DE - P1 - P3, P Scales
P1(i) - Learning outcomes and assessment criteria
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Learning outcome The learner will |
Assessment criteria The learner can |
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1. Encounter activities and experiences |
1.1 have experienced various sounds 1.2 have experienced light patterns 1.3 have experienced music 1.4 have experienced a combination of action with sound 1.5 have experienced movement |
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2. Show simple reflex responses |
2.1 make a startled response to a sudden noise 2.2 make a startled response to a sudden movement 2.3 make a startled response to a sudden bright light 2.4 be passive or resistant |
P1(i) Pupils encounter activities and experiences. They maybe passive or resistant. They may show simple reflex responses, for example, startling at sudden noises or movements. Any participation is fully prompted.
P1(ii) - Learning outcomes and assessment criteria
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Learning outcome The learner will |
Assessment criteria The learner can |
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1. Show emerging awareness of activities and experiences |
1.1 make a brief response to sound 1.2 make a brief response to a picture 1.3 make a brief response to music 1.4 make a brief response to physical sensory source 1.5 make a brief response to light patterns 1.6 make a brief response to a moving object |
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2. Show intermittent reactions |
2.1 react to movement 2.2 react to physical contact 2.3 react to a change in temperature |
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 lights, sounds or patterns of movement. They may give intermittent reactions, for example, sometimes becoming quiet in response to the vibration of a bubble tube.
P2(i) - Learning outcomes and assessment criteria
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Learning outcome The learner will |
Assessment criteria The learner can |
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1. React to new activities and experiences |
1.1 react to unfamiliar sounds 1.2 react to unfamiliar images 1.3 react to a new task 1.4 react to a new experience |
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2. Begin to show interest in people, events and objects |
2.1 respond consistently to familiar people 2.2 respond consistently to familiar events 2.3 respond consistently to familiar objects |
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3. Participate in shared activities |
3.1 engage in co-active exploration |
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 co-active exploration, for example, being encouraged to handle fibre-optic strands.
P2(ii) – Learning outcomes and assessment criteria
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Learning outcome The learner will |
Assessment criteria The learner can |
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1. Communicate consistent preferences |
1.1 communicate preference for certain images 1.2 communicate preference for certain sounds |
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2. Communicate affective responses |
2.1 respond with volume variation 2.2 respond to specific stimulation |
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3. Recognise familiar people, events and objects |
3.1 recognise familiar people 3.2 recognise familiar events 3.3 recognise familiar objects |
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4. Perform simple actions |
4.1 attempt to perform a simple action 4.2 use trial and improvement to perform an action |
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5. Remember learned responses |
5.1 remember learned responses over short periods of time |
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6. Participate in shared activities |
6.1 co-operate with shared exploration 6.2 co-operate with supported participation |
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) - Learning outcomes and assessment criteria
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Learning outcome The learner will |
Assessment criteria The learner can |
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1. Request events or activities |
1.1 request for an event or activity |
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2. Participate in shared activities |
2.1 participate in shared exploration with less support |
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3. Sustain concentration |
3.1 sustain concentration for short periods |
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4. Explore materials |
4.1 explore different materials in increasingly complex ways |
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5. Perform simple actions |
5.1 perform simple actions 5.2 observe the result of my action 5.3 demonstrate an awareness of change as a result of my action |
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6. Remember learned responses |
6.1 remember learned responses over extended periods 6.2 remember a learned activity 6.3 remember the purpose of equipment |
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 person's 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) - Learning outcomes and assessment criteria
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Learning outcome The learner will |
Assessment criteria The learner can |
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1. Initiate interactions and activities |
1.1 greet familiar people 1.2 initiate interactions with familiar people 1.3 initiate activities with familiar people |
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2. Remember learned responses |
2.1 remember learned responses over increasing periods 2.2 anticipate familiar events |
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3. Respond to options and choices
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3.1 respond to an option or choice 3.2 demonstrate dissatisfaction 3.3 demonstrate satisfaction 3.4 indicate preference |
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4. Actively explore objects and events |
4.1 actively explore objects 4.2 actively explore events 4.3 remain interested in an activity for a short period |
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5. Apply potential solutions systematically to problems |
5.1 attempt to solve simple problems
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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.
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