P Scales, P1 - P3
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 I can experience various sounds 1.2 I can experience light patterns 1.3 I can experience music 1.4 I can experience a combination of action with sound 1.5 I can experience movement |
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2. Show simple reflex responses |
2.1 I can make a startled response to a sudden noise 2.2 I can make a startled response to a sudden movement 2.3 I can make a startled response to a sudden bright light 2.4 I can 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 I can make a brief response to sound 1.2 I can make a brief response to a picture 1.3 I can make a brief response to music 1.4 I can make a brief response to physical sensory source 1.5 I can make a brief response to light patterns 1.6 I can make a brief response to a moving object |
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2. Show intermittent reactions |
2.1 I can react to movement 2.2 I can react to physical contact 2.3 I can 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 I can react to unfamiliar sounds 1.2 I can react to unfamiliar images 1.3 I can react to a new task 1.4 I can react to a new experience |
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2. Begin to show interest in people, events and objects |
2.1 I can respond consistently to familiar people 2.2 I can respond consistently to familiar events 2.3 I can respond consistently to familiar objects |
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3. Participate in shared activities |
3.1 I can 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 I can communicate preference for certain images 1.2 I can communicate preference for certain sounds |
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2. Communicate affective responses |
2.1 I can respond with volume variation 2.2 I can respond to specific stimulation |
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3. Recognise familiar people, events and objects |
3.1 I can recognise familiar people 3.2 I can recognise familiar events 3.3 I can recognise familiar objects |
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4. Perform simple actions |
4.1 I can attempt to perform a simple action 4.2 I can use trial and improvement to perform an action |
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5. Remember learned responses |
5.1 I can remember learned responses over short periods of time |
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6. Participate in shared activities |
6.1 I can co-operate with shared exploration 6.2 I can 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 I can request for an event or activity |
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2. Participate in shared activities |
2.1 I can participate in shared exploration with less support |
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3. Sustain concentration |
3.1 I can sustain concentration for short periods |
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4. Explore materials |
4.1 I can explore different materials in increasingly complex ways |
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5. Perform simple actions |
5.1 I can perform simple actions 5.2 I can observe the result of my action 5.3 I can demonstrate an awareness of change as a result of my action |
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6. Remember learned responses |
6.1 I can remember learned responses over extended periods 6.2 I can remember a learned activity 6.3 I can 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 I can greet familiar people 1.2 I can initiate interactions with familiar people 1.3 I can initiate activities with familiar people |
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2. Remember learned responses |
2.1 I can remember learned responses over increasing periods 2.2 I can anticipate familiar events |
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3. Respond to options and choices
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3.1 I can respond to an option or choice 3.2 I can demonstrate dissatisfaction 3.3 I can demonstrate satisfaction 3.4 I can indicate preference |
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4. Actively explore objects and events |
4.1 I can actively explore objects 4.2 I can actively explore events 4.3 I can remain interested in an activity for a short period |
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5. Apply potential solutions systematically to problems |
5.1 I can 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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