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 6
PERFORMANCESTANDARDS
PERFORMANCE
PERFORMANCE STANDARDSGUIDE
STANDARDS GUIDE FOR
GUIDE FOR WRITING
READINGSKILLS
FORLISTENING
SPEAKING SKILLS
SKILLS
PERFORMANCE
PERFORMANCE
PERFORMANC DESCRIPTORS
DESCRIPTORS
LEVEL
LEVEL
E DESCRIPTORS
LEVEL  Can
Can communicate
Can display
recognise minimal basic
and reproduce information
understanding minimal ofabout
the
target themselves
main language
idea, specificand others
phonemes information
withas awell
lotandassupport.
of describe
details of
 personality
Can
Cancommunicate
simple display using
longerminimal fixed
textssimple phrases
understanding
with with
ainformation a
lot of support. lot
ofaboutof support.
the main themselves
idea, specific and others
informationusing and fixeddetails
phrasesof
 Can
with
longer acommunicate
lot of
simple support.
texts basic
and future
narrativesplans,witheventsa lotandof experiences using fixed phrases with a lot
support.
1  Can
of guess meaning of very few unfamiliar words from clues provided by other known
support.
 Can
Can communicate
display minimal rules, obligations of
understanding and moregivecomplex
reasonsquestionsusing fixed andphrases with a lot of
longer sequences
11  words
Can and by
display context
minimal as well
ability to as use
spell words a limited
and use range of dictionary
punctuations in skills withwriting
independent a lot as
of
support.
classroom instructions with a lot of support.
support.
well as connect sentences into two paragraphs with a lot of support.
 Can
Canmanage
guess meaning interaction and unfamiliar
of a few extended words classroom with tasks
a lot of bysupport.
providing short and simple
1  Can read
Can display A2 minimal
fiction orability to produce and digital
modifytexts a plan or draft haltingly
of two paragraphs in
responses
Can recognise with aand of non-fiction
lotreproduce
support.some printtargetand language of interest
phonemes with a lot ofwith a lot of
support.
response
support. to feedback.
 Can
Candescribe
display some personality and future
understanding of plans
the main or events using fixed
idea, specific phrasesand
information withdetails
a lot of
 Can communicate basic information about themselves and others as well as describe
 support.
Can
longer display
simple some texts understanding
and narrativeswith of
with the mainsupport.
idea, specific information and details of
2 personality using basic statements a alotlotofof support.
 Can
Can narrate
display short
some stories, events
understanding andof experiences
more complex withquestions
difficulty andevenlongerwith asequences
lot of
 simple longer texts with a lot of support.
Can communicate basic future plans, events and experiences using basic statements withof
a
 support.
classroom
Can
lot ofguess
support. instructions with a lot of support.
meaning of some unfamiliar words from clues provided by other known
2   Can
Cancommunicate simple information about themselves lotofand others
2 Can
words guess
spell meaning
andwords and
by context of
usesome unfamiliar
punctuations
as well as use in words
independent
limited with
range a writing as well with
ofdictionary
support. asskillsa lot ofsentences
connect support.
with a lot of
 Can
Cancommunicate
into tworecognise
paragraphs rules,
and obligations
withreproduce and
a lot of support. a wide give reasonsrange with of atarget
lot of support.
language phonemes
support.
 Can manage
independently.
Can produce and interaction
modify aand planextended
or draft ofclassroom
two paragraphs tasks inappropriately
response to feedback with a with lot ofa
2  Can read A2 fiction or non-fiction print and digital texts of interest at a slower pace with
support.
Can display
lot of support. understanding of the main idea, specific information and details of longer
 aCan
Can lotdescribe
simple of support.
texts personality
communicate basic and
and narratives future
with
information plans
little or no
about or support.
events
themselves with aand lot of support.
others as well as describe
3
 Can
Cannarrate
displayshort
personality
Can understand using stories,
mainevents
understanding
suitable
the statements and
idea,ofspecific
more experiences
complex with
adequately.
information and and alonger
lot of support.
details sequences
of simple longer of supported
texts by
 Can
Can communicate
classroom
communicate instructions. basic
simple
responding adequately to given tasks. future plans,
information events
about and
themselves experiences
and using
others suitable
clearly. statements
3  adequately.
Can
Cancommunicate
guess the meaning rules,
of unfamiliar
obligations words
and give
fromreasons
cluesclues provided
adequately. by other known words and
Can guess meaning of unfamiliar words from provided by other known words
3  Can spell
by context.
Can words accurately and use punctuations
manage interaction and extended classroom tasks appropriately. in independent writing as well as connect
3 and by context
sentences into two as well as useparagraphs
coherent dictionaryor skills
more. adequately.
 Can
Can describe
recognise personality
and and future
reproduce a wide plans or events
range of target using language
suitable statements
phonemes
 Can
Can read
produce andand understand
modify a plan a range of A2
or draft of twofiction or non-fiction
paragraphs or moreprint and digital
in response texts of
to feedback.
adequately.
independently.
  interest
Can
Can
Cannarrate by responding
communicate
understand short stories,
the basicadequately
main information
events
idea, and toexperiences
specificgiven
about tasks.
themselves
information andand
adequately. others
details of as well simple
longer as describe
texts
 personality
andcommunicate
Can using suitable
narratives independently.
simple statements with very few relevant details.
Can understand the maininformation
idea, specificabout themselves
information and others
and details clearly
of simple by providing
longer texts by
4  Can
Can communicate
some
responding understand
relevant basic
details.
clearly more
to
future plans, events
givencomplex
tasks most questions and experiences
of the time. and longerusing suitable statements
sequences of classroom with
very few relevant details.
4  instructions
Can
Can communicate with little
rules,orobligations
ofno supportand by responding
give reasons tobygiven tasksby
providing at other
some times.
relevant details.
 Can guess the
spell words meaning
accurately unfamiliar
and words
use punctuations from in clues provided
independent writing known
as well words
as connect
4  Can manage
Can guess meaning interactionof unfamiliar words from
and extended clues provided
classroom by other known
tasks appropriately by words and
sustaining
4 and by context
sentences into two as well as useparagraphs
coherent dictionaryor skills
more according
with verytofew given tasks details.
relevant most of the time.
by context.
communication at times.
 Can read
Can produce andand modify a plan
understand or draft
a range of A2 of two
fictionparagraphs
or non-fictionor more in response
print and digital to feedback
texts of
 Can
Can
with recognise
describe
very few and details.
personality
relevant reproduce
and future independently
plans or events a wide
clearlyrangeusing of targetstatements
suitable language
interest
phonemes.
with by responding clearly to given tasks most of the time.
 Can very few relevant
communicate details.
basic information about themselves and others as well as describe
 Can
Can
Can understand
narrate
understand
personality short
usingthe themainmain
stories,
suitable idea,specific
events
idea,
statements specific
and information
experiences
with information
some relevant clearly
andand at details of of
an appropriate
details
details. longer
simple simple
pace.
longer texts
texts by
 and
Can narratives
communicate
responding
Can communicate independently.
clearlybasicsimple
to given information
future tasks with
plans, about themselves and others
ease.and experiences using suitable statements with
events clearly by providing
5
 Can
aCanlot of
some understand
guessrelevant
relevant moreof complex
details.
the details.
meaning unfamiliarquestions
words fromand clues longer
provided sequences
by other of knownclassroom
words
55  instructions
Can
Can communicate
spell words with little or no support
rules, obligations
accurately and use by responding
and give reasons
punctuations in to given tasks
by providing
independent most
writing of
a lot
as the
well time.
ofas relevant
connect
and by context as well as use dictionary skills according to given tasks with ease.
 Can guess into
details.
sentences meaning of unfamiliar
two coherent wordsorfrom
paragraphs moreclues withprovided
some relevant by other known words and
details.
5  Can
Can
read
by context.
Can manage andinteraction
produce and
understand
modify a and
a range
plan or
of A2 fiction
extended
draft of two classroom or non-fiction
paragraphs tasks print
appropriately
or more
and digital
in response
texts of
bytosustaining
feedback
 interest
Can some
with by
recognise
communication responding
relevant and
most clearly
ofreproduce to given tasks with ease.
the time. independently a wide range of target language
details.
 phonemes.
Can
Can describe
Can communicate
understand personality and
idea,future
the maininformation
basic specific plans
about or events
themselves
information and clearly using
and others
details suitable
as well
of simple statements
as
longer describe
texts by
 personality
Cansome
with display
responding with
relevant a variety
understanding
creatively details. of relevant
to given of tasks.
the maindetails. idea, specific information and details of longer
 Can
simple
Can
Can
communicate
narrate
guess texts and
short
the
basic future
narratives
stories,
meaning ofevents
plans,
andevents
independently.
unfamiliar experiencesand experiences
words fromwith cluesclear
using
diction
provided
suitable
byandother
statements with
articulation.
known words
6  aCan
Can variety of relevant
display
communicate details.
understanding
simple of more
information aboutcomplexthemselves questions and and longer
others with a sequences
lot of relevant of
66  and
Can by
spellcontext
words as well as use
accurately and dictionary
use skills effectively.
punctuations in independent writing as well as connect
classroom instructions
details clearly and confidently. independently by responding to given tasks easily.
 Can read
guessfluently
sentences
Cancommunicate into
meaning twoand of understand
coherent paragraphs
unfamiliar a range
words orfrom of A2
more fiction
creatively. or non-fiction print and digital
 Can rules, obligations and giveclues reasonsprovided by other known
by providing a lot of words and
relevant
 Can
texts produce
of
by context.
details interest.and modify
clearly and confidently. a plan or draft of two paragraphs or more in response to feedback
with a variety of relevant details.
 Can
CanCan guide
guide
manage others
others in
in aa given
interaction given task.
andtask.
extended classroom tasks appropriately by sustaining
6  Can display exemplary model of language use and guide others.
communication naturally.
 Can describe personality and future plans or events creatively using suitable statements.
 Can narrate short stories, events and experiences creatively with clear diction and
articulation.
 Can display exemplary model of language use and guide others.
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