PBD TRANSIT FORM – ENGLISH YEAR 3, 2019

TEACHER’S NAME: ………………………………………………………………………………………………….. SCHOOL: ………………………………………………………….. CLASS: …………………………………………

NAME PERFORMANCE LEVEL OF SKILLS

LISTENING SPEAKING READING WRITING OVERALL

1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6

1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6

1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6

1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6

1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6

1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6

1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6

1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6

1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6

1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6

1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6

1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6

1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6

1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6
 LISTENING SPEAKING READING WRITING OVERALL

1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6

1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6

1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6

1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6

1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6

1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6

1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6

1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6

1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6

1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6

1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6

1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6

1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6

1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6

1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6

1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6

1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6
 PERFORMANCE STANDARDS GUIDE FOR LISTENING SKILLS ENGLISH YEAR 3

PERFORMANCE
LEVEL DESCRIPTORS FOR LISTENING SKILLS NOTES
 Hardly recognises and reproduces target language phonemes even with a lot of support from the Requires support
teacher. to achieve the
1  Hardly displays understanding of main idea, specific information and details of short simple texts, curriculum target.
narratives, a wide range of short questions and classroom instructions even with a lot of support from (A1 Mid)
the teacher.
 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. On track to achieve
 Displays understanding of main idea, specific information and details of short simple texts, narratives, a the curriculum
2 wide range of short questions and classroom instructions with a lot of support from the teacher. target. (A1 Mid)
 Guesses meaning of unfamiliar words using visual clues with a lot of support from the teacher.

 Recognises and reproduces a range of target language phonemes with support from the teacher. Achieves
 Displays understanding of main idea, specific information and details of short simple texts, narratives, a expectations of
3 wide range of short questions and classroom instructions with support from the teacher. the curriculum
 Guesses meaning of unfamiliar words using visual clues.
target. (A1 Mid)
 Recognises and reproduces a range of target language phonemes. Working towards
 Displays understanding of main idea, specific information and details of short simple texts, narratives, a exceeding
wide range of short questions and classroom instructions with minimal support from the teacher. expectations of
4
 Shows good ability in guessing meaning of unfamiliar words using visual clue
the curriculum
target. (A1 High)
 Recognises and reproduces a range of target language phonemes. On track to exceed
5  Displays understanding of main idea, specific information and details of short simple texts, narratives, a expectations of
wide range of short questions and classroom instructions with confidence. the curriculum
 Shows very good ability in guessing meaning of unfamiliar words using visual clues. target. (A1 High)
 Recognises and reproduces a range of target language phonemes. Exceeds
 Displays understanding of main idea, specific information and details of short simple texts, narratives, a expectations of
6 wide range of short questions and classroom instructions confidently and independently. the curriculum
 Shows excellent ability in guessing meaning of unfamiliar words using visual clues. target. (A1 High)
 PERFORMANCE STANDARDS GUIDE FOR SPEAKING SKILLS ENGLISH YEAR 3

PERFORMANCE
LEVEL DESCRIPTORS FOR SPEAKING SKILLS NOTES
 Hardly able to communicate simple information about basic opinions, everyday routines, directions and Requires support to
1 simple predictions even with a lot of support from the teacher. achieve the
 Hardly able to describe people and objects using suitable words and phrases even with a lot of support curriculum target. (A1
from the teacher. Mid)
 Hardly able to keep interaction going in short exchanges and asks 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 a lot of support from the teacher.
 Communicates simple information about basic opinions, everyday routines, directions and simple On track to achieve
2 predictions with a lot of support from the teacher. the curriculum
 Describes people and objects using suitable words and phrases with a lot of support from the teacher. target. (A1 Mid)
 Keeps interaction going in short exchanges and asks for attention or 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, Achieves
3 directions and simple predictions. expectations of the
 Shows adequate ability to describe people and objects using suitable words and phrases. curriculum target. (A1
 Shows adequate ability to keep interaction going in short exchanges and asks for attention or help. Mid)
 Shows adequate ability to narrate very short basic stories and events.
 Displays good ability to communicate simple information about basic opinions, everyday routines, Working towards
directions and simple predictions. exceeding
4  Shows good ability to describe people and objects using suitable words and phrases. expectations of the
 Shows good ability to keep interaction going in short exchanges and asks for attention or help. curriculum target. (A1
 Shows good ability to narrate very short basic stories and events. High)
 Displays very good ability to communicate simple information about basic opinions, everyday routines, On track to exceed
directions and simple predictions. expectations of the
5  Shows very good ability to describe people and objects using suitable words and phrases confidently. curriculum target. (A1
 Shows very good ability to keep interaction going in short exchanges and asks for attention or help from High)
a teacher or classmate 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 basic opinions, everyday routines, Exceeds expectations
directions and simple predictions. of the curriculum
6  Shows excellent ability to describe people and objects using suitable words and phrases. target. (A1 High)
 Shows excellent ability to keep interaction going in short exchanges and asks for attention or help.
 Shows excellent ability to narrate very short basic stories and events.
 Displays exemplary model of language use to others.
 PERFORMANCE STANDARDS GUIDE FOR READING SKILLS ENGLISH YEAR 3

PERFORMANCE
LEVEL DESCRIPTORS FOR READING SKILLS NOTES
 Hardly able to understand the main idea, specific information and details of short simple texts Requires support to
even with a lot of support from the teacher. achieve the
1  Hardly shows ability to guess the meaning of unfamiliar words and use dictionary skills even with curriculum target. (A1
Mid)
a lot of support from the teacher.
 Hardly shows ability to read A1 short simple fiction or non-fiction print and digital texts of
interest even with a lot of support from the teacher.
 Understands the main idea, specific information and details of short simple texts with a lot of On track to achieve
support from the teacher. the curriculum
2  Able to guess the meaning of unfamiliar words and use dictionary skills with a lot of support target. (A1 Mid)
from the teacher.
 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 details of short simple texts adequately. Achieves
 Able to guess the meaning of unfamiliar words and use dictionary skills adequately. expectations of the
3  Reads A1 short simple fiction or non-fiction print and digital texts of interest adequately. curriculum target. (A1
Mid)
 Displays good understanding of the main idea, specific information and details of short simple Working towards
texts. exceeding
 Shows good ability to guess the meaning of unfamiliar words and use dictionary skills. expectations of the
4 curriculum target. (A1
 Shows good ability to read A1 short simple fiction or non-fiction print and digital texts of
High)
interest.
 Displays very good understanding of the main idea, specific information and details of short On track to exceed
simple texts. expectations of the
5  Shows very good ability to guess the meaning of unfamiliar words and use dictionary skills. curriculum target. (A1
 Shows very good ability to read A1 short simple fiction or non-fiction print and digital texts of High)
interest.
 Displays excellent understanding of the main idea, specific information and details of short Exceeds expectations
simple texts. of the curriculum
6  Shows excellent ability to guess the meaning of unfamiliar words and use dictionary skills. target. (A1 High)
 Shows excellent ability to read A1 short simple fiction or non-fiction print and digital texts of
interest.
 PERFORMANCE STANDARDS GUIDE FOR WRITING SKILLS ENGLISH YEAR 3
PERFORMANCE
LEVEL DESCRIPTORS FOR WRITING SKILLS NOTES
 Hardly uses cursive handwriting in a limited range of written work even with a lot of support from the Requires support to
teacher. achieve the
 Hardly able to communicate basic information and give descriptions of people and objects even with a curriculum target. (A1
lot of support from the teacher. Mid)
1
 Hardly shows ability to punctuate, spell an increased range of familiar high frequency words and
connect sentences using basic 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. On track to achieve
 Communicates basic information and gives descriptions of people and objects with a lot of support the curriculum
from the teacher. target. (A1 Mid)
 Shows ability to punctuate, spell an increased range of familiar high frequency words and connect
2
sentences using basic conjunctions with a lot of support from the teacher.
 Plans, drafts and writes an increased range of simple sentences with a lot of support from the
teacher
 Uses cursive handwriting in a limited range of written work adequately. Achieves
 Communicates basic information and gives descriptions of people and objects adequately. expectations of the
3  Shows adequate ability to punctuate, spell an increased range of familiar high frequency words and curriculum target. (A1
connect sentences using basic conjunctions. Mid)
 Plans, drafts and writes an increased range of simple sentences adequately
 Produces good cursive handwriting in a limited range of written work. Working towards
 Displays good ability to communicate basic information and give descriptions of people and objects. exceeding
4  Shows good ability to punctuate, spell an increased range of familiar high frequency words and connect expectations of the
sentences using basic conjunctions. curriculum target. (A1
 Shows good ability to plan, draft and write an increased range of simple sentences. High)
 Produces very good cursive handwriting in a limited range of written work. On track to exceed
 Displays very good ability to communicate basic information and give descriptions of people and expectations of the
5 objects. curriculum target. (A1
 Shows very good ability to punctuate, spell an increased range of familiar high frequency words and High)
connect sentences using basic conjunctions.
 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. Exceeds expectations
 Displays excellent ability to communicate basic information and give descriptions of people and objects. of the curriculum
6  Shows excellent ability to punctuate, spell an increased range of familiar high frequency words and target. (A1 High)
connect sentences using basic conjunctions.
 Shows excellent ability to plan, draft and write an increased range of simple sentences.
 Displays exemplary model of language use to others.
General Performance Standards Guide for A1 (Basic User) – For overall performance

Performance Levels Notes

Pupil hardly achieves the curriculum target even

1
with a lot of support.

2 Pupil is on track to achieve the curriculum target.

Pupil achieves expectations for the curriculum

3
target.

Pupil works towards exceeding expectations for

4
the curriculum target.

Pupil is on track to exceed expectations of the

5
curriculum target.

6 Pupil exceeds expectations of the curriculum

target.