I can make a choice from a I can use my For short For a short period of I can sustain I can predict what given senses to I can recall an periods of time time, I can respond attention for comes next in an F2 selection of identify action/pattern/gesture I can pursue my appropriately to a longer periods familiar materials to familiar /words /symbol learning task, simple request from of time situation/pattern/text help me begin events/ objects with support a familiar person a task For an extended I can actively I can use I can use my period of I can respond for an engage in an I can predict what resources and senses to put time, I can I can sequence an extended period of investigation comes next in an F3 strategies to objects into participate in action/pattern/words time and recall unfamiliar help me begin categories or activities to /gesture /symbol (familiar/unfamiliar meaningful situation/pattern/text my task in demonstrate people) information an understanding I can work I can use my I can investigate with I can sustain I can demonstrate With increased senses to learning with I can predict the increased engagement simple understanding independence, I can compare increasing results of my own F4 independence in increasingly of engage in a task for events/objects, independence, actions, in different and ask for challenging action/words/pattern sustained periods of with increasing recording the situations/pattern/text help when tasks /symbol/gesture time independence outcome needed I can demonstrate I can use my I can interpret understanding I can I can sustain I can begin a senses to information by of new independently I can predict the engagement, with task or explain demonstrating concepts use resources results of others' independence, on F5 activity objects/events knowledge of through my to extend my actions several successive independently or ask relevant words/action/pattern persistent knowledge tasks questions /gesture/symbol independent learning Part 2 Part 2 comprises of three strands of assessment: - Communication and Interaction - Social, Emotional and Mental Health - Sensory and Physical These are assessed collaboratively with all members of staff working with the pupil across the curriculum. This assessment will take place twice a year. For example F1 assessment criteria: – Work Related Skills
F2 I can make a choice from a given selection of materials to help me begin a task I can use my senses to identify familiar events/ objects I can sustain attention for longer periods of time I can recall an action/pattern/gesture /words /symbol For short periods of time I can pursue my learning task, with support I can predict what comes next in an familiar situation/pattern/text For a short period of time, I can respond appropriately to a simple request from a familiar person F3 I can use resources and strategies to help me begin my task I can use my senses to put objects into categories or in For an extended period of time, I can participate in activities to demonstrate an understanding I can sequence an action/pattern/words /gesture /symbol I can actively engage in an investigation and recall meaningful information I can predict what comes next in an unfamiliar situation/pattern/text I can respond for an extended period of time (familiar/unfamiliar people) F4 I can work with increased independence and ask for help when needed I can use my senses to compare events/objects, with increasing independence I can sustain engagement in increasingly challenging tasks I can demonstrate simple understanding of action/words/pattern /symbol/gesture I can investigate learning with increasing independence, recording the outcome I can predict the results of my own actions, in different situations/pattern/text With increased independence, I can engage in a task for sustained periods of time F5 I can begin a task or activity independently I can use my senses to explain objects/events or ask relevant questions I can demonstrate understanding of new concepts through my persistent independent learning I can interpret information by demonstrating knowledge of words/action/pattern /gesture/symbol I can independently use resources to extend my knowledge I can predict the results of others' actions I can sustain engagement, with independence, on several successive tasks Part 2 Part 2 comprises of three strands of assessment: - Communication and Interaction - Social, Emotional and Mental Health - Sensory and Physical These are assessed collaboratively with all members of staff working with the pupil across the curriculum. This assessment will take place twice a year. For example – F1 assessment criteria: Work Related Skills
Curriculum-and-Assessment-Policy.docx