Performance P Level Attainment Targets

Performance – P level – attainment targets

for pupils with special educational needs who are working below level 1 of the national curriculum

Contents

Introduction...... 2

Art and Design...... 5

Citizenship...... 7

Design and Technology...... 9

English...... 11

Geography...... 15

History...... 17

ICT...... 19

Mathematics...... 21

Modern Foreign Languages...... 26

Music...... 28

Physical Education...... 31

Science...... 33

Annex – Religious Education...... 36

Introduction

This document supplements the National Curriculum by specifying

performance - P level - attainment targets showing progress up to level

1 in each of the National Curriculum foundation subjects at key stages1, 2 and 3[1].

The P level attainment targets apply in relation to pupils, aged 5-16, with Special Educational Needs who are working towards level 1 of the National Curriculum in the foundation subjects. Where a pupil with SEN is not working at level 1 or above of the attainment targets specified in relation to any individual National Curriculum foundation subject, the pupil’s level of performance in that subject should be assessed using the P-level descriptions set out in this document.

The four key stages[2] of the National Curriculum comprise of different foundation subjects. The following table shows, by reference to three of the four key stages, the foundation subjects in relation to which this document sets out statutory level attainment targets.

Key Stage / KS1 / KS2 / KS3
Subject
AgeRange / 5-7 / 7-11 / 11-14
Year Group / 1-2 / 3-6 / 7-9
English
Mathematics
Science
Design and Technology
Information and Communication Technology
History
Geography
Modern Foreign Languages
Art and Design
Music
Physical Education
Citizenship

In key stage 4 (14-16) the P level descriptions should be used as non-statutory guidelines describing the types and range of performance that pupils with SEN might characteristically demonstrate when working towards level 1. Additionally, the annex to this document contains P level attainment targets and performance descriptions for Religious Education (RE). The P level attainment targets in relation to RE are not statutory, and they should be read as guidelines describing the types and range of performance that pupils with SEN working towards level 1 in RE might characteristically demonstrate.

Performance descriptions

The P level attainment targets set out the knowledge, skills and understanding that pupils (in relation to whom the P-levels apply) of different abilities and maturities are expected to have at the end of each key stage[3]. The P level attainment targets consist of eight level descriptions of increasing difficulty, from P1-P8. The first three level descriptions are sub-divided. Each level (or sub-level) description sets out the types and range of performance that pupils working at that level (or sub-level) should characteristically demonstrate.

The performance descriptions for P1 to P3 are common across all subjects. They outline the types and range of general performance that some pupils with SEN might characteristically demonstrate. Subject-focused examples are included to illustrate some of the ways in which attainment might be identified in different subject contexts.

Levels P4 to P8 describe pupils’ performance in a way that indicates the emergence of skills, knowledge and understanding in each subject. The descriptions provide an example of how this can be done.

The level descriptions provide the basis for making judgments about pupils’ performance at the end of key stages 1, 2 and 3. At Key Stage 4, national qualifications are the main means of assessing attainment.

Assessing attainment at the end of the key stage

The performance descriptions should be used by teachers in the same way as the main National Curriculum level descriptions. In deciding on a pupil’s level of attainment at the end of a key stage, teachers should judge which description best fits the pupil’s performance. When doing so, each description should be considered alongside descriptions for adjacent levels.

Arrangements for statutory assessment at the end of each key stage are set out in detail in QCA’s annual booklets about assessment and reporting arrangements.

Examples

Schools are not required by law to assess the content in grey type. This includes the examples [printed inside square brackets]. Guidance is also set out in the subject documents in the series: ‘Planning, teaching and assessing the curriculum for pupils with learning difficulties’ available at and also the DVD and booklet ‘Using the P scales’ – QCA/05/1589 which can be purchased from QCA via their orderline 08700 606015.

Art and Design

Performance – P level – descriptions:

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.

Citizenship

Performance – P level – descriptions:

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.

Design and Technology

Performance – P level – descriptions:

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].

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].