CLASS YEAR 4

SUBJECT ENGLISH
SKILL LISTENING SKILL
TEACHER’S NAME

1.2.1 Understand with support the main idea of longer simple texts
1.2.2 Understand with support specific information and details of longer simple
texts
1.1.1 Recognise and reproduce with support a wide range of target language 1.3.1 Guess the meaning of unfamiliar words from clues provided by knowledge
LEARNING STANDARDS 1.2.3 Understand with support short simple narratives on a range of familiar
phonemes of the topic
topics
1.2.4 Understand longer supported classroom instructions
1.2.5 Understand longer supported questions

Can display understanding of the main idea, specific information and details of
longer simple texts, short simple narratives, longer questions and classroom
instructions (TP1, 2&3)
Can recognise and reproduce target language phonemes Can guess meaning of unfamiliar words
Can display understanding of the main idea, specific information and details of
simple texts and narratives, longer questions and classroom instructions
(TP4,5&6)

easily with occasional support

easily with little or no support

with support by responding to

with support by responding to

with support by responding to

minimal with a lot of support
listening with a lot of support

a wide range with occasional

given tasks most of the time

a few with a lot of support

some with a lot of support

some with a lot of support

some with a lot of support

a wide range with support

from clues provided by

from clues provided by

from clues provided by

from clues provided by

knowledge of the topic

knowledge of the topic

knowledge of the topic

knowledge of the topic

minimal after repeated

PERFORMANCE STANDARDS

given tasks at times

given tasks easily

with support
support

TP1 TP2 TP3 TP4 TP5 TP6 TP1 TP2 TP3 TP4 TP5 TP6 TP1 TP2 TP3 TP4 TP5 TP6
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 CLASS YEAR 4
SUBJECT ENGLISH
SKILL SPEAKING SKILL
TEACHER’S NAME

2.1.1 Explain and give reasons for basic opinions

2.1.2 Find out about and describe experiences in the past
LEARNING STANDARDS 2.1.3 Give a longer sequence of basic instructions or directions
2.1.4 Give reasons for simple predictions

Can communicate simple information

using fixed phrases with a lot

with a lot of relevant details

clearly by providing a lot of
clearly by providing some

clearly and confidently

with a lot of support

relevant details

relevant details
of support

PERFORMANCE STANDARDS

clearly

TP1 TP2 TP3 TP4 TP5 TP6

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 providing short and simple

TP1
responses with a lot of support

appropriately with a lot of

TP2
support

appropriately

TP3
appropriately by sustaining

TP4
communication at times
(i) to show understanding
(ii) to ask for clarification

appropriately by sustaining
communication most of the
Can manage interaction and classroom tasks

TP5
times
2.2.2 Check steps needed to complete short classroom tasks

sustaining communication

TP6
2.2.1 Keep interaction going in short exchanges by using suitable words:

naturally

using fixed phrases with a lot

TP1
of support

using basic statements with a

TP2

lot of support

using suitable statements

TP3

adequately

clearly using suitable

statements with very few
TP4

relevant details
Can describe people and objects (TP1&2)
Can describe people and things (TP3,4,5&6)
2.1.5 Describe people and objects using suitable statements
 clearly using suitable

and objects (TP1&2)

statements with very some

and things (TP3,4,5&6)

TP5
relevant details

jects using suitable statements

creatively using suitable

TP6
statements

with difficulty even with a lot

TP1
support

with a lot of support

TP2
adequately

TP3
clearly at an appropriate pace

TP4
Can narrate short basic stories
2.3.1 Narrate short basic stories

with clear diction and

TP5
articulation

creatively with clear diction

TP6

and articulation
 CLASS YEAR 4
SUBJECT ENGLISH
SKILL READING SKILL
TEACHER’S NAME

3.2.1 Understand the main idea of simple texts of one or two paragraphs
3.2.2 Understand specific information and details of simple texts of one or two
LEARNING STANDARDS
paragraphs

Can display understanding of the main idea, specific information and details of
simple texts of one or two paragraphs

responding adequately to given

responding creatively to given

minimal with a lot of support

responding clearly to given

responding clearly to given

some with a lot of support

tasks most of the time

PERFORMANCE STANDARDS

tasks with ease

tasks.

tasks
TP1 TP2 TP3 TP4 TP5 TP6
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3.2.3 Guess the meaning of unfamiliar words from clues provided by title and
topic
3.2.4 Recognise and use with little or no support key features of a simple 3.3.1 Read and enjoy A1 fiction/non-fiction print and digital texts of inte
monolingual dictionary

Can read A1 fiction or non-fiction print and digital texts of interest (TP1
Can guess the meaning of unfamiliar words from clues provided by title and Can read and understand a range of A1 fiction or non-fiction print and d
topic as well as use dictionary skills texts of interest (TP3,4,5&6)

responding adequately to given

haltingly with a lot of support
very few with a lot of support

according to given tasks with

(limited range of dictionary

(limited range of dictionary

responding clearly to given

some with a lot of support

slower pace with a lot of

according to given tasks

tasks most of the time

adequately

effectively

support
skills)

skills)

tasks.
ease

TP1 TP2 TP3 TP4 TP5 TP6 TP1 TP2 TP3 TP4
iction print and digital texts of interest

nt and digital texts of interest (TP1&2)

1 fiction or non-fiction print and digital
st (TP3,4,5&6)
responding clearly to given
tasks with ease

read fluently

TP5 TP6
 CLASS YEAR 4
SUBJECT ENGLISH
SKILL WRITING SKILL
TEACHER’S NAME

4.1.2 Use cursive writing in written work*

LEARNING STANDARDS
*all children

Can display ability to use cursive writing.

minimal with a lot of support

with a lot of support

legibly and neatly

PERFORMANCE STANDARDS
adequate

legibly
=

TP1 TP2 TP3 TP4 TP5 TP6

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 4.2.5 Connect sentences into a coherent paragraph using basic coordina
4.2.1 Explain and give reasons for simple opinions
conjunctions and reference pronouns
4.2.2 Make and respond to simple offers and invitations
4.3.1 Use capital letters, full stops, question marks and commas in lis
4.2.3 Describe basic everyday routines
appropriately in guided writing at discourse level
4.2.4 Describe people and objects using suitable statements
4.3.2 Spell most high frequency words accurately in guided writing

Can spell words and use punctuations in guided writing as well as con
Can communicate basic and personal information as well as describe people and sentences into a paragraph (TP1&2)
objects Can spell words and use punctuations in guided writing as well as con
sentences into a coherent paragraph (TP3,4,5&6)

spell accurately and write with

suitable statements with some
suitable statements adequately
basic statements with a lot of

suitable statements with very

minimal ability with a lot of

a variety of relevant details
fixed phrases with a lot of

very few relevant details

with a lot of support
few relevant details

spell accurately
relevant details
support

support

support

TP1 TP2 TP3 TP4 TP5 TP6 TP1 TP2 TP3 TP4
ent paragraph using basic coordinating
reference pronouns
4.3.3 Produce a plan or draft of one paragraph for a familiar topic and modify
question marks and commas in lists
this appropriately in response to feedback
writing at discourse level
words accurately in guided writing

s in guided writing as well as connect

paragraph (TP1&2)
Can produce and modify a plan or draft of a paragraph in response to feedback
s in guided writing as well as connect
nt paragraph (TP3,4,5&6)
spell accurately and write with

with very few relevant details

can spell accurately and write

with some relevant details

with a variety of relevant

some relevant details

with a lot of support

minimal ability
creatively

details
=

TP5 TP6 TP1 TP2 TP3 TP4 TP5 TP6