SCHOOL CODE:

___________________________
SCHOOL NAME:
___________________________
TEACHER:

2022/2023
___________________________
CLASS:
___________________________
TRANSIT FORM (PBD)
 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
phrases
as
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 asks
uses and
Hardly understands fixedanswersphrases straightforward questions curriculum
curriculum
1 very simpletoquestions,
communicate with
instructions
 Hardly
using one blendswordand or asegments
fixed phrase phonemes
even with (CVC,a CCVC)
lot of target (Working
appropriate
and main ideas language
of theform textsand even style
with even a lotwith a lot of
of support target (Working
support
even with froma lottheof teacher.
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 limited
the teacher.
letterstarget
as On track to
achievetrack to
with a lot of support from the teacher. achieve
language
 Blends and phonemes
segments awith
few a lot
phonemes of support
(CVC, from
CCVC) the
with curriculum
2  Asksdemonstrated
and answers by thea fewteacher with some questions
straightforward legibility. using
teacher.
a lot of support from the teacher. curriculum
target
2
2  Usesone wordfixedorphrases
a fixed to phrase with a lotwith
communicate of support from
appropriate
Understands
 Hardly a few very
understands mainsimple ideas of questions,
very simple instructions
phrases target
(Working
target
the teacher.
language
main form
and sentences and
ideasafter style
of the withwith
texts
repeated a lota of
readings. lotsupport
of support fromfrom
the (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 A1)
 alphabet.
very familiarandtopics
Recognises with some
reproduces limited support
target from the
language Achieves
 Displays early writing skills appropriately. Achieves
teacher.
phonemes
 Blends andwith support from
segments phonemes the teacher.
(CVC, CCVC) with expectations of
 Writes comprehensible words and phrases with correct expectations of
expectations of
Asks and
Understands answers very
support from the teacher. straightforward
simple questions, questions
instructions,using one
main curriculum
3 punctuation and spelling supported by the teacher. curriculum
curriculum
3 word
ideas and
 Understands or asupporting
fixedmain phrase withspecific
details
ideas, ofsome support
the texts withfrom
information the
support
and target
3 target
teacher.
 Organises
from the
details of teacher.
words
very simpleby using
phrases ‘and’
and to communicate with
sentences. target
(Working
(Working
 Introduces
Predicts
Uses picture
appropriate wordsself, describes
using knowledge
dictionary
language form to objects of a
and categoriseandtopic
style with participates
with
words
some supportin
with towards
(Working A1)
towards A1)
simple
from
from the
supporttheinteractions
teacher.
from
teacher on familiar topics using fixed phrases
the teacher. towards A1)
Produces
 Blends
Recognises andsegments
andcomprehends
reproduces words (CVC,and target
fixed phrases on
and
Writes comprehensible words limited
phonemes and phrases withlanguage
CCVC) without
correct Working
very familiar
phonemes
hesitation. withtopics
minimal with minimal
support fromsupport
the teacher.from the Working
punctuation and spelling with minimal support by the towards
teacher.
 Understands very mainsimple ideas,questions,
specific instructions,
information main and Working
towards
4 teacher. exceeding
4
4  Asks
ideas
detailsand
and answers
of supporting
very straightforward
details
simple of the
phrases questions
texts andwith using one
minimal
sentences towards
exceeding
exceeding
 Organises expectations (A1
4 word
support a words
or from
appropriately. fixed by using
thephrase
teacher. with‘and’ minimalto communicate
support fromwith the exceeding (A1
expectations
expectations
Low) (A1
teacher.
appropriate
 Uses
Predicts language
words using
picture form
knowledge
dictionary and style with
of a topic. words with
to categorise minimal expectations
Low) (A1
Low)
 minimal
Expresses
Recognises
support from self,
support
and describes
from
thereproduces the objects
teacher.
teacher. target language and participates
phonemes in Low)
simple
 Uses conversations
appropriately.
Writesphonics to read words
comprehensible on
words familiar
and topicsword
andidentify
phrases using
with fixed
families
correct On
On track
track to to
phrases.
 confidently.
Understands simple questions, instructions, main ideas exceed
On track to
5 punctuation and spelling confidently. exceed
5  Produces and
and supportingmain
Understands comprehends
detailsideas, words
of the texts
specific andinformation
without fixed phrasesand
hesitation. on expectations
exceed
5  Organises
very familiar words
topics by using ‘and’ to communicate with expectations
 details
Displays very confidently.
ofincreasing confidence
simple phrases and and self-reliance
sentences in (A1 Low)
expectations
appropriate
 confidently.
Asks and answers language form
straightforwardand style without hesitation (A1
On Low)
track to
predicting words using knowledge ofquestions a topic. using one (A1 Low)
 word
Writes
Uses orcomprehensible
a
pictureand
Recognises fixed phrase
dictionary
reproduces words
with and phrases
increasing
to categorise words
target language with
confidence correct
confidently
phonemes and exceed
5
self-reliance.
 punctuation
phonicsand
appropriately
Uses to spelling
and independently.
independently.
read words and identify word families expectations
Exceeds
6 
 Expresses
Understands self, describes
Organises words by using ‘and’instructions,
independently. simple questions, objects toand participates
communicate main ideas in
with (A1 Low)
Exceeds
expectations
conversations on familiar topics using fixed phrases with Exceeds
6  Understands
and supporting
appropriate main
language details
formofand
ideas, the
specific
styletexts promptly and
information
independently. expectations
(A1 Low)
6 an increasing display of confidence. expectations
independently.
 details
Displaysofexemplary
simple sentences model ofindependently.
language use to others. (A1 Low)
 Produces and comprehends words (A1 Low)
Predictspicture
Uses words using knowledge
dictionary to ofand fixed confidently
a topic
categorise phrases on
words
very familiar topics confidently and independently.
and independently.
independently.
 Asks and answers straightforward questions using fixed
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.
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 Displays exemplary model of language use to others.
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