerging sense of chronology by placing a few events and objects in order, and by using everyday terms about the passing of time. They know and recount episodes from stories about the past. They find answers to some simple questions about the past from sources of information. Level 2 Pupils show their developing sense of chronology by using terms concerned with the passing of time, by placing events and objects in order, and by recognising that their own lives are different from the lives of people in the past. They show knowledge and understanding of aspects of the past beyond living memory, and of some of the main events and people they have studied. They are beginning to recognise that there are reasons why people in the past acted as they did. They are beginning to identify some of the different ways in which the past is represe      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz|}~nted. They observe or handle sources of information to answer questions about the past on the basis of simple observations. Level 3 Pupils show their developing understanding of chronology by their realisation that the past can be divided into different periods of time, their recognition of some of the similarities and differences between these periods, and their use of dates and terms. They show knowledge and understanding of some of the main events, people and changes studied. They are beginning to give a few reasons for, and results of, the main events and changes. They identify some of the different ways in which the past is represented. They use sources of information in ways that go beyond simple observations to answer questions about the past. Level 4 Pupils show factual knowledge and understanding of aspects of the history of Britain and the wider world. They use this to describe characteristic features of past societies and periods, and to identify changes within and across different periods. They describe some of the main events, people and changes. They give some reasons for, and results of, the main events and changes. They show some understanding that aspects of the past have been represented and interpreted in different ways. They are beginning to select and combine information from different sources. They are beginning to produce structured work, making appropriate use of dates and terms. Level 5 Pupils show increasing depth of factual knowledge and understanding of aspects of the history of Britain and the wider world. They use this to describe features of past societies and periods and to begin to make links between them. They describe events, people and changes. They describe and make links between events and changes and give reasons for, and results of, these events and changes. They know that some events, people and changes have been interpreted in different ways and suggest possible reasons for this. Using their knowledge and understanding, pupils are beginning to evaluate sources of information and identify those that are useful for particular tasks. They select and organise information to produce structured work, making appropriate use of dates and terms. Level 6 Pupils use their factual knowledge and understanding of the history of Britain and the wider world to describe past societies and periods, and to make links between features within and across different periods. They examine and explain the reasons for, and results of, events and changes. Pupils describe, and begin to analyse, why there are different historical interpretations of events, people and changes. Using their knowledge and understanding, they identify and evaluate sources of information, which they use critically to reach and support conclusions. They select, organise and deploy relevant information to produce structured work, making appropriate use of dates and terms. Level 7 Pupils make links between their factual knowledge and understanding of the history of Britain and the wider world. They use these links to analyse relationships between features of a particular period or society, and to analyse reasons for, and results of, events and changes. They explain how and why different historical interpretations have been produced. Pupils show some independence in following lines of enquiry, using their knowledge and understanding to identify, evaluate and use sources of information critically. They sometimes reach substantiated conclusions independently. They select, organise and use relevant information to produce well-structured narratives, descriptions and explanations, making appropriate use of dates and terms. Level 8 Pupils use their factual knowledge and understanding of the history of Britain and the wider world to analyse the relationships between events, people and changes, and between the features of different past societies and cultures. Their explanations of reasons for, and results of, events and changes are set in a wider historical context. They analyse and explain different historical interpretations and are beginning to evaluate them. Drawing on their historical knowledge and understanding, they use sources of information critically, carry out historical enquiries, and reach substantiated conclusions independently. They select, organise and deploy relevant information to produce consistently well-structured narratives, descriptions and explanations, making appropriate use of dates and terms. 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, catching the smell of old fabric or wooden artefacts. They may give intermittent reactions, for example, sometimes becoming quiet or tense when going into an ancient building. P2 (i) Pupils begin to respond consistently to familiar people, events and objects. They react to new activities and experiences, for example, looking to the source of unfamiliar sights and sounds in dramatisations of historical events. They begin to show interest in people, events and objects, for example, tracking historical artefacts into or out of their field of awareness. They accept and engage in coactive exploration, for example, touching wood, stone or old brick structures during site visits. P2 (ii) Pupils begin to be proactive in their interactions. They communicate consistent preferences and affective responses, for example, wanting to look at a particular photograph. They recognise familiar people, events and objects, for example, smiling at an item from their own family home. They perform actions, often by trial and improvement, and they remember learned responses over short periods of time, for example, patting an old toy. They cooperate with shared exploration and supported participation, for example, when handling historical artefacts. P3 (i) Pupils begin to communicate intentionally. They seek attention through eye contact, gesture or action. They request events or activities, for example, vocalising for more sound in a simulation of historical events. They participate in shared activities with less support. They sustain concentration for short periods. They explore materials in increasingly complex ways, for example, looking at, and touching, old objects. They observe the results of their own actions with interest, for example, when exploring an antique mechanical toy. They remember learned responses over more extended periods, for example, recalling gestures used in a dramatisation of a historical story from session to session. P3 (ii) Pupils use emerging conventional communication. They greet known people and may initiate interactions and activities, for example, prompting an adult to look through a family album with them. They can remember learned responses over increasing periods of time and may anticipate known events, for example, becoming excited at a key moment in a video of a school trip or family holiday. They may respond to options and choices with actions or gestures, for example, eye-pointing to an old toy from their own past. They actively explore objects and events for more extended periods, for example, moving around a historical site. They apply potential solutions systematically to problems, for example, gesturing towards the location for a new activity at the end of a session. P4 Pupils recognise themselves and other people in pictures of the recent past. They link the passage of time with a variety of indicators, for example, weekend activities, summer holidays or seasonal changes. They use single words, signs or symbols to confirm the function of everyday items from the past, for example, 'cup', 'bed', 'house'. P5 Pupils know they took part in past events and they listen and respond to familiar stories about their own past. They begin to communicate about activities and events in the past, for example, saying or signing 'baby toys', in response to personal items from their own early childhood. With some prompting or support, they answer simple questions about historical artefacts and buildings, for example, identifying a bowl as being made out of wood. P6 Pupils recognise and make comments about themselves and people they know in pictures of the more distant past. They recognise some obvious distinctions between the past and the present in their own lives and communicate about these, for example, noting their attendance at a different school in the past. They begin to pick historical artefacts out from collections of items, for example, identifying old plates, items of clothing or hand tools. P7 Pupils begin to recognise some distinctions between the past and present in other people's lives as well as their own and communicate about these in simple phrases and statements. They listen to and follow stories about people and events in the past as well as events in their own lives. They sort objects to given criteria, for example, old toys and new toys. P8 Pupils indicate if personal events and objects belong in the past or present. They begin to use some common words, signs or symbols to indicate the passage of time, for example, now/then, today/yesterday. They can recount episodes from their own past and some details from other historical events with prompts, for example, past school or local events. They answer simple questions about historical stories and artefacts Exceptional performance Pupils evaluate software packages and ICT-based models, analysing the situations for which they were developed and assessing their efficiency, ease of use and appropriateness. They suggest refinements to existing systems and design, implement and document systems for others to use, predicting some of the consequences that could arise from the use of such systems. When discussing their own and others' use of ICT, they use their knowledge and experience of information systems to inform their views on the social, economic, political, legal, ethical and moral issues raised by ICT. Level 1 Pupils explore information from various sources, showing they know that information exists in different forms. They use ICT to work with text, images and sound to help them share their 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. Level 2 Pupils use 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. Level 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. Level 4 Pupils understand the need for care in framing questions when collecting, 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. Level 5 Pupils select the information they need for different purposes, check its accuracy and organise it in a form suitable for processing. They use ICT to structure, refine and present information in different forms and styles for specific purposes and audiences. They exchange information and ideas with others in a variety of ways, including using e-mail. They create sequences of instructions to control events, and understand the need to be precise when framing and sequencing instructions. They understand how ICT devices with sensors can be used to monitor and measure external events. They explore the effects of changing the variables in an ICT-based model. They discuss their knowledge and experience of using ICT and their observations of its use outside school. They assess the use of ICT in their work and are able to reflect critically in order to make improvements in subsequent work. Level 6 Pupils develop and refine their work to enhance its quality, using information from a range of sources. Where necessary, they use complex lines of enquiry to test hypotheses. They present their ideas in a variety of ways and show a clear sense of audience. They develop, try out and refine sequences of instructions to monitor, measure and control events, and show efficiency in framing these instructions. They use ICT-based models to make predictions and vary the rules within the models. They assess the validity of these models by comparing their behaviour with information from other sources. They discuss the impact of ICT on society. Level 7 Pupils combine information from a variety of ICT-based and other sources for presentation to different audiences. They identify the advantages and limitations of different information-handling applications. They select and use information systems suited to their work in a variety of contexts, translating enquiries expressed in ordinary language into the form required by the system. They use ICT to measure, record and analyse physical variables and control events. They design ICT-based models and procedures with variables to meet particular needs. They consider the benefits and limitations of ICT tools and information sources and of the results they produce, and they use these results to inform future judgements about the quality of their work. They take part in informed discussions about the use of ICT and its impact on society. Level 8 Pupils independently select appropriate information sources and ICT tools for specific tasks, taking into account ease of use and suitability. They design successful ways to collect and prepare information for processing. They design and implement systems for others to use. When developing systems that respond to events, they make appropriate use of feedback. They take part in informed discussions about the social, economic, ethical and moral issues raised by ICT. Larwood School Larwood School 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, grasping objects briefly when they are placed in their hand. They may give intermittent reactions, for example, sometimes showing surprise at the sudden presence or absence of an event or object. P2 (i) Pupils begin to respond consistently to familiar people, events and objects. They react to new activities and experiences, for example, becoming excited or alarmed when a routine is broken. They begin to show interest in people, events and objects, for example, tracking objects briefly across their field of awareness. They accept and engage in coactive exploration, for example, lifting objects briefly towards the face in shared investigations. P2 (ii) Pupils begin to be proactive in their interactions. They communicate consistent preferences and affective responses, for example, showing a desire to hold a favourite object. They recognise familiar people, events and objects, for example, looking towards their own lunch box when offered a selection. They perform actions, often by trial and improvement, and they remember learned responses over short periods of time, for example, repeating an action with a familiar item of equipment. They cooperate with shared exploration and supported participation, for example, handling and feeling the texture of objects passed to them. P3 (i) Pupils begin to communicate intentionally. They seek attention through eye contact, gesture or action. They request events or activities, for example, pushing an item of equipment towards a member of staff. They participate in shared activities with less support. They sustain concentration for short periods. They explore materials in increasingly complex ways, for example, banging or rubbing objects together. They observe the results of their own actions with interest, for example, as they throw or drop objects on to different surfaces. They remember learned responses over more extended periods, for example, remembering how to activate a pop-up object from a previous lesson. PRIVATEPerformance descriptions across subjects The performance descriptions for P1 to P3 are common across all subjects. They outline the types and range of general performance that pupils with learning difficulties might characteristically demonstrate. Subject-focused examples are included to illustrate some of the ways in which staff might identify attainment in different subject contexts. PRIVATE "TYPE=PICT;ALT=spacer"INCLUDEPICTURE \d "images/dot.gif" 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. PRIVATE "TYPE=PICT;ALT=spacer"INCLUDEPICTURE \d "images/dot.gif" 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, grasping objects briefly when they are placed in their hand. They may give intermittent reactions, for example, sometimes showing surprise at the sudden presence or absence of an event or object. PRIVATE "TYPE=PICT;ALT=spacer"INCLUDEPICTURE \d "images/dot.gif" P2 (i) Pupils begin to respond consistently to familiar people, events and objects. They react to new activities and experiences, for example, becoming excited or alarmed when a routine is broken. They begin to show interest in people, events and objects, for example, tracking objects briefly across their field of awareness. They accept and engage in coactive exploration, for example, lifting objects briefly towards the face in shared investigations. PRIVATE "TYPE=PICT;ALT=spacer"INCLUDEPICTURE \d "images/dot.gif" P2 (ii) Pupils begin to be proactive in their interactions. They communicate consistent preferences and affective responses, for example, showing a desire to hold a favourite object. They recognise familiar people, events and objects, for example, looking towards their own lunch box when offered a selection. They perform actions, often by trial and improvement, and they remember learned responses over short periods of time, for example, repeating an action with a familiar item of equipment. They cooperate with shared exploration and supported participation, for example, handling and feeling the texture of objects passed to them. PRIVATE "TYPE=PICT;ALT=spacer"INCLUDEPICTURE \d "images/dot.gif" P3 (i) Pupils begin to communicate intentionally. They seek attention through eye contact, gesture or action. They request events or activities, for example, pushing an item of equipment towards a member of staff. They participate in shared activities with less support. They sustain concentration for short periods. They explore materials in increasingly complex ways, for example, banging or rubbing objects together. They observe the results of their own actions with interest, for example, as they throw or drop objects on to different surfaces. They remember learned responses over more extended periods, for example, remembering how to activate a pop-up object from a previous lesson. PRIVATE "TYPE=PICT;ALT=spacer"INCLUDEPICTURE \d "images/dot.gif" P3 (ii) Pupils use emerging conventional communication. They greet known people and may initiate interactions and activities, for example, dropping objects to prompt interventions from adults. They can remember learned responses over increasing periods of time and may anticipate known events, for example, collecting coats and bags at the end of the school day. They may respond to options and choices with actions or gestures, for example, pointing to or giving one object rather than another. They actively explore objects and events for more extended periods, for example, manipulating objects in piles, groups or stacks. They apply potential solutions systematically to problems, for example, using items of equipment purposefully and appropriately. PRIVATE "TYPE=PICT;ALT=spacer"INCLUDEPICTURE \d "images/dot.gif" Exceptional performance Pupils give reasons for the choices they make when investigating within mathematics itself or when using mathematics to analyse tasks; these reasons explain why particular lines of enquiry or procedures are followed and others rejected. Pupils apply the mathematics they know in familiar and unfamiliar contexts. Pupils use mathematical language and symbols effectively in presenting a convincing reasoned argument. Their reports include mathematical justifications, explaining their solutions to problems involving a number of features or variables. Exceptional performance Pupils interpret and construct histograms. They understand how different methods of sampling and different sample sizes may affect the reliability of conclusions drawn. They select and justify a sample and method to investigate a population. They recognise when and how to work with probabilities associated with independent mutually exclusive events Level 1 Pupils sort objects and classify them, demonstrating the criterion they have used. Level 2 Pupils sort objects and classify them using more than one criterion. When they have gathered information, pupils record results in simple lists, tables and block graphs, in order to communicate their findings. Level 3 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. Level 4 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 Level 5 Pupils understand and use the mean of discrete data. They compare two simple distributions, using the range and one of the mode, median or mean. They interpret graphs and diagrams, including pie charts, and draw conclusions. They understand and use the probability scale from 0 to 1. Pupils find and justify probabilities, and approximations to these, by selecting and using methods based on equally likely outcomes and experimental evidence, as appropriate. They understand that different outcomes may result from repeating an experiment. Level 6 Pupils collect and record continuous data, choosing appropriate equal class intervals over a sensible range to create frequency tables. They construct and interpret frequency diagrams. They construct pie charts. Pupils draw conclusions from scatter diagrams, and have a basic understanding of correlation. When dealing with a combination of two experiments, pupils identify all the outcomes, using diagrammatic, tabular or other forms of communication. In solving problems, they use their knowledge that the total probability of all the mutually exclusive outcomes of an experiment is 1. Level 7 Pupils specify hypotheses and test them by designing and using appropriate methods that take account of variability or bias. They determine the modal class and estimate the mean, median and range of sets of grouped data, selecting the statistic most appropriate to their line of enquiry. They use measures of average and range, with associated frequency polygons, as appropriate, to compare distributions and make inferences. They draw a line of best fit on a scatter diagram, by inspection. Pupils understand relative frequency as an estimate of probability and use this to compare outcomes of experiments. Level 8 Pupils interpret and construct cumulative frequency tables and diagrams, using the upper boundary of the class interval. They estimate the median and interquartile range and use these to compare distributions and make inferences. They understand how to calculate the probability of a compound event and use this in solving problems. Level 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. Level 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. Level 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 that match it. Level 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 Level 5 In order to carry through tasks and solve mathematical problems, pupils identify and obtain necessary information. They check their results, considering whether these are sensible. Pupils show understanding of situations by describing them mathematically using symbols, words and diagrams. They draw simple conclusions of their own and give an explanation of their reasoning. Level 6 Pupils carry through substantial tasks and solve quite complex problems by independently breaking them down into smaller, more manageable tasks. They interpret, discuss and synthesise information presented in a variety of mathematical forms. Pupils' writing explains and informs their use of diagrams. Pupils are beginning to give mathematical justifications. Level 7 Starting from problems or contexts that have been presented to them, pupils progressively refine or extend the mathematics used to generate fuller solutions. They give a reason for their choice of mathematical presentation, explaining features they have selected. Pupils justify their generalisations, arguments or solutions, showing some insight into the mathematical structure of the problem. They appreciate the difference between mathematical explanation and experimental evidence. Level 8 Pupils develop and follow alternative approaches. They reflect on their own lines of enquiry when exploring mathematical tasks; in doing so they introduce and use a range of mathematical techniques. Pupils convey mathematical or statistical meaning through precise and consistent use of symbols that is sustained throughout the work. They examine generalisations or solutions reached in an activity, commenting constructively on the reasoning and logic or the process employed, or the results obtained, and make further progress in the activity as a result. P4 Pupils show an interest in number activities and counting. P5 Pupils respond to and join in with familiar number rhymes, stories, songs and games. They can indicate one or two, for example, by using their fingers or sounds. They demonstrate that they are aware of contrasting quantities, for example, 'one' and 'lots', by making groups of objects with help. P6 Pupils demonstrate their understanding of one-to-one correspondence in a range of contexts. Pupils join in rote counting up to five and use numbers to five in familiar activities and games. They count reliably to three and make sets of up to three objects. They demonstrate an understanding of the concept of more/fewer. They use 1p coins for items up to 5p, for example, in shopping games. They join in with new number rhymes, songs, stories and games with some assistance or encouragement. P7 Pupils join in rote counting to ten. They can count at least five objects reliably. They begin to recognise numerals from 1 to 5 and to understand that each represents a constant number or amount. They respond appropriately to key vocabulary and questions, for example 'How many?' Pupils begin to recognise differences in quantity, for example in comparing given sets of objects and saying which has more or less, the bigger group or smaller group. In practical situations they respond to 'add one' and 'take one'. P8 Pupils join in with rote counting to beyond ten. They continue the rote count onwards from a given small number. They begin to count up to ten objects. They compare two given numbers of objects saying which is more and which is less. They begin to recognise numerals from 1 to 9 and relate them to sets of objects. In practical situations they add one to or take one away from a number of objects. They begin to use ordinal numbers (first, second or third) when describing the position of objects, people or events. Pupils estimate a small number and check by counting. Exceptional performance Pupils understand and use rational and irrational numbers. They determine the bounds of intervals. Pupils understand and use direct and inverse proportion. In simplifying algebraic expressions, they use rules of indices for negative and fractional values. In finding formulae that approximately connect data, pupils express general laws in symbolic form. They solve simultaneous equations in two variables where one equation is linear and the other is quadratic. They solve problems using intersections and gradients of graphs. Level 1 Pupils count, order, add and subtract numbers when solving problems involving up to 10 objects. They read and write the numbers involved. Level 2 Pupils count sets of objects reliably, and use mental recall of addition and subtraction facts to 10. They begin to understand the place value of each digit in a number and use this to order numbers up to 100. They choose the appropriate operation when solving addition and subtraction problems. They use the knowledge that subtraction is the inverse of addition. They use mental calculation strategies to solve number problems involving money and measures. They recognise sequences of numbers, including odd and even numbers. Level 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 recognise 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. Level 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. Level 5 Pupils use their understanding of place value to multiply and divide whole numbers and decimals by 10, 100 and 1000. They order, add and subtract negative numbers in context. They use all four operations with decimals to two places. They reduce a fraction to its simplest form by cancelling common factors and solve simple problems involving ratio and direct proportion. They calculate fractional or percentage parts of quantities and measurements, using a calculator where appropriate. Pupils understand and use an appropriate non-calculator method for solving problems that involve multiplying and dividing any three-digit number by any two-digit number. They check their solutions by applying inverse operations or estimating using approximations. They construct, express in symbolic form, and use simple formulae involving one or two operations. They use brackets appropriately. Pupils use and interpret coordinates in all four quadrants. Level 6 Pupils order and approximate decimals when solving numerical problems and equations [for example, ITEM 63], using trial-and-improvement methods. Pupils are aware of which number to consider as 100 per cent, or a whole, in problems involving comparisons, and use this to evaluate one number as a fraction or percentage of another. They understand and use the equivalences between fractions, decimals and percentages, and calculate using ratios in appropriate situations. They add and subtract fractions by writing them with a common denominator. When exploring number sequences, pupils find and describe in words the rule for the next term or nth term of a sequence where the rule is linear. They formulate and solve linear equations with whole-number coefficients. They represent mappings expressed algebraically, and use Cartesian coordinates for graphical representation interpreting general features. Level 7 In making estimates, pupils round to one significant figure and multiply and divide mentally. They understand the effects of multiplying and dividing by numbers between 0 and 1. Pupils solve numerical problems involving multiplication and division with numbers of any size, using a calculator efficiently and appropriately. They understand and use proportional changes, calculating the result of any proportional change using only multiplicative methods. Pupils find and describe in symbols the next term or nth term of a sequence where the rule is quadratic; they multiply two expressions of the form (x + n); they simplify the corresponding quadratic expressions. Pupils use algebraic and graphical methods to solve simultaneous linear equations in two variables. They solve simple inequalities. Level 8 Pupils solve problems involving calculating with powers, roots and numbers expressed in standard form, checking for correct order of magnitude. They choose to use fractions or percentages to solve problems involving repeated proportional changes or the calculation of the original quantity given the result of a proportional change. They evaluate algebraic formulae, substituting fractions, decimals and negative numbers. They calculate one variable, given the others, in formulae such as ITEM 64. Pupils manipulate algebraic formulae, equations and expressions, finding common factors and multiplying two linear expressions. They know that ITEM 65. They solve inequalities in two variables. Pupils sketch and interpret graphs of linear, quadratic, cubic and reciprocal functions, and graphs that model real situations. P4 Pupils show an interest in number activities and counting. P5 Pupils respond to and join in with familiar number rhymes, stories, songs and games. They can indicate one or two, for example, by using their fingers or sounds. They demonstrate that they are aware of contrasting quantities, for example, 'one' and 'lots', by making groups of objects with help. P6 Pupils demonstrate their understanding of one-to-one correspondence in a range of contexts. Pupils join in rote counting up to five and use numbers to five in familiar activities and games. They count reliably to three and make sets of up to three objects. They demonstrate an understanding of the concept of more/fewer. They use 1p coins for items up to 5p, for example, in shopping games. They join in with new number rhymes, songs, stories and games with some assistance or encouragement P7 Pupils join in rote counting to ten. They can count at least five objects reliably. They begin to recognise numerals from 1 to 5 and to understand that each represents a constant number or amount. They respond appropriately to key vocabulary and questions, for example 'How many?' Pupils begin to recognise differences in quantity, for example in comparing given sets of objects and saying which has more or less, the bigger group or smaller group. In practical situations they respond to 'add one' and 'take one'. P8 Pupils join in with rote counting to beyond ten. They continue the rote count onwards from a given small number. They begin to count up to ten objects. They compare two given numbers of objects saying which is more and which is less. They begin to recognise numerals from 1 to 9 and relate them to sets of objects. In practical situations they add one to or take one away from a number of objects. They begin to use ordinal numbers (first, second or third) when describing the position of objects, people or events. Pupils estimate a small number and check by counting. 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. P2 (i) Pupils begin to respond consistently to familiar people, events and objects. They react to new activities and experiences, for example, becoming excited or alarmed when a routine is broken. They begin to show interest in people, events and objects, for example, tracking objects briefly across their field of awareness. They accept and engage in coactive exploration, for example, lifting objects briefly towards the face in shared investigations. P2 (ii) Pupils begin to be proactive in their interactions. They communicate consistent preferences and affective responses, for example, showing a desire to hold a favourite object. They recognise familiar people, events and objects, for example, looking towards their own lunch box when offered a selection. They perform actions, often by trial and improvement, and they remember learned responses over short periods of time, for example, repeating an action with a familiar item of equipment. They cooperate with shared exploration and supported participation, for example, handling and feeling the texture of objects passed to them. P3 (i) Pupils begin to communicate intentionally. They seek attention through eye contact, gesture or action. They request events or activities, for example, pushing an item of equipment towards a member of staff. They participate in shared activities with less support. They sustain concentration for short periods. They explore materials in increasingly complex ways, for example, banging or rubbing objects together. They observe the results of their own actions with interest, for example, as they throw or drop objects on to different surfaces. They remember learned responses over more extended periods, for example, remembering how to activate a pop-up object from a previous lesson P3 (ii) Pupils use emerging conventional communication. They greet known people and may initiate interactions and activities, for example, dropping objects to prompt interventions from adults. They can remember learned responses over increasing periods of time and may anticipate known events, for example, collecting coats and bags at the end of the school day. They may respond to options and choices with actions or gestures, for example, pointing to or giving one object rather than another. They actively explore objects and events for more extended periods, for example, manipulating objects in piles, groups or stacks. They apply potential solutions systematically to problems, for example, using items of equipment purposefully and appropriately P4 Pupils are aware of cause and effect in familiar mathematical activities, for example, hitting a mathematical shape on the concept keyboard to make it appear on the screen. Pupils show awareness of changes in shape, position or quantity. They anticipate, follow and join in familiar mathematical activities when given a contextual cue. P5 With support, pupils match objects or pictures. They begin to sort sets of objects, according to a single attribute. They make sets that have the same small number of objects in each. They solve simple problems practically. P6 Pupils sort objects and materials according to given criteria. They begin to identify when an object is different and does not belong to given categories. They copy simple patterns or sequences, for example, a pattern of large and small cups, or a drumbeat. P7 Pupils complete a range of classification activities using given criteria. They identify when an object is different and does not belong to a given familiar category. P8 Pupils recognise, describe and recreate simple repeating patterns and sequences. They begin to use their developing mathematical understanding of counting to solve simple problems they may encounter in play, games or other work. They begin to make simple estimates, such as how many cubes will fit in a box. 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, grasping objects briefly when they are placed in their hand. They may give intermittent reactions, for example, sometimes showing surprise at the sudden presence or absence of an event or object P4 Pupils begin to search for objects that have gone out of sight, hearing or touch, demonstrating the beginning of object permanence. They demonstrate interest in position and the relationship between objects, for example, joining in with stacking cups or building towers. P5 Pupils search intentionally for objects in their usual place, for example going to the mathematics shelf for the box of shapes. They compare the overall size of one object with that of another where there is a marked difference, for example compare the cup from the dolls' house with a breakfast cup and find which is bigger. They find big and small objects on request. They explore the position of objects, for example, putting objects in and out of containers or lining them up. P6 Pupils search for objects not found in their usual place demonstrating their understanding of object permanence. They compare the overall size of one object with that of another where the difference is not great, for example, they find the bigger of two Russian dolls. They manipulate three-dimensional shapes. They show understanding of words, signs and symbols that describe positions. They use vocabulary such as 'more' and 'less' in practical situations, for example they indicate the jug with more juice in it. P7 Pupils begin to respond to forwards and backwards. They start to pick out named shapes from a collection. They use familiar words when they compare sizes and quantities and describe position. P8 Pupils compare, directly, two lengths or heights where the difference is marked and can indicate 'the long one' or 'the tall 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. They begin to use mathematical vocabulary such as straight, circle, larger to describe the shape and size of solids and flat shapes. They describe shapes in simple models, pictures and patterns. Exceptional performance Pupils sketch the graphs of sine, cosine and tangent functions for any angle, and generate and interpret graphs based on these functions. Pupils use sine, cosine and tangent of angles of any size, and Pythagoras' theorem when solving problems in two and three dimensions. They use the conditions for congruent triangles in formal geometric proofs [for example, to prove that the base angles of an isosceles triangle are equal]. They calculate lengths of circular arcs and areas of sectors, and calculate the surface area of cylinders and volumes of cones and spheres. Pupils appreciate the continuous nature of scales that are used to make measurements. Level 1 When working with 2-D and 3-D shapes, pupils use everyday language to describe properties and positions. They measure and order objects using direct comparison, and order events. Level 2 Pupils use mathematical names for common 3-D and 2-D shapes and describe their properties, including numbers of sides and corners. They distinguish between straight and turning movements, understand angle as a measurement of turn, and recognise right angles in turns. They begin to use everyday non-standard and standard units to measure length and mass. Level 3 Pupils classify 3-D and 2-D shapes in various ways using mathematical properties such as reflective symmetry for 2-D shapes. They use non-standard units, standard metric units of length, capacity and mass, and standard units of time, in a range of contexts. Level 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. Level 5 When constructing models and when drawing or using shapes, pupils measure and draw angles to the nearest degree, and use language associated with angle. Pupils know the angle sum of a triangle and that of angles at a point. They identify all the symmetries of 2-D shapes. They know the rough metric equivalents of imperial units still in daily use and convert one metric unit to another. They make sensible estimates of a range of measures in relation to everyday situations. Pupils understand and use the formula for the area of a rectangle. Level 6 Pupils recognise and use common 2-D representations of 3-D objects. They know and use the properties of quadrilaterals in classifying different types of quadrilateral. They solve problems using angle and symmetry properties of polygons and angle properties of intersecting and parallel lines, and explain these properties. They devise instructions for a computer to generate and transform shapes and paths. They understand and use appropriate formulae for finding circumferences and areas of circles, areas of plane rectilinear figures and volumes of cuboids when solving problems. They enlarge shapes by a positive whole-number scale factor. Level 7 Pupils understand and apply Pythagoras' theorem when solving problems in two dimensions. They calculate lengths, areas and volumes in plane shapes and right prisms. Pupils enlarge shapes by a fractional scale factor, and appreciate the similarity of the resulting shapes. They determine the locus of an object moving according to a rule. Pupils appreciate the imprecision of measurement and recognise that a measurement given to the nearest whole number may be inaccurate by up to one half in either direction. They understand and use compound measures, such as speed. Level 8 Pupils understand and use congruence and mathematical similarity. They use sine, cosine and tangent in right-angled triangles when solving problems in two dimensions. They distinguish between formulae for perimeter, area and volume, by considering dimensions. P4 Pupils begin to search for objects that have gone out of sight, hearing or touch, demonstrating the beginning of object permanence. They demonstrate interest in position and the relationship between objects, for example, joining in with stacking cups or building towers. P5 Pupils search intentionally for objects in their usual place, for example going to the mathematics shelf for the box of shapes. They compare the overall size of one object with that of another where there is a marked difference, for example compare the cup from the dolls' house with a breakfast cup and find which is bigger. They find big and small objects on request. They explore the position of objects, for example, putting objects in and out of containers or lining them up. P6 Pupils search for objects not found in their usual place demonstrating their understanding of object permanence. They compare the overall size of one object with that of another where the difference is not great, for example, they find the bigger of two Russian dolls. They manipulate three-dimensional shapes. They show understanding of words, signs and symbols that describe positions. They use vocabulary such as 'more' and 'less' in practical situations, for example they indicate the jug with more juice in it P7 Pupils begin to respond to forwards and backwards. They start to pick out named shapes from a collection. They use familiar words when they compare sizes and quantities and describe position. P8 Pupils compare, directly, two lengths or heights where the difference is marked and can indicate 'the long one' or 'the tall 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. They begin to use mathematical vocabulary such as straight, circle, larger to describe the shape and size of solids and flat shapes. They describe shapes in simple models, pictures and patterns. P4 Pupils are aware of cause and effect in familiar mathematical activities, for example, hitting a mathematical shape on the concept keyboard to make it appear on the screen. Pupils show awareness of changes in shape, position or quantity. They anticipate, follow and join in familiar mathematical activities when given a contextual cue. P5 With support, pupils match objects or pictures. They begin to sort sets of objects, according to a single attribute. They make sets that have the same small number of objects in each. They solve simple problems practically. P6 Pupils sort objects and materials according to given criteria. They begin to identify when an object is different and does not belong to given categories. They copy simple patterns or sequences, for example, a pattern of large and small cups, or a drumbeat. P7 Pupils complete a range of classification activities using given criteria. They identify when an object is different and does not belong to a given familiar category. P8 Pupils join in with rote counting to beyond ten. They continue the rote count onwards from a given small number. They begin to count up to ten objects. They compare two given numbers of objects saying which is more and which is less. They begin to recognise numerals from 1 to 9 and relate them to sets of objects. In practical situations they add one to or take one away from a number of objects. They begin to use ordinal numbers (first, second or third) when describing the position of objects, people or events. Pupils estimate a small number and check by counting. 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 P2 (i) Pupils begin to respond consistently to familiar people, events and objects. They react to new activities and experiences, for example, withholding their attention from unfamiliar forms of interaction. They begin to show interest in people, events and objects, for example, smiling at familiar people in familiar circumstances. They accept and engage in coactive exploration, for example, focusing their attention, when prompted, on sensory aspects of stories or rhymes in the target language. P2 (ii) Pupils begin to be proactive in their interactions. They communicate consistent preferences and affective responses, for example, reaching out to a familiar person in a new setting. They recognise familiar people, events and objects, for example, vocalising or gesturing in a particular way in response to a favourite visitor to their modern foreign languages sessions. 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 character appears in a story dramatised in the target language. They cooperate with shared exploration and supported participation, for example, taking turns in interactions, imitating actions and facial expressions, with a familiar person using the target language. 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 during modern foreign languages sessions. 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 in sessions simulating life in other cultural settings. They observe the results of their own actions with interest, for example, listening to their own vocalisations during sessions in which the target language is used. They remember learned responses over more extended periods, for example, following the sequence of a familiar routine in modern foreign languages sessions and responding accordingly. 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 a familiar interactive sequence in the target language. They can remember learned responses over increasing periods of time and may anticipate known events, for example, pre-empting sounds or actions in familiar interactions in the target language. They may respond to options and choices with actions or gestures, for example, by nodding or shaking their heads at appropriate points during an interaction in the target language. They actively explore objects and events for more extended periods, for example, scanning the pages of a magazine written in the target language. They apply potential solutions systematically to problems, for example, showing or giving an object in response to a request in the target language. P4 Pupils attempt to repeat, copy or imitate some sounds heard in the target language. They may perform familiar or simple actions on request using repetition, sign or gesture as prompts. They listen and may respond to familiar rhymes and songs in a foreign language. P5 Pupils attempt one or two words in the target language in response to cues in a song or familiar phrase. They respond to simple questions, requests or instructions about familiar events or experiences. Responses may be through vocalisation, sign or gesture and pupils' responses may depend upon repetition and support P6 Pupils respond to others in a group. Their attempts to communicate in the target language may rely heavily upon repetition and gesture, and they may use facial expression and/or intonation to enhance meaning. They communicate positives and negatives in the target language in response to simple questions. They match and select symbols for familiar words, actions or objects presented in the target language P7 Pupils introduce themselves by name in response to a question in the target language. They contribute to using the target language for a purpose, for example, using ICT skills to access the internet and exchange information, with guidance from other pupils or adults. They listen, attend to and follow familiar interactions in the target language. P8 Pupils listen attentively and know that the target language conveys meaning. They understand one or two simple classroom commands in the target language. They respond briefly using single words, signs or symbols. They may need considerable support from a spoken model and from visual clues. They may read and understand a few words presented in a familiar context with visual clues. They can copy out a few words with support. They label one or two objects. With some support, they use the target language for a purpose, for example, requesting items in simulations of real life encounters in the target language. 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 Level 1 Pupils show that they understand simple classroom commands, short statements and questions. They understand speech spoken clearly, face-to-face or from a good-quality recording, with no background noise or interference. They may need a lot of help, such as repetition and gesture. Level 2 Pupils show that they understand a range of familiar statements and questions [for example, everyday classroom language and instructions for setting tasks]. They respond to a clear model of standard language, but may need items to be repeated. Level 3 Pupils show that they understand short passages made up of familiar language that is spoken at near normal speed without interference. These passages include instructions, messages and dialogues. Pupils identify and note main points and personal responses [for example, likes, dislikes and feelings], but may need short sections to be repeated. Level 4 Pupils show that they understand longer passages, made up of familiar language in simple sentences, that are spoken at near normal speed with little interference. They identify and note main points and some details, but may need some items to be repeated. Level 1 Pupils show that they understand single words presented in clear script in a familiar context. They may need visual cues Level 2 Pupils show that they understand short phrases presented in a familiar context. They match sound to print by reading aloud single familiar words and phrases. They use books or glossaries to find out the meanings of new words. Level 3 Pupils show that they understand short texts and dialogues, made up of familiar language, printed in books or word-processed. They identify and note main points and personal responses [for example, likes, dislikes and feelings]. They are beginning to read independently, selecting simple texts and using a bilingual dictionary or glossary to look up new words Level 4 Pupils show that they understand short stories and factual texts, printed or clearly handwritten. They identify and note main points and some details. When reading on their own, as well as using a bilingual dictionary or glossary, they are beginning to use context to work out what unfamiliar words mean. Level 1 Pupils respond briefly, with single words or short phrases, to what they see and hear. Their pronunciation may be approximate, and they may need considerable support from a spoken model and from visual cues. Level 2 Pupils give short, simple responses to what they see and hear. They name and describe people, places and objects. They use set phrases [for example, to ask for help and permission]. Their pronunciation may still be approximate and the delivery hesitant, but their meaning is clear. Level 3 Pupils take part in brief prepared tasks of at least two or three exchanges, using visual or other cues to help them initiate and respond. They use short phrases to express personal responses [for example, likes, dislikes and feelings]. Although they use mainly memorised language, they occasionally substitute items of vocabulary to vary questions or statements. Level 4 Pupils take part in simple structured conversations of at least three or four exchanges, supported by visual or other cues. They are beginning to use their knowledge of grammar to adapt and substitute single words and phrases. Their pronunciation is generally accurate and they show some consistency in their intonation. Level 1 Pupils copy single familiar words correctly. They label items and select appropriate words to complete short phrases or sentences. Level 2 Pupils copy familiar short phrases correctly. They write or word-process items [for example, simple signs and instructions] and set phrases used regularly in class. When they write familiar words from memory their spelling may be approximate. Level 3 Pupils write two or three short sentences on familiar topics, using aids [for example, textbooks, wallcharts and their own written work]. They express personal responses [for example, likes, dislikes and feelings]. They write short phrases from memory and their spelling is readily understandable. Level 4 Pupils write individual paragraphs of about three or four simple sentences, drawing largely on memorised language. They are beginning to use their knowledge of grammar to adapt and substitute individual words and set phrases. They are beginning to use dictionaries or glossaries to check words they have learnt. Exceptional performance Pupils discriminate and develop different interpretations. They express their own ideas and feelings in a developing personal style exploiting instrumental and/or vocal possibilities. They give convincing performances and demonstrate empathy with other performers. They produce compositions that demonstrate a coherent development of musical ideas, consistency of style and a degree of individuality. They discriminate and comment on how and why changes occur within selected traditions including the particular contribution of significant performers and composers. Level 1 Pupils recognise and explore how sounds can be made and changed. They use their voices in different ways such as speaking, singing and chanting, and perform with awareness of others. They repeat short rhythmic and melodic patterns and create and choose sounds in response to given starting points. They respond to different moods in music and recognise well-defined changes in sounds, identify simple repeated patterns and take account of musical instructions. Level 2 Pupils recognise and explore how sounds can be organised. They sing with a sense of the shape of the melody, and perform simple patterns and accompaniments keeping to a steady pulse. They choose carefully and order sounds within simple structures such as beginning, middle, end, and in response to given starting points. They represent sounds with symbols and recognise how the musical elements can be used to create different moods and effects. They improve their own work. Level 3 Pupils recognise and explore the ways sounds can be combined and used expressively. They sing in tune with expression and perform rhythmically simple parts that use a limited range of notes. They improvise repeated patterns and combine several layers of sound with awareness of the combined effect. They recognise how the different musical elements are combined and used expressively and make improvements to their own work, commenting on the intended effect. Level 4 Pupils identify and explore the relationship between sounds and how music reflects different intentions. While performing by ear and from simple notations they maintain their own part with awareness of how the different parts fit together and the need to achieve an overall effect. They improvise melodic and rhythmic phrases as part of a group performance and compose by developing ideas within musical structures. They describe, compare and evaluate different kinds of music using an appropriate musical vocabulary. They suggest improvements to their own and others' work, commenting on how intentions have been achieved. Level 5 Pupils identify and explore musical devices and how music reflects time and place. They perform significant parts from memory and from notations with awareness of their own contribution such as leading others, taking a solo part and/or providing rhythmic support. They improvise melodic and rhythmic material within given structures, use a variety of notations and compose music for different occasions using appropriate musical devices such as melody, rhythms, chords and structures. They analyse and compare musical features. They evaluate how venue, occasion and purpose affects the way music is created, performed and heard. They refine and improve their work. Level 6 Pupils identify and explore the different processes and contexts of selected musical genres and styles. They select and make expressive use of tempo, dynamics, phrasing and timbre. They make subtle adjustments to fit their own part within a group performance. They improvise and compose in different genres and styles, using harmonic and non-harmonic devices where relevant, sustaining and developing musical ideas and achieving different intended effects. They use relevant notations to plan, revise and refine material. They analyse, compare and evaluate how music reflects the contexts in which it is created, performed and heard. They make improvements to their own and others' work in the light of the chosen style. Level 7 Pupils discriminate and explore musical conventions in, and influences on, selected genres, styles and traditions. They perform in different styles, making significant contributions to the ensemble and using relevant notations. They create coherent compositions drawing on internalised sounds and adapt, improvise, develop, extend and discard musical ideas within given and chosen musical structures, genres, styles and traditions. They evaluate, and make critical judgements about, the use of musical conventions and other characteristics and how different contexts are reflected in their own and others' work. Level 8 Pupils discriminate and exploit the characteristics and expressive potential of selected musical resources, genres, styles and traditions. They perform, improvise and compose extended compositions with a sense of direction and shape, both within melodic and rhythmic phrases and overall form. They explore different styles, genres and traditions, working by ear and by making accurate use of appropriate notations and both following and challenging conventions. They discriminate between musical styles, genres and traditions, commenting on the relationship between the music and its cultural context, making and justifying their own judgements. 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, becoming still in a concert hall. They may give intermittent reactions, for example, sometimes becoming excited at repeated patterns of sounds. PRIVATE "TYPE=PICT;ALT=spacer"INCLUDEPICTURE \d "images/dot.gif" P2 (i) Pupils begin to respond consistently to familiar people, events and objects. They react to new activities and experiences, for example, turning towards unfamiliar sounds. They begin to show interest in people, events and objects, for example, looking for the source of music. They accept and engage in coactive exploration, for example, being encouraged to stroke the strings of a guitar. P2 (ii) Pupils begin to be proactive in their interactions. They communicate consistent preferences and affective responses, for example, relaxing during certain pieces of music but not others. They recognise familiar people, events and objects, for example, a favourite song. They perform actions, often by trial and improvement, and they remember learned responses over short periods of time, for example, repeatedly pressing the keys of an electronic key board instrument. They cooperate with shared exploration and supported participation, for example, holding an ocean drum. P3 (i) Pupils begin to communicate intentionally. They seek attention through eye contact, gesture or action. They request events or activities, for example, leading an adult to the CD player. They participate in shared activities with less support. They sustain concentration for short periods. They explore materials in increasingly complex ways, for example, tapping piano keys gently and with more vigour. They observe the results of their own actions with interest, for example, listening intently when moving across and through a sound beam. They remember learned responses over more extended periods, for example, recalling movements associated with a particular song from week to week. P3 (ii) Pupils use emerging conventional communication. They greet known people and may initiate interactions and activities, for example, performing an action such as clapping hands to initiate a particular song. They can remember learned responses over increasing periods of time and may anticipate known events, for example, a loud sound at a particular point in a piece of music. They may respond to options and choices with actions or gestures, for example, choosing a shaker in a rhythm band activity. They actively explore objects and events for more extended periods, for example, tapping, stroking, rubbing or shaking an instrument to produce various effects. They apply potential solutions systematically to problems, for example, indicating by eye contact or gesture the pupil whose turn it is to play in a 'call and response' activity. P4 Pupils use single words, gestures, signs, objects, pictures or symbols to communicate about familiar musical activities or name familiar instruments. With some support, they listen and attend to familiar musical activities and follow and join in familiar routines. They are aware of cause and effect in familiar events, for example, what happens when particular instruments are shaken, banged, scraped or blown, or that a sound can be started and stopped or linked to movement through a sound beam. They begin to look for an instrument or noisemaker played out of sight. They repeat, copy and imitate actions, sounds or words in songs and musical performances P5 Pupils take part in simple musical performances. They respond to signs given by a musical conductor, for example, to start or stop playing. They pick out a specific musical instrument when asked, for example, a drum or a triangle. They play loudly, quietly, quickly and slowly in imitation. They play an instrument when prompted by a cue card. They listen to, and imitate, distinctive sounds played on a particular instrument. They listen to a familiar instrument played behind a screen and match the sound to the correct instrument on a table. P6 Pupils respond to other pupils in music sessions. They join in and take turns in songs and play instruments with others. They begin to play, sing and move expressively in response to the music or the meaning of words in a song. They explore the range of effects that can be made by an instrument or sound maker. They copy simple rhythms and musical patterns or phrases. They can play groups of sounds indicated by a simple picture or symbol-based score. They begin to categorise percussion instruments by how they can be played, for example, striking or shaking. P7 Pupils listen to music and can describe music in simple terms, for example, describing musical experiences using phrases or statements combining a small number of words, signs, symbols or gestures. They respond to prompts to play faster, slower, louder, softer. They follow simple graphic scores with symbols or pictures and play simple patterns or sequences of music. Pupils listen and contribute to sound stories, are involved in simple improvisation and make basic choices about the sound and instruments used. They make simple compositions, for example, by choosing symbols or picture cue cards, ordering them from left to right, or making patterns of sounds using computer software. P8 Pupils listen carefully to music. They understand and respond to words, symbols and signs that relate to tempo, dynamics and pitch, for example, faster, slower, louder, higher, and lower. They create their own simple compositions, carefully selecting sounds. They create simple graphic scores using pictures or symbols. They use a growing musical vocabulary of words, signs or symbols to describe what they play and hear, for example, fast, slow, high, low. They make and communicate choices when performing, playing, composing, listening and appraising, for example, prompting members of the group to play alone, in partnerships, in groups or all together. Fred P1 (i) Pupils encounter activities and experiences. They may be passive or resistant. They may showsimple reflex responses, for example, startling at sudden noises or movements. Any participation is fully prompted. P2 (i) Pupils begin to respond consistently to familiar people, events and objects. They react to new activities and experiences, for example, enjoying the movement of air as a nearby electric fan is switched on. They begin to show interest in people, events and objects, for example, tracking moving images briefly across a television or monitor screen. They accept and engage in coactiveexploration, for example, being encouraged to handle fibre-optic strands P2 (i) Pupils begin to respond consistently to familiar people, events and objects. They react to new activities and experiences, for example, enjoying the movement of air as a nearby electric fan is switched on. They begin to show interest in people, events and objects, for example, tracking moving images briefly across a television or monitor screen. They accept and engage in coactiveexploration, for example, being encouraged to handle fibre-optic strands P2 (ii) Pupils begin to be proactive in their interactions. They communicate consistent preferences and affective responses, for example, turning towards the source of preferred music. They recognise familiar people, events and objects, for example, moving towards the television in a familiar room. They perform actions, often by trial and improvement, and they remember learned responses over short periods of time, for example, pressing a switch repeatedly to turn on a light or sound source. They cooperate with shared exploration and supported participation, for example, working with an adult or a peer to operate a touch screen. P3 (i) Pupils begin to communicate intentionally. They seek attention through eye contact, gesture or action. They request events or activities, for example, pushing another persons hand towards a switch. They participate in shared activities with less support. They sustain concentration for short periods. They explore materials in increasingly complex ways, for example, moving in and out of a sound beam to create different effects. They observe the results of their own actions with interest,for example, feeling the changing vibrations as they switch a massage table on and off. They remember learned responses over more extended periods, for example, returning to a favourite item of equipment in the multi-sensory environment from session to session. P3 (ii) Pupils use emerging conventional communication. They greet known people and may initiate interactions and activities, for example, switching on a tape or CD player. They can remember learned responses over increasing periods of time and may anticipate known events, for example, looking at the monitor screen as they activate a concept keyboard. They may respond to options and choices with actions or gestures, for example, operating one switch rather than another to achieve a desired result. They actively explore objects and events for more extended periods, for example, creating effects using a touch screen. They apply potential solutions systematically to problems, for example, pressing a switch repeatedly after the power source has been turned off. P4 Pupils intentionally make selections to communicate meanings, for example, identifying a symbol or creating a sound. They know that certain actions produce predictable results, for example, using a switch to activate a tape recorder, and that ICT can be used to control objects, events and aspects of the environment, for example, operating a powered wheelchair. P4a 20 Listens and responds to a favourite story P4c 18 Explores books, turns pages, front to back P5 Pupils operate simple computer programs, for example, matching shapes or grouping objects by size using a touch screen, concept keyboard or mouse. They make connections between control devices and information on screen, for example, pressing a specific symbol on a concept keyboard. They pick out shapes, symbols or characters, for example, on a communication aid or keyboard, and, with support, may link them to communicate simple ideas. P5b 24 Responds to questions at simple level P5d 22 Identifies meaning from objects/symbols P5e 21 Matches objects, signs, symbols P6 Pupils use ICT to interact with other pupils and adults, for example, through the use of a communication aid. They use a keyboard or concept keyboard to select letters and/or images for their own names. They save and retrieve simple information. They respond to simple instructions to control a device, for example, pushing a button on a photocopying machine. They operate some devices independently. P6a 30 Recognises when significant word is omitted P6d 27 Can select and recognise key words and objects P6e 26 Can select and recognise own name P7 Pupils begin to 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 appropriate pieces of equipment and software for an activity, for example, using a writing-with-symbols programme to send a message home. P8 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. They extend their capacity to manipulate or control software or devices, for example, using a mouse or keyboard to select on-screen icons. They communicate about their use of ICT. Exceptional performance Pupils consistently use advanced skills, techniques and ideas with precision and fluency. Drawing on what they know of the principles of advanced strategies and tactics or composition, they consistently apply these principles with originality, proficiency and flair in their own and others' work. They evaluate their own and others' work, showing that they understand how skills, strategy and tactics or composition, and fitness relate to and affect the quality and originality of performance. They reach judgements independently about how their own and others' performance could be improved, prioritising aspects for further development. They consistently apply appropriate knowledge and understanding of health and fitness in all aspects of their work. Level 1 Pupils copy, repeat and explore simple skills and actions with basic control and coordination. They start to link these skills and actions in ways that suit the activities. They describe and comment on their own and others' actions. They talk about how to exercise safely, and how their bodies feel during an activity. Level 2 Pupils explore simple skills. They copy, remember, repeat and explore simple actions with control and coordination. They vary skills, actions and ideas and link these in ways that suit the activities. They begin to show some understanding of simple tactics and basic compositional ideas. They talk about differences Level 3 Pupils select and use skills, actions and ideas appropriately, applying them with coordination and control. They show that they understand tactics and composition by starting to vary how they respond. They can see how their work is similar to and different from others' work, and use this understanding to improve their own performance. They give reasons why warming up before an activity is important, and why physical activity is good for their health. Level 4 Pupils link skills, techniques and ideas and apply them accurately and appropriately. Their performance shows precision, control and fluency, and that they understand tactics and composition. They compare and comment on skills, techniques and ideas used in their own and others' work, and use this understanding to improve their performance. They explain and apply basic safety principles in preparing for exercise. They describe what effects exercise has on their bodies, and how it is valuable to their fitness and health. Level 5 Pupils select and combine their skills, techniques and ideas and apply them accurately and appropriately, consistently showing precision, control and fluency. When performing, they draw on what they know about strategy, tactics and composition. They analyse and comment on skills and techniques and how these are applied in their own and others' work. They modify and refine skills and techniques to improve their performance. They explain how the body reacts during different types of exercise, and warm up and cool down in ways that suit the activity. They explain why regular, safe exercise is good for their fitness and health. Level 6 Pupils select and combine skills, techniques and ideas. They apply them in ways that suit the activity, with consistent precision, control and fluency. When planning their own and others' work, and carrying out their own work, they draw on what they know about strategy, tactics and composition in response to changing circumstances, and what they know about their own and others' strengths and weaknesses. They analyse and comment on how skills, techniques and ideas have been used in their own and others' work, and on compositional and other aspects of performance, and suggest ways to improve. They explain how to prepare for, and recover from, the activities. They explain how different types of exercise contribute to their fitness and health and describe how they might get involved in other types of activities and exercise. Level 7 Pupils select and combine advanced skills, techniques and ideas, adapting them accurately and appropriately to the demands of the activities. They consistently show precision, control, fluency and originality. Drawing on what they know of the principles of advanced tactics and compositional ideas, they apply these in their own and others' work. They modify them in response to changing circumstances and other performers. They analyse and comment on their own and others' work as individuals and team members, showing that they understand how skills, tactics or composition and fitness relate to the quality of the performance. They plan ways to improve their own and others' performance. They explain the principles of practice and training, and apply them effectively. They explain the benefits of regular, planned activity on health and fitness and plan their own appropriate exercise and activity programme. Level 8 Pupils consistently distinguish and apply advanced skills, techniques and ideas, consistently showing high standards of precision, control, fluency and originality. Drawing on what they know of the principles of advanced tactics or composition, they apply these principles with proficiency and flair in their own and others' work. They adapt it appropriately in response to changing circumstances and other performers. They evaluate their own and others' work, showing that they understand the impact of skills, strategy and tactics or composition, and fitness on the quality and effectiveness of performance. They plan ways in which their own and others' performance could be improved. They create action plans and ways of monitoring improvement. They use their knowledge of health and fitness to plan and evaluate their own and others' exercise and activity programme 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, turning briefly towards fast-moving group activity. They may give intermittent reactions, for example, sometimes turning away from people or objects moving close to them. P2 (i) Pupils begin to respond consistently to familiar people, events and objects. They react to new activities and experiences, for example, showing surprise when moving into an outdoor environment. They begin to show interest in people, events and objects, for example, patting at footballs brought towards them. They accept and engage in coactive exploration, for example, moving about in the swimming pool with the support of a member of staff. P2 (ii) Pupils begin to be proactive in their interactions. They communicate consistent preferences and affective responses, for example, smiling in dance or movement activities. They recognise familiar people, events and objects, for example, gesturing or vocalising in a particular way on arrival at the poolside. They perform actions, often by trial and improvement, and they remember learned responses over short periods of time, for example, pushing away a ball when it is repeatedly rolled towards them. They cooperate with shared exploration and supported participation, for example, being guided in creating patterns of movement. PRIVATE "TYPE=PICT;ALT=spacer"INCLUDEPICTURE \d "images/dot.gif" 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 a particular piece of PE equipment. They participate in shared activities with less support. They sustain concentration for short periods. They explore materials in increasingly complex ways, for example, tapping one item of equipment with another. They observe the results of their own actions with interest, for example, dabbling their hands in the swimming pool and attending to the effects. They remember learned responses over more extended periods, for example, bouncing up and down on a trampette. P3 (ii) Pupils use emerging conventional communication. They greet known people and may initiate interactions and activities, for example, pushing a ball towards a peer or adult. They can remember learned responses over increasing periods of time and may anticipate known events, for example, beginning to move when the music starts. They may respond to options or choices with actions or gestures, for example, moving towards one outdoor activity rather than another. They actively explore objects and events for more extended periods, for example, moving around a space and encountering a range of objects or obstacles. They apply potential solutions systematically to problems, for example, reaching out a foot or a hand to intercept a moving ball. P4 Pupils' movement patterns are established and they perform single actions, for example, rolling, running, jumping or splashing. They respond to simple commands, for example, 'stop'. They recognise familiar pieces of equipment, for example, a ball or hoop. They show awareness of cause and effect, for example, knocking down skittles. P5 Pupils link two actions in a sequence, for example, crawling and walking, or climbing and jumping. They follow simple instructions although they may need the support of symbols or other prompts. They explore a variety of movements and show some awareness of space. They understand some basic concepts, for example, taking big and little steps in movement activities or placing big and small balls in different baskets. They take turns with a partner or in a small group. They recognise and collect, on request, familiar pieces of equipment, for example, a mat to lie on or a hoop to jump into. P6 Pupils work in pairs and in small groups cooperatively, although they may need support to follow instructions and keep on task. They move in a variety of ways, for example, slowly and quickly. They link movements in a simple sequence, although they may require support to do this. They recognise small and large apparatus and use it with some basic control. They throw and kick a ball, but lack direction. P7 Pupils express themselves through repetitive and simple sequences and movement patterns. Their control and coordination skills are developing, for example, they kick a ball towards a target or throw a ball to a partner. They listen to instructions and stop and start with some accuracy. They work closely in pairs, trios or small groups. They share and wait their turn. They are aware of the changes that happen to their bodies when they are active. P8 Pupils move with some control and coordination, for example, they travel under and over climbing equipment. They follow and imitate sequences and patterns in their movements. They use small and large apparatus safely. They are aware of space, themselves and others. They play simple games and may require support to keep score and follow game rules. They recognise the changes that happen to their bodies when they are active. Press a switch to activate a program 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, turning briefly towards another person. They may give intermittent reactions, for example, beginning to tolerate some activities, but 'switch off' if the activity becomes too intense. P2 (i) Pupils begin to respond consistently to familiar people, events and objects. They react to new activities and experiences, for example, withdrawing from a person who is new to them. They begin to show interest in people, events and objects, for example, watching as they bring their own hands together. They accept and engage in coactive exploration, for example, sharing a hand massage with an adult. P2 (ii) Pupils begin to be proactive in their interactions. They communicate consistent preferences and affective responses, for example, expressing their immediate needs and feelings. They recognise familiar people, events and objects, for example, vocalising or gesturing in a particular way to another member of the class. They perform actions, often by trial and improvement, and they remember learned responses over short periods of time, for example, making similar responses several times during an interactive sequence with an adult. They cooperate with shared exploration and supported participation, for example, handling personal belongings passed to them. P3 (i) Pupils begin to communicate intentionally. They seek attention through eye contact, gesture or action. They request events or activities, for example, prompting a peer or adult to continue an interaction. 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 to touch the hair or face of another person during an interactive sequence. They observe the results of their own actions with interest, for example, listening as an adult imitates their own vocalisations. They remember learned responses over more extended periods, for example, cooperating with support for frequently-repeated personal care procedures from day-to-day. P3 (ii) Pupils use emerging conventional communication. They greet known people and may initiate interactions and activities, for example, prompting responses from another pupil. They can remember learned responses over increasing periods of time and may anticipate known events, for example, taking a place at the table when drink time is signalled. They may respond to options and choices with actions or gestures, for example, eye pointing to their choice of a play or work partner. They actively explore objects and events for more extended periods, for example, prolonging an interactive sequence by producing new behaviours and triggering new responses from a partner. They apply potential solutions systematically to problems, for example, vocalising repeatedly to request an interaction with a peer or adult. P4 Pupils express their feelings, needs, likes and dislikes using single elements of communication (words, gestures, signs or symbols). They engage in parallel activity with several others. Pupils follow familiar routines and take part in familiar tasks or activities with support from others. They show an understanding of 'yes' and 'no', and recognise and respond to animated praise or criticism. They begin to respond to the feelings of others, for example, matching their emotions and becoming upset. P5 Pupils take part in work or play involving two or three others. They maintain interactions and take turns in a small group with some support. Pupils combine two elements of communication to express their feelings, needs and choices. They join in discussions by responding appropriately (vocalising, using gestures, symbols or signing) to simple questions about familiar events or experiences, for example, 'What does the baby need?' P6 Pupils respond to others in group situations, playing or working in a small group cooperatively, for example, taking turns appropriately. They carry out routine activities in a familiar context and show an awareness of the results of their own actions. They may show concern for others, for example, through facial expressions, gestures or tone of voice, and sympathy for others in distress and offer comfort. P7 Pupils communicate feelings and ideas in simple phrases. They move, with support, to new activities which are either directed or self-chosen. They make purposeful relationships with others in group activities and attempt to negotiate with them in a variety of situations, for example, if other pupils wish to use the same piece of equipment. They judge right and wrong on the basis of the consequences of their actions. They show some consideration of the needs and feelings of other people and other living things, for example, offering food to a visitor or watering a classroom plant P8 Pupils join in a range of activities in one-to-one situations and in small or large groups. They choose, initiate and follow through new tasks and self-selected activities. They understand the need for rules in games, and show awareness of how to join in different situations. They understand agreed codes of behaviour which help groups of people work together, and they support each other in behaving appropriately, for example, while queuing in a supermarket. They show a basic understanding of what is right and wrong in familiar situations. They can seek help when needed, for example, assistance in fastening their clothes. They are often sensitive to the needs and feelings of others and show respect for themselves and others. They treat living things and their environment with care and concern. Key stage 3 Pupils have a broad knowledge and understanding of the topical events they study; the rights, responsibilities and duties of citizens; the role of the voluntary sector; forms of government; provision of public services; and the criminal and legal systems. They show how the public gets information and how opinion is formed and expressed, including through the media. They show understanding of how and why changes take place in society. Pupils take part in school and community-based activities, demonstrating personal and group responsibility in their attitudes to themselves and others. Key stage 4 Pupils have a comprehensive knowledge and understanding of the topical events they study; the rights, responsibilities and duties of citizens; the role of the voluntary sector; forms of government; and the criminal and civil justice, legal and economic systems. They obtain and use different kinds of information, including the media, to form and express an opinion. They evaluate the effectiveness of different ways of bringing about change at different levels of society. Pupils take part effectively in school and community-based activities, showing a willingness and commitment to evaluate such activities critically. They demonstrate personal and group responsibility in their attitudes to themselves and others. 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, becoming still in response to silence. They may give intermittent reactions, for example, vocalising occasionally during group celebrations and acts of worship. P2 (i) Pupils begin to respond consistently to familiar people, events and objects. They react to new activities and experiences, for example, briefly looking around in unfamiliar natural and man-made environments. They begin to show interest in people, events and objects, for example, leaning towards the source of a light, sound or scent. They accept and engage in coactive exploration, for example, touching a range of religious artefacts and found objects in partnership with a member of staff. P2 (ii) Pupils begin to be proactive in their interactions. They communicate consistent preferences and affective responses, for example, showing that they have enjoyed an experience or interaction. They recognise familiar people, events and objects, for example, becoming quiet and attentive during a certain piece of music. They perform actions, often by trial and improvement, and they remember learned responses over short periods of time, for example, repeating a simple action with an artefact. They cooperate with shared exploration and supported participation, for example, performing gestures during ritual exchanges with another person performing gestures. P3 (i) Pupils begin to communicate intentionally. They seek attention through eye contact, gesture or action. They request events or activities, for example, prompting a visitor to prolong an interaction. They participate in shared activities with less support. They sustain concentration for short periods. They explore materials in increasingly complex ways, for example, stroking or shaking artefacts or found objects. They observe the results of their own actions with interest, for example, when vocalising in a quiet place. They remember learned responses over more extended periods, for example, following a familiar ritual and responding appropriately. P3 (ii) Pupils use emerging conventional communication. They greet known people and may initiate interactions and activities, for example, prompting an adult to sing or play a favourite song. They can remember learned responses over increasing periods of time and may anticipate known events, for example, celebrating the achievements of their peers in assembly. They may respond to options and choices with actions or gestures, for example, choosing to participate in activities. They actively explore objects and events for more extended periods, for example, contemplating the flickering of a candle flame. They apply potential solutions systematically to problems, for example, passing an artefact to a peer in order to prompt participation in a group activity. P4 Pupils use single elements of communication, for example, words, gestures, signs or symbols, to express their feelings. They show they understand 'yes' and 'no'. They begin to respond to the feelings of others, for example, matching their emotions and laughing when another pupil is laughing. They join in with activities by initiating ritual actions or sounds. They may demonstrate an appreciation of stillness and quietness. P5 Pupils respond appropriately to simple questions about familiar religious events or experiences and communicate simple meanings. They respond to a variety of new religious experiences, for example, involving music, drama, colour, lights, food, or tactile objects. They take part in activities involving two or three other learners. They may also engage in moments of individual reflection. P6 Pupils express and communicate their feelings in different ways. They respond to others in group situations and cooperate when working in small groups. Pupils listen to, and begin to respond to, familiar religious stories, poems and music, and make their own contribution to celebrations and festivals. They carry out ritualised actions in familiar circumstances. They show concern and sympathy for others in distress, for example, through gestures, facial expressions or by offering comfort. They start to be aware of their own influence on events and other people. P7 Pupils listen to and follow religious stories. They communicate their ideas about religion, life events and experiences in simple phrases. They evaluate their own work and behaviour in simple ways, beginning to identify some actions as right or wrong on the basis of the consequences. They find out about aspects of religion through stories, music or drama, answer questions and communicate their responses. They may communicate their feelings about what is special to them, for example, using role play. They begin to understand that other people have needs and to respect these. They make purposeful relationships with others in group activity P8 Pupils listen attentively to religious stories or to people talking about religion. They begin to understand that religious and other stories carry moral and religious meaning. They are increasingly able to communicate ideas, feelings or responses to experiences or to retell religious stories. They communicate simple facts about religion and important people in religions. They begin to realise the significance of religious artefacts, symbols and places. They reflect on what makes them happy, sad, excited or lonely. They demonstrate a basic understanding of what is right and wrong in familiar situations. They are often sensitive to the needs and feelings of others and show respect for themselves and others. They treat living things and their environment with care and concern. RS1 Pupils can activate a switch to select ANY of two on screen objects using the row scanning principle RS2 Pupils can activate a switch to select a specific object from two on screen objects using the row scanning principle. RS3 Pupils can differentiate between an empty and filled cell, activating the switch to select the filled cell using the row scanning principle. RS4 Pupils can differentiate between two empty and a single filled cell, activating the switch to select the filled cell using the row scanning principle. P3 (ii) Pupils use emerging conventional communication. They greet known people and may initiate interactions and activities, for example, switching on a favourite piece of equipment in the light and sound room. They can remember learned responses over increasing periods of time and may anticipate known events, for example, balls falling and bouncing on the floor. They may respond to options and choices with actions or gestures, for example, touching one substance rather than another. They actively explore objects and events for more extended periods, for example, feeling the textures of different parts of a plant. They apply potential solutions systematically to problems, for example, tipping a container in order to pour out its contents Exceptional performance Pupils give examples of scientific explanations and models that have been challenged by subsequent experiments and explain the significance of the evidence in modifying scientific theories. They evaluate and synthesise data from a range of sources. They recognise that investigating different kinds of scientific questions requires different strategies, and use scientific knowledge and understanding to select an appropriate strategy in their own work. They make records of relevant observations and comparisons, clearly identifying points of particular significance. They decide the level of precision needed in measurements and collect data that satisfy these requirements. They use their data to test relationships between variables. They identify and explain anomalous observations and measurements, allowing for these when they draw graphs. They use scientific knowledge and understanding to interpret trends and patterns and to draw conclusions from their evidence. They consider graphs and tables of results critically and give reasoned accounts of how they could collect additional evidence. They communicate findings and arguments using appropriate scientific language and conventions, showing their awareness of the degree of uncertainty and a range of alternative views. Level 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]. Level 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 when appropriate. They say whether what happened was what they expected. Level 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. Level 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. Level 5 Pupils describe how experimental evidence and creative thinking have been combined to provide a scientific explanation [for example, Jenner's work on vaccination at key stage 2, Lavoisier's work on burning at key stage 3]. When they try to answer a scientific question, they identify an appropriate approach. They select from a range of sources of information. When the investigation involves a fair test, they identify key factors to be considered. Where appropriate, they make predictions based on their scientific knowledge and understanding. They select apparatus for a range of tasks and plan to use it effectively. They make a series of observations, comparisons or measurements with precision appropriate to the task. They begin to repeat observations and measurements and to offer simple explanations for any differences they encounter. They record observations and measurements systematically and, where appropriate, present data as line graphs. They draw conclusions that are consistent with the evidence and begin to relate these to scientific knowledge and understanding. They make practical suggestions about how their working methods could be improved. They use appropriate scientific language and conventions to communicate quantitative and qualitative data. Level 6 Pupils describe evidence for some accepted scientific ideas and explain how the interpretation of evidence by scientists leads to the development and acceptance of new ideas. In their own investigative work, they use scientific knowledge and understanding to identify an appropriate approach. They select and use sources of information effectively. They make enough measurements, comparisons and observations for the task. They measure a variety of quantities with precision, using instruments with fine-scale divisions. They choose scales for graphs and diagrams that enable them to show data and features effectively. They identify measurements and observations that do not fit the main pattern shown. They draw conclusions that are consistent with the evidence and use scientific knowledge and understanding to explain them. They make reasoned suggestions about how their working methods could be improved. They select and use appropriate methods for communicating qualitative and quantitative data using scientific language and conventions. Level 7 Pupils describe some predictions based on scientific theories and give examples of the evidence collected to test these predictions. In their own work, they use scientific knowledge and understanding to decide on appropriate approaches to questions. They identify the key factors in complex contexts and in contexts in which variables cannot readily be controlled, and plan appropriate procedures. They synthesise information from a range of sources, and identify possible limitations in secondary data. They make systematic observations and measurements with precision, using a wide range of apparatus. They identify when they need to repeat measurements, comparisons and observations in order to obtain reliable data. Where appropriate, they represent data in graphs, using lines of best fit. They draw conclusions that are consistent with the evidence and explain these using scientific knowledge and understanding. They begin to consider whether the data they have collected are sufficient for the conclusions they have drawn. They communicate what they have done using a wide range of scientific and technical language and conventions, including symbols and flow diagrams. Level 8 Pupils give examples of scientific explanations or models that have had to be changed in the light of additional scientific evidence. They evaluate and synthesise data from a range of sources. They recognise that investigating different kinds of scientific questions requires different strategies, and use scientific knowledge and understanding to select an appropriate strategy in their own work. They decide which observations are relevant in qualitative work and include suitable detail in their records. They decide the level of precision needed in comparisons or measurements, and collect data enabling them to test relationships between variables. They identify and begin to explain anomalous observations and measurements and allow for these when they draw graphs. They use scientific knowledge and understanding to draw conclusions from their evidence. They consider graphs and tables of results critically. They communicate findings and arguments using appropriate scientific language and conventions, showing awareness of a range of views. Exceptional performance Pupils demonstrate both breadth and depth of knowledge and understanding drawn from the key stage 3 programme of study when they describe and explain how biological systems function. They recognise that organisms respond to change, and describe ways in which this is achieved. They relate their understanding of internal and external cellular structures to life processes [for example, the increased surface areas of cells in the digestive system]. They relate their understanding of cellular structure to inheritance and variation and explain how this leads to new varieties [for example, how genetic engineering is a modern form of selective breeding]. They recognise the importance of quantitative data [for example, related to populations in an environment] when they describe and explain patterns of change within an ecosystem. Level 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, robin]. Level 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, ponds, woods]. Level 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]. Level 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]. Level 5 Pupils demonstrate an increasing knowledge and understanding of life processes and living things drawn from the key stage 2 or key stage 3 programme of study. They describe the main functions of organs of the human body [for example, the heart at key stage 2, stomach at key stage 3], and of the plant [for example, the stamen at key stage 2, root hairs at key stage 3]. They explain how these functions are essential to the organism. They describe the main stages of the life cycles of humans and flowering plants and point out similarities. They recognise that there is a great variety of living things and understand the importance of classification. They explain that different organisms are found in different habitats because of differences in environmental factors [for example, the availability of light or water]. Level 6 Pupils use knowledge and understanding drawn from the key stage 3 programme of study to describe and explain life processes and features of living things. They use appropriate scientific terminology when they describe life processes [for example, respiration, photosynthesis] in animals and plants. They distinguish between related processes [for example, pollination, fertilisation]. They describe simple cell structure and identify differences between simple animal and plant cells. They describe some of the causes of variation between living things. They explain that the distribution and abundance of organisms in habitats are affected by environmental factors [for example, the availability of light or water]. Level 7 Pupils use knowledge and understanding of life processes and living things drawn from the key stage 3 programme of study to make links between life processes in animals and plants and the organ systems involved. They explain the processes of respiration and photosynthesis in terms of the main underlying chemical change. They use their knowledge of cell structure to explain how cells [for example, ovum, sperm, root hair] are adapted to their functions. They identify common variations between individuals, including some features [for example, eye colour] that are inherited and others [for example, height] that can also be affected by environmental factors. They construct models [for example, food webs, pyramids of numbers] to show feeding relationships, and explain how these relationships affect population size. Level 8 Pupils demonstrate an extensive knowledge and understanding of life processes and living things drawn from the key stage 3 programme of study by describing and explaining how biological systems function. They relate the cellular structure of organs to the associated life processes [for example, the absorption of food in the digestive system, gas exchange in the lungs]. They recognise, predict and explain changes in biological systems [for example, the effect of increased carbon dioxide concentration on the growth of greenhouse crops, the consequences of smoking for organ systems]. They explain how characteristics can be inherited by individuals and apply their knowledge [for example, in relation to selective breeding]. They predict the short-term and long-term effects of environmental change on ecosystems and use their understanding of such systems to justify their predictions. Exceptional performance Pupils demonstrate both breadth and depth of knowledge and understanding drawn from the key stage 3 programme of study when they describe and explain the nature and behaviour of materials. They use particle theory in a wider range of contexts, recognising that differences in the properties of materials relate to the nature of the particles within them. They recognise, and give explanations for, examples of chemical behaviour that do not fit expected patterns. They routinely use balanced symbol equations for reactions. They interpret quantitative data about chemical reactions, suggesting explanations for patterns identified. Level 1 Pupils know about a range of properties [for example, texture, appearance] and communicate observations of materials in terms of these properties. Level 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. Level 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 Level 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. Level 5 Pupils demonstrate an increasing knowledge and understanding of materials and their properties drawn from the key stage 2 or key stage 3 programme of study. They describe some metallic properties [for example, good electrical conductivity] and use these properties to distinguish metals from other solids. They identify a range of contexts in which changes [for example, evaporation, condensation] take place. They use knowledge about how a specific mixture [for example, salt and water, sand and water] can be separated to suggest ways in which other similar mixtures might be separated. Level 6 Pupils use knowledge and understanding of the nature and behaviour of materials drawn from the key stage 3 programme of study to describe chemical and physical changes, and how new materials can be made. They recognise that matter is made up of particles, and describe differences between the arrangement and movement of particles in solids, liquids and gases. They identify and describe similarities between some chemical reactions [for example, the reactions of acids with metals, the reactions of a variety of substances with oxygen]. They use word equations to summarise simple reactions. They relate changes of state to energy transfers in a range of contexts [for example, the formation of igneous rocks]. Level 7 Pupils use knowledge and understanding drawn from the key stage 3 programme of study to make links between the nature and behaviour of materials and the particles of which they are composed. They use the particle model of matter in explanations of phenomena [for example, changes of state]. They explain differences between elements, compounds and mixtures in terms of their constituent particles. They recognise that elements and compounds can be represented by symbols and formulae. They apply their knowledge of physical and chemical processes to explain the behaviour of materials in a variety of contexts [for example, the way in which natural limestone is changed through the action of rainwater, ways in which rocks are weathered]. They use patterns of reactivity [for example, those associated with a reactivity series of metals] to make predictions about other chemical reactions. Level 8 Pupils demonstrate an extensive knowledge and understanding drawn from the key stage 3 programme of study, which they use to describe and explain the behaviour of, and changes to, materials. They use the particle model in a wide range of contexts. They describe what happens in a range of chemical reactions and classify some [for example, oxidation, neutralisation]. They represent common compounds by chemical formulae and use these formulae to form balanced symbol equations for reactions [for example, those of acids with metals, carbonates or oxides]. They apply their knowledge of patternsin chemical reactions to suggest how substances [for example, salts] could be made. 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. P2 (i) Pupils begin to respond consistently to familiar people, events and objects. They react to new activities and experiences, for example, discarding objects with unfamiliar textures. They begin to show interest in people, events and objects, for example, leaning forward to follow the scent of a crushed herb. They accept and engage in coactive exploration, for example, feeling materials in hand-over-hand partnerships with a member of staff. P2 (ii) Pupils begin to be proactive in their interactions. They communicate consistent preferences and affective responses, for example, showing a consistent dislike for certain flavours or textures. They recognise familiar people, events and objects, for example, moving towards particular features of familiar environments. They perform actions, often by trial and improvement, and they remember learned responses over short periods of time, for example, rejecting food items after recent experience of bitter flavours. They cooperate with shared exploration and supported participation, for example, examining materials handed to them. P3 (i) Pupils begin to communicate intentionally. They seek attention through eye contact, gesture or action. They request events or activities, for example, reaching out towards a sound making object. They participate in shared activities with less support. They sustain concentration for short periods. They explore materials in increasingly complex ways, for example, pressing hard objects into soft textures. They observe the results of their own actions with interest, for example, scrunching up paper and examining the product. They remember learned responses over more extended periods, for example, reaching out to touch a live animal with caution and sensitivity. 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. They 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. They show interest in a wide range of living things, handling and observing them, for example, collecting items on a visit to a farm, or on a walk in the woods. 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 by predicting that wheeled objects move faster when pushed harder. They 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 e      !"#$%&'()*+,-./0123456789:;<=>?@ABCDFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz|}~xplore 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. 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. They 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. Level 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]. Exceptional performance Pupils demonstrate both breadth and depth of knowledge and understanding of the physical processes in the key stage 3 programme of study when they describe and explain physical phenomena. They make effective use of a range of quantitative relationships between physical quantities. They understand how models [for example, the particle model] are useful in explaining physical phenomena [for example, how sweating causes cooling]. They apply their understanding of physical phenomena to a wide range of systems [for example, recognising the role of gravitational attraction in determining the movement of satellites, planets and stars]. They recognise the importance of quantitative data and make effective use of this when they consider questions such as energy efficiency. Level 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. Level 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. Level 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]. Level 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]. Level 5 Pupils demonstrate knowledge and understanding of physical processes drawn from the key stage 2 or key stage 3 programme of study. They use ideas to explain how to make a range of changes [for example, altering the current in a circuit, altering the pitch or loudness of a sound]. They use some abstract ideas in descriptions of familiar phenomena [for example, objects are seen when light from them enters the eye at key stage 2, forces are balanced when an object is stationary at key stage 3]. They use simple models to explain effects that are caused by the movement of the Earth [for example, the length of a day or year]. Level 6 Pupils use and apply knowledge and understanding of physical processes drawn from the key stage 3 programme of study. They use abstract ideas in some descriptions and explanations [for example, electric current as a way of transferring energy, the sum of several forces determining changes in the direction or the speed of movement of an object, wind and waves as energy resources available for use]. They recognise, and can give examples of, the wide application of many physical concepts [for example, the transfer of energy by light, sound or electricity, the refraction and dispersion of light]. They give explanations of phenomena in which a number of factors have to be considered [for example, the relative brightness of planets and stars]. Level 7 Pupils use knowledge and understanding of physical processes drawn from the key stage 3 programme of study to make links between different phenomena. They make connections between electricity and magnetism when explaining phenomena [for example, the strength of electromagnets]. They use some quantitative definitions [for example, speed, pressure] and perform calculations, using the correct units. They apply abstract ideas in explanations of a range of physical phenomena [for example, the appearance of objects in different colours of light, the relationship between the frequency of vibration and the pitch of a sound, the role of gravitational attraction in determining the motion of bodies in the solar system, the dissipation of energy during energy transfers]. Level 8 Pupils demonstrate an extensive knowledge and understanding of the physical processes in the key stage 3 programme of study. They use models to describe and explain phenomena [for example, the magnetic field of an electromagnet, the passage of sound waves through a medium]. They use quantitative relationships between physical quantities in calculations that may involve more than one step. They offer detailed and sometimes quantitative interpretations of graphs [for example, speed-time graphs]. They consider ways of obtaining data [for example, of the solar system] and they use their knowledge of physical processes to explain patterns that they find. They consider physical phenomena from different perspectives [for example, relating the dissipation of energy during energy transfer to the need to conserve limited energy resources]. 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, looking towards flashes of light or turning towards loud sounds. They may give intermittent reactions, for example, sometimes withdrawing their hands from changes in temperature. SW1 Pupils will use a switch to build or sequence events on a computer in four steps stopping to attend to the screen on completion of the sequence. SW2 Pupils will use a switch to build or sequence events on a computer in six steps stopping to attend to the screen on completion of the sequence. TA1 Pupils will activate a switch in response to a randomly timed program generated visual and auditory prompt. TA2 Pupils will activate a switch in response to either a randomly timed program generated visual OR auditory prompt. Can use the enter key independently Can use the enter key independently TG1 Pupils can track a moving object horizontally across the screen, activating the switch when the object is close to the target area. TG2 Pupils can track a moving object horizontally across the screen, activating the switch when the object is within the target area. TG3 Pupils can track a moving object vertically up or down the screen, activating the switch when the object is close to the target area. TG4 Pupils can track a moving object vertically up or down the screen, activating the switch when the object is within the target area. 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