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Performance Standards Guides (Y1, Y2 & Y3 2019) T.fiera
Performance Standards Guides (Y1, Y2 & Y3 2019) T.fiera
com
PERFORMANC
E DESCRIPTORS FOR LISTENING SKILLS NOTES
LEVEL
Hardly recognises and reproduces limited target Requires support
1
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
On track to
language phonemes with a lot of support from the
2
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. Achieves
3
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)
support from the teacher.
Recognises and reproduces limited target language
phonemes with minimal support from the teacher. Working towards
5
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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PERFORMANC
E DESCRIPTORS FOR SPEAKING SKILLS NOTES
LEVEL
Hardly produces meaningful words and fixed phrases Requires support
1
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)
Produces a few meaningful words and fixed phrases with
2
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
very familiar topics with some support from the teacher. Achieves
3
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.
Produces and comprehends words and fixed phrases on
very familiar topics
with minimal support from the teacher.
4
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.
Produces and comprehends words and fixed phrases on
very familiar topics confidently.
Asks and answers straightforward questions using one
5
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.
Produces and comprehends words and fixed phrases on
very familiar topics confidently and independently.
Asks and answers straightforward questions using fixed
6
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.
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PERFORMANC
E DESCRIPTORS FOR READING SKILLS NOTES
LEVEL
Requires support
Hardly identifies and recognises shapes of the letters in
1
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
On track to
2
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.
Achieves
Blends and segments phonemes (CVC, CCVC) with support
3
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)
support from the teacher.
Uses phonics to read words and identify word families
5
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.
Uses phonics to read words and identify word families
6
independently.
Exceeds
Understands main ideas, specific information and details
expectations
of simple sentences independently.
(A1 Low)
Uses picture dictionary to categorise words
independently.
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PERFORMANC
E DESCRIPTORS FOR WRITING SKILLS NOTES
LEVEL
Hardly displays early writing skills to form letters as Requires support
1
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)
Displays early writing skills to form letters as On track to
2
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.
Achieves
Writes comprehensible words and phrases with correct
3
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.
Writes comprehensible words and phrases with correct
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)
Displays exemplary model of language use to others.
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PERFORMANC
E DESCRIPTORS FOR LISTENING SKILLS NOTES
LEVEL
Hardly recognises and reproduces some target language
1
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.
Recognises and reproduces some target language
2
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
with support from the teacher.
3
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.
Recognises and reproduces target language phonemes
with minimal support from the teacher.
4
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
support from the teacher.
Recognises and reproduces target language phonemes
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.
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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.
PERFORMANC
E DESCRIPTORS FOR SPEAKING SKILLS NOTES
LEVEL
Hardly produces simple information even with a lot of
1
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
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.
3
Achieves
Asks and answers straightforward questions using fixed
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
support from the teacher.
Produces and comprehends simple information on very
familiar topics with minimal support from the teacher.
4
Working towards
Asks and answers straightforward questions using fixed
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.
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5
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.
Produces and comprehends simple information on very
familiar topics confidently and independently.
Asks and answers straightforward questions using fixed
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.
Displays exemplary model of language use to others.
PERFORMANC
E DESCRIPTORS FOR READING SKILLS NOTES
LEVEL
Hardly identifies, recognises and names the letters of the
1
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)
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.
Blends and segments words (CVC, CCVC, CVCV, CCV) with
3
Achieves
support from the teacher.
expectations of
Understands main ideas, specific information and details
curriculum target
of simple sentences.
(A1 Low)
Uses picture dictionary and appropriate word attack skills
to understand specific meaning with support from the
teacher.
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4
Working towards
Understands main ideas, specific information and details
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.
Uses phonics to read words and identify word families
5
confidently.
On track to exceed
Understands main ideas, specific information and details
expectations (A1
of simple sentences confidently.
Mid)
Uses picture dictionary and appropriate word attack skills
to understand specific meaning confidently.
Reads simple sentences independently.
6
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.
PERFORMANC
E DESCRIPTORS FOR WRITING SKILLS NOTES
LEVEL
Hardly writes simple sentences by using appropriate
1
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)
support from the teacher.
2
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
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)
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4
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
On track to exceed
form and style confidently.
expectations (A1
Organises basic information using correct punctuation
Mid)
and spelling without hesitation.
6
form and style independently. Exceeds
Organises basic information using correct punctuation expectations
and spelling independently. (A1 Mid)
Displays exemplary model of language use to others.
PERFORMANC
E DESCRIPTORS FOR LISTENING SKILLS NOTES
LEVEL
Hardly recognises and reproduces target language
phonemes even with a lot of support from the teacher.
Hardly displays understanding of main idea, specific
1
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.
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2
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
with a lot of support from the teacher.
Recognises and reproduces a range of target language
phonemes with support from the teacher.
3
Achieves
Displays understanding of main idea, specific
expectations of the
information and details of short simple texts, narratives,
curriculum target.
a wide range of short questions and classroom
(A1 Mid)
instructions with support from the teacher.
Guesses meaning of unfamiliar words using visual clues.
Recognises and reproduces a range of target language
phonemes.
Working towards
Displays understanding of main idea, specific
4
exceeding
information and details of short simple texts, narratives,
expectations of the
a wide range of short questions and classroom
curriculum target.
instructions with minimal support from the teacher.
(A1 High)
Shows good ability in guessing meaning of unfamiliar
words using visual clues.
Recognises and reproduces a range of target language
phonemes.
Displays understanding of main idea, specific
5
On track to exceed
information and details of short simple texts, narratives, expectations of the
a wide range of short questions and classroom curriculum target.
instructions with confidence. (A1 High)
Shows very good ability in guessing meaning of
unfamiliar words using visual clues.
Recognises and reproduces a range of target language
phonemes.
Displays understanding of main idea, specific
6
Exceeds
information and details of short simple texts, narratives, expectations of the
a wide range of short questions and classroom curriculum target.
instructions confidently and independently. (A1 High)
Shows excellent ability in guessing meaning of
unfamiliar words using visual clues.
PERFORMANC
E DESCRIPTORS FOR LISTENING SKILLS NOTES
LEVEL
Hardly able to communicate simple information about basic Requires support
1
opinions, everyday routines, directions and simple predictions even to achieve the
with a lot of support from the teacher. curriculum target.
Hardly able to describe people and objects using suitable words and (A1 Mid)
phrases even with a lot of support from the teacher.
Hardly able to keep interaction going in short exchanges and asks
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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 predictions with a lot of support
from the teacher.
2
On track to
Describes people and objects using suitable words and phrases with
achieve the
a lot of support from the teacher.
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
basic opinions, everyday routines, directions and simple predictions. Working towards
5
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
basic opinions, everyday routines, directions and simple predictions.
Shows excellent ability to describe people and objects using suitable
6
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.
Displays exemplary model of language use to others.
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LEVEL
Hardly able to understand the main idea, specific
information and details of short simple texts even with a
lot of support from the teacher.
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.
support from the teacher.
(A1 Mid)
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 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
Working towards
4
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.
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PERFORMANCE
DESCRIPTORS FOR LISTENING SKILLS NOTES
LEVEL
Hardly uses cursive handwriting in a limited range of written work
even with a lot of support from the teacher.
Hardly able to communicate basic information and give descriptions
1
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.
Communicates basic information and gives descriptions of people
2
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)
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.
Communicates basic information and gives descriptions of people
3
Achieves
and objects adequately.
expectations of
Shows adequate ability to punctuate, spell an increased range of
the curriculum
familiar high frequency words and connect sentences using basic
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.
Working
Displays good ability to communicate basic information and give
4
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.
Displays very good ability to communicate basic information and give On track to
6
work. expectations of
Displays excellent ability to communicate basic information and give the curriculum
descriptions of people and objects. target.
Shows excellent ability to punctuate, spell an increased range of (A1 High)
familiar high frequency words and connect sentences using basic
conjunctions.
Shows excellent ability to plan, draft and write an increased range of
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simple sentences.
Displays exemplary model of language use to others.
Source:
Year 1& 2 English DSKP for 2018 (2017 publication)
Year 3 English DSKP for 2019 (2018 publication)
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