DE - Englisch, P scales
Learning English encompasses all aspects of communication – non-verbal, verbal and written. Work in English promotes learning across the curriculum and underpins pupils’ achievements and participation in all aspects of their lives.
The Ingot's English P scales provide learners with the opportunity to:
• develop the ability to respond, to listen and to understand
• interact and communicate effectively with others in a range of social situations
• make choices, obtain information, question and be actively involved in decision making
• develop creativity and imagination
• have access to a wide range of literature to enrich and broaden their experience
In response to these opportunities, pupils can make progress in English by:
• using a wide variety of activities, which are age-related, especially where aspects of the programmes of study are revisited at later key stages
• increasing engagement in, and the quality of, a range of literature and communication activities
• a widening of horizons and participation from the immediate social circles of family and school, to an extended participation in the local and wider community
• adapting to different circumstances and contexts with independence and confidence
• acquiring an increasing range of vocabulary, from the names of everyday objects, events and people, to vocabulary used across the curriculum and related to the wider community
P4 – English, Speaking / Expressive Communication – Learning outcomes and assessment criteria
|
Learning Outcome The learner will |
Assessment Criteria The learner can |
|
1. Repeat, copy or imitate between 10 and 50 single words, signs or phrases |
1.1 communicate using familiar objects 1.2 communicate using a preferred method 1.3 communicate between 10 and 50 words, signs or phrases |
|
2. Use single words, signs and symbols for familiar objects |
2.1 use single words, signs or symbols for familiar objects 2.2 combine sound and gesture to indicate a need or an object |
|
3. Communicate about events and feelings |
3.1 communicate about events 3.2 communicate my feelings |
P4 Pupils repeat, copy and imitate between 10 and 50 single words, signs or phrases or use a repertoire of objects of reference or symbols. They use single words, signs and symbols for familiar objects, for example, cup, biscuit, and to communicate about events and feelings, for example, likes and dislikes.
P5 – English, Speaking / Expressive Communication – Learning outcomes and assessment criteria
|
Learning Outcome The learner will |
Assessment Criteria The learner can |
|
1. Combine single words, signs or symbols to communicate meaning to a range of listeners |
1.1 combine single words, signs or symbols to communicate meaning 1.2 communicate with a range of listeners 1.3 use 'yes' and 'no' to indicate a need or preference |
|
2. Make attempts to repair misunderstandings without changing the words used |
2.1 repeat, when misunderstood 2.2 attempt to repair misunderstandings |
|
3. Use a vocabulary of over 50 words |
3.1 use a vocabulary of over 50 words, signs or symbols |
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 make attempts to repair misunderstandings without changing the words used, for example, by repeating a word with a different intonation or facial expression. Pupils use a vocabulary of over 50 words.
P6 – English, Speaking / Expressive Communication – Learning outcomes and assessment criteria
|
Learning Outcome The learner will |
Assessment Criteria The learner can |
|
1. Initiate and maintain short conversations
|
1.1 initiate a simple conversation 1.2 maintain a short conversation 1.3 communicate what I am doing
1.4 communicate my feelings |
|
2. Ask simple questions to obtain information |
2.1 ask simple questions to obtain information
|
|
3. Use prepositions and pronouns |
3.1 use simple prepositions 3.2 use simple pronouns |
P6 Pupils initiate and maintain short conversations using their preferred medium of communication. They ask simple questions to obtain information, for example, ‘Where’s cat?’. They can use prepositions, such as ‘in’ or ‘on’, and pronouns, such as ‘my’ or ‘it’, correctly.
P7 – English, Speaking / Expressive Communication - Assessment and Learning Criteria
|
Learning Outcome The learner will |
Assessment Criteria The learner can |
|
1. Use phrases with up to 3 key words, signs or symbols |
1.1 communicate using up to 3 key words, signs or symbols
|
|
2. Use regular plurals correctly |
2.1 be familiar with regular plurals 2.2 communicate using regular plurals |
|
3. Communicate ideas about past, present and future events and experiences |
3.1 describe an experience 3.2 link an experience and to an event or story 3.3 answer questions about a story, event or experience 3.4 communicate about future events 3.5 describe what I am doing |
|
4. Contribute appropriately in one-to-one, small group discussions and role play |
4.1 communicate with peers 4.2 contribute in group discussions 4.3 contribute in role play |
|
5. Use the conjunction 'and' |
5.1 demonstrate sentences using the conjunction 'and' 5.2 use the conjunction 'and' to link ideas and information |
P7 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 big chocolate muffin’. They use regular plurals correctly. They communicate ideas about present, past and future events and experiences, using simple phrases and statements, for example, ‘We going cinema on Friday’. They contribute appropriately one-to-one and in small group discussions and role play. They use the conjunction ‘and’ to link ideas or add new information beyond what is asked.
P8 – English, Speaking / Expressive Communication – Learning outcomes and assessment criteria
|
Learning Outcome The learner will |
Assessment Criteria The learner can |
|
1. Use phrases with up to 4 key words, signs or symbols |
1.1 use phrases with up to 4 key words, signs or symbols
|
|
2. Communicate about own experiences |
2.1 communicate about my experiences to a peer 2.2 communicate about my experiences to a group |
|
3. Use an extensive vocabulary to convey meaning to the listener |
3.1 use a range of vocabulary when communicating 3.2 convey meaning to the listener 3.3 use regular plurals confidently |
|
4. Use possessives |
4.1 use possessives 4.2 discuss ownership |
|
5. Participate in role play with confidence |
5.1 participate in role play 5.2 discuss roles in a role play 5.3 participate in familiar rhymes and songs |
|
6. Use conjunctions that suggest cause |
6.1 use conjunctions to suggest cause |
P8 They link up to four key words, signs or symbols in communicating about their own experiences or in telling familiar stories, both in groups and one-to-one, for example, ‘The hairy giant shouted at Finn’. They use an extensive vocabulary to convey meaning to the listener. They can use possessives, for example, ‘Johnny’s coat’. They take part in role play with confidence. They use conjunctions that suggest cause, for example, ‘cos', to link ideas.
P4 – English, Listening / Receptive Communication – Learning outcomes and assessment criteria
|
Learning Outcome The learner will |
Assessment Criteria The learner can |
|
1. Understand at least 50 words |
1.1 demonstrate an understanding of at least 50 words, signs or symbols 1.2 demonstrate an understanding of the names of familiar objects |
|
2. Respond appropriately to simple requests |
2.1 respond appropriately to a simple request 2.2 respond to requests which contain one key word, sign or symbol 2.3 accept the word 'no' |
P4 Pupils demonstrate an understanding of at least 50 words, including the names of familiar objects. Pupils respond appropriately to simple requests which contain one key word, sign or symbol in familiar situations, for example, ’Get your coat’, ‘Stand up’ or ‘Clap your hands’.
P5 – English, Listening / Receptive Communication – Learning outcomes and assessment criteria
|
Learning Outcome The learner will |
Assessment Criteria The learner can |
|
1. Respond appropriately to questions about familiar or immediate events or experiences
|
1.1 respond appropriately to questions about familiar or immediate events 1.2 respond appropriately to questions about familiar items 1.3 respond appropriately to questions regarding experiences 1.4 listen to another person talking |
|
2. Follow requests and instructions containing at least 2 key words, signs or symbols |
2.1 follow requests containing 2 key words, signs or symbols 2.2 accept the instructions given to me |
P5 Pupils respond appropriately to questions about familiar or immediate events or experiences, for example, ‘Where is the ball?’, ‘What are you doing?’, ‘Is it yellow?’. They follow requests and instructions containing at least two key words, signs or symbols, for example, ‘Put the spoon in the dish’, ‘Give the book to Johnny’.
P6 – English, Listening / Receptive Communication – Learning outcomes and assessment criteria
|
Learning Outcome The learner will |
Assessment Criteria The learner can |
|
1. Respond to others in group situations
|
1.1 respond appropriate to others in a group 1.2 listen to another person talking without interrupting 1.3 sit quietly when listening to a story 1.4 listen for the answer to a question |
|
2. Follow requests and instructions with 3 key words, signs or symbols |
2.1 follow requests containing 3 key words, signs or symbols 2.2 respond appropriately to instructions |
P6 Pupils respond to others in group situations, for example, taking turns appropriately in a game such as ‘Pass the parcel’. They follow requests and instructions with three key words, signs or symbols, for example, ‘Give me the little red book’.
P7 – English, Listening / Receptive Communication – Learning outcomes and assessment criteria
|
Learning Outcome The learner will |
Assessment Criteria The learner can |
|
1. Listen, attend to and follow stories for a short period of time |
1.1 listen to a short story 1.2 follow a short story |
|
2. Follow requests and instructions with 4 key words, signs or symbols |
2.1 follow requests containing 4 key words, signs or symbols 2.2 follow 2 related instructions |
|
3. Attend to and respond to, questions about experiences, events and stories |
3.1 respond to questions about a story 3.2 respond to questions about an event 3.3 respond to questions about an experience 3.4 listen attentively to information from others |
P7 Pupils listen, attend to and follow stories for short stretches of time. They follow requests and instructions with four key words, signs or symbols, for example, ‘Get the big book about dinosaurs from the library’. They attend to, and respond to, questions from adults and their peers about experiences, events and stories, for example, ‘Where has the boy gone?’.
P8 – English, Listening / Receptive Communication – Learning outcomes and assessment criteria
|
Learning Outcome The learner will |
Assessment Criteria The learner can |
|
1. Participate in role play with confidence |
1.1 participate in role play 1.2 act out an instruction |
|
2. Listen attentively |
2.1 listen attentively 2.2 follow 2 unrelated instructions 2.3 participate in listening and responding games 2.4 know when to be quiet |
|
3. Respond appropriately to questions about why or how |
3.1 respond appropriately to questions 3.2 respond appropriately when asked “why?” 3.3 respond appropriately to “how?” |
P8 Pupils take part in role play with confidence. Pupils listen attentively. They respond appropriately to questions about why or how, for example, ‘Why does a bird make a nest?’, ‘How do we copy this picture?’.
P4 – English, Reading – Learning outcomes and assessment criteria
|
Learning Outcome The learner will |
Assessment Criteria The learner can |
|
1. Listen and respond to familiar rhymes and stories
|
1.1 listen to familiar stories 1.2 respond to familiar stories 1.3 listen to familiar rhymes 1.4 respond to familiar rhymes |
|
2. Show understanding of how books work |
2.1 show a basic understanding of how books work |
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 – English, Reading - Learning outcomes and assessment criteria
|
Learning Outcome The learner will |
Assessment Criteria The learner can |
|
1. Use familiar words, symbols and pictures
|
1.1 know the meaning of familiar words 1.2 know the meaning of familiar symbols 1.3 know the meaning of familiar pictures |
|
2. Match objects to pictures and symbols |
2.1 match objects to pictures 2.2 match objects to symbols |
|
3. Show curiosity about content at a simple level |
3.1 answer simple questions about the story 3.2 show curiosity about content |
P5 Pupils select a few words, symbols or pictures with which they are particularly familiar and derive some meaning from text, symbols or pictures presented in a way familiar to them. They match objects to pictures and symbols, for example, choosing between two symbols to select a drink or seeing a photograph of a child and eye-pointing at the child. They show curiosity about content at a simple level, for example, they may answer basic two key-word questions about a story.
P6 – English, Reading – Learning outcomes and assessment criteria
|
Learning Outcome The learner will |
Assessment Criteria The learner can |
|
1. Recognise and read a small number of words or symbols linked to familiar vocabulary |
1.1 recognise a small number of familiar words or symbols 1.2 read a small number of familiar words or symbols 1.3 indicate familiar named objects |
|
2. Match letters and short words |
2.1 match pictures 2.2 match letters 2.3 match short words |
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 – English, Reading - Learning outcomes and assessment criteria
|
Learning Outcome The learner will |
Assessment Criteria The learner can |
|
1. Show emerging interest in reading |
1.1 ask and answer questions about the story 1.2 show an interest in reading |
|
2. Predict elements of a narrative |
2.1 predict elements of familiar stories 2.2 predict elements of familiar rhymes or songs 2.3 know some verse by memory 2.4 participate in a story or rhyme with repetitive passages |
|
3. Distinguish between print or symbols and pictures in text |
3.1 know the difference between print and pictures 3.2 know that printed word relates to the pictures on the page |
|
4. Understand the conventions of reading |
4.1 know to read from the top of the page to the bottom 4.2 know to read from left to right 4.3 open the book at the first page and progress from front to back 4.4 hold the book in the correct manner 4.5 turn one page at a time |
|
5. Know that their name is made up of letters |
5.1 know my name is made up of letters 5.2 recognise the letters in my name |
P7 Pupils show an interest in the activity of reading. They predict elements of a narrative, for example, when the adult stops reading, pupils fill in the missing word. They distinguish between print or symbols and pictures in texts. They understand the conventions of reading, for example, following text left to right, top to bottom and page following page. They know that their name is made up of letters.
P8 – English, Reading - Learning outcomes and assessment criteria
|
Learning Outcome The learner will |
Assessment Criteria The learner can |
|
1. Understand that words, symbols and pictures convey meaning
|
1.1 know that words convey meaning 1.2 know that symbols convey meaning 1.3 know that pictures convey meaning |
|
2. Recognise or read a growing repertoire of familiar words or symbols |
2.1 recognise familiar words 2.2 read a growing repertoire of familiar words or symbols 2.3 recognise my own name |
|
3. Recognise at least half the letters of the alphabet |
3.1 recognise at least half the letters of the alphabet 3.2 sequence letters |
|
4. Associate sounds with patterns in rhymes, with syllables and with words or symbols |
4.1 associate sounds with patterns in rhymes 4.2 associate sounds with syllables 4.3 associate sounds with words or symbols |
P8 Pupils understand that words, symbols and pictures convey meaning. They recognise or read a growing repertoire of familiar words or symbols, including their own names. They recognise at least half the letters of the alphabet by shape, name or sound. They associate sounds with patterns in rhymes, with syllables, and with words or symbols.
P4 – English, Writing – Learning outcomes and assessment criteria
|
Learning Outcome The learner will |
Assessment Criteria The learner can |
|
1. Understand marks and symbols convey meaning |
1.1 know that marks and symbols have meaning 1.2 match familiar marks or symbols |
|
2. Make marks or symbols in a preferred mode of communication |
2.1 make marks or symbols 2.2 use a preferred mode of communication |
P4 Pupils show they understand that marks and symbols convey meaning, for example, placing photographs or symbols on a timetable or in a sequence. They make marks or symbols in their preferred mode of communication.
P5 – English, Writing - Learning outcomes and assessment criteria
|
Learning Outcome The learner will |
Assessment Criteria The learner can |
|
1. Produce meaningful marks or symbols
|
1.1 produce marks or symbols associated with familiar words 1.2 produce marks or symbols associated with familiar images 1.3 produce marks or symbols associated with familiar actions 1.4 produce marks or symbols associated with familiar events |
|
2. Trace, overwrite or copy shapes and straight line patterns |
2.1 trace, overwrite or copy shapes 2.2 trace, overwrite or copy straight line patterns |
P5 Pupils produce meaningful marks or symbols associated with their own name or familiar spoken words, actions, images or events, for example, contributing to records of their own achievements or to books about themselves, their families and interests. They trace, overwrite or copy shapes and straight line patterns.
P6 – English, Writing - Learning outcomes and assessment criteria
|
Learning Outcome The learner will |
Assessment Criteria The learner can |
|
1. Produce or write own name in letters and symbols
|
1.1 produce or write the first letter of my name 1.2 produce or write letters contained within my name 1.3 know the initial letter of my name |
|
2. Copy letter forms |
2.1 copy simple shapes 2.2 copy letter forms 2.3 copy writing from left to right |
P6 Pupils produce or write their name in letters or symbols. They copy letter forms, for example, labels and/or captions for pictures or for displays.
P7 – English, Writing - Learning outcomes and assessment criteria
|
Learning Outcome The learner will |
Assessment Criteria The learner can |
|
1. Group letters and leave spaces between them
|
1.1 begin letters in the correct place 1.2 group letters or symbols together 1.3 leave a space between a group of letters or symbols 1.4 correctly produce or write some letters |
|
2. Show awareness of the sequence of letters, symbols and words |
2.1 sequence letters 2.2 sequence symbols 2.3 sequence words |
P7 Pupils group letters and leave spaces between them as though they are writing separate words. They are aware of the sequence of letters, symbols and words, for example, selecting and linking symbols together, writing their names and one or two other simple words correctly from memory.
P8 – English, Writing - Learning outcomes and assessment criteria
|
Learning Outcome The learner will |
Assessment Criteria The learner can |
|
1. Show awareness that writing can have a range of purposes |
1.1 produce a short story 1.2 produce a letter 1.3 produce a list 1.4 know that writing can have a range of purposes |
|
2. Understand how text is arranged on the page |
2.1 arrange text correctly 2.2 sort words and letters from numbers 2.3 leave spaces between words |
|
3. Use a preferred method of communication to set down names with appropriate use of upper / lower case letters or appropriate symbols |
3.1 use a preferred method of communication 3.2 produce or write my name 3.3 use capital letters appropriately 3.4 use some symbols appropriately |
P8 Pupils show awareness that writing can have a range of purposes, for example, in relation to letters, lists or stories. They show understanding of how text is arranged on the page, for example, by writing or producing letter sequences going from left to right. They write or use their preferred mode of communication to set down their names with appropriate use of upper- and lower-case letters or appropriate symbols.
English
Čeština
Nederlands
Deutsch