1 2 3 4 PBD

5 6TRANSIT
1 2 FORM
3 4 – ENGLISH
5 6 1YEAR
2 3 3, 42019
5 6 1 2 3 4 5 6 1 2 3 4 5 6

TEACHER’S NAME: 1 2 3 4 5 6 1 2 3 4 5 SCHOOL:

6 1 2 3 4 5 6 1 2 3 4 CLASS:
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…….. 1 2 3 4 5 6 1 2 3 4 5 …..
6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6

NAME 1 2 3 4 5 6 1 2 3 4 5PERFORMANCE
6 1 2 LEVEL
3 4 OF SKILLS
5 6 1 2 3 4 5 6 1 2 3 4 5 6

1 2 3 4 5 6 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

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

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

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

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

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

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

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

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

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

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

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

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

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

1 2 3 4 5 6 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 2

PERFORMANCE
LEVEL
DESCRIPTORS FOR LISTENING SKILLS NOTES
1 Requires support
 Hardly recognises and reproduces some target language phonemes. to achieve
 Hardly understands simple questions, instructions and main ideas of the texts even with a lot curriculum target
of support from the teacher. (A1 Low)
On track to achieve
2 curriculum target
 Recognises and reproduces some target language phonemes with a lot of support from the (A1 Low)
teacher.
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 independently. expectations
 Understands simple questions, instructions, main ideas and supporting details of the texts (A1 Mid)
independently.
Understands messages using visual clues independently.

 PERFORMANCE STANDARDS GUIDE FOR SPEAKING SKILLS ENGLISH YEAR 2

PERFORMANCE
LEVEL
DESCRIPTORS FOR SPEAKING SKILLS NOTES
Requires support
 Hardly produces simple information even with a lot of support from the teacher. to achieve
1
 Hardly asks and answers straightforward questions using fixed phrases even with a lot of support curriculum target
from the teacher. (A1 Low)
On track to achieve
curriculum target
2  Produces a few simple information with a lot of support from the teacher. (A1 Low)
 Asks and answers a few straightforward questions using fixed phrases with a lot of support from
the teacher.
Achieves
3  Produces and comprehends simple information on very familiar topics with support from the teacher. expectations of
 Asks and answers straightforward questions using fixed phrases with support from the teacher. curriculum target
 Participates and manages simple interactions on familiar topics using words, phrases and non-verbal (A1 Low)
responses with support from the teacher.

Working towards
 Produces and comprehends simple information on very familiar topics with minimal support from the exceeding
4 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 self- Mid)
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 independently. expectations
 Asks and answers straightforward questions using fixed phrases with ease and great confidence. (A1 Mid)
6 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 2

PERFORMANCE
LEVEL
DESCRIPTORS FOR READING SKILLS NOTES
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 the curriculum target (A1
2 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 the expectations of
teacher. curriculum target (A1
Blends and segments words (CVC, CCVC, CVCV, CCV) with support from the teacher. Low)
3 
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 appropriately. expectations (A1 Mid)
 Uses picture dictionary and appropriate word attack skills to understand specific meaning
4
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 1

PERFORMANCE
LEVEL
DESCRIPTORS FOR WRITING SKILLS NOTES
1 Requires support
 Hardly writes simple sentences by using appropriate language form and style even with a lot to achieve
of support from the teacher. curriculum target
Hardly organises basic information even with a lot of support from the teacher. (A1 Low)

On track to achieve
2 curriculum target
 Writes simple sentences by using appropriate language form and style with a lot of support (A1 Low)
from the teacher.
Organises basic information with a lot of support from the teacher.

3 Achieves
 Writes simple sentences by using appropriate language form and style with support from the expectations of
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 support exceeding
from the teacher. expectations (A1
Organises basic information using correct punctuation and spelling with minimal support from Mid)

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)
Exceeds
6 expectations
 Writes simple sentences by using appropriate language form and style independently.
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 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.