Performance Level Descriptors for ICT

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					                                     Performance Level Descriptors for ICT
This table represents the actual P Level descriptors from the QCA document with accompanying examples. These are then
placed alongside some greater exemplification to help standardize assessment in Hampshire’s Special Schools.

P Level     QCA Descriptor              QCA Example (where                         Additional exemplification
                                              given)
P1 (i)    Pupils encounter
          activities and
          experiences.
          They may be passive or
          resistant.
          They may show simple         startling at sudden noises or    Startling at lights changing. Startling to the effect of a
          reflex responses.            movements.                       fan blowing air. Reacting to being physically moved.
          Any participation is fully                                    Reacting to the smell of foods or scents.
          prompted.
P1 (ii)   Pupils show emerging
          awareness of activities
          and experiences.
          They may have periods        attending briefly to lights,     Attending briefly to music and other sounds
          when they appear alert       sounds or patterns of            Attending briefly to being talked to.
          and ready to focus their     movement.                        Attending briefly to TV, Monitor, bubble tube, light
          attention on certain                                          effects. Attending briefly to smells/scents.
          people, events, objects or                                    Attending briefly to being moved, changed, air blowing.
          parts of objects,
          They may give                sometimes becoming quiet in      Sometimes stilling/becoming quiet or apparently
          intermittent reactions,      response to the vibration of a   reacting to: music and other sounds, being talked to,
                                       bubble tube.                     TV, Monitor, bubble tube, light effects, smells/scents,
                                                                        being moved, changed, air blowing…
P2 (i)    Pupils begin to respond                                       Responds in the same way 60% of the time to: same
          consistently to familiar                                      person greeting on arrival in class, being presented
          people, events and                                            with food or drink, being given a toy or play object…
          objects.
          They react to new            enjoying the movement of air     Shows enjoyment of, or rejection of the new
          activities and               as a nearby electric fan is        experience of: being swung in a blanket/parachute,
          experiences.                 switched on.                       being under a parachute, being taken into ball pool,
                                                                          hydrotherapy pool, sensory garden, horse stables,
                                                                          boat ride, listening to rock/hip-hop/garage/sixties
                                                                          classical music….
          They begin to show           Tracking moving images briefly     Tracking objects being moved across field of vision.
          interest in people, events   across a television or monitor     Turning towards loud sounds more often than not.
          and objects.                 screen.
          They accept and engage       being encouraged to handle         Accept and show some interest in collaboratively
          in coactive exploration.     fibre-optic strands.               working with paint, musical instruments, moving on a
                                                                          PE mat, sharing exploration in a sensory
                                                                          box/environment……
P2 (ii)   Pupils begin to be                                              Sometimes make noises or movements that initiate
          proactive in their                                              interactions. Sometimes responds to an interaction to
          interactions.                                                   maintain adult interaction; appear to sometimes turn-
                                                                          take.
          They communicate             turning towards the source of      Turn towards/smile at or otherwise indicates own
          consistent preferences       preferred music.                   preferences to the extent that a list of preferred or liked
          and affective responses,                                        activities can be reliably compiled (this list may still
                                                                          change slowly over time).
          They recognise familiar      example, moving towards the        Recognise/respond consistently to family, teacher,
          people, events and           television in a familiar room.     assistant, familiar peers. Looks towards, moves
          objects.                                                        towards, or makes noises to indicate recognition of
                                                                          familiar toys, objects, dinner, drink, coat, taxi, bus…
          They perform actions,        pressing a switch repeatedly to    Reaches repeatedly towards objects in sensory box
          often by trial and           turn on a light or sound source.   that move or make noise when touched.
          improvement, and they                                           Turns repeatedly to reach and set off noisy object on
          remember learned                                                resonance board.
          responses over short                                            Makes splashes/movements in pool that effect a
          periods of time.                                                floating toy.
          They cooperate with          working with an adult or a peer    Cooperates exploring: with paint, musical instruments,
          shared exploration and       to operate a touch screen.         moving on PE equipment, in a sensory box
          supported participation.                                        environment, using switches causing effects on a
                                                                          monitor or light/sound effects.
P3 (i)    Pupils begin to                                                 Makes noises or movements that initiate interactions.
          communicate                                                     Often responds to an interaction to maintain adult
          intentionally.                                                   interaction; appears to turn-take.
          They seek attention                                              Looks towards people to seek attention.
          through eye contact,                                             Makes a noise and/or moves to attract attention.
          gesture or action.
          They request events or         pushing another person’s hand     Looks towards, makes a noise, and/or physically
          activities.                    towards a switch.                 moves consistently in such a way that indicates a
                                                                           request for an activity.
          They participate in
          shared activities with less
          support.
          They sustain                                                     Frequently maintains visual attention to an interesting
          concentration for short                                          toy, mobile, monitor, light effect for at least 1 minute!
          periods.                                                         Physically manipulates/interacts with an interesting
                                                                           toy, mobile, switch for at least 1 minute!
          They explore materials in      moving in and out of a sound      May push, pull, shake, throw, hold toy/object during
          increasingly complex           beam to create different          exploration. May look towards, away from, move
          ways.                          effects.                          towards, away from, still and listen to, still and look at
                                                                           toys/objects exploring objects in different ways.
          They observe the results       feeling the changing vibrations   Switch on/off a fan and look at/feel the effect.
          of their own actions with      as they switch a massage table    Push a mobile and watch it swing/shine in the light.
          interest.                      on and off.                       Switch on sound effects and demonstrably listen or
                                                                           react with pleasure.
          They remember learned          returning to a favourite          Remembers to move hand/foot/head.. to activate a
          responses over more            item of equipment in the multi-   switch that causes an effect in light, sound or
          extended periods.              sensory environment from          movement on/in specific equipment or environment.
                                         session to session.
P3 (ii)   Pupils use emerging                                              Uses sounds/body language that can be discriminated
          conventional                                                     as hello and goodbye.
          communication.
          They greet known people        switching on a tape or CD         Switch on single switch communicator.
          and may initiate               player.
          interactions and activities.
          They can remember              looking at the monitor screen     Look towards light or sound effect whilst switching on
          learned responses over         as they activate a concept        effect.
          increasing periods of time     keyboard.                         Show anticipation of event about to be caused by
          and may anticipate                                               using switch.
     known events.
     They may respond to          operating one switch rather        Choose using an echo4 or 2 single message
     options and choices with     than another to achieve a          communicators with 2 switches.
     actions or gestures.         desired result.                    Indicate a choice by looking or reaching towards
                                                                     objects or photos presented.
     They actively explore        creating effects using a touch     Use switch to create effects for 3 minutes or more.
     objects and events for       screen.
     more extended periods.
     They apply potential         pressing a switch repeatedly       Look towards or make noises or requests to adult to
     solutions systematically     after the power source has         help. Try pressing other available switch when one
     to problems.                 been turned off.                   doesn’t work.
P4   Pupils intentionally make    identifying a symbol or creating   Indicate an object, photo or symbol on request.
     selections to                a sound.                           Choose an activity by selecting an object, photo or
     communicate meanings.                                           symbol.
     They know that certain       using a switch to activate a       Knows that the light switch turns the light on/off.
     actions produce              tape recorder,                     Knows that the remote control changes something on
     predictable results                                             the TV.
                                                                     Knows that one switch does one thing and another
                                                                     switch does another.
     and that ICT can be used     operating a powered                Knows about: operating a remote control toy; making a
     to control objects, events   wheelchair.                        Pixie robot move by pressing buttons; operating a fan,
     and aspects of the                                              heater, lights, TV, food mixer, ..
     environment
P5   Pupils operate simple        matching shapes or grouping        Makes coloured lines or shapes, or uses stamps in the
     computer programs            objects by size using a touch      window of a simple paint program.
                                  screen, concept keyboard or
                                  mouse.
     They make connections        pressing a specific symbol on a    Inputs symbols into WWS2K by pressing symbol on
     between control devices      concept keyboard.                  overlay. Inputs symbol into WWS2K by pointing to
     and information on                                              symbol on a send grid and clicking mouse. Inputs
     screen                                                          symbol into WWS2K by using a switch with a scanning
                                                                     send grid.
     They pick out shapes,        on a communication aid or          Shares a concept keyboard to ‘talk’ about something
     symbols or characters        keyboard,                          personal or immediate by sending to a talking symbol
     and, with support, may                                          processor: eg. ‘I like..’ ‘I see..’ ‘I want..’
     link them to communicate
     simple ideas.
P6   Pupils use ICT to interact   through the use of a                Share information using a concept keyboard or a send
     with other pupils and        communication aid.                  grid with a talking word or symbol processor.
     adults

     They use a keyboard or                                           Chooses own image from a small selection to input
     concept keyboard to                                              own name from a concept keyboard
     select letters and/or                                            Inputs own name in separate letters on a concept
     images for their own                                             keyboard.
     names.
     They save and retrieve                                           Saves own paint picture, symbol file, ..
     simple information.                                              Loads a previously saved file.
     They respond to simple       pushing a button on a               Follows a verbal (and symbol or photo) instruction to
     instructions to control a    photocopying machine.               press a specific button or switch on a music keyboard,
     device                                                           Pixie robot, remote control car, food mixer, microwave
                                                                      …
     They operate some                                                Music keyboard, Pixie robot, remote control car, food
     devices independently.                                           mixer, microwave, TV, radio, CD player …
                                                                      Uses a mains adaptor to operate otherwise
                                                                      inaccessible equipment.
P7   Pupils begin to gather                                           Gathers information about who wants a drink, or what
     information from different                                       drinks or biscuits or fruit people want for break time,
     sources.                                                         and represents this on a symbol chart by sticking
                                                                      velcro symbols in appropriate places, or ticking a chart
                                                                      or similar. Gathers information about peers, school,
                                                                      home, …
     They use ICT to              choosing digitised photographs      Talks about what was liked or disliked, good or bad, by
     communicate meaning          or video clips for their personal   talking, using photos or symbols choice or expression
     and express ideas in a       profiles.                           boards, writing about using a symbol or word
     variety of contexts                                              processor, using PECS, or similar.
     They begin to choose         using a writing-with-symbols        Chooses a digital camera: to take a photo of
     appropriate pieces of        programme to send a                 something to write about; to record an activity/event, ...
     equipment and software       message home.                       Chooses the microphone to record sound clips, …
     for an activity                                                  Chooses a cam-corder to record an assembly, …
                                                                      Chooses a maths program to use in maths, …
                                                                      Chooses a paint program to draw …
P8   Pupils use ICT to           recording sounds on tape and     Takes photos to use in WWS2K to write about.
     communicate and             replaying them or taking         Records sound clips to use in a multimedia program.
     present their ideas         photographs of their own work.   Uses a simple database to record information.
                                                                  Draws a picture to communicate about using a paint
                                                                  program.
     They extend their           using a mouse or keyboard to     Uses save and print icons appropriately.
     capacity to manipulate or   select onscreen icons.           Changes the formatting of text.
     control software or                                          Re-sizes an image.
     devices                                                      Follows a program to move the Pixie robot or Roamer
                                                                  from one place to another specific one.
                                                                  Creates a program to move the Pixie robot or Roamer
                                                                  from one place to another specific one.
                                                                  Uses play, fast forward, re-wind, stop, on a video
                                                                  player, tape player, CD player.
                                                                  Changes to appropriate channel on TV.
                                                                  Can race a remote control car around a circuit.
     They communicate about                                       Can answer questions or talk about own use of ICT
     their use of ICT.                                            using appropriate ICT: speech, photos, symbols,
                                                                  symbol processor, word processor, communicator,
                                                                  PECS, …

				
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