These performance descriptions outline early learning and attainment before level 1 in eight levels, from P1 to P8.

The performance descriptions can be used by teachers in the same way as the National Curriculum level descriptions to:

• decide which description best fits a pupil's performance over a period of time and in different contexts
• develop or support more focused day-to-day approaches to ongoing teacher assessment by using the descriptions to refine and develop long-, medium- and short-term planning
• track linear progress towards attainment at National Curriculum level 1
• identify lateral progress by looking for related skills at similar levels across their subjects
• record pupils' overall development and achievement, for example, at the end of a year or a key stage.

Performance descriptions across subjects

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

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, 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.

P3 (i) Pupils begin to communicate intentionally. They seek attention through eye contact, gesture or action. They request events or activities, for example, reaching out towards a particular piece of equipment. They participate in shared activities with less support. They sustain concentration for short periods. They explore materials in increasingly complex ways, for example, tearing, squashing, mixing or bending materials. They observe the results of their own actions with interest, for example, after bending sheet materials. They remember learned responses over more extended periods, for example, banging with a hammer.

P3 (ii) Pupils use emerging conventional communication. They greet known people and may initiate interactions and activities, for example, pushing the spoon into the mixing bowl. They can remember learned responses over increasing periods of time and may anticipate known events, for example, covering their ears before a loud sound. They may respond to options and choices with actions or gestures, for example, picking up one tool rather than another. They actively explore objects and events for more extended periods, for example, banging, scraping, rubbing or pressing tools against a surface. They apply potential solutions systematically to problems, for example, pressing materials together.

Performance descriptions in design and technology

From level P4 to P8, many believe it is possible to describe pupils' performance in a way that indicates the emergence of skills, knowledge and understanding in D&T. The descriptions provide an example of how this can be done.

P4 With help, pupils begin to assemble components provided for an activity, for example, placing bricks together. They contribute to activities by coactively grasping and moving simple tools, for example, a glue spreader. They explore options within a limited range of materials, for example, adding grapes or chopped apple to a fruit salad.

P5 Pupils use a basic tool, with support, for example, pushing a roller. They demonstrate preferences for products, materials and ingredients, for example, selecting a preferred filling for a sandwich.

P6 Pupils recognise familiar products and explore the different parts they are made from. They watch others using a basic tool and copy the actions, for example, preparing a surface with a glass paper block. They begin to offer responses to making activities, for example, suggesting the colour or shape of a product.

P7 Pupils operate familiar products, with support, and explore how they work. They use basic tools or equipment in simple processes, chosen in negotiation with staff, for example, in cutting or shaping materials. They begin to communicate preferences in their designing and making, for example, adding selected felt shapes to fabric.

P8 Pupils explore familiar products and communicate views about them when prompted. With help, they manipulate a wider range of basic tools in making activities, for example, joining components together to make their intended product. They begin to contribute to decisions about what they will do and how, for example, communicating their approval of certain features of a process.