2022/2023

TRANSIT FORM (PBD)

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SCHOOL NAME:
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TEACHER:
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CLASS:
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 PERFORMANCE STANDARDS GUIDE FOR ENGLISH YEAR 5
PERFORMANCE
PERFORMANCE STANDARDS
PERFORMANCE STANDARDSGUIDE
STANDARDS GUIDE FOR LISTENING
FORWRITING
GUIDE FOR SPEAKING
READING SKILLS
SKILLS
SKILLS
PERFORMANCE
PERFORMANCE
PERFORMANC DESCRIPTORS
LEVEL DESCRIPTORS
LEVEL
E DESCRIPTORS
LEVEL  Can communicate
Can recognise and basicreproduce
and personal minimal target aslanguage
information phonemes
well as describe withplaces
people, a lotand of
 support.
Can communicate
display
objects minimal
using fixed simple
phrases information
understanding
with a lot of support.of the main idea, specific information anda
about themselves using fixed phrases with
11  Canofdisplay
lot
details
Can display
support.
of simple minimal
minimal texts understanding
of
ability two wordsofand
paragraphs
to spell ortheusemain
more with idea,
punctuations a lotspecific
of
in support.information
independent writingand as
 details
well guess
Can of
manage
as longer
meaning
connect simple
of very
interaction
sentences texts
few
intoand and narratives,
unfamiliar
classroom
a paragraph withwords a sequence
a lot offrom
task of supported
clues provided
bysupport.
providing short byand questions
title,simple
topic
1
1  and
and classroom
other
Can displaywithknown instructions
minimal words as with
well a
aslot
use of asupport.
limited range of dictionary skills with a lot
responses a lot ability
of support.to produce and modify a plan or draft of one paragraph in
 Can
of guess
support.
response to meaning
feedback. of a few unfamiliar words with a lot of support.
 Can describe people, places and objects using fixed phrases with a lot of support.
 Can read
Can recognise
A2 fiction andorreproduce
non-fiction some print and target digital language
texts of phonemes
interest haltinglywith witha lota of
 Can narrate
support.
Can
lot ofcommunicate
support. short basic stories and events with difficulty even
basic and personal information as well as describe people, places and with a lot of support.
 Can
Can communicate
display
objects using some simple information
understanding
basic statements with aof about
lotthe
of main
support. themselves
idea, specific withinformation
specific a lot of support. and details
2  Can display some understanding of the main idea, information and details
of simple
longer simpleandtexts andclassroom
narratives, awithsequence of of
 Can
Can manage
spell words interaction and
use punctuations task appropriately supported
with
wella as ofquestions
lotconnect
support. and
2 of texts of two paragraphs orinmore
independent
a lotwriting as
support. sentences
 classroom
into a
Can guess
describe instructions
paragraph with
people, a with
lot of
places a lot
support. of support.
and objects
2 Can meaning of some unfamiliar wordsusing from basic statements
clues provided with topic
by title, a lotand of
2  Can
Can guess
produce
support. meaning
and modifyof some
a plan unfamiliar
or draft of words
one with
paragraph a lot
in of support.
response to feedback with a lot
other known words as well as use limited range of dictionary skills with a lot of
 Can
of recognise and reproduce a wide range of target language phonemes with little
support.
support.
 Can narrate short basic stories and events with a lot of support.
 or no
Can readsupport.
A2 fiction or non-fiction print and digital texts of interest at a slower pace
 Can
Can communicate
Can communicate simple
basic and information
personal about
information themselves
as well asclearly.
describe people, and places
detailsand
3 with adisplay understanding
lot of support. of the main idea, specific information of
 objects
longer
Can using
managesimple suitable
textsstatements
interaction and adequately.
andnarratives,
classroom a sequence
task appropriately. of supported questions and
33  Can
Can understand
classroom
spell the main
instructions
words accurately with idea,
and specific
support.
usethings
punctuations information
in independent and details
writing ofassimple
well astexts
connect of
Can describe people, places and using suitable statements adequately.
 two paragraphs
Can guessinto
sentences meaning or
one orofmore
two by responding
unfamiliar adequately to given tasks.
words from clues provided by other known words.
coherent paragraphs.
 Can narrate short basic stories and events adequately.
 Can guess
Can produce
Can recognise the meaning
andandmodify of
reproduce unfamiliar
a plan oradraft words
wideofrangeone oroffromtwo targetthelanguage
paragraphscluesinprovided
phonemes
response by title,
with topic
to feedback. little
3
 Can
and communicate
other
or no support. known simple
words as information
well as use about
dictionary themselves
skills clearly
adequately. by providing some
 Can
Can read
Can
relevant and understand
communicate
details.
understand basicmain
the andapersonal
rangespecific
idea, ofinformation
A2 fiction
information or non-fiction
as well as describe
and printpeople,
details and
of digital
longerplaces texts
and
simple
4 of interest
objects using by responding
suitable adequately
statements with to
very given
few tasks.
relevant details.
 texts and
Can managenarratives, a sequence
interaction and ofclassroom
supported questions and classroom
task appropriately by instructions
sustaining
 Can
with spell words
support
communication by accurately
responding
atthe
times. and touse punctuations
given tasks at in
times.independent writing as well as connect
44  Can understand main idea, specific information andrelevant
detailsdetails.
of simple texts of
sentences into one or two coherent paragraphs with very few
 Can describe
Can
two
guess meaning
paragraphs people,
or more
ofplaces
unfamiliar and words
by responding
from
thingsclearly
clearly clues
tousing
provided bystatements
givensuitable
other known
tasks most of the time. withwords.
very
 Can
Can produce
recognise andandmodify a plan or
reproduce draft of
a wide one of
range or twotarget paragraphs
languageinphonemes
response towith feedback
little
 few relevant
Can guess thedetails.meaning of unfamiliar words from the clues provided by title, topic
4 or novery
with support.
few relevant details.
 and
Can other known words as welland as use dictionary
clearly skills
at anaccording to given tasks.
Can narrate
understand short the basicmain
stories events
idea, specific information appropriate
and details of pace.
longer simple
5  Can
Can read and understand
communicate basic apersonal
range ofinformation
andinformation A2 fiction or non-fiction
as well asclearly print
describe and digital texts
Can
textscommunicate
and narratives, simple
a sequence about
of supported themselves
questions and by people,
providing
classroom places
a lot
instructions and
of
of interest
objects using by responding
suitable clearly
statements to
with given
some tasks
relevant most of
details. the time.
with support
relevant details.by responding to given tasks most of the time.
 Can manage accurately
Can
Can
Can spell
guess words
understandmeaning theofmain
interaction and
idea,
unfamiliar use specific
and punctuations
words from
classroom in independent
information
clues writing
and details
taskprovided by other
appropriately ofassimple
well astexts
known
by connect
words.
sustaining of
5
 two paragraphs
sentences into
Can recognise and oneor more
or two by responding
coherent
reproduce paragraphsclearly with to given
some tasks
relevant
a wide range of target language phonemes with littlewith ease.
details.
5 communication most of the time.
 Can
Can guess
or noproduce the
support. andmeaning
modify aofplan unfamiliar
or draft of words
one orfrom two the clues provided
paragraphs in response by to
title, topic
feedback
5  Can
and describe
other knownpeople,words places
as andasthings
well use clearly using
dictionary skills suitable
according statements
to given with
tasks some
with
 with some relevant details.
Can display understanding of the main idea, specific information and details of
6 relevant
ease. details.
longer simple texts and narratives, a sequence of supported questions and
 Can
Can narrate
read and
communicate
classroom short basic and
understand
basic
instructions stories
with and of
apersonal
range
support events
information
by with clear
A2responding
fiction or todiction
non-fiction
as well and
as describe
given articulation.
print
tasks and digital
people,
easily. placestextsand
 of interest
Can guess
objects
Can with by
communicate a responding
meaning simple
variety of clearly
of unfamiliar
relevant to given
words from
details.
information tasks
aboutclues with ease.
provided with
themselves by othera lot known words.
of relevant
 Can
Can
Can understand
guide
spell others
words the
in
details clearly and confidently.amain
accuratelygiven idea,
and task.
use specific
punctuations information
in and
independent details
writing ofassimple
well as texts
connect of
6  two paragraphs
sentences
Can manageinto one or more by
or two coherent
interaction responding
and paragraphs creatively
classroomcreatively. to given tasks.
task appropriately by sustaining
 Can guess the
Can produce andmeaning
modify aofplan unfamiliar
or draft of words
one orfrom two the clues provided
paragraphs in response by to
title, topic
feedback
communication naturally.
6
6 and other known words
with a variety of relevant details. as well as use dictionary skills effectively.
 Can
Can describe
read fluently people, and places and things
understand creativelyA2
a range using suitable statements.print and
 Can display exemplary model of language use andofguide fiction
others. or non-fiction
 Can narrate
digital texts ofshort
interest. basic stories and events creatively with clear diction and
 articulation.
Can guide others in a given task
 Can display exemplary model of language use and guide others.

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