SCHOOL CODE:

___________________________
SCHOOL NAME:
___________________________
TEACHER:

2023/2024
___________________________
CLASS:
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TRANSIT FORM (PBD)
 PERFORMANCE STANDARDS GUIDE FOR ENGLISH YEAR 1
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
shapesto
andform
offixed
theletters
letters
phrasesas
in Requires
Requires support
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
to achieve
achieve
language phonemes.
1  teacher.
Hardly asks
uses and
Hardly understands fixedanswers
phrases straightforward questions curriculum
1 very simpletoquestions,communicate with
instructions curriculum
 Hardly
using one blends wordand or asegments
fixed phrase phonemeseven with (CVC,a CCVC)
lot of target
target (Working
(Working
appropriate
and main ideas language
of theform textsand even style
with evena lotwith a lot of
of support
support
even with froma lotthe of teacher.
support from the teacher. (Working
towards
towards A1)
A1)
from thefrom
support teacher. the teacher.
 Identifies and recognises most shapes of the letters in towards
On A1) to
track
 Produces aearly
few writing
meaningful words and fixed phrases On
Displays
Recognises
the alphabet and a reproduces
with skills
lot of support to
fromform
some letters
limited
the teacher. as
target On track to
achievetrack to
with a lot of support from the teacher. achieve
language
Blends andphonemes
 demonstrated awith
by the teacher
segments few aphonemes
lot of
with some support from with
legibility.
(CVC, CCVC) the achieve
curriculum
2  Asks and answers a few straightforward questions using curriculum
2
2  ateacher.
lot offixed
Uses
one word
support
orphrases
from thecommunicate
a fixed to
teacher.
phrase with a lotwith appropriate
of support from
curriculum
target
Understands
 Hardly understandsa few very
main simple
ideas questions,
of very instructions
simple phrases target
target
(Working
language
the teacher. form and style with a lot of support from the (Working
and sentences
main ideasafter of the texts with
repeated a lot of support from
readings. (WorkingA1)
towards
teacher. towards
the teacher.
Produces
 Identifies and comprehends
recognises all words shapesand of thefixed phrases
letters on
in the towards A1)
A1)
 Displays
very
Recognises
alphabet. early writing
familiarandtopics skills
reproduces appropriately.
with some limited support
target fromlanguagethe Achieves
 Writes comprehensible words and phrases with correct Achieves
teacher.
phonemes
Blends andwith support from
segments phonemes the teacher.(CVC, CCVC) with expectations
expectations of
of
 punctuation
Asks and
Understands answers
and
very
support from the teacher. straightforward
spelling
simple supported
questions, questions
by usingmain
the teacher.
instructions, one curriculum
3 curriculum
3 word
ideas
 Understands
Organisesor asupporting
and fixed
words main phrase
ideas,
by using with
details ofsome
the
specific
‘and’ support
texts withfrom
information
to communicate the
support
and
with target
target
teacher.
from
detailstheof teacher.
appropriate very simple phrases
language form and and sentences.
style with some support (Working
(Working
 Introduces
Predicts
Uses words
picture self, describes
using knowledge
dictionary objects
to of aand
categorisetopic participates
with
words support in
with towards A1)
from the teacher towards A1)
simple
from the
support interactions
teacher.
from on familiar topics using fixed phrases
the teacher.
 Writes comprehensible words and phrases with correct
Produces
 Blends
Recognises and andsegments
andcomprehends
reproduces
phonemes words
limited and target
(CVC, fixed
CCVC)phrases
language
withouton
punctuation and spelling with minimal support by the Working
very familiar
phonemes
hesitation. withtopics
minimal with minimal
support fromsupport
the teacher.from the Working
teacher. towards
 Understands very mainsimple ideas,questions,
specific instructions,
information main and Working
towards
4 exceeding
4  details
Asks
ideas and
andofanswers
Organises words very by
supporting straightforward
using
details‘and’
simple of the
phrasestoquestions
communicate
texts using
andwithsentences one
with
minimal towards
exceeding
expectations (A1
4 word
support or from
a fixed
appropriately.
appropriate thephrase
teacher.
language with minimal
form and style support
with from
minimalthe exceeding (A1
expectations
Low)
teacher.
 support
Predicts
Uses wordsthe
picture
from using knowledge
dictionary
teacher. of a topic. words with
to categorise expectations
Low) (A1
 minimal
Expresses self,
support describes
from the objects
teacher. and participates in Low)
 Recognises and reproduces
Writes comprehensible words target language
and phrases phonemes
with correct On
simple
 Uses conversations
appropriately.
phonics to read words on familiar
and identify topicsword using fixed
families On track
track to to
punctuation
phrases. and spelling confidently. exceed
5  confidently.
Understands simple questions, instructions, main ideas exceedtrack to
On
5  Organises words by using expectations
Produces
and supporting
Understands and comprehends
details
main of the‘and’
ideas, words
texts
specificto andcommunicate
without fixed phraseswith
hesitation.
information on
and expectations
exceed
5 (A1
 appropriate
very familiar
Displays
details language
topics
ofincreasing form
very confidently.
confidence
simple and style
phrases andwithout hesitation
self-reliance
and sentences in (A1 Low)
Low)
expectations
 Writes
Asks and
predicting answers
comprehensible
confidently. words using straightforward
words andofphrases
knowledge questions
a topic.with using one
correct On Low)
(A1 track to
word
Uses or
 punctuation a
pictureand
Recognises fixed phrase
dictionary
and with increasing
spellingtoindependently.
reproduces categorise confidence
words confidently
target language phonemes and exceed
5 Exceeds
 self-reliance.
appropriately
Uses phonics
Organises words and
to readindependently.
by words‘and’
using and to identify word families
communicate with expectations
6 expectations
 independently.
Expresses
Understands self, describes
simple questions, objects and participates
instructions, main ideasin (A1 Low)
Exceeds
(A1 Low)
appropriate language form and style independently. Exceeds
6 conversations
 Understands
and supporting on
main familiar
details topics
ideas,of specific using fixed
the textsinformation phrases
promptly and with expectations
6  Displays
an exemplary
increasing display model
of of language use to others.
confidence. expectations
independently.
details of simple sentences independently. (A1 Low)
 Produces and comprehends words (A1 Low)
Predictspicture
Uses words using knowledge
dictionary to ofand fixed confidently
a topic
categorise phraseswordson
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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