Responds to Internal Stimulus Eg Startle to Noise, Crying Hungry

Responds to Internal Stimulus Eg Startle to Noise, Crying Hungry

STEPS: Expressive Arts and Design
Pre intentional / Signpost to / DFE Points
  1. Responds to internal stimulus – eg startle to noise, crying hungry
  2. Responds to external stimulus – eg copying smiling, notices own arms being moved
  3. Adult follows pupils action + the pupil continues it – eg pupil taps table, adult taps table, pupil taps table to sustain it
/ /
  • Responds to internal stimulus – e.g. startle to noise, crying hungry
  • Responds to external stimulus – e.g. looks intently at faces, copying smiling, lifts arms in anticipation of being picked up, quietens at sound of familiar voice, turns towards familiar sound/voice
  • Babble, makes sounds in response to being talked to by familiar adult.
  • Expresses feelings by crying, stilling, smiling and vocalising.
  • Holds head momentarily
  • Brings hands to mouth
  • Opens mouth to stimuli
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  • 0-3 months
  • P1ii
  • PPC1
/ 0.7
  • Actions on others – e.g. physical manipulation of adults to meet need e.g. taking by the hand to show
  • Actions on objects – e.g. rakes an object towards self, deliberately shakes sound making toy
  • Showing preference – e.g. shake head no, moving away, smiles
  • Greets familiar people- e.g. vocalisations
  • Situational Understanding- is related to routines ,understand spoken word only in context and with additional clues
  • Motor development- watches movement of own hands, reaches out and holds objects, rolls from back to stomach
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  • 3-6 months
  • P2ii
  • PPC 2
/ 1.1
Developing Intentional / Exploring and using media and materials / Being imaginative
  1. Showing preference – eg shake head no, moving away
  2. Greets familiar people- eg holds up arms, waves, vocalisations
/ / By this stage they should be able to exploremediaandmaterialsaspartoftheir
explorationoftheworldaroundthem. / By this stage they should be able to exploretheworldanddevelopa rangeofwaysto
communicatebeforetheycanexpresstheir
ownideasthroughartsanddesign. /
  • 6-11 months
  • P3i
  • PPC3
/ 1.3
Intentional
  1. Actions on others – eg leads an adult to what you want
  2. Actions on objects – eg getting a toy
  3. Showing preference – eg shake head no, moving away
  4. Greets familiar people- eg holds up arms, waves, vocalisations
  5. Understanding is related to current routines – eg MDS arrives therefore it is lunchtime, understand spoken word only in context
/ / By this stage they should be able to exploremediaandmaterialsaspartoftheir
explorationoftheworldaroundthem. / By this stage they should be able to exploretheworldanddeveloparangeofwaysto
communicatebeforetheycanexpresstheir
ownideasthroughartsanddesign. /
  • 8-20 months
  • p3ii
  • PPC3
/ 1.5
Representational – Awareness of Permanence
  1. Continue preference – eg vocalisation, physical manipulation, gesture
  2. Object permanence - eg pupil knows the ball is still there behind your back
  3. Recognition of self – eg will recognise self in mirror
  4. Follows simple situational directions – eg bowl of fruit – get the apple
  5. Using first word to label – eg pointing to a cup an saying cup
  6. Understands that something, someone or an action is associated with them – eg my go, toms car
  7. Understand objects can have more than one purpose – eg cup to drink, cup to build a sandcastle
  8. Knowing that the same person can have more than one name
/ / By this stage they should be able to joininsingingfavouritesongs creatingsounds
bybanging,shaking,tappingorblowing and experimentswithblocks,coloursandmarks. / By this stage they should be able to begintouserepresentationtocommunicate,e.g.
drawingalineandsaying‘That’sme’. /
  • 22-36 months
  • P6
  • PPC7
/ 4
Proactive and affective – Awareness of Self
  1. Names for familiar objects + pictures
  2. Builds tower of 6 or 7 cubes
  3. Draws scribbles, vertical, linear, and circular
  4. Start to problem solve – eg stand on a chair to reach something
  5. Understands what and where questions
  6. Joins in action songs or repeated activities
  7. Uses pronouns ‘I’ and ‘you’
  8. In, on, under prepositions
  9. Parallel plays alongside others but not with them
  10. Follows 2 key information words – eg put your shoes in a box
/ / By this stage they should be able to enjoy joining and copying dancing, with increasing degrees of rhythm, and will explore how sounds and colours can be changed. They are beginning to be interested in exploring the texture or things and can use various construction items and tools to build vertically. / By this stage they should be able to create simple movement and songs that they have made up themselves. They are noticing what adults are doing, imitating what is happening and can use a range of media to communicate experiences and responses. /
  • 30-50 months
  • P7
  • PPC8
/ 5
Wider world – Awareness of Other
  1. Shows concern for others
  2. Manipulative technology for own enjoyment
  3. Repairs misunderstanding – eg says no and repeats themselves; adds additional sign
  4. Sometimes confuses fact and fantasy
  5. Understand who questions
  6. Understands negatives
  7. Enjoying a joke
  8. Symbolic play – eg set up a tea party; pretend to take register; shops
  9. Self entertain for ten minutes
  10. Basic understanding of size, colour, number and position
/ / By this stage they should be able to build a repertoire of songs and dances, and can use a range of different media, different techniques, and tools to achieve a planned effect. / By this stage they should be able to initiate new combinations of movement and gesture in order to express and respond to feelings, ideas and experiences. /
  • 40-60 months
  • P8
  • PPC9
/ 6
Expanding – Understanding / Music / Design and Technology / Art & Design
  1. Develops self-regulation – eg can calm down after crying
  2. Recognition of body – can name different body parts
  3. Appreciation of time in future routine - i.e. swimming after lunch
  4. Can understand and respond to why and when questions
  5. Good control of fine motor skills eg colours in lines, dresses and undresses
  6. Can talk about current and past events
  7. Turn taking and follows simple rules in games
  8. Letter knowledge
/ / By this stage they should be able to use their voices in different ways such as speaking, singing and chanting, and perform with awareness of others. / By this stage they should be able to generate ideas for purposeful designs and recognise characteristics of familiar products. And they use models, pictures and words to describe what they want to do. / By this stage they should be able to respond to ideas. They explore a variety of materials and processes to create their own work. /
  • 1
/ 7
Functional
  1. Conservation – the amount of water in a cup stays the same when poured into a jug
  2. Theory of mind – able to articulate another persons feelings or knowing what they can see from their perspective
  3. Can begin to consider possible outcomes and consequences of actions – reasons and predicts
  4. Varies style of communication for audience
  5. Self entertain up to 20 mins
  6. Confident in own decision making – does not copy friends
  7. Establish and maintain friendships
/ / By this stage they should be able to sing with a sense of the shape of the melody, and they represent sounds with symbols and recognise how the musical elements can be used to create different moods and effects and communicate ideas. / By this stage they should be able to use models, pictures and words to describe their designs and they plan what to do next based on their experience of working with materials and components to make functional products. / By this stage they should be able to explore ideas, make some choices about what they will do and they investigate the nature and qualities of different materials and processes, exercising some control over those they use in their work. /
  • 2
Entry level 2 / 15
Gaining independence / Experience / Confidence / Knowledge
  1. Can recognise and manage their own emotions
  2. Plan & evaluate their actions or decisions
  3. Positive self-image and are confidence to be independent
  4. Abstract operations – addition and subtraction
  5. Self-entertain 30-1 hour
  6. Express their opinions
  7. Demonstrate skills of perseverance & motivation
  8. Problem solving skills
  9. Understand people have different views & beliefs, know how they should relate to others
  10. Can exhibit these skills in the community unsupported with unfamiliar people and tasks.
/ / By this stage they should be able tosing in tune with expression and perform simple melodic and rhythmic parts and they recognise how the different musical elements are combined and used expressively and make improvements to their own work, commenting on the intended effect. / By this stage they should be able to plan, choose appropriate tools, equipment, components and techniques to make their functional products and they apply their knowledge and understanding of the nature of materials to cut, shape and join them with some accuracy. / By this stage they should be able to they investigate and use the qualities of materials and processes to develop their own practical skills and communicate their ideas and meanings and they use this to adapt and improve aspects of their own work when making images and artefacts for different purposes. /
  • 3
  • Entry level 3
/ 21
By this stage they should be able to identify and explore the relationship between sounds and how music reflects different intentions, they describe, compare and evaluate different kinds of music using an appropriate musical vocabulary and they suggest improvements to their own and others’ work, commenting on how intentions have been achieved. / By this stage they should be able to generate ideas by collecting and using information from others’ designing to inform their own work to produce step-by-step plans and then select and work with a range of tools and equipment. They identify what is working well and what could be improved to overcome technical problems and they reflect on their designs as they develop, recognizing the significance of knowledge and previous experience. / By this stage they should be able to use a variety of approaches to explore and experiment with ideas, information and resources in order to develop their intentions and they compare and comment on differing ideas, methods and approaches used by artists, craftspeople and designers, relating these to the contexts in which the work was made. /
  • 4
  • GCSE F
  • Level 1 Q
/ 27
By this stage they should be able toperform significant parts from memory and from notations, with awareness of their own contribution such as leading others, taking a solo part or providing rhythmic support and they refine and improve their work. / By this stage they should be able to develop ideas by drawing on and using various sources of information and clarify their ideas through discussion, drawing and modelling, showing understanding of aesthetic and economic dimensions. They work from their own detailed plans, modifying them where appropriate andthey test and evaluate their products, showing that they understand the situations in which the products will function. / By this stage they should be able to, when designing and making, they develop and use their technical knowledge and skills to manipulate the qualities of materials, processes and the formal elements appropriately and they consider and discuss the ideas, methods and approaches that are used by artists, craftspeople and designers, relating these to both context and purpose. /
  • 5
  • GCSE E
  • Level 1 Q
/ 33
By this stage they should be able to identify and explore the different processes and contexts of selected musical styles, genres and traditions. They select and make expressive use of tempo, dynamics, phrasing and timbre. They make subtle adjustments to fit their own part within a group performance. They improvise and compose in different styles and genres, using harmonic and non-harmonic devices where relevant, sustaining and developing musical ideas, and achieving different intended effects. They use relevant notations to plan, revise and refine material. They make improvements to their own and others’ work in the light of the chosen style. / By this stage they should be able to draw on and use a range of sources of information, and show that they understand the form and function of familiar products as they develop and model ideas. They produce plans that outline alternative methods of making progress. They work with a range of tools, materials, ingredients, equipment, components and processes, showing that they understand their characteristics. They evaluate their products as they are being used, and identify ways of improving them. / By this stage they should be able to apply their technical knowledge and skills to realise their intentions, using the qualities of materials, processes and the formal elements effectively. They interpret and explainhow ideas and meanings are conveyed by artists, craftspeople and designers, recognizing the varied characteristics of different historical, social and cultural contexts. They provide a reasoned evaluation of the purpose and meaning of their own work and that of others. /
  • 6
  • GCSE C
  • Level 2 Q
/ 39
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