Pscales Descriptor Grids

7/23/2019 Pscales Descriptor Grids

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NameThe P scales: P4 - 8

English - Reading

Emerging(Has experienced)

Developing(Amount / typeof support)

Achieved(Independent)

P4Pupils listen and respond to familiarrhymes and stories.

They show some understanding ofhow books work, for example,

turning pages and holding the bookthe right way up.

P5Pupils select a few words,symbols or pictures with whichthey are particularly familiar andderive some meaning from text,symbols or pictures presented in away familiar to them.

They match objects to picturesand symbols, f or example choosingbetween two symbols to select adrink or seeing a photograph of achild and eye-pointing at the child.

They show curiosity about content ata simple level, for example they mayanswer basic questions about a

story, showing understanding of twokey words.

P6Pupils select and recognise or reada small number of words orsymbols linked to a familiarvocabulary, f or example, name, people, objects or actions.

They match letters and short

words.



NameEnglish - Reading


Developing(Amount / type of

support)


P7Pupils show an interest in the activityof reading.

They predict elements of a narrative, for example, when the adult stopsreading, pupils fill in the missingword .

They distinguish between print orsymbols and pictures in texts.

They understand the conventions ofreading, for example, following textleft to right, top to bottom and pagefollowing page.

They know that their name is madeup of letters.

P8Pupils understand that words,symbols and pictures conveymeaning.

They recognise or read a growingrepertoire of familiar words or

symbols, including their ownnames.

They recognise at least half theletters of the alphabet by shape,name or sound.

They associate sounds with patterns

in rhymes, with syllables, and withwords or symbols.




English - Speaking


Developing

(Amount / type ofsupport)


P4Pupils repeat, copy and imitatebetween 10 and 50 single words,signs or phrases or use a repertoireof objects of reference or symbols.

They use single words, signs andsymbols for familiar objects, forexample, ‘cup’, ‘biscuit’, and tocommunicate about events andfeelings, for example, likes anddislikes.

P5Pupils combine two key ideas orconcepts.

They combine single words, signsor symbols to communicate

meaning to a range of listeners, for

example, 'Mummy gone' or 'moredrink' .

They make attempts to repairmisunderstandings without changingthe words used, for example, byrepeating a word with a differentintonation or facial expression.

Pupils use a vocabulary of over 50words.

P6Pupils initiate and maintain shortconversations using their preferredmedium of communication.

They ask simple questions toobtain information, for example,'Where's cat?' .

They can use prepositions, such as

'in' or 'on', and pronouns, such as'my' or 'it', correctly.



NameEnglish - Speaking



support)


P7Pupils use phrases with up tothree key words, signs or symbols to communicate simple ideas, eventsor stories to others, for example, 'Iwant big chocolate muffin' .

They use regular plurals correctly.

They communicate ideas aboutpresent, past and future events andexperiences, using simple phrasesand statements, for example, 'Wegoing cinema on Friday' .

They contribute appropriately one-to-one and in small group discussionsand role play.

They use the conjunction ‘and’ to linkideas or add new information beyondwhat is asked.

P8Pupils link up to four key words,signs or symbols in communicatingabout their own experiences or intelling familiar stories, both in groupsand one-to-one, for example, 'Thehairy giant shouted at Finn'.

They use an extensive vocabulary toconvey meaning to the listener.

They can use possessives, forexample, 'Johnny’s coat' .

They take part in role play withconfidence.

They use conjunctions that suggestcause for example, 'cos’, to link

ideas.




English - Listening


Developing



P4Pupils demonstrate anunderstanding of at least 50 words,including the names of familiarobjects.

Pupils respond appropriately tosimple requests which contain one

key word, sign or symbol in familiarsituations, for example, ’Get yourcoat’, ‘Stand up’ or ‘Clap yourhands’.

P5Pupils respond appropriately toquestions about familiar orimmediate events or experiences forexample, ‘Where is the ball?’, ‘What

are you doing?’, ‘Is it yellow?’.

They follow requests andinstructions containing at least twokey words, signs or symbols, forexample, ‘Put the spoon in the dish’,‘Give the book to Johnny’.

P6Pupils respond to others in groupsituations, for example, taking turnsappropriately 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’.



NameEnglish - Listening



support)


P7

Pupils listen, attend to and followstories for short stretches of time.

They follow requests and

instructions with four key words,signs or symbols, for example, ‘Getthe big book about dinosaurs fromthe library’.

They attend to, and respond to,questions from adults and theirpeers about experiences, events andstories, for example, ‘Where has theboy gone?’

P8

Pupils take part in role play withconfidence.

Pupils listen attentively.

They respond appropriately toquestions about why or how, forexample ‘Why does a bird make anest?’, ‘How do we copy this picture?’




English - Writing


Developing



P4Pupils show they understand thatmarks and symbols conveymeaning, for example, placing photographs or symbols on atimetable or in a sequence.

They make marks or symbols intheir preferred mode ofcommunication.

P5Pupils produce meaningfulmarks or symbols associatedwith their own name or familiarspoken words, actions, imagesor events, for example,contributing to records of their own

achievements or to books aboutthemselves, their families andinterests.

They trace, overwrite or copyshapes and straight line patterns.

P6Pupils produce or write theirname in letters or symbols.

They copy letter forms, forexample, labels and/or captions for pictures or for displays.



NameEnglish - Writing



support)


P7

Pupils group letters and leavespaces between them as thoughthey are writing separate words.

They are aware of the sequence ofletters, symbols and words, forexample, selecting and linkingsymbols together, writing their namesand one or two other simple wordscorrectly from memory.

P8

Pupils show awareness that writingcan have a range of purposes, for

example, in relation to letters, lists orstories.

They show understanding of how textis arranged on the page, for example, by writing or producingletter sequences going to left to right .

They write or use their preferredmode of communication to set downtheir names with appropriate useof upper- and lower-case letters orappropriate symbols.




Mathematics - Number

Emerging

(Has experienced)

Developing


Achieved

(Independent)

P4 Pupils show an awareness ofnumber activities and counting, forexample copying some actionsduring number rhymes, songs andnumber games; following asequence of pictures or numbers asindicated by a known person duringnumber rhymes and songs.

P5 Pupils respond to and join in withfamiliar number rhymes, stories,songs and games, for example,using a series of actions during thesinging of a familiar song; joining inby saying, signing or indicating atleast one of the numbers in afamiliar number rhyme.

Pupils can indicate one or two, forexample by using eye pointing,blinks, gestures or any other meansto indicate one or two, as required.

They demonstrate that they are

aware of contrasting quantities, forexample ‘one’ and ‘lots’ by makinggroups of one or lots of food itemson plates.

P6 Pupils demonstrate anunderstanding of one-to-onecorrespondence in a range ofcontexts, for example: matchingobjects such as cups to saucers,straws to drink cartons.

Pupils join in rote counting up tofive, for example, saying or signingnumber names to five in countingactivities.

They count reliably to three, make

sets of up to three objects and usenumbers to three in familiar activitiesand games, for example, touchingone, two, three items as an adultcounts, counting toys or pictures,counting out sets of three, e.g. knife,fork and spoon.

They demonstrate an understandingthe concept of ‘more’, for example,

indicating that more cups, counters,food items are required. They join inwith new number rhymes, songs,stories and games.



NameMathematics - Number

Emerging

(Has experienced)


support)

Achieved

(Independent)

P7Pupils join in rote counting to 10,for example, saying or signingnumber names to 10 in countingactivities.

They can count at least 5 objectsreliably, for example, candles on acake, bricks in a tower.

They recognise numerals from oneto five and to understand that eachrepresents a constant number or

amount, for example, putting correctnumber of objects (1-5) intocontainers marked with the numeral;collecting the correct number of itemsup to five.

Pupils demonstrate anunderstanding of 'less', forexample, indicating which bottle hasless water in it.

In practical situations they respondto 'add one' to a number of objects,for example, responding to requestssuch as ‘Add one pencil to the pencilsin the pot’, ‘Add one sweet to thedish’.




Emerging

(Has experienced)


support)

Achieved

(Independent)

P8Pupils join in with rote counting tobeyond 10, for example, they sayor sign number names in countingactivities.

They continue to rote countonwards from a given smallnumber, for example, continuingthe rote count onwards in a gameusing dice and moving counters upto 10; continuing to say, sign orindicate the count aloud whenadult begins counting the first twonumbers.

Pupils recognise differences inquantity, for example, in comparinggiven sets of objects and saying

which has more or less, which isthe bigger group or smaller group.

They recognise numerals fromone to nine and relate them tosets of objects, for example,labelling sets of objects withcorrect numerals.

In practical situations they respondto 'add one' to or 'take one away'from a number of objects, forexample, adding one more to threeobjects in a box and saying, signingor indicating how many are now inthe box; at a cake sale saying,signing or indicating how manycakes are left when one is sold

.






support)


P8Cont

They use ordinal numbers (first,second, third) when describing theposition of objects, people or events,for example, indicating who is first ina queue or line; who is first, secondand third in a race orcompetition.

Pupils estimate a small number(up to 10) and check by counting,for example, suggesting numbersthat can be checked by counting,guessing then counting the numberof: pupils in a group, adults in theroom, cups needed at break time.




Mathematics - Using and applying mathematics

Emerging

(Has experienced)


support)

Achieved

(Independent)

P4Pupils are aware of cause andeffects in familiar mathematicalactivities, for example, knowing thatin a role-play shop a coin can beexchanged for an item; hitting amathematical shape on a conceptkeyboard to make it appear on thescreen.

Pupils show awareness of changesin shape, position or quantity, forexample, grouping objects that havesimilar key features such as shape;creating very simple sequences oflight or sound using switchedequipment; recalling an object whichhas been placedout of sight.

They anticipate, follow and join infamiliar activities when given acontextual clue, for example,anticipating the next chorus oraction in songs and rhymes;matching cakes to plates.

P5 Pupils sort or match objects orpictures by recognisingsimilarities, for example, matchingshoes or socks by placing next toone placed by an adult; findmatching pairs from a collection of pictures; collecting objects givenone criterion e.g. blue or

big.

They make sets that have the samesmall number of objects in each, for example, distributing sweets intocontainers so that there are one ortwo in each.

They solve simple problemspractically, for example, selectingappropriate containers for items ofdifferent sizes; checking there is aknife for every fork.



NameMathematics

Using and applying mathematics

Emerging

(Has experienced)

Developing


Achieved

(Independent)

P6

Pupils sort objects and materialsaccording to a given criteria, forexample, sorting footballs into a netand table tennis balls into a box.

They copy simple patterns orsequences, for example, copying adrumbeat; copying a simple patternof repeated movements; copying a pattern of large and small cups.

P7

Pupils complete a range ofclassification activities using a givencriterion, for example, sorting a pileof coins by size, colour or shape;

sorting all the blue Wellington boots;sorting all the size 6 shoes.

They identify when an object isdifferent and does not belong to agiven familiar category, for example,removing odd items from sets;collecting items into sorting boxes ordrawers.

They respond appropriately to keyvocabulary and questions, forexample, ‘How many?’



NameMathematics

Using and applying mathematics



support)


P8

Pupils talk about, recognise andcopy simple repeating patternsand sequences, for example,recognising and describing simplerepeating patterns on textiles ornecklaces from different cultures;

recognising and describing a patternof socks on a line; joiningin a pattern of hand claps; talkingabout and copying patterns such asbeats in familiar music; shapesmade by hand and feet in dampsand; sponge prints.

Pupils use their developingmathematical understanding of

counting up to ten to solve simpleproblems encountered in play,games or other work, for example,using tokens or marks to tally eventsor scoring in games; counting in theschool environment; using ordinalwords to describe positions andturns.

Pupils make simple estimates, forexample, estimating the number ofcubes that will fit into a box or thenumber of strides across a room.




Mathematics - Shape, space and measures

Emerging

(Has experienced)

Developing


Achieved

(Independent)

P4Pupils search for objects that havegone out of sight, hearing or touch,demonstrating the beginning ofobject permanence, for example,searching for an object or soundwhen it is removed .

Pupils match big objects and smallobjects, for example, finding a

big football to place in a net withother big footballs, matching a smallmodel car with a similar sized modelcar.

They demonstrate interest inposition and the relationshipbetween objects, for example,stacking or joining objects or usingconstruction materials.

P5Pupils search intentionally forobjects in their usual place, forexample, going to the mathematicsshelf for the box of shapes.

They find big and small objects onrequest, for example, from a choiceof two objects, identifying the ‘big’and ‘small’ .

They compare the overall size ofone object with that of anotherwhere there is a marked difference,for example, they indicate which oftwo shoes is the bigger, compareobjects – big boxes and smallboxes.

They explore the position of objects,for example, placing objects in andout of containers, placing objectsinside and outside a hoop, fitting as

many objects as possible into a box.



NameMathematics

Shape, space and measures

Emerging

(Has experienced)

Developing

(Amount / type of

support)

Achieved

(Independent)

P6 Pupils search for objects not found intheir usual place demonstrating theirunderstanding of objectpermanence, for example, lookingfor cups when they are not in theirusual cupboard.

They compare the overall size of oneobject with that of another where the

difference is not great, for example,identifying the bigger of two RussianDolls or nesting cubes.

They manipulate three-dimensional shapes, for example, putting shapes into a shape sorter,using 3D objects to build andmanipulate in role-play, rolling a tubein a race with a partner.

They show understanding of wordssigns and symbols that describepositions, for example, responding toa request to put an object in, on,under or inside another object.

P7Pupils respond to ‘forwards’ and‘backwards’, for example, movingforwards and backwards on request,recognising when a vehicle ismoving forwards or backwards,moving a counter forwards or

backwards on a board game.

They pick out described shapes froma collection, for example, picking outall the round shapes in theclassroom, finding shapes withstraight edges, fitting shapes intomatching holes.

They use familiar words in practicalsituations when they compare sizesand quantities, for example, using

the words ‘heavy’ and ‘light’, ’more’and ‘ less’, ’enough’ or ‘not enough’to compare objects or quantities.



NameMathematics

Shape, space and measures

Emerging

(Has experienced)


support)

Achieved

(Independent)

P8Pupils compare objects directly,focusing on one dimension suchas length or height where thedifference is marked and canindicate ‘the long one’ or ‘the tallone’, for example, comparing two plants, placed side by side andindicating the tall one or comparingtwo zips and indicating the long one.

They show awareness of time,through some familiarity withnames of the days of the week andsignificant times in their day, suchas meal times, bed times, forexample, ordering events in their dayon a visual daily timetable,understanding and using names ofdays of the week, ‘no school onSaturday or Sunday, swimming onWednesday’.

They respond to mathematicalvocabulary such as ‘straight’,‘circle’, ‘larger’ to describe theshape and size of solids and flatshapes, for example, whenshopping, pupils find boxes withstraight edges to pack into the carrierbag; identify the larger circle whenstacking two cans.

They describe shapes in simplemodels, pictures and patterns, forexample, stamping shapes in sandand describing them, using a set offlat shapes to make pictures or patterns, naming some of theshapes.




PSHE and Citizenship


Developing(Amount / type ofsupport)


P4Pupils express their feelings, needs,likes and dislikes using singleelements of communication (words,gestures, signs or symbols).

They engage in parallel activity withseveral others.

Pupils follow familiar routines andtake part in familiar tasks oractivities with support from others.

They show an understanding of ‘yes’and ‘no’, and recognise and respondto animated praise or criticism.

They begin to respond to thefeelings of others, for example,matching their emotions andbecoming upset .

P5Pupils take part in work or playinvolving two or three others.

They maintain interactions and taketurns in a small group with somesupport.

Pupils combine two elements ofcommunication to express theirfeelings, needs and choices.

They join in discussions byresponding appropriately(vocalising, using gestures, symbolsor signing) to simple questionsabout familiar events or

experiences, for example, ‘Whatdoes the baby need?’



NamePSHE and Citizenship

Emerging

(Has experienced)


support)

Achieved

(Independent)

P6Pupils respond to others in groupsituations, playing or working in asmall group cooperatively, forexample, taking turns appropriately .

They carry out routine activities ina familiar context and show anawareness of the results of their own

actions.

They may show concern for others,for example, through facialexpressions, gestures or tone ofvoice, and sympathy for others indistress and offer comfort .

P7Pupils communicate feelings andideas in simple phrases.

They move, with support, to newactivities which are either directed orself-chosen.

They make purposeful relationshipswith others in group activities andattempt to negotiate with them in avariety of situations, for example, ifother pupils wish to use the same piece of equipment .

They judge right and wrong on thebasis of the consequences of theiractions.

They show some consideration ofthe needs and feelings of otherpeople and other living things, forexample, offering food to a visitor orwatering a classroom plant .



NamePSHE and Citizenship

Emerging

(Has experienced)


support)

Achieved

(Independent)

P8Pupils join in a range of activities inone-to-one situations and in small orlarge groups.

They choose, initiate and followthrough new tasks and self-selected activities.

They understand the need for rulesin games, and show awareness ofhow to join in different situations.

They understand agreed codes ofbehaviour which help groups ofpeople work together, and theysupport each other in behavingappropriately, for example, while

queuing in a supermarket .

They show a basic understanding ofwhat is right and wrong in familiarsituations.

They can seek help when needed,for example, assistance in fasteningtheir clothes.

They are often sensitive to theneeds and feelings of others andshow respect for themselves andothers.

They treat living things and theirenvironment with care and concern.




Science

Emerging

(Has experienced)


support)

Achieved

(Independent)

P4Pupils explore objects and materialsprovided, changing some materialsby physical means and observingthe outcomes, for example, whenmixing flour and water .

Pupils communicate their

awareness of changes in light,sound or movement. They imitateactions involving main body parts,for example, clapping or stamping .

They make sounds using their ownbodies, for example, tapping,singing or vocalising , and imitate or

copy sounds.

They cause movement by a pushingor pulling action.

‘Explore’ includes access throughany sensory mode.

Teachers should ensure they areassessing intended, not accidental,actions.

P5

Pupils take part in activities focusedon the anticipation of and enquiryinto specific environments, forexample, finding a hamster understraw, or a CD or video in a pile.

They match objects and materialsin terms of single features orproperties, for example,temperature or colour .

They indicate the before and afterof material changes.



NameScience



support)


P5cont They try out a range of equipment in

familiar and relevant situations, forexample, initiating the activation of arange of light sources.

They respond to simple scientificquestions, for example, ‘Show methe flower’ ’Is this wet/dry?’

‘Showing’, ‘demonstrating’ ‘trying out’‘responding’ etc may be done by anymeans appropriate to the pupil’spreferred mode of communicationand physical abilities. For somepupils this may mean directing anadult undertaking the task.

P6Pupils recognise distinctive featuresof objects, for example, the featuresof living things in their environment,and know where they belong, forexample, feathers on a bird, leaveson a tree.

They begin to makegeneralisations, connections andpredictions from regularexperience, for example, expectingthat ice cream will melt, or makingwheeled objects move faster by pushing on a smooth surface orreleasing them down a slope.

Pupils sort materials according to asingle criterion when the contrast is

obvious.

They closely observe the changesthat occur, for example, whenmaterials are heated, cooled ormixed .

Pupils identify some appliances thatuse electricity.

They show they know some sourcesof sound and light, for example,remembering their location.



NameScience



support)


P7Pupils understand the scientific useof some simple vocabulary, such asbefore, after, bumpy, grow, eat,move and can communicate relatedideas and observations using simplephrases, for example, which food togive which animal .

Pupils can demonstrate simple

properties of light, sound andmovement, for example, bright,noisy/quiet, fast/slow .

They make simple records of theirfindings, for example, by putting pictures of an activity in sequence.

They begin to make suggestionsfor planning and evaluating their

work, for example, responding to thequestion ‘Was that right or wrong?’

‘Showing’, ‘demonstrating’ ‘trying out’‘responding’ etc may be done by anymeans appropriate to the pupil’spreferred mode of communicationand physical abilities. For somepupils this may mean directing anadult undertaking the task.



NameScience

Emerging

(Has experienced)


support)

Achieved

(Independent)

P8Pupils show they have observedpatterns or regular changes infeatures of objects, living things andevents, for example,chrysalis/butterfly day/night .

They make some contribution toplanning and evaluation and torecording their findings.

They identify a range of commonmaterials and know about some oftheir properties.

They sort materials using simplecriteria and communicate theirobservations of materials in termsof these properties.

Pupils make their own observationsof changes of light, sound ormovement that result from actions,for example, using a volume controlor a dimmer switch and can describethe changes when questioneddirectly.

Pscales Descriptor Grids

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