Assessing Literacy and Numeracy (ALAN) help desk

2024 Question

2023 Question

Additional Information

C5a

Revised 

Can the student match items with meaning (match different representations of the same thing)?

C5a Can the student complete puzzles?

C5b Can the student match items with meaning (match different representations of the same thing)?

The 2023 question C5a has been removed. The question number C5b had changed to C5a in 2024.

Can the student understand that a collection of items can be sorted (separated) based on their features?

C5c Can the student understand that a collection of items can be sorted (separated) based on their features?

C6a

Revised

Can the student categorise an item (identify that an item belongs to a particular group based on particular features of the item)?

C6a Can the student categorise an item (identify that an item belongs to a particular group based on particular features of the item)?

Question passport colour descriptions revised.

C9b

Revised

Does the student demonstrate an understanding of pictures, symbols and word recognition?

C9b Does the student demonstrate an understanding of word recognition?

Question revised and question passport colour descriptions revised.

C10a

Revised

Can the student draw/handwrite?

C10a Can the student draw/handwrite?

Question passport colour descriptions revised.

C11a

Revised

Can the student demonstrate an understanding of counting concepts?

C11a Can the student quantify numbers?

Question revised and question passport colour descriptions revised.

C11b

Revised

Can the student recognise numerals and sequence numbers?

C11b Does the student demonstrate an understanding of money?

Question revised and question passport colour descriptions revised.

R3a

Revised

Can the student understand questions?

R3a Can the student understand questions including 'wh' questions: who, what and where?

R3b Can the student understand questions including 'wh' questions: when, why, how?

Question revised, R3a and R3b from 2023 were combined. Question passport colour descriptions revised.

E3a

Revised

Can the student use a range of spoken words or messages consistently?

E3a Can the student use a range of spoken words or messages consistently?

Question passport colour descriptions revised.

E3b

Revised

Can the student use language for a range of purposes?

E3b Can the student use phrases and sentences?

Question revised, E3b from 2023 was broken down into two new questions in 2024, E3b and E3c. Question passport colour descriptions revised.

E3c

New

Can the student use grammatical language?

E3b Can the student use phrases and sentences?

Question revised, E3b from 2023 was broken down into two new questions in 2024, E3b and E3c. Question passport colour descriptions revised.

E5a

Revised

Can the student ask questions?

E5a Can the student ask questions?

Question passport colour descriptions revised.

S7a

Revised

Can the student identify emotions? 

S7a Can the student manage their emotions?

Question revised and question passport colour descriptions revised.

S7b

Revised

Can the student manage and self-regulate their emotions?

S7b Can the student self-regulate?

Question revised and question passport colour descriptions revised.

 Version

Intentional 

Imitation and first-then 

Categorising 

Simple problem- solving 

Simple critical thinking

Old - 2023

Student can take pieces out of an insert puzzle.

Tip: This student is recognising puzzles and learning the function of them. If a student has physical challenges, try changing the size of the handle for the puzzle piece or the level of support they require to complete the activity.

Student can complete simple insert puzzles, when the puzzle piece shows the whole picture, and the matching picture is placed in the 'container' of the puzzle.

Tip: This student benefits from having handles on the puzzle piece.

Student can complete insert puzzles without the matching picture in puzzle tray.

Tip: This student can complete simple interlocking puzzles from two pieces and 'shape ball' puzzles.

Student can complete interlocking puzzles from four to eight pieces.

Tip: This student's understanding of objects, their functions and ability to solve simple problems is increasing.

Student can complete interlocking puzzles with more than eight pieces.

Tip: For some students, especially those with autism, solving puzzles can be a strength.

New - 2024

NOT currently demonstrating this.

Tip: This student is still learning to identify the different features that distinguish one item from another. They are learning to use these items in a useful manner and can initially explore items by banging, mouthing and/or throwing them.

Student can match photographs to real items. They understand the meaning of the photograph (for example, can match a photograph of a ball to an actual ball).

Tip: When named, this student can point out (using eye gaze, finger pointing, etc.) familiar objects in photographs. They recognise a familiar person in a photograph as they become a more 'solid' Brown moving into Orange. This student can link what is happening in videos to reality.

Tip: SHAPES: match basic shapes (circle, square, triangle). This student can match basic 2D shapes to a 2D matching board. This student is most likely matching visually and is unlikely to recognise the name of the shape.

COLOUR: match up to four colours (red, blue, yellow & green).

 Student can match photographs, realistic pictures and more abstract line drawings to real items, people and animals. They can match with meaning.

Tip: SHAPES: match a range of shapes (circle, square, triangle, rectangle and diamond).

COLOUR: match a range of three to six colours. When named, this student can point to three to six colours.

SIZE: match sizes small, medium, big.

Student can match photographs, realistic pictures and more abstract line drawings to real items, people and animals. They can match with meaning. This student has a wider range of understanding to draw from.

Tip: This student's matching (with meaning) skills are established.

SHAPES: match more complex shapes such as pentagon and hexagon.

COLOUR: matching up to ten colours.

Version

Intentional 

Imitation and first-then 

Categorising 

Simple problem- solving 

Simple critical thinking

Old - 2023

NOT currently demonstrating this.

Tip: This student is still learning to identify the different features that distinguish one item from another. They are learning to use these items in a useful manner and can initially explore items by banging, mouthing and/or throwing them.

Student can match photographs to real items. They understand the meaning of the photograph (for example, can match a photograph of a ball to an actual ball).

Tip: When named, this student can point out (using eye gaze, finger pointing, etc.) familiar objects in photographs. They recognise a familiar person in a photograph as they become a more 'solid' Brown moving into Orange. This student can link what is happening in videos to reality.

Tip: SHAPES: match basic shapes (circle, square, triangle). This student can match basic 2D shapes to a 2D matching board. This student is most likely matching visually and is unlikely to recognise the name of the shape.

COLOUR: match up to four colours (red, blue, yellow & green).

Student can match photographs, realistic pictures and more abstract line drawings to real items, people and animals. They can match with meaning.

Tip: SHAPES: match a range of shapes (circle, square, triangle, rectangle and diamond).

COLOUR: match a range of three to six colours. When named, this student can point to three to six colours.

SIZE: match sizes small, medium, big.

Student can match photographs, realistic pictures and more abstract line drawings to real items, people and animals. They can match with meaning. This student has a wider range of understanding to draw from.

Tip: This student's matching (with meaning) skills are established.

SHAPES: match more complex shapes such as pentagon and hexagon.

COLOUR: matching up to ten colours.

New - 2024

NOT currently demonstrating this.

Tip: This student may learn to take objects out of a container, before learning to put them in a container. This student is learning to identify features of different items and how to use them.

Student can sort (separate) a collection of familiar objects into simple groups (for example, hats together, balls together).

Tip: Sorting real objects can be easier as this student can clearly see the different features of an object versus a picture or photograph. This student can sort items into broad groups (for example, putting all the balls together, all the dolls together).  In the initial stages, this student will benefit from all the objects being identical (for example, all the balls being tennis balls and all the spoons being red). This student can match and sort real objects.

Student can sort (separate) a collection of items according to more than one attribute (for example, sort blocks by colours they know).

Tip: This student understands the concept of same and different which allows them to sort items into a similar group. They can sort photographs of balls from a pile of photographs of balls and hats.

Student can sort (separate) a collection of items into groups according to simple variables (for example, animals vs vehicles, simple shapes, primary colours and so on).

Tip: This student can sort photographs, pictures, line drawings and real objects according to simple factors, such as by simple shapes, primary colours etc.

Student can sort (separate) a collection of items into groups according to a few more variables that they understand (for example, types of animals: pets, farm, wild).

Tip: This student can sort photographs, pictures, line drawings and real objects according to a few more factors such as by more complex shapes, size and colours.

 Version

Intentional 

Imitation and first-then 

Categorising 

Simple problem- solving 

Simple critical thinking

Old - 2023

Not currently demonstrating this.  

Tip: This student is learning to recognise different items, how to use them and how to match and sort these items.

NOT currently demonstrating this - sorts familiar real objects into basic groups. Mark down Red - see tips.

Tip: A student who is able to sort using familiar real objects doesn't automatically know how to categorise an item (please see general tip C6a below). For this student the concept of categorising is starting to emerge. They are still learning the concept of same and different using concrete objects. Categorisation skills improve based on a student's ability to:

• identify different items and learn to use them,
• match and sort these items,
• their conceptual understanding,
• their receptive and expressive vocabulary and so on.

Student can categorise items according to broad groups (for example, animals, plants, food).

Tip: This student understands the concept of same and different which allows them to categorise items into a group, in other words they are able to classify an item. For example, if they see a picture of a 'banana', they know that it belongs to a set of items known as 'fruits'. 

Student can categorise items into many more groups (for example, clothes, places, people and so on) but they still require practice categorising common items into a wide range of categories.

Tip: This student is understanding more categories as it is linked to their increased vocabulary compared to a student in the previous groups. They can understand and follow instructions incorporating categorisation (for example: 'put the big toys over here and the little toys over there'). They can understand basic modes of transport: car, train, plane, boat.

Student can categorise most common items into a wide range of categories. Their categorisation skills are established and they can categorise with increasing complexity (for example, a person can be grouped into the category of family, friends or teachers). 

Tip: This student can categorise. For example:

• animals: pets, farm, wild
• Plants: trees, flowers, bushes
• Road vehicles: cars, trucks, buses, motorbikes
• Air vehicles: planes, helicopters, gliders.

New - 2024

No changes

Student can sort familiar real objects into groups that are the same. 

Tip: A student who is able to sort using familiar real objects doesn't automatically know how to categorise an item (please see general tip C6a below). For this student the concept of categorising is starting to emerge. They are still learning the concept of same and different using concrete objects. Categorisation skills improve based on a student's ability to:

• identify different items and learn to use them,
• match and sort these items,
• their conceptual understanding,
• their receptive and expressive vocabulary and so on.

No changes

Student can categorise items based on their features (for example, big and little) and their type (places, people, modes of transport) but they still require practice categorising items into more complex and abstract categories.

Tip: This student is understanding more categories as it is linked to their increased vocabulary compared to a student in the previous groups. They can understand and follow instructions incorporating categorisation (for example: 'put the big toys over here and the little toys over there'). They can understand basic modes of transport: car, train, plane, boat.

No changes

  Version

Intentional 

Imitation and first-then 

Categorising 

Simple problem- solving 

Simple critical thinking

Old - 2023

NOT currently demonstrating this 

Tip: This student is in the ‘here and now’. Some strategies to support word recognition, can include but are not limited to:

• Creating personalised books linked to real experiences
• Opportunities to match a photo to photo and/or real objects linked to published and personalised books
• Focusing on book conventions
• Using songs and movement to sustain attention and encourage imitation
• Using relevant props to sustain attention and build meaning
• Establishment of a ‘now’ schedule using real objects and photographs
• Encouraging this student to indicate ‘more’ and to make choices
• Knowing this student’s way of rejecting and requesting and so on.

NOT currently demonstrating this - focuses on pictures in a book. Mark down Red - see tips.

Tip: This student can attend to a short story and uses pictures in books to gain meaning. They benefit from strategies in the previous group. Further strategies to support them, can include but are not limited to:

• Opportunities to sort real objects into clear groups based on a story/activity
• Asking simple ‘what is this?’ and ‘where is the...?’ questions using simple, realistic picture books or when objects are in view
• Creating personalised chat mats or using personalised communication systems to model use of two-word phrases, asking ‘what’s that’ and so on
• Establishment of a ‘first-then’ schedule using real objects, photographs, realistic pictures
• Encouraging this student to indicate ‘yes’ or ‘no’ for simple, ‘do you want...?’ questions
• Using videos when real objects can’t be present (for example, video of an elephant).

NOT currently demonstrating this - differentiates words from pictures. Mark down Red - see tips.

Tip: This student can distinguish between a word and a picture. They benefit from strategies in the previous groups. Further strategies to support them, can include but are not limited to:

• Opportunities to sort items into clear groups and categorise based on a story or activity
• Establishment of a ‘first-next-then’ schedule
• Asking ‘who, what and where’ questions in relation to a story or activity
• Opportunities to sequence (up to three steps) after a story or activity to create a narrative
• Creating situations where something goes wrong to provide opportunities to identify a simple ‘problem’ and possible solutions
• Creating chat mats or using personalised communication systems to model use of three to four word messages, to ask ‘who, what and where’ questions
• Using a sentence strip to place messages (this can be useful for previous groups). 

Student recognises their name in print. With guidance from the teacher, student has an emerging understanding of the direction of print (for example, left to right in English). Student recognises signs, pictures and symbols in their environment (for example, a toilet symbol, a ‘no entry’ sign). Student demonstrates that they are curious about print in the environment.

Tip: They benefit from strategies in the previous groups. Further strategies to support them, can include but are not limited to:

• Incorporating matching, sorting and categorising activities related to the story or activity   
• Creating chat mats or using personalised communication systems to discuss a book (for example, logical reasons for some aspects of the situation, understanding simple consequences, identifying emotions and so on)
• Explicitly identifying negative information in a book or activity (for example, “the boy didn’t go outside because it’s raining)
• Creating situations where something goes wrong or something is done in a silly way for this student to identify the ‘problem’ and think of possible solutions
• Establishment of a ‘whole day’ schedule
• Opportunities to sequence (four to six steps) to retell the story or activity.

Student sequences letters in their own name and familiar words. Understands the direction of print. Student can recognise the letters of the alphabet (both upper and lower case) and knows the names of each letter. Student can read some familiar words within context. Student can read simple repetitive sentences with picture support for the key word (for example, I like swimming, I like books, and so on).

Tip: This student can benefit from strategies in the previous groups. Further strategies to support them, can include but are not limited to:

• Opportunities to sound out and sequence consonant-vowel-consonant words related to the story or activity
• Opportunities to draw a picture or write about a story or activity
• Ask questions ‘how, why and when’ questions related to the book or activity
• Create chat mats or use personalised communication systems to facilitate 8-word sentences
• Create rhyming word walls and books and so on.

New - 2024

No changes

Student attends to pictures in books and the environment.

Tip: This student can attend to a short story and uses pictures in books to gain meaning. They benefit from strategies in the previous group. Further strategies to support them, can include but are not limited to:

• Opportunities to sort real objects into clear groups based on a story/activity
• Asking simple ‘what is this?’ and ‘where is the...?’ questions using simple, realistic picture books or when objects are in view
• Creating personalised chat mats or using personalised communication systems to model use of two-word phrases, asking ‘what’s that’ and so on
• Establishment of a ‘first-then’ schedule using real objects, photographs, realistic pictures
• Encouraging this student to indicate ‘yes’ or ‘no’ for simple, ‘do you want...?’ questions
• Using videos when real objects can’t be present (for example, video of an elephant).

Student recognises signs, pictures and symbols in their environment (for example, a toilet symbol, a ‘no entry’ sign). 

Tip: This student can distinguish between a word and a picture. They benefit from strategies in the previous groups. Further strategies to support them, can include but are not limited to:

• Opportunities to sort items into clear groups and categorise based on a story or activity
• Establishment of a ‘first-next-then’ schedule
• Asking ‘who, what and where’ questions in relation to a story or activity
• Opportunities to sequence (up to three steps) after a story or activity to create a narrative
• Creating situations where something goes wrong to provide opportunities to identify a simple ‘problem’ and possible solutions
• Creating chat mats or using personalised communication systems to model use of three to four word messages, to ask ‘who, what and where’ questions
• Using a sentence strip to place messages (this can be useful for previous groups). 

Student recognises their name in print and familiar words in context. With guidance from the teacher, student has an emerging understanding of the direction of print (for example, left to right in English). Student demonstrates that they are curious about print in the environment.

Tip: They benefit from strategies in the previous groups. Further strategies to support them, can include but are not limited to:

• Incorporating matching, sorting and categorising activities related to the story or activity 
• Creating chat mats or using personalised communication systems to discuss a book (for example, logical reasons for some aspects of the situation, understanding simple consequences, identifying emotions and so on)
• Explicitly identifying negative information in a book or activity (for example, “the boy didn’t go outside because it’s raining)
• Creating situations where something goes wrong or something is done in a silly way for this student to identify the ‘problem’ and think of possible solutions
• Establishment of a ‘whole day’ schedule
• Opportunities to sequence (four to six steps) to retell the story or activity.

Student sequences letters in their own name and familiar words. Student can recognise the letters of the alphabet and knows the names. Student can read some familiar words within context. 

Tip: This student can benefit from strategies in the previous groups. Further strategies to support them, can include but are not limited to:

• Opportunities to sound out and sequence consonant-vowel-consonant words related to the story or activity
• Opportunities to draw a picture or write about a story or activity
• Ask questions ‘how, why and when’ questions related to the book or activity
• Create chat mats or use personalised communication systems to facilitate 8-word sentences
• Create rhyming word walls and books and so on.

  Version

Intentional 

Imitation and first-then 

Categorising 

Simple problem- solving 

Simple critical thinking

Old - 2023

Student can place marks on a page with an implement (for example, scribble without assistance, use fingers to paint).

Tip: Some students are still learning to recognise a writing implement (pen, crayon, pencil) and how to use them appropriately. Students with physical challenges and/or vision impairment may require further consideration of their individual needs so that they can access the activity.

Pencil grasp: This student may use a 'fist grip' (Palmar supinate grip).

Student can start to apply meaning to their scribbles (for example, attempt to scribble/draw things they frequently see like their family, pets and familiar objects). Student can start to imitate drawing/writing by scribbling.

Tip: This student is starting to apply meaning to their scribbles. They are capable of scribbling by moving their whole arm.

Pencil grasp: This student may use a 'fist grip' (Palmar supinate grip).

Student can apply meaning to the marks on the page. Student can make repeated and random marks on the page. They can imitate circles (tends to be open), diagonal, curved, horizontal and vertical lines.

Tip: This student understands that the marks on a page produced by themselves or others represents something.

Pencil grasp: This student may use a digital pronate grip. All fingers are holding the writing implement, but the wrist is turned so that the palm is facing down towards the page. They are beginning to stabilise their shoulders, so that now movement comes mostly from the elbow.

Student can label what they have drawn or written (they are becoming more intentional with their drawing or writing).

Student can draw simple human figures (for example, head, stick body and one other body part). They can copy other shapes like a cross, square, diagonal lines.

Tip: This student can now understand that writing is made up of lines, curves and repeated patterns. They try to imitate this in their own writing. They may not write actual letters. You may see components of letters in their drawing, which might include lines, dots and curves.

Pencil grasp: This student may use a quadrupod grip or 4 finger grip. 4 fingers are held on the writing implement and are beginning to form the arc between the thumb and index finger. They can use movement mostly from the wrist: the hand and fingers move as one whole unit.

Student can write some familiar letters (for example, letters in their name). Student can draw pictures of people in more detail (for example, drawing both arms and legs and facial features). They can copy more shapes like circles, triangle, squares, diagonal cross. Student can understand that the lines they draw represent something (for example, a square for the house, a triangle for the roof and a rectangle for the door) and what they want to represent is more obvious.

Tip: This student begins to understand the difference between drawing pictures and writing letters/words. They can plan to draw something. Initially, pictures often build off circles (for example, a sun will be an irregular circle with lots of lines drawn from the circle).

Pencil grasp: This student may use a static tripod grip or three finger grasp: three finger grasp where the thumb, index and middle finger work as one unit.

New - 2024

Student can make marks on a page (for example, use fingers to paint, use pencils to attempt to colour).

Tip: Some students are still learning to recognise a writing implement (pen, crayon, pencil) and how to use them appropriately. Students with physical challenges and/or vision impairment may require further consideration of their individual needs so that they can access the activity.

Pencil grasp: This student may use a 'fist grip' (Palmar supinate grip).

Student is starting to apply meaning to their scribbles (for example, attempts to draw familiar people or objects). Student can imitate drawing/writing by scribbling.

Tip: This student is starting to apply meaning to their scribbles. They are capable of scribbling by moving their whole arm.

Pencil grasp: This student may use a 'fist grip' (Palmar supinate grip).

Student is becoming more intentional with their drawing or writing. Student can copy shapes and complete tracing activities. 

Tip: This student understands that the marks on a page produced by themselves or others represents something.

Pencil grasp: This student may use a digital pronate grip. All fingers are holding the writing implement, but the wrist is turned so that the palm is facing down towards the page. They are beginning to stabilise their shoulders, so that now movement comes mostly from the elbow.

Student can write some familiar letters (for example, letters in their name).  

Tip: This student can now understand that writing is made up of lines, curves and repeated patterns. They try to imitate this in their own writing. They may not write actual letters. You may see components of letters in their drawing, which might include lines, dots and curves.

Pencil grasp: This student may use a quadrupod grip or 4 finger grip. 4 fingers are held on the writing implement and are beginning to form the arc between the thumb and index finger. They can use movement mostly from the wrist: the hand and fingers move as one whole unit.

Student can correctly form most lowercase letters and some uppercase letters.

Tip: This student begins to understand the difference between drawing pictures and writing letters/words. They can plan to draw something. Initially, pictures often build off circles (for example, a sun will be an irregular circle with lots of lines drawn from the circle).

Pencil grasp: This student may use a static tripod grip or three finger grasp: three finger grasp where the thumb, index and middle finger work as one unit.

  Version

Intentional 

Imitation and first-then 

Categorising 

Simple problem- solving 

Simple critical thinking

Old - 2023

NOT currently demonstrating this.

Tip: This student is currently not understanding the concept of numbers. They may show some interest in songs, chants and jingles that include numbers. Use of objects (props), gestures and actions helps this student to understand numbers.

Student can rote count to 5.

Tip: This student benefits from learning to count while doing something (for example walking up steps, clapping, putting out paints and so on). This student may not have any understanding of the value of numbers, however the concept is introduced to facilitate progression to the next level.

Student can rote count to 10, recognise numerals 1-3, and starting to count using basic one-to-one correspondence.

Tip: This student is just starting to recognise that the last number used represents the total number of items, with small groups of items.

Student can rote count to 15, recognise numerals 1-5 and sequence numbers 1-5. Student can also count using one-to-one correspondence to numbers they know (1-5). Student can combine two groups of items up to 5.

Tip: This student is starting to recognise that the last number used represents the total number of items. They are better able to understand numeracy concepts such as volume, area, mass and so on.

Student can rote count to 30, recognise numerals 0-10 and sequence numbers 0-10. Student can also count using one-to-one correspondence to numbers they know (1-10) and combine two groups of items, up to 10. They can also recognise dice dot patterns for numbers up to 5.

Tip: This student is starting to recognise that the last number used represents the total number of items. They are able to complete simple subtraction using concrete objects (using up to ten objects).

New - 2024

NOT currently demonstrating this.

Tip: This student is currently not understanding the concept of numbers. They may show some interest in rote counting songs, chants and jingles that include numbers. Use of objects (props), gestures and actions help this student to understand numbers.

Student participates in counting activities by imitating actions and sounds to represent a counting sequence. 

Tip: This student participates in counting songs and activities. 

Student is starting to count using basic one-to-one correspondence in a small range (for example, 1-3). 

Tip: This student counts out objects by matching to a template.

Student counts 1-5 objects/actions using a stable counting sequence (1,2,3,4,5). Students can combine two groups of items up to 5.

Tip: This student is starting to recognise that the last number used represents the total number of items.

Student counts objects/actions using one-to-one correspondence to numbers they know (1-10) and can combine two groups of items, up to 10.

Tip: This student can count objects using a stable counting sequence. They recognise that the last number represents the total number of items.

  Version

Intentional 

Imitation and first-then 

Categorising 

Simple problem- solving 

Simple critical thinking

Old - 2023

NOT currently demonstrating this

Tip: This student benefits from being exposed to the routine of buying items from the school canteen, class shop or local shops..

Student can recognise a wallet and knows the function of it. They understand that it is a container for money.

Tip: This student can carry the wallet, wait for their turn and make simple choices at a shop.

Student can recognise money and knows the function of it.

Tip: This student knows that money is needed to purchase an item. They will need support to give the correct amount of money.

Student can recognise different coins and notes and match/sort similar coins and notes

Tip: In a shopping scenario, this student is able to hand over money, that has been correctly identified by an adult, and wait for the change..

Student can select the correct amount of one dollar coins (up to 5), when the amount is in whole dollars.

Tip: This student can use the language of money in everyday contexts (for example, coins, notes, dollars, cents).

New - 2024

NOT currently demonstrating this. 

Tip: This student is not currently understanding the concept of numbers.  They may show some interested in rote counting songs, chants and jingles that include numbers. Use of objects (props), gestures and actions help this student to understand numbers.

Student is able to rote count to 5.

Tip: This student participates in rote counting songs and activities. 

Student is able to rote count to 10 and is able to read numerals in the range 1-3. 

Tip: This student can identify numerals in the range 1-3.  

Student is able to rote count up to 15.  They can read numerals and sequence numbers in the range 1-5.  Student can add one more to a group and can combine groups in the range (1-5).

Tip: This student is more familiar with numerals and can match their understanding of one to one correspondence to the numbers they know.

Student can rote count up to 30.     They can read numerals and sequence numbers in the range 1-10.  Student can add 1 more to a group and can identify the number before and after a given number in the range (1-10).  They can make and recognise different visual arrangements and recognise dot patterns (for example, 5 dots on a dice = 5).

Tip: This student can understand/use mathematical language. When using concrete materials they can demonstrate mathematical concepts such as addition and subtraction.

  Version

Intentional 

Imitation and first-then 

Categorising 

Simple problem- solving 

Simple critical thinking

Old - 2023

NOT currently demonstrating this.

Student can understand simple 'what' and 'where' questions in context (within familiar routines and when objects or pictures are in view). For example: 'What is this?' 'What do you want?' (with the use of a choice board) 'Where is your nose?'

Student can understand simple 'who', 'what' and 'where' questions. For example: 'What is that?' 'What do you want to eat?' 'Where are we going?' 'Where is the boy (in a picture book)?'

Student can understand 'who', 'what' and 'where' questions using their past personal experiences and knowledge. For example: 'What will you take?' 'Where will you go?' 'Who will you go with?'

Student can understand 'who', 'what' and 'where' questions using personal experiences, reasoning skills and by making assumptions. For example: 'What happened?' 'Where did it happen?' 'Who did it?'

New - 2024

NOT currently demonstrating this.

Tip: This student benefits from the introduction of simple ‘wh’ questions within familiar activities and using familiar objects or photographs to answer these questions. This is introduced to facilitate understanding at the next level.

Student can understand simple 'what' and 'where' questions in context (within familiar routines and when objects or pictures are in view). For example, 'What is this?' 'What do you want?' (with the use of a choice board). 

Tip: This student can understand simple ‘what is this?’ and ‘where is the...?’ questions using simple realistic picture books. For a student to understand ‘when, why and how’ questions with greater consistency, they require support to:

expand their vocabulary (receptive and expressive),

increase their understanding of sequencing and concepts, know a range of items and their functions, match, sort and categorise items, understand cause-effect (cognitive),

engage with others and imitate the actions of others (social).

All Passport groups will benefit from support in the above when building understanding of questions.

Student can understand simple 'who', 'what' and 'where' questions (when objects or pictures are not in view).  For example, 'What do you want to eat?' 'Where are we going?’.

Tip: This student is understanding who, what and where questions based on their immediate experiences and when the information is present. All Passport groups benefit from having access to personalised visuals to increase their understanding of all questions.

Student can understand ‘when’, ‘why’ and ‘how’ questions using their personal experiences and knowledge. For example, 'When will you go?' 'Why did you go?' ‘How did you get there?'.

Tip: This student benefits from being given the opportunity to answer all questions about their own life and experiences using visuals they understand, for example:

their own communication system,

personalised chat mats (line drawings, realistic pictures or photographs placed in categories),

sentence strips (strip of card to place meassages on),

personalised work books (one photograph or line drawing to a page paired with text) and so on.

 Student can understand ‘when’, ‘why’ and ‘how’ questions using their personal experiences, reasoning skills and by making assumptions. For example, 'When did it happen?' 'Why did it happen?' 'How did it happen?'.

Tip: This student can understand more questions and has a greater level of understanding of these questions, as compared to previous Passport groups, as they have:

a more extensive vocabulary (both receptive and expressive),

a better understanding of sequencing, concepts, matching, sorting and categorising items, know a range of items and their functions, cause-effect (cognitive),

increased engagement with others and can imitate the actions of others (social).

  Version

Intentional 

Imitation and first-then 

Categorising 

Simple problem- solving 

Simple critical thinking

Old - 2023

Use up to 15 messages or spoken words within familiar routines, activities, environments and with familiar people

Messages include but are not limited to personalised signals, body movements, body posture, facial expressions, eye gaze, gestures, pointing, vocalisations, word approximations, objects, object symbols and personalised photographs.

Tip: This student uses up to 15 messages or spoken words to indicate ‘more’, label, request and reject within familiar contexts (for example, within familiar routines, with familiar people, using familiar objects). This student can imitate new words. They require new words to be introduced within familiar contexts using familiar things. For example, for students familiar with dogs, when introducing the phrase 'look at the dog', start by saying 'look at dog'. Then simplify to 'look, dog' and finally dog (can add 'woof').This student is more likely to copy an approximation of the word 'dog' ('dah' or 'woo').

Student can use 15-100 single messages or single spoken words spontaneously within context (for example, within familiar routines, people, using familiar objects and realistic pictures).

Messages are the same as red, with the addition of realistic pictures.

Tip: This student can label common objects in the environment; name familiar actions; name familiar concepts (up/down, in/on) and use some words from familiar songs.

Student can use 300 messages or spoken words, including using phrases or sentences of three to four messages or spoken words.

Messages are the same as brown, with the addition of realistic line drawings (for example, a realistic picture from an internet search or a realistic Picture Communication Symbols ^TM).

Tip: This student is using the conjunctions 'and' and 'because' (for example, 'juice and biscuit'). This understanding and use of the concept 'because' is an important one, as this is needed for problem solving, emotional regulation and so on. This student can recognise and name items presented in a picture-format.

Student can use over 1,000 messages or spoken words, using phrases or sentences of three to six messages or spoken words.

Messages are the same as orange, with the addition of abstract line drawings (for example, abstract line drawings from an internet search or abstract Picture Communication Symbols^TM).

Tip: This student can say their name on request. If they have had prior experience learning their address, they can say their address on request. They can name one colour. When shown a 2D representation of a shape, they can name a circle and triangle. They can use the conjunction 'and' to join two sentences (for example, 'I ate biscuit and played on swing').

Student can use between 2,000-3,000 messages or spoken words, using phrases or sentences of over eight messages or spoken words.

Messages are the same as yellow, with the addition of more abstract line drawings (for example, abstract line drawings from an internet search or abstract Picture Communication Symbols ^TM).

Tip: This student can present a short 'show and tell'. They can name 4 colours. When shown a 2D representation of a shape, they can name a rectangle and hexagon.

New - 2024

Student can use up to 15 messages or spoken words within familiar routines, activities, environments and with familiar people. 

PHRASES AND SENTENCES 

Not currently demonstrating this. 

Tip: This student uses up to 15 messages or spoken words to indicate ‘more’, label, request and reject within familiar contexts (for example, within familiar routines, with familiar people, using familiar objects). This student can imitate new words. They require new words to be introduced within familiar contexts using familiar things. For example, for students familiar with dogs, when introducing the phrase 'look at the dog', start by saying 'look at dog'. Then simplify to 'look, dog' and finally dog (can add 'woof').This student is more likely to copy an approximation of the word 'dog' ('dah' or 'woo'). 

Student can use messages or spoken words within familiar routines, activities, environments and with familiar people (approximately 15-100 words spontaneously). 

PHRASES AND SENTENCES 

This student is starting to combine messages and words intro phrases comprising of two words.

 Tip: This student can label common objects in the environment; name familiar actions; name familiar concepts (up/down, in/on) and use some words from familiar songs.

Student can use messages or spoken words to convey meaning in familiar contexts (approximately 300 messages and words spontaneously). 

PHRASES AND SENTENCES 

This student is starting to combine messages and words intro phrases comprising of three to four words.

 Tip: This student is using the conjunctions 'and' and 'because' (for example, 'juice and biscuit'). This understanding and use of the concept 'because' is an important one, as this is needed for problem solving, emotional regulation and so on. This student can recognise and name items presented in a picture-format.

Student can use messages or spoken words to convey meaning within different contexts (approximately 1000 messages and words spontaneously). 

PHRASES AND SENTENCES 

This student is starting to combine messages and words intro phrases or sentences comprising of four to six words.

Tip: This student can say their name on request. If they have had prior experience learning their address, they can say their address on request. They can name one colour. When shown a 2D representation of a shape, they can name a circle and triangle. They can use the conjunction 'and' to join two sentences (for example, 'I ate biscuit and played on swing').

Student can use messages or spoken words to convey meaning across all contexts (approximately 1000-3000 messages and words spontaneously). 

PHRASES AND SENTENCES 

This student is starting to combine messages and words intro phrases or sentences comprising of six to eight words.

Tip: This student can present a short 'show and tell'. They can name 4 colours. When shown a 2D representation of a shape, they can name a rectangle and hexagon.

  Version

Intentional 

Imitation and first-then 

Categorising 

Simple problem- solving 

Simple critical thinking

Old - 2023

NOT currently demonstrating this.

Tip:

COMMENTING AND DESCRIBING

Not currently demonstrating this.

RETELLING A STORY OF EVENT

Use personal photo-books to support this student's retelling (for example, by modelling pointing to a picture) of personal experiences or familiar stories.

GRAMMATICAL LANGUAGE

Not currently demonstrating this.

NOT currently demonstrating this - starting to combine messages or words into two-word phrases. Mark down as red - see tips.

Tip: Student is starting to combine messages or words into two-word phrases. They may mostly be using messages and words spontaneously within familiar contexts. This is often called 'telegraphic' speech and you will need the context to understand the meaning of the phrase (for example, 'mummy bag' can mean 'I want mummy's bag' or 'where is mummy's bag?').

COMMENTING AND DESCRIBING

This student can make simple comments using their main form of communication (for example, pointing at a ball and saying or indicating 'ball').

RETELLING A STORY OF EVENT

Use personal photo-books to support this student's retelling (for example, by pointing, using spoken words, sign language) of events or familiar stories.

GRAMMATICAL LANGUAGE

If spoken language is this student’s main way of communicating, they are starting to use two-word phrases like:

• agent + action: ‘mummy kiss’
• agent + object: ‘push car’; ‘daddy ball’
• action + location: ‘sit chair’
• object + location: ‘cup table’
• possessor + possession: ‘mummy bag’
• object + attribute: ‘car under’
• demonstrative + object: ‘there car’
• negation + object: ‘no ball’
• negating: ‘no walk’
• question: ‘where ball?’
• requesting: ‘more juice’.

Student can use phrases or sentences of three to four messages or spoken words.

Tip:

COMMENTING AND DESCRIBING

Student can make simple comments and use simple descriptions (for example, 'I like cars', 'I like the red truck').

RETELLING A STORY OF EVENT

This student can retell some parts of a well-known story. They require pictures or photographs to support their retelling of an event or story.

GRAMMATICAL LANGUAGE

This student can use:

• Regular past tense (-ed): ‘jumped’
• Present singular (s): ‘she washes hands’, ‘she eats biscuits’
• Adjectives for colour and size: ‘red ball’, ‘big ball’
• Auxiliary verbs (‘have’ and ‘do’): ‘I have it, do you want?’

Use negation: ‘dog, no bite’, ‘don’t push’

They are also starting to use simple present progressive (-ing), for example, ‘I jumping’. The correct phrase is ‘I am jumping’, this student may say ‘I is/are jumping’ instead.

Student can use phrases or sentences of three to six messages or spoken words.

Tip:

COMMENTING AND DESCRIBING

This student can talk about the past using words related to time. They will be commenting and describing using a wider range of concepts and vocabulary (for example, commenting about something in a book they just read, 'The girl was happy', commenting about the weather, 'cold day').

RETELLING A STORY OF EVENT

This student can retell the main parts of a familiar story. They can recount the main activities of the day. They still benefit from pictures or photographs to support their retelling.

GRAMMATICAL LANGUAGE

This student can use:

• More complex use of present progressive(-ing): ‘Abby is going to school’
• Plural (-s): ‘two biscuits’
• Contracted auxiliary verb (‘s): ‘he’s tired’
• Auxiliary verbs (‘can’, ‘be’ and ‘will’): ‘I can jump’
• Irregular past tense: ‘ate’, ‘broke’, ‘went’, ‘drew’
• Definite and indefinite articles (‘a’ and ‘the’): ‘throw the ball’ (the use of ‘a’ emerges before ‘the’).
• Prepositions: ‘behind’, ‘around’.

Student can use phrases or sentences of over eight messages or spoken words.

Tip:

COMMENTING AND DESCRIBING

This student can give information about future events. They can comment about how they feel (for example, 'I feel cold because it is windy'). They are using full and appropriate sentences to comment and describe.

RETELLING A STORY OF EVENT

This student can retell the main parts of a familiar story. They can recount the main activities of the day. They still benefit from pictures or photographs to support their retelling.

GRAMMATICAL LANGUAGE

This student can use:

• Full and appropriate sentences
• Future tense (‘will’; ‘is going to’): ‘she will write’, ‘she is going to write a letter’.
• Conjunctions (‘if ’, ‘so’, ‘because’ and ‘when’)
• Comparatives: ‘my ball is the biggest’.

New - 2024

Student is not yet able to use language for the purpose of: 

COMMENTING OR DESCRIBING 

or 

RETELL A STORY OF EVENT 

Student can use language for the purpose of: 

COMMENTING AND DESCRIBING 

This student can make simple comments using their main form of communication (for example, pointing at a ball and saying or indicating 'ball').  

RETELLING A STORY OF EVENT 

Use personal photo-books to support this student's retelling (for example, by pointing, using spoken words, sign language to label familiar object/people).  

Student can use language for the purpose of: 

COMMENTING AND DESCRIBING

This student can make simple comments and use simple descriptions (for example, when shown a picture they can make a comment 'like cars', 'like red truck').  

RETELLING A STORY OF EVENT

This student can retell some parts of very familiar story with the support of pictures, photographs or other records of an event (for example, sound recording, video, souvenir).

Student can use language for the purpose of: 

COMMENTING AND DESCRIBING

This student can talk about the past using words related to time. They will be commenting and describing using a wider range of concepts and vocabulary (for example, commenting about something in a book they just read, 'The girl was happy', commenting about the weather, 'cold day').  

RETELLING A STORY OF EVENT

This student can retell some parts of a well-known story (for example, answer simple “wh” questions using pictures or photographs). 

Student can use language for the purpose of: 

COMMENTING AND DESCRIBING

This student can talk about the past and future events using words related to time. They can comment about how they feel (for example, 'I feel cold because it is windy'). They are using full and appropriate sentences to comment and describe. 

RETELLING A STORY OF EVENT

This student can retell the main parts of a familiar story. They can recount the main activities of the day. They still benefit from pictures or photographs to support their retelling. They can present a short recount of a personal experience. 

  Version

Intentional 

Imitation and first-then 

Categorising 

Simple problem- solving 

Simple critical thinking

New - 2024

Not currently demonstrating this. 

This student can use their personal communication system to demonstrate the use of: 

• agent + action: ‘mummy kiss’ 
• agent + object: ‘push car’; ‘daddy ball’ 
• action + location: ‘sit chair’ 
• object + location: ‘cup table’ 
• possessor + possession: ‘mummy bag’ 
• object + attribute: ‘car under’ 
• demonstrative + object: ‘there car’ 
• negation + object: ‘no ball’ 
• negating: ‘no walk’ 
• question: ‘where ball?’ 
• requesting: ‘more juice’. 

This student can use their personal communication system to demonstrate the use of: 

• Regular past tense (-ed): ‘jumped’ 
• Present singular (s): ‘she washes hands’, ‘she eats biscuits’ 
• Adjectives for colour and size: ‘red ball’, ‘big ball’ 
• Auxiliary verbs (‘have’ and ‘do’): ‘I have it, do you want?’ 
• Use negation: ‘dog, no bite’, ‘don’t push’ 

They are also starting to use simple present progressive (-ing), for example, ‘I jumping’. The correct phrase is ‘I am jumping’, this student may say ‘I is/are jumping’ instead. 

This student can use their personal communication system to demonstrate the use of: 

• More complex use of present progressive(-ing): ‘Abby is going to school’ 
• Plural (-s): ‘two biscuits’ 
• Contracted auxiliary verb (‘s): ‘he’s tired’ 
• Auxiliary verbs (‘can’, ‘be’ and ‘will’): ‘I can jump’ 
• Irregular past tense: ‘ate’, ‘broke’, ‘went’, ‘drew’ 
• Definite and indefinite articles (‘a’ and ‘the’): ‘throw the ball’ (the use of ‘a’ emerges before ‘the’). 
• Prepositions: ‘behind’, ‘around’. 

This student can use their personal communication system to demonstrate the use of: 

• Full and appropriate sentences 
• Future tense (‘will’; ‘is going to’): ‘she will write’, ‘she is going to write a letter’. 
• Conjunctions (‘if ’, ‘so’, ‘because’ and ‘when’) 
• Comparatives: ‘my ball is the biggest’. 

  Version

Intentional 

Imitation and first-then 

Categorising 

Simple problem- solving 

Simple critical thinking

Old - 2023

NOT currently demonstrating this.

Tip: This student requires support to increase their vocabulary (both receptive and expressive) and be able to consistently express themselves intentionally. This provides them the opportunity to start to develop skills that lead to asking questions.

Student can ask 'what's that?'

Tip: For students who are non-verbal, they may use their repertoire of messages to ask a question.

Student can ask basic 'who-what-where' questions (for example, 'Who is ...(eating)?', 'Where (are you going)?', 'What is this?', 'Where is... (person or item)?', 'What is ... doing?').

Tip: This student wants to know the names of things and to learn new words.

Student can ask more varied questions (for example, 'Are you coming?', 'When are we going?', 'Where did the puppy go?', 'Is she going home?').

Tip: For this student, asking 'why' is emerging.

Student can ask more complex questions (for example, 'What is your favourite food?', 'Why can't I go with Daddy?', 'How many books?').

Tip: This student can ask 'how many?' of various items, people and so on.

New - 2024

No change

.

Student can ask ‘what’s that?’   

Tip: For students who are non-verbal, they may use their repertoire of messages to ask a question.

Student can ask basic ‘who-what-where’ questions.

For example, Who is…(eating)?, ‘Where (are you going)?’, What is this?’, Where is…(person or item)/’, What is…doing?

Tip: This student wants to know the names of things and to learn new words.

Student can ask more varied questions about events using words related to time.

For example, ‘Are you coming?, ‘When are we going?, ‘Where did the puppy go?’, Is she going home?’ 

Tip: For this student, asking 'why' is emerging.

Student can ask more complex questions.  These include asking about personal preferences and questions that involve reasoning skills.

For example, ‘What is your favourite food?’ ‘’Why can’t I go with Daddy? How many books?).  

Tip: This student can ask 'how many?' of various items, people and so on.

  Version

Intentional 

Imitation and first-then 

Categorising 

Simple problem- solving 

Simple critical thinking

Old - 2023

Student uses simple behaviours (crying, laughing, smiling) in response to basic emotions (happy, sad, angry, afraid).

Tip: This student can learn about emotions through songs, chants and simple stories. For a student to start to label emotions at later stages, staff should explicitly point out and name feelings of happy and sad within contexts. It is important to recognise and interpret this student's signals (for example, smile = happy, exaggerated laugh = anxious).

Student uses simple behaviours to show basic emotions (happy, sad, angry, afraid) but is starting to be influenced by others' emotions (for example, being happy if others are happy).

Tip: This student moves away from things that are upsetting and can be distracted from unpleasant things. They look for approval from meaningful people while doing things (for example, kicks a ball then looks at an adult and smiles if the adult smiles). The emergence of defiant behaviour is probable and negotiation with this student can be difficult. They are starting to show regret or sadness when they understand or are told they have done something wrong (for example, may look down at the ground, might cry and so on).

Student is starting to identify simple emotions like happy/sad in self, but still mostly uses behaviours to display their emotions (for example, stamping feet when angry, hiding face when embarrassed).

Tip: This student can interpret the emotions of others by their facial expressions, body language or tone of voice. They can find it difficult to comply with requests if they disagree. Defiant behaviour moves towards being directed (for example, shouting loudly to get their own way). For a student to start to label emotions in Yellow, explicitly label feelings of happy and sad as a result of a situation or person (for example: ‘Misha is happy because she went to drumming’). This can be started in Brown.

Student can label emotions (happiness, sadness, fear and anger) in self and shows interest in others' feelings (recognises happiness in others).

Tip: This student is better at knowing how to display empathy and care towards others (for example, pats someone on their back if they are hurt). They show pride through their body language and facial expressions. This student can use photographs and abstract line drawings to express their emotions. Emotions should be identified as a result of a situation or person (for example, 'Joe is sad because his mum just left').

Student can express an emotion in relation to a situation or person (for example, 'I feel happy because I went swimming').

Tip: This student tries to exert control over others (for example, by being bossy). They can physically express anger associated with jealousy. They can recognise pride in others. This student can consciously recall an event and link it to an emotional experience. They can anticipate the future and learn from past experiences (of what happens at parties and looks forward to similar events at other parties). This student can use abstract line drawings, signing, spoken language and so on to express their emotions. Emotions should continue to be identified as a result of a situation or person (for example, 'Emily is sad because we can't go swimming').

New - 2024

No change

Student uses simple behaviours to show basic emotions (happy, sad, angry, afraid) but is starting to  become aware of the emotions of others (for example, being happy if others are happy).  

Tip: This student moves away from things that are upsetting and can be distracted from unpleasant things. They look for approval from meaningful people while doing things (for example, kicks a ball then looks at an adult and smiles if the adult smiles). The emergence of defiant behaviour is probable and negotiation with this student can be difficult. They are starting to show regret or sadness when they understand or are told they have done something wrong (for example, may look down at the ground, might cry and so on).

Student is starting to identify simple emotions like happy/sad in self, but still mostly uses behaviours to display their emotions (for example, stamping feet when angry, hiding face when embarrassed). Student can identify simple emotions (happy, sad, angry) in photographs/visuals of others. 

Tip: This student can interpret the emotions of others by their facial expressions, body language or tone of voice. They can find it difficult to comply with requests if they disagree. Defiant behaviour moves towards being directed (for example, shouting loudly to get their own way). For a student to start to label emotions in Yellow, explicitly label feelings of happy and sad as a result of a situation or person (for example: ‘Misha is happy because she went to drumming’). This can be started in Brown.

Student can label emotions (happiness, sadness, fear and anger) in self and shows interest in others' feelings (recognises happiness in others). Student can identify emotions in themselves with support (happiness, sadness, fear and anger).   

Tip: This student is better at knowing how to display empathy and care towards others (for example, pats someone on their back if they are hurt). They show pride through their body language and facial expressions. This student can use photographs and abstract line drawings to express their emotions. Emotions should be identified as a result of a situation or person (for example, 'Joe is sad because his mum just left').

Students can identify and express the cause of an emotion in relation to a person or situation (for example, I feel happy because I went swimming).

Tip: This student tries to exert control over others (for example, by being bossy). They can physically express anger associated with jealousy. They can recognise pride in others. This student can consciously recall an event and link it to an emotional experience. They can anticipate the future and learn from past experiences (of what happens at parties and looks forward to similar events at other parties). This student can use abstract line drawings, signing, spoken language and so on to express their emotions. Emotions should continue to be identified as a result of a situation or person (for example, 'Emily is sad because we can't go swimming').

  Version

Intentional 

Imitation and first-then 

Categorising 

Simple problem- solving 

Simple critical thinking

Old - 2023

NOT currently demonstrating this. See tip.

Tip: This student requires their communication partners to fully support them to regulate themselves (co-regulation). For this student to start to regulate their emotions, they require personalised lessons, activities and equipment which support them to attain and maintain a calm yet alert zone ('in the zone for learning').

In general, this student requires a focus on increasing their intentional expressive communication within all questions in the Expressive domain.

NOT currently demonstrating this - uses simple behaviours to show basic emotions. Mark down Red - see tips.

Tip: This student continues to require their communication partners to fully support them to regulate themselves (co-regulation). For this student to start to regulate their emotions, they require personalised lessons, activities and equipment which support them to attain and maintain a calm yet alert zone ('in the zone for learning').

In general, this student requires a focus on increasing their ability to imitate and to better understand that there is a first event followed by an immediate next event ('first-then'). An understanding of 'first-then' can lead to an understanding of 'first-next-then'. This supports students to be on the pathway to be able to recall and sequence three or more steps or activities to recount the order of steps, activity or set of activities. The ability to sequence three or more steps or activities supports students to be on the pathway towards emotional regulation.

NOT currently demonstrating this - starting to identify simple emotions in self. Mark down Red - see tips.

Tip: This student continues to require their communication partners to fully support them to regulate themselves (co-regulation). For this student to start to regulate their emotions, they require personalised lessons, activities and equipment which support them to attain and maintain a calm yet alert zone ('in the zone for learning').

In general, this student requires a focus on increasing their ability to sequence three steps or activities so that they are on the pathway to sequencing six or more steps or events (Green). They also require a focus on categorising more items into a broader range of classifications. For example, know that a car can be classified as transport (broad category) and land transport (a more specific category).

With some prompting and support, student is starting to regulate their own emotions.

Tip: This student understands the expectations of others and is learning to monitor their own behaviour. Understanding the consequences of their behaviour is emerging (for example, if a mess is made, this student understands that they are expected to tidy it up and that mess upsets others). They understand simple rules and try to follow them. They can accept a reasonable compromise and it is possible to negotiate with them. Knowing that others have a different point of view or thoughts (theory of mind) is emerging.

Student is starting to self-regulate their emotions without assistance. They can control their emotions/impulses in social contexts.

Tip: Theory of mind is more established for this student. Until this develops, students often believe that their main communication partners know what they are thinking. This is often why when students get upset, they hit their primary carers more often. This student can understand the consequences of their behaviour by predicting outcomes in a social situation (for example, this student knows that if they make a mess, others will be upset and there will be consequences). They are more likely to delay gratification due to their increased understanding of consequences. Their ability to resolve conflicts is emerging (for example, going to an adult for help instead of pushing the peer who took their bag).

New - 2024

Not currently demonstrating this. 

Student is starting to manage their emotions with known communication partners within familiar situations, routines and context.

Tip: Student is not always successful in their attempts to manage their emotions.  

Student can manage their emotions with support from a known communication partner.   

Tip: Student needs support to access a range of activities/strategies that help them to manage their emotions. 

Student is starting to manage their emotions within familiar situations, routines and context.  

Tip: Student can choose from a selection of activities/strategies that help them to manage their emotions.

Student can manage their emotions without assistance. 

Tip: This student engages in a calming activity/strategy when feeling angry and uses the activity/strategy to self-regulate.