can express their feelings using single words, gestures, signs or symbols.
can express their needs using single words, gestures, signs or symbols.
can express their likes / dislikes using single words, gestures, signs or symbols.
can engage in a parallel activity with several others.
can follow familiar routines, tasks and activities with support from others.
can begin to respond to the feelings of others (matching their emotions).
can sit in a small group with an adult for stories and short activities.
can show an interest in an object or resource that a teacher is using in a small group activity.
can pass an object onto a peer in an adult led group.
can hang up their coat and put their book bag in the right place in the mornings.
can get their belongings for playtime, swimming, going home.
can ask for help with a single word, gesture, sign or symbol.
can play independently for up to 6 minutes.
can imitate an adult’s action or gesture.
can play a simple co-operative game with an adult – pushing a car/ball to each other.
can pick up objects from the floor and tidy away when asked.
can look at the person who is talking to me.
can join in rhymes, jingles or songs with a few recognisable words, signs or actions.
can understand ‘yes’ and ‘no’.
can recognise and respond to animated praise or criticism.
can attempt to wash their own hands when asked.
can feed themselves - with a spoon, drink through a straw.
can attempt to wipe their own nose / mouth when given a tissue or flannel.
can indicate the need for the toilet (although not always on time) and they can use the toilet with only a few accidents.
can work or play with 2-3 others and can work alongside another pupil without adult support.
can maintain interactions and take turns in a small group with support.
can join in discussions by responding appropriately (words, signs or symbols) to simple questions.
can show some self-control when expressing their feelings.
can name their own gender.
can say please, thank you and sorry when reminded.
can choose an activity from a range of 2-3.
can cooperate with a peer in an adult led activity and can stop an action when told.
can stay sitting at the table when eating and use a spoon and scoop with a fork.
can show an awareness of the purpose of a piece of equipment and can use a piece of equipment appropriately.
can search for or ask for specific pieces of equipment or activities.
can share the same central equipment source (e.g. Lego, trainset).
can remain at their work station when completing a task.
can use people’s names.
can test boundaries and accept boundaries for short periods.
can listen to others talking without interrupting them.
Upon completing Step Three pupils:
can respond to others in group situations, can play or work in a small group cooperatively, and take turns appropriately.
can carry out routine activities in familiar contexts.
can show an awareness of the results of their own actions eg when they have done something wrong, and am beginning to modify their behaviour when asked to make the right choice.
can judge right and wrong on the basis of the consequences of their own actions.
can show concern for others.
can tell you if they are happy, angry or sad.
can wait for help if they have a problem.
can cooperate with a peer for a short while without adult support.
can withdraw from a situation that find unpleasant.
can show some awareness that other people have belongings.
can point to the main features on a person’s face and body.
can explore and use willingly unfamiliar materials or tasks.
can ask for help or accept help when am hurt.
can show some awareness of danger (e.g. hot, roads).
can tell you how old am.
can accept being directed to a work task.
can respond to an adult if required while working on own activity.
can concentrate on a work task for up to 10 minutes without an adult and am able to sit in one place and not wander off or leave their seat.
can respond appropriately to familiar equipment and can use their knowledge of familiar equipment when trying new equipment.
can get the required material from the table in order to complete a task.
can wash their hands after going to the toilet.
can move, with support, to new activities (either directed or self-chosen).
can make purposeful relationships in group activities and attempt to negotiate with them in a variety of situations.
can show some consideration towards the needs and feelings of other people and other living things.
can take turns in a simple game with adult supervision and can share equipment and interact with others.
can work with a partner in PE and on simple joint tasks.
can accept that they may have to wait to use specific equipment.
can show willingness to carry on with an activity even if they have a problem with it.
can take part in simple role play using familiar objects and maintain attention during this.
can imitate adults using familiar equipment during role play.
can make choices between non-tangibles (e.g. park, shops).
can make requests, say no and accept if they do not always get what ask for.
can say how a story makes me feel.
can talk about their fears or worries.
can listen to why something they have done may be wrong or right.
can listen to instructions when crossing the road or accept holding an adult’s hand.
can stay with a known adult when on educational visits.
can show when their nose needs wiping or blowing.
can identify and locate some resources required for a specific activity.
can share an adult with other children.
Upon completing Step Four pupils:
can join in a range of activities from 1:1 situations to small or large groups.
can choose, initiate and follow through new tasks and self-selected activities.
can understand the need for rules in games and follow these when playing.
can show awareness of how to join in different situations.
can understand and follow school and class rules.
can help their peers in making the right choices.
can line up and keep their hands and feet to myself.
can understand what is right or wrong in familiar situations.
can seek help when it is needed.
can be sensitive to the needs and feelings of others.
can show respect for others.
can treat living things with care and concern.
can use a wide range of equipment carefully and appropriately.
can help look after and care for their environment.
can ask permission to use an object or to start an activity.
can follow new routines willingly and am happy to explore new objects or environments.
can state what they will be doing next.
can talk about their interests, their friends and who is in their family.
can cooperate with adults the majority of the time.
can tell you their house number and street.
can tell you when their birthday is.
can tell you which foods are good or bad for you.
can tell you why people should exercise and take care of their bodies.
can tell you about some things that are dangerous or bad for you.
can experiment with different ways of using equipment.
can respond to questions.
can tell you the green cross code (stop, look and listen).
Upon completing Step Five pupils:
can talk about a personal experience.
can describe how they feel in different situations.
can manage being frustrated or angry without hurting others.
can describe an activity that they enjoyed.
can request a favourite story or activity.
can identify what they like and dislike (food, drink, colour, clothes, music, games, TV).
can tell who a stranger is and they know not to talk to strangers or accept anything from a stranger.
can show you the signs for emergency exits and they know where they are in school.
can stay focused on their own activity with minimal distraction by normal classroom events.
can identify some physical similarities and differences between themselves and their friends.
can express their own ideas and opinions.
can identify how they feel when someone is kind or unkind to me.
can identify what makes me happy or sad, pleased or cross.
can identify people who help me in school.
can identify people who could help me if they feel ill or if they have an accident.
can identify people who they could ask for help.
can identify their options if they get lost and where they might need to go.
can identify who works in the emergency services.
can tell you how to call the emergency services.
can identify safe or unsafe places to play.
can say why an activity or place is unsafe.
can draw a human face with the main features.
can make reasoned choices (e.g. the big wheels go faster).
can ask questions about what they have seen/heard.
can attempt to give a reason for what happened.
can accept other people’s ideas and opinions.
Upon completing Step Six pupils:
can identify things in a story that they consider right or wrong.
can identify the difference between true and lie, give and take, good and bad.
can discuss their own interests or hobbies.
can identify when they have made a mistake.
can identify a new skill that they have developed.
can keep on task even if the task is difficult.
can identify what is like to feel ill and tell someone if they feel unwell.
can identify what clothes you need to wear if it is hot, cold or wet.
can understand the terms poisonous and dangerous.
can share materials with others so that everyone can do the task required.
can talk to the class about their work.
can identify what will happen to their teeth if they do not keep them clean.
can identify what will happen to their skin if they do not protect it from the sun.
can identify places to cross the road safely.
can identify the dangers of railways and waterways.
can listen to a story or programme and then answer questions about it.
can draw a picture of an object paying attention to detail.
can identify some simple forms of bullying.
can identify appropriate ways of greeting people or of saying goodbye.
can identify liquids, plants or other things that are bad for you.
can complete a task that requires several skills (e.g. recording and hands on).
can ask for clarification when they do not understand something.
can take pride in completing a task and accept praise appropriately.
Upon completing Stage One pupils:
can accept that they will not always be right.
can identify what makes them sad or happy.
can take some responsibility for their mistakes or actions.
can understand right and wrong.
can work safely.
can identify equipment which could be dangerous.
can identify the different emergency services.
can use a pelican or zebra crossing safely.
understand the following terms; honest/dishonest, kind/unkind, sharing.
can listen to the concerns of others and be willing to help.
understand the idea of taking a vote.
can move from part of a task to another.
can show an understanding of the need for rules.
can identify different types of communities.
can talk about how they can help others.
can identify good and bad points within an environment.
can identify ways to improve the class or school environment.
can adapt their ideas to cater for the needs of others.
can change their actions if they do not achieve the desired result.
can listen to others on how they could solve a problem.
can take pride in the presentation of their work.
can observe and identify simple differences.
Upon completing Stage Two pupils:
know that medicines are drugs and that medicines can help cure illness.
know ways in which you can catch germs.
know why it is important to wear safety gear for some sports or jobs.
know it is wrong to treat people differently because of their differences (colour, gender, disability etc).
can allow others to express their preferences and accept these differences.
can admit when their idea did not work.
can think back to what was said or demonstrated if they have a problem.
can think about how they achieved a similar task and apply those skills to the new task.
can approach a familiar task with confidence.
can use phrases such as excuse me, pardon me etc.
can identify what they have learnt from a mistake.
can identify dangerous substances found in home or school.
can identify people who wear safety clothes.
can ask for an adults help when there is a disagreement.
am willing to work with a variety of peers.
can continue working in the absence of an adult.
can identify and describe good / bad role models.
can name some religious festivals.
can seek out sources of information.
can consider the results of their work and talk about how it could be improved.
can accept when they are in a minority and may have to accept the views of others.
can listen carefully and ask questions to clarify what is expected.
can look at their own pocket money and discuss how they can spend it.
am aware of legal sources of money.
can identify different ways to pay for goods.
can identify the different jobs people do in school / wider community.
Upon completing Stage Three pupils:
can identify someone else’s positive points.
can identify emotional needs and personal qualities of others.
am aware that culture and religion can affect diet and clothing.
can describe the effects of poor hygiene.
can identify ways to protect themselves from germs and to keep clean.
can describe how to use electrical equipment safely.
can identify equipment and materials that should not be used without permission or supervision.
know when it is appropriate to phone the emergency services.
can identify appropriate levels of physical contact with adults and peers.
can identify unsafe places to go to and why.
know how money can be earned.
know money can be raised for good causes and discuss the roles of charities.
know about local and national charities and their work.
can identify the different types of need in their local community.
can take turns in a large group discussion.
am able to disagree without falling out.
can discuss the problems caused by disability.
can speak to others in a considerate manner.
Upon completing Stage Four pupils:
can identify things that make them happy, sad, angry, jealous, frightened, excited, embarrassed, and proud.
understand that drugs can have harmful effects.
know that you need a male and a female to produce babies.
know not to take other people’s medication.
can describe measures to make homes safer – alarms, child proofing etc.
can identify the target audience for advertising.
can look at different family structures.
can identify the difference between work and recreation.
can identify sources for help and support in the local community.
know basic consumer rights.
can identify and find out about the work of voluntary organisations.
know what is meant by ‘the media’.
can identify their own rights.
know when they can purchase and drink alcohol in public.
can find out the role of the council, who is on it and how they make decisions.
can identify political parties and the key roles of MPs and parliament.
know the name of the Prime Minister and their local MP.
can take part in a debate.
can identify environmental issues and who is responsible.
can identify areas of personal responsibility.
can show some understanding of long term consequences.
can identify some local celebrations and festivals.
can recognise that different countries have different celebrations.
can offer ideas to combat bullying.
can identify primary and secondary sources.
can use a range of material to research a topic.
Upon completing Stage Five pupils:
know strategies for resisting pressure from peers, society or the media.
can identify experiences that they have enjoyed and identify new experiences that ’d like to try.
can investigate skills and qualifications required to do different jobs.
can investigate how people gain different qualifications.
can identify ways of avoiding situations that they find difficult.
can identify ways of improving their mood or coping with emotional difficulties.
can consider why people become angry and how they can cope with their anger.
can relate technical and popular terms for male and female organs.
can explain the need for a balanced diet.
know the importance of hygiene and measures to protect the body.
can define legal and illegal.
can identify how gender, race or religion can affect people’s lives.
can recognise peer pressure.
can identify the responsibilities of being a friend.
can monitor their own reading.
can do a simple risk assessment and suggest ways to minimise risks.
can identify ways of conserving energy.
can identify anti-social behaviour and consider what should happen to anti-social people.
can examine the rights of individuals.
can investigate whether the same services are available to everyone.
can investigate the role of the Government.
can investigate how individuals can affect Government policy.
can identify an issue they feel strongly about and contact their local MP about it.
can identify what may happen to people who break the law.
can investigate methods and reasons for saving money.
can look at ways and costs of borrowing money.
Upon completing Stage Six pupils:
know the importance of hygiene and measures to protect the body and am starting to apply these rules to the care of their own body.
can identify experiences that they have enjoyed and give reasons and identify similar new experiences that they think would enjoy.
can investigate skills and qualifications required to do different jobs including those that are similar to ones that they are interested in.
can investigate how people gain different qualifications.
can identify ways of avoiding situations that they find difficult and focus on one to use.
can identify different ways of improving their mood or coping with emotional difficulties.
can identify reasons why people become angry and suggest ways that they can cope with their anger.
can relate technical and popular terms for male and female organs.
can explain the need for a balanced diet and identify ways to improve their own diet.
can define legal and illegal and give examples of actions for each.
can identify how gender, race or religion can affect people’s lives.
can recognise peer pressure and use their own experiences to help me to make better choices.
know strategies for resisting pressure from peers, society or the media.
can identify the responsibilities of being a friend.
can do a more complex risk assessment and suggest ways to minimise risks.
can identify ways of conserving energy.
can identify anti-social behaviour, reflect on their own behaviour and consider what consequences anti-social behaviour should have to deter people.
can examine the rights of individuals.
can investigate whether the same services are available to everyone and am beginning to understand what equality means in different situations.
can investigate with reference to current events the role of the Government.
can investigate with reference to current events how individuals can affect Government policy.
can identify an issue they feel strongly about and contact their local MP about it.
can identify what may happen to people who break the law with reference to relevant real life situations.
can investigate methods and reasons for saving money.
can look at ways and costs of borrowing money and am beginning to understand the risks of borrowing.
