Performance Standards Guides (Y1, Y2 & Y3 2019) T.fiera

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PERFORMANCE STANDARDS GUIDE FOR YEAR 1 LISTENING SKILLS
PERFORMANCE
DESCRIPTORS FOR LISTENING SKILLS NOTES
LEVEL
 Hardly recognises and reproduces limited target
1
Requires support
language phonemes. to achieve
 Hardly understands very simple questions, curriculum target
instructions and main ideas of the texts even with a (Working
lot of support from the teacher. towards A1)
 Recognises and reproduces some limited target
2
On track to
language phonemes with a lot of support from the
achieve
teacher.
curriculum target
 Understands a few very simple questions,
(Working
instructions and main ideas of the texts with a lot of
towards A1)
support from the teacher.
 Recognises and reproduces limited target language
phonemes with support from the teacher.
3
Achieves
 Understands very simple questions, instructions, expectations of
main ideas and supporting details of the texts with curriculum target
support from the teacher. (Working
 Predicts words using knowledge of a topic with towards A1)
 Recognises and reproduces limited target language
4
phonemes with minimal support from the teacher. Working towards
 Understands very simple questions, instructions, exceeding
main ideas and supporting details of the texts with expectations
minimal support from the teacher. (A1 Low)
 Predicts words using knowledge of a topic.
 Recognises and reproduces target language
phonemes appropriately.
5
On track to
 Understands simple questions, instructions, main
exceed
ideas and supporting details of the texts without
expectations
hesitation.
(A1 Low)
 Displays increasing confidence and self-reliance in
predicting words using knowledge of a topic.
 Recognises and reproduces target language
phonemes appropriately and independently.
6
 Understands simple questions, instructions, main Exceeds
ideas and supporting details of the texts promptly and expectations
independently. (A1 Low)
 Predicts words using knowledge of a topic
confidently and independently.
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PERFORMANCE STANDARDS GUIDE FOR YEAR 1 SPEAKING SKILLS
PERFORMANCE
DESCRIPTORS FOR SPEAKING SKILLS NOTES
LEVEL
1
 Hardly produces meaningful words and fixed phrases Requires support
even with a lot of support from the teacher. to achieve
 Hardly asks and answers straightforward questions using curriculum target
one word or a fixed phrase even with a lot of support from (Working towards
the teacher. A1)
2
 Produces a few meaningful words and fixed phrases with
On track to achieve
a lot of support from the teacher.
curriculum target
 Asks and answers a few straightforward questions using
(Working towards
one word or a fixed phrase with a lot of support from the
A1)
teacher.
 Produces and comprehends words and fixed phrases on
3
very familiar topics with some support from the teacher. Achieves
 Asks and answers straightforward questions using one expectations of
word or a fixed phrase with some support from the curriculum target
teacher. (Working towards
 Introduces self, describes objects and participates in A1)
simple interactions on familiar topics using fixed phrases.
very familiar topics
4
with minimal support from the teacher.
Working towards
 Asks and answers straightforward questions using one
exceeding
word or a fixed phrase with minimal support from the
expectations
teacher.
(A1 Low)
 Expresses self, describes objects and participates in
simple conversations on familiar topics using fixed
phrases.
very familiar topics confidently.
5
 Asks and answers straightforward questions using one
On track to exceed
word or a fixed phrase with increasing confidence and self-
expectations
reliance.
(A1 Low)
 Expresses self, describes objects and participates in
conversations on familiar topics using fixed phrases with
an increasing display of confidence.
very familiar topics confidently and independently.
6
 Asks and answers straightforward questions using fixed
Exceeds
phrases with ease and great confidence.
expectations
 Initiates, expresses self, describes objects and
(A1 Low)
participates in conversations on familiar topics using fixed
phrases independently.
 Displays exemplary model of language use to others.
PERFORMANCE STANDARDS GUIDE FOR YEAR 1 READING SKILLS
PERFORMANCE
DESCRIPTORS FOR READING SKILLS NOTES
LEVEL
1
Requires support
 Hardly identifies and recognises shapes of the letters in
to achieve
the alphabet even with a lot of support from the teacher.
curriculum target
 Hardly blends and segments phonemes (CVC, CCVC) even
(Working towards
with a lot of support from the teacher.
A1)
 Identifies and recognises most shapes of the letters in the
2
On track to
alphabet with a lot of support from the teacher.
achieve
 Blends and segments a few phonemes (CVC, CCVC) with a
curriculum target
lot of support from the teacher.
(Working towards
 Hardly understands main ideas of very simple phrases and A1)
sentences after repeated readings.
 Identifies and recognises all shapes of the letters in the
alphabet.
3
Achieves
 Blends and segments phonemes (CVC, CCVC) with support
expectations of
from the teacher.
curriculum target
 Understands main ideas, specific information and details
(Working towards
of very simple phrases and sentences.
A1)
 Uses picture dictionary to categorise words with support
from the teacher.
 Blends and segments phonemes (CVC, CCVC) without
4
hesitation. Working towards
 Understands main ideas, specific information and details exceeding
of very simple phrases and sentences appropriately. expectations
 Uses picture dictionary to categorise words with minimal (A1 Low)
5
 Uses phonics to read words and identify word families
confidently. On track to exceed
 Understands main ideas, specific information and details expectations
of very simple phrases and sentences confidently. (A1 Low)
 Uses picture dictionary to categorise words confidently.
6
independently.
Exceeds
expectations
of simple sentences independently.
(A1 Low)
 Uses picture dictionary to categorise words
independently.
PERFORMANCE STANDARDS GUIDE FOR YEAR 1 WRITING SKILLS
PERFORMANCE
DESCRIPTORS FOR WRITING SKILLS NOTES
LEVEL
1
 Hardly displays early writing skills to form letters as Requires support
demonstrated by the teacher. to achieve
 Hardly uses fixed phrases to communicate with curriculum target
appropriate language form and style even with a lot of (Working towards
support from the teacher. A1)
2
 Displays early writing skills to form letters as On track to
demonstrated by the teacher with some legibility. achieve
 Uses fixed phrases to communicate with appropriate curriculum target
language form and style with a lot of support from the (Working towards
teacher. A1)
 Displays early writing skills appropriately.
3
Achieves
 Writes comprehensible words and phrases with correct
expectations of
punctuation and spelling supported by the teacher.
curriculum target
 Organises words by using ‘and’ to communicate with (Working towards
appropriate language form and style with some support
A1)
from the teacher.
4
punctuation and spelling with minimal support by the Working towards
teacher. exceeding
 Organises words by using ‘and’ to communicate with expectations
appropriate language form and style with minimal support (A1 Low)
from the teacher.
5
On track to exceed
punctuation and spelling confidently.
expectations
 Organises words by using ‘and’ to communicate with
(A1 Low)
appropriate language form and style without hesitation.
6
punctuation and spelling independently. Exceeds
 Organises words by using ‘and’ to communicate with expectations
appropriate language form and style independently. (A1 Low)
*PERFORMANCE STANDARDS GUIDE FOR YEAR 1 LANGUAGE ARTS IS

NOT PROVIED IN THE YEAR 1 DSKP
PERFORMANCE
LEVEL
1
Hardly recognises and reproduces some target language
Requires support
phonemes.
to achieve
 Hardly understands simple questions, instructions and
curriculum target
main ideas of the texts even with a lot of support from the
(A1 Low)
teacher.
2
 Recognises and reproduces some target language
phonemes with a lot of support from the teacher. On track to achieve
 Understands a few simple questions, instructions and curriculum target
main ideas of the texts with a lot of support from the (A1 Low)
teacher.
 Recognises and reproduces target language phonemes
3
with support from the teacher.
Achieves
 Understands simple questions, instructions, main ideas
expectations of
and supporting details of the texts with support from the
curriculum target
teacher.
(A1 Low)
 Understands messages using visual clues with support
from the teacher.
4
with minimal support from the teacher.
Working towards
 Understands simple questions, instructions, main ideas
exceeding
and supporting details of the texts with minimal support
expectations (A1
from the teacher.
Mid)
 Understands messages using visual clues with minimal
5
appropriately. On track to exceed
 Understands simple questions, instructions, main ideas expectations (A1
and supporting details of the texts without hesitation. Mid)
 Understands messages using visual clues promptly.
6
appropriately and independently. Exceeds
 Understands simple questions, instructions, main ideas expectations
and supporting details of the texts independently. (A1 Mid)
 Understands messages using visual clues independently.
PERFORMANCE
DESCRIPTORS FOR SPEAKING SKILLS NOTES
LEVEL
1
 Hardly produces simple information even with a lot of Requires support
support from the teacher. to achieve
 Hardly asks and answers straightforward questions using curriculum target
fixed phrases even with a lot of support from the teacher. (A1 Low)
2
 Produces a few simple information with a lot of support
On track to achieve
from the teacher.
curriculum target
 Asks and answers a few straightforward questions using
(A1 Low)
fixed phrases with a lot of support from the teacher.
 Produces and comprehends simple information on very
3
familiar topics with support from the teacher.
Achieves
expectations of
phrases with support from the teacher.
curriculum target
 Participates and manages simple interactions on familiar
(A1 Low)
topics using words, phrases and non-verbal responses with
4
familiar topics with minimal support from the teacher.
Working towards
exceeding
phrases with minimal support from the teacher.
expectations (A1
 Participates and manages simple interactions on familiar Mid)
topics using words,phrases and non-verbal responses with
minimal support from the teacher.
5
familiar topics confidently.
 Asks and answers straightforward questions using fixed On track to exceed
phrases with increasing confidence and self-reliance. expectations (A1
 Participates and manages simple interactions on familiar Mid)
topics using words, phrases and non-verbal responses
confidently.
familiar topics confidently and independently.
6
Exceeds
phrases with ease and great confidence.
expectations
 Participates and manages simple interactions on familiar
(A1 Mid)
topics using words, phrases and non-verbal responses
independently.
PERFORMANCE
DESCRIPTORS FOR READING SKILLS NOTES
LEVEL
1
 Hardly identifies, recognises and names the letters of the Requires support
alphabet even with a lot of support from the teacher. to achieve
 Hardly blends and segments words (CVC, CCVC, CVCV, curriculum target
CCV) even with a lot of support from the teacher. (A1 Low)
 Identifies, recognises and names the letters of the
2
alphabet with a lot of support from the teacher. On track to
 Blends and segments a few words (CVC, CCVC, CVCV, CCV) achieve
with a lot of support from the teacher. curriculum target
 Hardly understands main ideas of simple sentences even (A1 Low)
after repeated readings.
 Identifies, recognises and names the letters of the
alphabet with minimal support from the teacher.
3
 Blends and segments words (CVC, CCVC, CVCV, CCV) with
Achieves
expectations of
curriculum target
of simple sentences.
(A1 Low)
 Uses picture dictionary and appropriate word attack skills
to understand specific meaning with support from the
teacher.
 Blends and segments words (CVC, CCVC, CVCV, CCV)
4
without hesitation.
Working towards
exceeding
of simple sentences appropriately.
expectations (A1
 Uses picture dictionary and appropriate word attack skills Mid)
to understand specific meaning with minimal support from
the teacher.
5
confidently.
On track to exceed
expectations (A1
of simple sentences confidently.
Mid)
 Uses picture dictionary and appropriate word attack skills
to understand specific meaning confidently.
6
 Reads simple sentences independently.
 Understands main ideas, specific information and details Exceeds
of simple sentences independently. expectations
 Uses appropriate word attack skills and monolingual (A1 Mid)
dictionary to understand specific meaning independently.
PERFORMANCE
DESCRIPTORS FOR WRITING SKILLS NOTES
LEVEL
1
 Hardly writes simple sentences by using appropriate
Requires support
language form and style even with a lot of support from the
to achieve
teacher.
curriculum target
 Hardly organises basic information even with a lot of
(A1 Low)
2
 Writes simple sentences by using appropriate language On track to
form and style with a lot of support from the teacher. achieve
 Organises basic information with a lot of support from the curriculum target
teacher. (A1 Low)
3
 Writes simple sentences by using appropriate language Achieves
form and style with support from the teacher. expectations of
 Organises basic information using correct punctuation curriculum target
and spelling with support from the teacher. (A1 Low)
4
 Writes simple sentences by using appropriate language Working towards
form and style with minimal support from the teacher. exceeding
 Organises basic information using correct punctuation expectations (A1
and spelling with minimal support from the teacher. Mid)
5
 Writes simple sentences by using appropriate language
On track to exceed
form and style confidently.
expectations (A1
 Organises basic information using correct punctuation
Mid)
and spelling without hesitation.
6
 Writes simple sentences by using appropriate language
form and style independently. Exceeds
 Organises basic information using correct punctuation expectations
and spelling independently. (A1 Mid)

PERFORMANCE
LEVEL
 Hardly recognises and reproduces target language
phonemes even with a lot of support from the teacher.
1
 Hardly displays understanding of main idea, specific Requires support
information and details of short simple texts, narratives, to achieve the
a wide range of short questions and classroom curriculum target.
instructions even with a lot of support from the teacher. (A1 Mid)
 Hardly guesses meaning of unfamiliar words using
visual clues even with a lot of support from the teacher.
 Recognises and reproduces some target language
phonemes with a lot of support from the teacher.
2
 Displays understanding of main idea, specific
On track to achieve
information and details of short simple texts, narratives,
the curriculum
a wide range of short questions and classroom
target. (A1 Mid)
instructions with a lot of support from the teacher.
 Guesses meaning of unfamiliar words using visual clues
 Recognises and reproduces a range of target language
3
phonemes with support from the teacher.
Achieves
expectations of the
curriculum target.
(A1 Mid)
instructions with support from the teacher.
 Guesses meaning of unfamiliar words using visual clues.
phonemes.
4
Working towards
exceeding
expectations of the
curriculum target.
instructions with minimal support from the teacher.
(A1 High)
 Shows good ability in guessing meaning of unfamiliar
words using visual clues.
phonemes.
5
 Displays understanding of main idea, specific On track to exceed
information and details of short simple texts, narratives, expectations of the
instructions with confidence. (A1 High)
 Shows very good ability in guessing meaning of
unfamiliar words using visual clues.
phonemes.
6
 Displays understanding of main idea, specific Exceeds
information and details of short simple texts, narratives, expectations of the
instructions confidently and independently. (A1 High)
 Shows excellent ability in guessing meaning of
unfamiliar words using visual clues.

PERFORMANCE
LEVEL
 Hardly able to communicate simple information about basic
opinions, everyday routines, directions and simple predictions even
1
Requires support
 Hardly able to describe people and objects using suitable words and
to achieve the
phrases even with a lot of support from the teacher.
curriculum target.
 Hardly able to keep interaction going in short exchanges and asks
(A1 Mid)
for attention or help even with a lot of support from the teacher.
 Hardly able to narrate very short basic stories and events even with
 Communicates simple information about basic opinions, everyday
routines, directions and simple predictions with a lot of support
2
from the teacher.
On track to
 Describes people and objects using suitable words and phrases with
achieve the
curriculum target.
 Keeps interaction going in short exchanges and asks for attention or
(A1 Mid)
help with a lot of support from the teacher.
 Narrates very short basic stories and events with a lot of support
from the teacher.
 Displays adequate ability to communicate simple information about
basic opinions, everyday routines, directions and simple predictions.
3
 Shows adequate ability to describe people and objects using suitable Achieves
words and phrases. expectations of the
 Shows adequate ability to keep interaction going in short exchanges curriculum target.
and asks for attention or help. (A1 Mid)
 Shows adequate ability to narrate very short basic stories and
events.
 Displays good ability to communicate simple information about
4
basic opinions, everyday routines, directions and simple predictions. Working towards
 Shows good ability to describe people and objects using suitable exceeding
words and phrases. expectations of the
 Shows good ability to keep interaction going in short exchanges and curriculum target.
asks for attention or help. (A1 High)
 Shows good ability to narrate very short basic stories and events.
 Displays very good ability to communicate simple information about
5
 Shows very good ability to describe people and objects using
On track to exceed
suitable words and phrases confidently.
expectations of the
 Shows very good ability to keep interaction going in short
curriculum target.
exchanges and asks for attention or help from a teacher or classmate
(A1 High)
confidently.
 Shows very good ability to narrate very short basic stories and
events with ease and confidence.
 Displays excellent ability to communicate simple information about
6
 Shows excellent ability to describe people and objects using suitable
Exceeds
words and phrases.
expectations of the
 Shows excellent ability to keep interaction going in short exchanges
curriculum target.
and asks for attention or help.
(A1 High)
 Shows excellent ability to narrate very short basic stories and
events.
PERFORMANCE
LEVEL
 Hardly able to understand the main idea, specific
information and details of short simple texts even with a
1
Requires support
 Hardly shows ability to guess the meaning of unfamiliar
to achieve the
words and use dictionary skills even with a lot of
curriculum target.
(A1 Mid)
 Hardly shows ability to read A1 short simple fiction or
non-fiction print and digital texts of interest even with a
 Understands the main idea, specific information and
details of short simple texts with a lot of support from
2
the teacher.
On track to achieve
 Able to guess the meaning of unfamiliar words and use
the curriculum
dictionary skills with a lot of support from the teacher.
target. (A1 Mid)
 Able to read A1 short simple fiction or non-fiction print
and digital texts of interest with a lot of support from the
teacher.
 Understands the main idea, specific information and
3
details of short simple texts adequately. Achieves
 Able to guess the meaning of unfamiliar words and use expectations of the
dictionary skills adequately. curriculum target.
 Reads A1 short simple fiction or non-fiction print and (A1 Mid)
digital texts of interest adequately.
 Displays good understanding of the main idea, specific
4
Working towards
information and details of short simple texts.
exceeding
 Shows good ability to guess the meaning of unfamiliar
expectations of the
words and use dictionary skills.
curriculum target.
 Shows good ability to read A1 short simple fiction or
(A1 High)
non-fiction print and digital texts of interest.
 Displays very good understanding of the main idea,
5
specific information and details of short simple texts. On track to exceed
 Shows very good ability to guess the meaning of expectations of the
unfamiliar words and use dictionary skills. curriculum target.
 Shows very good ability to read A1 short simple fiction (A1 High)
or non-fiction print and digital texts of interest.
 Displays excellent understanding of the main idea,
6
specific information and details of short simple texts. Exceeds
 Shows excellent ability to guess the meaning of expectations of the
unfamiliar words and use dictionary skills. curriculum target.
 Shows excellent ability to read A1 short simple fiction or (A1 High)
non-fiction print and digital texts of interest.

PERFORMANCE
LEVEL
 Hardly uses cursive handwriting in a limited range of written work
even with a lot of support from the teacher.
1
 Hardly able to communicate basic information and give descriptions
Requires support
of people and objects even with a lot of support from the teacher.
to achieve the
 Hardly shows ability to punctuate, spell an increased range of
curriculum
familiar high frequency words and connect sentences using basic
target. (A1 Mid)
conjunctions even with a lot of support from the teacher.
 Hardly able to plan, draft and write an increased range of simple
sentences even with a lot of support from the teacher.
 Uses cursive handwriting in a limited range of written work with a lot
of support from the teacher.
2
 Communicates basic information and gives descriptions of people
On track to
and objects with a lot of support from the teacher.
achieve the
 Shows ability to punctuate, spell an increased range of familiar high
curriculum
frequency words and connect sentences using basic conjunctions
target. (A1 Mid)
 Plans, drafts and writes an increased range of simple sentences with
 Uses cursive handwriting in a limited range of written work
adequately.
3
 Communicates basic information and gives descriptions of people
Achieves
and objects adequately.
expectations of
 Shows adequate ability to punctuate, spell an increased range of
the curriculum
target. (A1 Mid)
conjunctions.
 Plans, drafts and writes an increased range of simple sentences
adequately.
 Produces good cursive handwriting in a limited range of written
work.
4
Working
 Displays good ability to communicate basic information and give
towards
descriptions of people and objects.
exceeding
 Shows good ability to punctuate, spell an increased range of familiar
expectations of
high frequency words and connect sentences using basic
the curriculum
conjunctions.
target. (A1 High)
 Shows good ability to plan, draft and write an increased range of
simple sentences
 Produces very good cursive handwriting in a limited range of written
work.
5
 Displays very good ability to communicate basic information and give On track to
descriptions of people and objects. exceed
 Shows very good ability to punctuate, spell an increased range of expectations of
familiar high frequency words and connect sentences using basic the curriculum
conjunctions. target. (A1 High)
 Shows very good ability to plan, draft and write an increased range
of simple sentences.
 Produces excellent cursive handwriting in a limited range of written
work.
 Displays excellent ability to communicate basic information and give
6
Exceeds
descriptions of people and objects.
expectations of
 Shows excellent ability to punctuate, spell an increased range of
the curriculum
target.
conjunctions.
(A1 High)
 Shows excellent ability to plan, draft and write an increased range of
simple sentences.

Source:
 Year 1& 2 English DSKP for 2018 (2017 publication)
 Year 3 English DSKP for 2019 (2018 publication)

Performance Standards Guides (Y1, Y2 & Y3 2019) T.fiera

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PERFORMANCE STANDARDS GUIDE FOR YEAR 1 LISTENING SKILLS

PERFORMANCE STANDARDS GUIDE FOR YEAR 1 SPEAKING SKILLS

PERFORMANCE STANDARDS GUIDE FOR YEAR 1 READING SKILLS

PERFORMANCE STANDARDS GUIDE FOR YEAR 1 WRITING SKILLS

*PERFORMANCE STANDARDS GUIDE FOR YEAR 1 LANGUAGE ARTS IS

PERFORMANCE STANDARDS GUIDE FOR YEAR 2 LISTENING SKILLS

PERFORMANCE STANDARDS GUIDE FOR YEAR 2 SPEAKING SKILLS

 Produces and comprehends simple information on very

PERFORMANCE STANDARDS GUIDE FOR YEAR 2 READING SKILLS

 Identifies, recognises and names the letters of the

PERFORMANCE STANDARDS GUIDE FOR YEAR 2 WRITING SKILLS

*PERFORMANCE STANDARDS GUIDE FOR YEAR 2 LANGUAGE ARTS IS

PERFORMANCE STANDARDS GUIDE FOR YEAR 3 LISTENING SKILLS

PERFORMANCE STANDARDS GUIDE FOR YEAR 3 SPEAKING SKILLS

PERFORMANCE STANDARDS GUIDE FOR YEAR 3 READING SKILLS

PERFORMANCE STANDARDS GUIDE FOR YEAR 3 WRITING SKILLS

*PERFORMANCE STANDARDS GUIDE FOR YEAR 3 LANGUAGE ARTS IS

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