2023/2024

TRANSIT
TRANSITFORM
FORM (PBD)
(PBD)
YEAR 2

SCHOOL CODE:
TBA10023
SCHOOL NAME:
SK DURIAN MAS 1
TEACHER:
MR. IZZ NORAZHAN
CLASS:
2 IBNU SINA
 PERFORMANCE STANDARDS GUIDE FOR ENGLISH YEAR 2
PERFORMANCE STANDARDS GUIDE FOR LISTENING SKILLS
PERFORMANCE
DESCRIPTORS NOTES
LEVEL
Requires support
• Hardly recognises and reproduces limited target language
to achieve
phonemes.
curriculum
1 • Hardly understands very simple questions, instructions
target
and main ideas of the texts even with a lot of support
(Working
from the teacher.
towards A1)
• Recognises and reproduces some limited target language On track to
phonemes with a lot of support from the teacher. achieve
2 • Understands a few very simple questions, instructions curriculum target
and main ideas of the texts with a lot of support from the (Working
teacher. towards A1)
• Recognises and reproduces limited target language
Achieves
phonemes with support from the teacher.
expectations of
• Understands very simple questions, instructions, main
curriculum
3 ideas and supporting details of the texts with support
target
from the teacher.
(Working
• Predicts words using knowledge of a topic with support
towards A1)
from the teacher.
• Recognises and reproduces limited target language
phonemes with minimal support from the teacher. Working towards
• Understands very simple questions, instructions, main exceeding
4
ideas and supporting details of the texts with minimal expectations (A1
support from the teacher. Low)
• Predicts words using knowledge of a topic.
• Recognises and reproduces target language phonemes
appropriately. On track to
• Understands simple questions, instructions, main ideas exceed
5
and supporting details of the texts without hesitation. expectations
• Displays increasing confidence and self-reliance in (A1 Low)
predicting words using knowledge of a topic.
• Recognises and reproduces target language phonemes
appropriately and independently.
• Understands simple questions, instructions, main ideas Exceeds
6 and supporting details of the texts promptly and expectations
independently. (A1 Low)
• Predicts words using knowledge of a topic confidently
and independently.
 PERFORMANCE STANDARDS GUIDE FOR SPEAKING SKILLS
PERFORMANCE
DESCRIPTORS NOTES
LEVEL
• Hardly produces meaningful words and fixed phrases Requires support
even with a lot of support from the teacher. to achieve
1 • Hardly asks and answers straightforward questions using curriculum
one word or a fixed phrase even with a lot of support target (Working
from the teacher. towards A1)
• Produces a few meaningful words and fixed phrases with On track to
a lot of support from the teacher. achieve
2 • Asks and answers a few straightforward questions using curriculum target
one word or a fixed phrase with a lot of support from the (Working
teacher. towards A1)
• Produces and comprehends words and fixed phrases on
Achieves
very familiar topics with some support from the teacher.
expectations of
• Asks and answers straightforward questions using one
curriculum
3 word or a fixed phrase with some support from the
target
teacher.
(Working
• Introduces self, describes objects and participates in
towards A1)
simple interactions on familiar topics using fixed phrases
• Produces and comprehends words and fixed phrases on
very familiar topics with minimal support from the
teacher.
Working towards
• Asks and answers straightforward questions using one
exceeding
4 word or a fixed phrase with minimal support from the
expectations (A1
teacher.
Low)
• Expresses self, describes objects and participates in
simple conversations on familiar topics using fixed
phrases.
• Produces and comprehends words and fixed phrases on
very familiar topics confidently.
• Asks and answers straightforward questions using one On track to
word or a fixed phrase with increasing confidence and exceed
5
self-reliance. expectations
• Expresses self, describes objects and participates in (A1 Low)
conversations on familiar topics using fixed phrases with
an increasing display of confidence.
• Produces and comprehends words and fixed phrases on
very familiar topics confidently and 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.
• Displays exemplary model of language use to others.
 PERFORMANCE STANDARDS GUIDE FOR READING SKILLS
PERFORMANCE
DESCRIPTORS NOTES
LEVEL
Requires support
• Hardly identifies and recognises shapes of the letters in
to achieve
the alphabet even with a lot of support from the teacher.
1 curriculum
• Hardly blends and segments phonemes (CVC, CCVC) even
target (Working
with a lot of support from the teacher.
towards A1)
• Identifies and recognises most shapes of the letters in the
On track to
alphabet with a lot of support from the teacher.
achieve
• Blends and segments a few phonemes (CVC, CCVC) with
2 curriculum target
a lot of support from the teacher.
(Working
• Hardly understands main ideas of very simple phrases
towards A1)
and sentences after repeated readings.
• Identifies and recognises all shapes of the letters in the
alphabet. Achieves
• Blends and segments phonemes (CVC, CCVC) with expectations of
support from the teacher. curriculum
3
• Understands main ideas, specific information and details target
of very simple phrases and sentences. (Working
• Uses picture dictionary to categorise words with support towards A1)
from the teacher.
• Blends and segments phonemes (CVC, CCVC) without
hesitation. Working towards
• Understands main ideas, specific information and details exceeding
4
of very simple phrases and sentences appropriately. expectations (A1
• Uses picture dictionary to categorise words with minimal Low)
support from the teacher.
• Uses phonics to read words and identify word families
On track to
confidently.
exceed
5 • Understands main ideas, specific information and details
expectations
of very simple phrases and sentences confidently.
(A1 Low)
• Uses picture dictionary to categorise words confidently
• Uses phonics to read words and identify word families
independently.
Exceeds
• Understands main ideas, specific information and details
6 expectations
of simple sentences independently.
(A1 Low)
• Uses picture dictionary to categorise words
independently.
 PERFORMANCE STANDARDS GUIDE FOR WRITING SKILLS
PERFORMANCE
DESCRIPTORS NOTES
LEVEL
• Hardly displays early writing skills to form letters as Requires support
demonstrated by the teacher. to achieve
1 • Hardly uses fixed phrases to communicate with curriculum
appropriate language form and style even with a lot of target (Working
support from the teacher. towards A1)
• Displays early writing skills to form letters as On track to
demonstrated by the teacher with some legibility. achieve
2 • Uses fixed phrases to communicate with appropriate curriculum target
language form and style with a lot of support from the (Working
teacher. towards A1)
• Displays early writing skills appropriately. Achieves
• Writes comprehensible words and phrases with correct expectations of
punctuation and spelling supported by the teacher. curriculum
3
• Organises words by using ‘and’ to communicate with target
appropriate language form and style with some support (Working
from the teacher towards A1)
• Writes comprehensible words and phrases with correct
punctuation and spelling with minimal support by the Working towards
teacher. exceeding
4
• Organises words by using ‘and’ to communicate with expectations (A1
appropriate language form and style with minimal Low)
support from the teacher.
• Writes comprehensible words and phrases with correct On track to
punctuation and spelling confidently. exceed
5
• Organises words by using ‘and’ to communicate with expectations
appropriate language form and style without hesitation (A1 Low)
• Writes comprehensible words and phrases with correct
punctuation and spelling independently. Exceeds
6 • Organises words by using ‘and’ to communicate with expectations
appropriate language form and style independently. (A1 Low)
• Displays exemplary model of language use to others.