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

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

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

PERFORMAN
CE DESCRIPTORS FOR LISTENING SKILLS NOTES
LEVEL
1 Requires support to
● Hardly recognises and reproduces some target language phonemes. achieve curriculum
● Hardly understands simple questions, instructions and main ideas of the texts even with target (A1 Low)
a lot of support from the teacher.
2 On track to achieve
● Recognises and reproduces some target language phonemes with a lot of support from curriculum target
the teacher. (A1 Low)
● Understands a few simple questions, instructions and main ideas of the texts with a lot of
support from the teacher.
3 Achieves
● Recognises and reproduces target language phonemes with support from the teacher. expectations of
● Understands simple questions, instructions, main ideas and supporting details of the texts curriculum target
with support from the teacher. (A1 Low)
● Understands messages using visual clues with support from the teacher.
 4 Working towards
● Recognises and reproduces target language phonemes with minimal support from the exceeding
teacher. expectations (A1
● Understands simple questions, instructions, main ideas and supporting details of the texts Mid)
with minimal support from the teacher.
● Understands messages using visual clues with minimal support from the teacher.
5 On track to exceed
● Recognises and reproduces target language phonemes appropriately. expectations (A1
● Understands simple questions, instructions, main ideas and supporting details of the texts Mid)
without hesitation.
● Understands messages using visual clues promptly.
6 Exceeds
● Recognises and reproduces target language phonemes appropriately and expectations
independently. (A1 Mid)
● Understands simple questions, instructions, main ideas and supporting details of the texts
independently.
● Understands messages using visual clues independently.

PERFORMANCE STANDARDS GUIDE FOR SPEAKING SKILLS ENGLISH YEAR 3

PERFORMAN
CE DESCRIPTORS FOR SPEAKING SKILLS NOTES
LEVEL
Requires support to
1 ● Hardly produces simple information even with a lot of support from the teacher. achieve curriculum
● Hardly asks and answers straightforward questions using fixed phrases even with a lot of target (A1 Low)
support from the teacher.
On track to achieve
2 ● Produces a few simple information with a lot of support from the teacher. curriculum target
● Asks and answers a few straightforward questions using fixed phrases with a lot of support from (A1 Low)
the teacher.
Achieves
3 ● Produces and comprehends simple information on very familiar topics with support from the expectations of
teacher. curriculum target
● Asks and answers straightforward questions using fixed phrases with support from the teacher. (A1 Low)
 ● Participates and manages simple interactions on familiar topics using words, phrases and non-
verbal responses with support from the teacher.
Working towards
● Produces and comprehends simple information on very familiar topics with minimal support from exceeding
4 the teacher. expectations (A1
● Asks and answers straightforward questions using fixed phrases with minimal support from the Mid)
teacher.
● Participates and manages simple interactions on familiar topics using words, phrases and non-
verbal responses with minimal support from the teacher.
On track to exceed
● Produces and comprehends simple information on very familiar topics confidently. expectations (A1
5 ● Asks and answers straightforward questions using fixed phrases with increasing confidence and Mid)
self-reliance.
● Participates and manages simple interactions on familiar topics using words, phrases and non-
verbal responses confidently.
Exceeds
● Produces and comprehends simple information on very familiar topics confidently and expectations
6 independently. (A1 Mid)
● Asks and answers straightforward questions using fixed phrases with ease and great confidence.
● Participates and manages simple interactions on familiar topics using words, phrases and non-
verbal responses independently.
● Displays exemplary model of language use to others.

PERFORMANCE STANDARDS GUIDE FOR READING SKILLS ENGLISH YEAR 3

PERFORMAN
CE DESCRIPTORS FOR READING SKILLS NOTES
LEVEL
Requires support to
● Hardly identifies, recognises and names the letters of the alphabet even with a lot of achieve curriculum
1 support from the teacher. target (A1 Low)
● Hardly blends and segments words (CVC, CCVC, CVCV, CCV) even with a lot of support
from the teacher.
On track to achieve
● Identifies, recognises and names the letters of the alphabet with a lot of support from curriculum target (A1
2 the teacher. Low)
● Blends and segments a few words (CVC, CCVC, CVCV, CCV) with a lot of support from
 the teacher.
● Hardly understands main ideas of simple sentences even after repeated readings.
Achieves
● Identifies, recognises and names the letters of the alphabet with minimal support from expectations of
the teacher. curriculum target (A1
3 ● Blends and segments words (CVC, CCVC, CVCV, CCV) with support from the teacher. Low)
● Understands main ideas, specific information and details of simple sentences.
● Uses picture dictionary and appropriate word attack skills to understand specific
meaning with support from the teacher.
Working towards
● Blends and segments words (CVC, CCVC, CVCV, CCV) without hesitation. exceeding
● Understands main ideas, specific information and details of simple sentences expectations (A1 Mid)
4 appropriately.
● Uses picture dictionary and appropriate word attack skills to understand specific
meaning with minimal support from the teacher.
On track to exceed
● Uses phonics to read words and identify word families confidently. expectations (A1 Mid)
5 ● Understands main ideas, specific information and details of simple sentences confidently.
● Uses picture dictionary and appropriate word attack skills to understand specific
meaning confidently.
Exceeds expectations
● Reads simple sentences independently. (A1 Mid)
6 ● Understands main ideas, specific information and details of simple sentences
independently.
● Uses appropriate word attack skills and monolingual dictionary to understand specific
meaning independently.

PERFORMANCE STANDARDS GUIDE FOR WRITING SKILLS ENGLISH YEAR 3

PERFORMAN
CE DESCRIPTORS FOR WRITING SKILLS NOTES
LEVEL
1 Requires support to
● Hardly writes simple sentences by using appropriate language form and style even with a achieve curriculum
lot of support from the teacher. target (A1 Low)
● Hardly organises basic information even with a lot of support from the teacher.
2 On track to achieve
● Writes simple sentences by using appropriate language form and style with a lot of
 support from the teacher. curriculum target
● Organises basic information with a lot of support from the teacher. (A1 Low)
3 Achieves
● Writes simple sentences by using appropriate language form and style with support from expectations of
the teacher. curriculum target
● Organises basic information using correct punctuation and spelling with support from the (A1 Low)
teacher.
4 Working towards
● Writes simple sentences by using appropriate language form and style with minimal exceeding
support from the teacher. expectations (A1
● Organises basic information using correct punctuation and spelling with minimal support Mid)
from the teacher.
5 On track to exceed
● Writes simple sentences by using appropriate language form and style confidently. expectations (A1
● Organises basic information using correct punctuation and spelling without hesitation. Mid)
6 Exceeds
● Writes simple sentences by using appropriate language form and style independently. expectations
● Organises basic information using correct punctuation and spelling independently. (A1 Mid)
● Displays exemplary model of language use to others.

General Performance Standards Guide for A1 (Basic User) – For overall performance

Performance Notes
Levels
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 the

4
curriculum target.

Pupil is on track to exceed expectations of the

5
curriculum target.

6 Pupil exceeds expectations of the curriculum

target.