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, turning briefly towards fast-moving group activity. They may give intermittent reactions, for example, sometimes turning away from people or objects moving close to them.

P2 (i)  Pupils begin to respond consistently to familiar people, events and objects. They react to new activities and experiences, for example, showing surprise when moving into an outdoor environment. They begin to show interest in people, events and objects, for example, patting at footballs brought towards them. They accept and engage in coactive exploration, for example, moving about in the swimming pool with the support of a member of staff.

P2 (ii)  Pupils begin to be proactive in their interactions. They communicate consistent preferences and affective responses, for example, smiling in dance or movement activities. They recognise familiar people, events and objects, for example, gesturing or vocalising in a particular way on arrival at the poolside. They perform actions, often by trial and improvement, and they remember learned responses over short periods of time, for example, pushing away a ball when it is repeatedly rolled towards them. They cooperate with shared exploration and supported participation, for example, being guided in creating patterns of movement.

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 a particular piece of PE equipment. They participate in shared activities with less support. They sustain concentration for short periods. They explore materials in increasingly complex ways, for example, tapping one item of equipment with another. They observe the results of their own actions with interest, for example, dabbling their hands in the swimming pool and attending to the effects. They remember learned responses over more extended periods, for example, bouncing up and down on a trampette.

P3 (ii)  Pupils use emerging conventional communication. They greet known people and may initiate interactions and activities, for example, pushing a ball towards a peer or adult. They can remember learned responses over increasing periods of time and may anticipate known events, for example, beginning to move when the music starts. They may respond to options or choices with actions or gestures, for example, moving towards one outdoor activity rather than another. They actively explore objects and events for more extended periods, for example, moving around a space and encountering a range of objects or obstacles. They apply potential solutions systematically to problems, for example, reaching out a foot or a hand to intercept a moving ball.

Performance descriptions in physical education

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 PE. The descriptions provide an example of how this can be done.

P4  Pupils' movement patterns are established and they perform single actions, for example, rolling, running, jumping or splashing. They respond to simple commands, for example, 'stop'. They recognise familiar pieces of equipment, for example, a ball or hoop. They show awareness of cause and effect, for example, knocking down skittles.

P5  Pupils link two actions in a sequence, for example, crawling and walking, or climbing and jumping. They follow simple instructions although they may need the support of symbols or other prompts. They explore a variety of movements and show some awareness of space. They understand some basic concepts, for example, taking big and little steps in movement activities or placing big and small balls in different baskets. They take turns with a partner or in a small group. They recognise and collect, on request, familiar pieces of equipment, for example, a mat to lie on or a hoop to jump into.

P6  Pupils work in pairs and in small groups cooperatively, although they may need support to follow instructions and keep on task. They move in a variety of ways, for example, slowly and quickly. They link movements in a simple sequence, although they may require support to do this. They recognise small and large apparatus and use it with some basic control. They throw and kick a ball, but lack direction.

P7  Pupils express themselves through repetitive and simple sequences and movement patterns. Their control and coordination skills are developing, for example, they kick a ball towards a target or throw a ball to a partner. They listen to instructions and stop and start with some accuracy. They work closely in pairs, trios or small groups. They share and wait their turn. They are aware of the changes that happen to their bodies when they are active.

P8  Pupils move with some control and coordination, for example, they travel under and over climbing equipment. They follow and imitate sequences and patterns in their movements. They use small and large apparatus safely. They are aware of space, themselves and others. They play simple games and may require support to keep score and follow game rules. They recognise the changes that happen to their bodies when they are active.