2022/2023

TRANSIT FORM (PBD)

SCHOOL CODE:
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SCHOOL NAME:
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TEACHER:
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CLASS:
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 PERFORMANCE STANDARDS GUIDE FOR ENGLISH YEAR 2
PERFORMANCE
PERFORMANCESTANDARDS
STANDARDSGUIDE
GUIDEFOR
FORLISTENING
SPEAKING
READING
WRITING SKILLS
SKILLS
PERFORMANC
E DESCRIPTORS NOTES
LEVEL

Hardly identifies
produces
displays early and
meaningful
recognises
writing words skills
shapes to
andform
offixed
theletters
letters
phrasesas
in Requires support

Hardly recognises and reproduces limited target
even
the alphabet
with a lotby
demonstrated even
of the
support
with
teacher.from
a lottheofteacher.
support from the to achieve
language phonemes.
1  teacher.
Hardly
Hardly asks usesandfixedanswers straightforward
phrases questions using curriculum
curriculum
1 understands very simpletoquestions,
communicate with
instructions
 Hardly
one word blendsor a fixed
and segments
phrase even phonemes
with a lot(CVC, of support
CCVC) target (Working
appropriate
and main ideas language
of theform textsand even style
with even a lotwith a lot of
of support target (Working
from with
even the teacher.
a lot of support from the teacher. (WorkingA1)
towards
from thefrom
support teacher.the teacher. towards A1)
 Identifies and recognises most shapes of the letters in towards
On A1) to
track
 Produces a few meaningful words and fixed phrases On
 the Recognises
alphabet
Displays earlyand writing
with a reproduces
lot of support
skills some
fromform
to thelimited
teacher.
letterstarget
as On track to
achievetrack to
with a lot of support from the teacher. achieve
language
 Blends and phonemes
segments with
a few a lot
phonemes of support
(CVC, from
CCVC) the
with curriculum
2  demonstrated
Asks and answers by thea fewteacher with some legibility.
straightforward questions using
teacher.
a lot of support from the teacher. curriculum
target
2
2  Usesone word fixedorphrases
a fixed to phrase with a lotwith
communicate of support from
appropriate
Understands
 Hardly a few very
understands main simple
ideas of questions,
very simple instructions
phrases target
(Working
target
the teacher.
language
main form
and sentences and
ideasafterof thestyle withwith
texts
repeated a lota of
readings. lotsupport
of support fromfromthe (Working
towards
(WorkingA1)
 teacher.
the teacher.
Produces
Identifies and comprehends
recognises all words shapesand of the fixed phrases
letters on
in the towards A1)
towards
AchievesA1)
 alphabet.
Recognises
very familiar and topicsreproduces
with some support limited from targetthelanguage
teacher. Achieves
 Displays early writing skills appropriately. expectations of
Achieves
phonemes
Asks
 Blends andand with
answers support
segments from
straightforward
phonemesthe teacher.
questions
(CVC, CCVC) using withone expectations of
 Writes comprehensible words and phrases with correct expectations of
curriculum
expectations of
3 Understands
word or a very
fixed
support from the teacher. simple
phrase questions,
with some instructions,
support from main
the curriculum
3 curriculum
target
curriculum
3  punctuation
ideas and supporting
teacher.
Understands and
main spelling
ideas, supported
details
specificof the bytexts
the teacher.
information with
andsupport
details target
target
3 (Working
from
 Organises
of very the
Introduces teacher.
simplewords
self, describes
by using
phrases ‘and’
objectsto and
and sentences. communicate
participates with
in target
(Working
(WorkingA1)
towards
 Predicts
simple
Uses words
interactions
picture
appropriate using
dictionary
language knowledge
on form
familiar andtopics
to categorise of a topic
using
style words
with some with support
fixed phrases towards A1)
(Working
towards A1)
from
 from
Producesthe teacher.
and comprehends words and fixed phrases on
the teacher towards A1)
Recognises
very
 Blends familiar
and
Writes comprehensibleandtopics
segments reproduces
with
phonemes
words limited
minimal
and (CVC,
phrases target
support CCVC)
with language
from the
without
correct
phonemes with minimal support from the teacher.
teacher.
hesitation. Working towards
punctuation and spelling with minimal support by the Working towards
Asks and answers
 Understands very ideas,
main simple questions,
straightforward
specific instructions,
questions
information using
and main
one
details exceeding
4 teacher. exceeding
exceeding
4
4 ideas
word
of very and
or a
simplesupporting
fixed phrase
phrases details
andwith of the
minimal
sentences texts with
support
appropriately. minimal
from the expectations (A1
 Organises words by using ‘and’ to communicate with expectations
expectations (A1
(A1
supportpicture
teacher.
Uses from the teacher. to categorise words with
dictionary Low)
Low)
 appropriate
Predicts words
Expresses
minimal language
self,
support using
fromknowledge
describes theform and
objects
teacher. of astyle with minimal
topic.participates
and in Low)
simple
Recognises
 support
Uses conversations
fromand
phonics to reproduces
the read
teacher. on familiar
words target topics
language
and identify using
word phonemesfixed
families
phrases. On track to
appropriately.
confidently.
 Writes comprehensible words and phrases with correct On
On track to
exceedtrack to
5 Produces
 Understands
punctuation andand comprehends
simple
main questions,
ideas,
spelling words
specific
confidently. and fixed main
instructions,
information phrases on
ideas
and details exceed
exceed
5 expectations
5 very
andvery
of familiar
simpletopics
supporting details
phrases confidently.
of
andthe texts without
sentences hesitation.
confidently. expectations
 Organises words by using ‘and’ to communicate with (A1 Low)
expectations
 Asks
Displaysand answers
increasing straightforward
confidence
Uses picture dictionary to categorise words confidently questions
and using one
self-reliance in (A1 Low)
On track to
appropriate
word or a words language
fixed form and style without hesitation (A1 Low)
exceed
5
predicting
 Uses phonics to phrase
usingwords
read with and
knowledge increasing
of a topic.
identify confidence
word families and
 Writes comprehensible
self-reliance. words
Recognises and reproduces target language phonemes
independently. and phrases with correct expectations
 punctuation
Expresses self,
and Exceeds
(A1 Low)
appropriately
Understands anddescribes
main spelling
ideas, independently.
independently. objects
specific and participates
information and details in Exceeds
6 expectations
6  conversations
Understands
of simple sentences
Organises words on familiar
simple usingtopics
questions,
byindependently. using
‘and’instructions,fixed phrases
to communicate main ideaswith
with Exceeds
expectations
an increasing display of confidence. (A1 Low)
6 and
 Uses supporting
appropriate picturelanguage details
dictionary
form ofandthe styletexts
to promptlywords
categorise
independently. and expectations
(A1 Low)
 independently.
Produces and comprehends words and fixed phrases on (A1 Low)
 Displays exemplary model of language use to others.
 very familiar
Predicts words topics
using confidently
knowledge andofindependently.
a topic confidently
 Asks and answers straightforward questions using fixed
and independently.
Exceeds
phrases with ease and great confidence.
6 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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