PBD TRANSIT FORM – ENGLISH YEAR 1, 2019

TEACHER’S NAME: ………………………………………………………………………………………………….. SCHOOL:

………………………………………………………….. CLASS: …………………………………………

NAME PERFORMANCE LEVEL OF SKILLS

LISTENING SPEAKING READING WRITING OVERALL

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

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 SPEAKING SKILLS ENGLISH YEAR 1

PERFORMANC
E DESCRIPTORS FOR SPEAKING SKILLS NOTES
LEVEL
Requires support to
1  Hardly produces meaningful words and fixed phrases even with a lot of support from the teacher. achieve curriculum target
 Hardly asks and answers straightforward questions using one word or a fixed phrase even with a lot of support from the (Working towards A1)
teacher.
On track to achieve
2  Produces a few meaningful words and fixed phrases with a lot of support from the teacher. curriculum target
 Asks and answers a few straightforward questions using one word or a fixed phrase with a lot of support from the teacher. (Working towards A1)
Achieves expectations of
 Produces and comprehends words and fixed phrases on very familiar topics with some support from the teacher. curriculum target
 Asks and answers straightforward questions using one word or a fixed phrase with some support from the teacher. (Working towards A1)
 Introduces self, describes objects and participates in simple interactions on familiar topics using fixed phrases.
3
Working towards
 Produces and comprehends words and fixed phrases on very familiar topics with minimal support from the teacher. exceeding expectations
 Asks and answers straightforward questions using one word or a fixed phrase with minimal support from the teacher. (A1 Low)
 Expresses self, describes objects and participates in simple conversations on familiar topics using fixed phrases.
4
On track to exceed
 Produces and comprehends words and fixed phrases on very familiar topics confidently. expectations
 Asks and answers straightforward questions using one word or a fixed phrase with increasing confidence and self-reliance. (A1 Low)
5  Expresses self, describes objects and participates in conversations on familiar topics using fixed phrases with an increasing
display of confidence.
Exceeds expectations
 Produces and comprehends words and fixed phrases on very familiar topics confidently and independently. (A1 Low)
 Asks and answers straightforward questions using fixed phrases with ease and great confidence.
 Initiates, expresses self, describes objects and participates in conversations on familiar topics using fixed phrases independently.
6
 Displays exemplary model of language use to others.

PERFORMANCE STANDARDS GUIDE FOR LISTENING SKILLS ENGLISH YEAR 1

PERFORMANC
E DESCRIPTORS FOR LISTENING SKILLS NOTES
LEVEL
Requires support to
1  Hardly recognises and reproduces limited target language phonemes. achieve curriculum target
 Hardly understands very simple questions, instructions and main ideas of the texts even with a lot of support from (Working towards A1)
the teacher.
On track to achieve
2  Recognises and reproduces some limited target language phonemes with a lot of support from the teacher. curriculum target
 Understands a few very simple questions, instructions and main ideas of the texts with a lot of support from the (Working towards A1)
 teacher.
Achieves expectations of
 Recognises and reproduces limited target language phonemes with support from the teacher. curriculum target
3  Understands very simple questions, instructions, main ideas and supporting details of the texts with support from (Working towards A1)
the teacher.
 Predicts words using knowledge of a topic with support from the teacher.
Working towards
 Recognises and reproduces limited target language phonemes with minimal support from the teacher. exceeding expectations
4  Understands very simple questions, instructions, main ideas and supporting details of the texts with minimal (A1 Low)
support from the teacher.
 Predicts words using knowledge of a topic.
On track to exceed
 Recognises and reproduces target language phonemes appropriately. expectations
5  Understands simple questions, instructions, main ideas and supporting details of the texts without hesitation. (A1 Low)
 Displays increasing confidence and self-reliance in predicting words using knowledge of a topic.
Exceeds expectations
 Recognises and reproduces target language phonemes appropriately and independently. (A1 Low)
6  Understands simple questions, instructions, main ideas and supporting details of the texts promptly and
independently.
 Predicts words using knowledge of a topic confidently and independently.

PERFORMANCE STANDARDS GUIDE FOR READING SKILLS ENGLISH YEAR 1

PERFORMANC
E DESCRIPTORS FOR READING SKILLS NOTES
LEVEL
Requires support to
1  Hardly identifies and recognises shapes of the letters in the alphabet even with a lot of support from the teacher. achieve curriculum target
 Hardly blends and segments phonemes (CVC, CCVC) even with a lot of support from the teacher. (Working towards A1)
On track to achieve
2  Identifies and recognises most shapes of the letters in the alphabet with a lot of support from the teacher. curriculum target
 Blends and segments a few phonemes (CVC, CCVC) with a lot of support from the teacher. (Working towards A1)
 Hardly understands main ideas of very simple phrases and sentences after repeated readings.
Achieves expectations of
 Identifies and recognises all shapes of the letters in the alphabet. curriculum target
3  Blends and segments phonemes (CVC, CCVC) with support from the teacher. (Working towards A1)
 Understands main ideas, specific information and details of very simple phrases and sentences.
 Uses picture dictionary to categorise words with support from the teacher.
Working towards
 Blends and segments phonemes (CVC, CCVC) without hesitation. exceeding expectations
 4  Understands main ideas, specific information and details of very simple phrases and sentences appropriately. (A1 Low)
 Uses picture dictionary to categorise words with minimal support from the teacher.
On track to exceed
 Uses phonics to read words and identify word families confidently. expectations
5  Understands main ideas, specific information and details of very simple phrases and sentences confidently. (A1 Low)
 Uses picture dictionary to categorise words confidently.
Exceeds expectations
 Uses phonics to read words and identify word families independently. (A1 Low)
6  Understands main ideas, specific information and details of simple sentences independently.
 Uses picture dictionary to categorise words independently.

PERFORMANCE STANDARDS GUIDE FOR WRITING SKILLS ENGLISH YEAR 1

PERFORMANC
E DESCRIPTORS FOR WRITING SKILLS NOTES
LEVEL
Requires support to
1  Hardly displays early writing skills to form letters as demonstrated by the teacher. achieve curriculum target
 Hardly uses fixed phrases to communicate with appropriate language form and style even with a lot of support from (Working towards A1)
the teacher.
On track to achieve
2  Displays early writing skills to form letters as demonstrated by the teacher with some legibility. curriculum target
 Uses fixed phrases to communicate with appropriate language form and style with a lot of support from the teacher. (Working towards A1)
Achieves expectations of
 Displays early writing skills appropriately. curriculum target
3  Writes comprehensible words and phrases with correct punctuation and spelling supported by the teacher. (Working towards A1)
 Organises words by using ‘and’ to communicate with appropriate language form and style with some support from
the teacher.
Working towards
 Writes comprehensible words and phrases with correct punctuation and spelling with minimal support by the exceeding expectations
4 teacher. (A1 Low)
 Organises words by using ‘and’ to communicate with appropriate language form and style with minimal support
from the teacher.
On track to exceed
 Writes comprehensible words and phrases with correct punctuation and spelling confidently. expectations
5  Organises words by using ‘and’ to communicate with appropriate language form and style without hesitation. (A1 Low)
Exceeds expectations
 Writes comprehensible words and phrases with correct punctuation and spelling independently. (A1 Low)
6  Organises words by using ‘and’ to communicate with appropriate language form and style independently.
 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 with a lot of
1
support.

2 Pupil is on track to achieve the curriculum target.

Pupil achieves expectations for the curriculum target.

3

Pupil works towards exceeding expectations for the curriculum

4
target.

Pupil is on track to exceed expectations of the curriculum target.

5

6 Pupil exceeds expectations of the curriculum target.