SEKOLAH KEBANGSAAN TAMIL DESA

CEMERLANG
TRANSFORMASI SEKOLAH 2025

YEAR 5
TRANSIT
FORMS
2024/202
ENGLISH LANGUAGE

CLASS:

TEACHER’S NAME:
PERFORMANCE STANDARDS GUIDE FOR YEAR 5 LISTENING SKILLS

ENGLISH PANEL STDC™

 PERFORMAN
CE DESCRIPTORS FOR LISTENING SKILLS
LEVEL

1
 Can recognise and reproduce minimal target language phonemes with a lot of
support.
 Can display minimal understanding of the main idea, specific information and
details of longer simple texts and narratives, a sequence of supported
questions and classroom instructions with a lot of support.
 Can guess meaning of a few unfamiliar words with a lot of support.

2
 Can recognise and reproduce some target language phonemes with a lot of
support.
 Can display some understanding of the main idea, specific information and
details of longer simple texts and narratives, a sequence of supported
questions and classroom instructions with a lot of support.
 Can guess meaning of some unfamiliar words with a lot of support.
 Can recognise and reproduce a wide range of target language phonemes with

3
little or no support.
 Can display understanding of the main idea, specific information and details of
longer simple texts and narratives, a sequence of supported questions and
classroom instructions with support.
 Can guess meaning of unfamiliar words from clues provided by other known
words.
 Can recognise and reproduce a wide range of target language phonemes with

4
little or no support.
 Can understand the main idea, specific information and details of longer
simple texts and narratives, a sequence of supported questions and classroom
instructions with support by responding to given tasks at times.
 Can guess meaning of unfamiliar words from clues provided by other known
words
 Can recognise and reproduce a wide range of target language phonemes with

5
little or no support.
 Can understand the main idea, specific information and details of longer
simple texts and narratives, a sequence of supported questions and classroom
instructions with support by responding to given tasks most of the time.
 Can guess meaning of unfamiliar words from clues provided by other known
words.
 Can recognise and reproduce a wide range of target language phonemes with

6
little or no support.
 Can display understanding of the main idea, specific information and details of
longer simple texts and narratives, a sequence of supported questions and
classroom instructions with support by responding to given tasks easily.
 Can guess meaning of unfamiliar words from clues provided by other known
words.
 Can guide others in a given task

ENGLISH PANEL STDC™

 LISTENING SKILLS (YEAR 5)
CONTENT FOCUS LEARNING STANDARD
STANDARD
Recognise and 1.1.1 Recognise and reproduce
1.1 Recognise and
reproduce target with little or no support a wide
reproduce target
language phonemes range of target language
language sounds
intelligibly phonemes
1.2.1 Understand with support
Understand the main
the main idea of longer simple
idea when listening to
texts on a range of familiar
texts on familiar topics
topics
1.2.2 Understand with support
Understand specific
specific information and
1.2 details when listening to
details of longer simple texts on
Understand meaning in texts on familiar topics
a range of familiar topics
a variety
1.2.3 Understand with support
of familiar contexts Understand narratives
longer simple narratives on
on familiar topics
a range of familiar topics
1.2.4 Understand a sequence of
Understand classroom
supported classroom
instructions
instructions
Understand questions on 1.2.5 Understand a sequence of
familiar topics supported questions
1.3 Use appropriate Use appropriate 1.3.1 Guess the meaning of
listening strategies in a strategies to understand unfamiliar words from clues
variety of contexts meaning provided by other known words

YEAR 5 TRANSIT FORM FOR CLASSROOM ASSESSMENT

LISTENING SKILLS
TEACHER’S NAME: CLASS:

ENGLISH PANEL STDC™

 N LEARNING STANDARD
STUDENT’S NAME 1.1. 1.2. 1.2. 1.2. 1.2. 1.2. 1.3.
O 1 1 2 3 4 5 1

ENGLISH PANEL STDC™

 1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40

PERFORMANCE STANDARDS GUIDE FOR YEAR 5 SPEAKING SKILLS

PERFORMAN
CE DESCRIPTORS FOR SPEAKING SKILLS
LEVEL

ENGLISH PANEL STDC™

  Can communicate simple information about themselves using fixed
phrases with a lot of support.

1
 Can manage interaction and classroom task by providing short and
simple responses with a lot of support.
 Can describe people, places and objects using fixed phrases with a lot
of support.
 Can narrate short basic stories and events with difficulty even with a lot
of support
 Can communicate simple information about themselves with a lot of

2
support.
 Can manage interaction and classroom task appropriately with a lot of
support.
 Can describe people, places and objects using basic statements with a
lot of support.
 Can narrate short basic stories and events with a lot of support.

3
 Can communicate simple information about themselves clearly.
 Can manage interaction and classroom task appropriately.
 Can describe people, places and things using suitable statements
adequately.
 Can narrate short basic stories and events adequately
 Can communicate simple information about themselves clearly by
providing some relevant details.

4
 Can manage interaction and classroom task appropriately by sustaining
communication at times.
 Can describe people, places and things clearly using suitable
statements with very few relevant details.
 Can narrate short basic stories and events clearly at an appropriate
pace.
 Can communicate simple information about themselves clearly by
providing a lot of relevant details.

5
 Can manage interaction and classroom task appropriately by sustaining
communication most of the time.
 Can describe people, places and things clearly using suitable
statements with some relevant details.
 Can narrate short basic stories and events with clear diction and
articulation.
 Can communicate simple information about themselves with a lot of
relevant details clearly and confidently

6
 Can manage interaction and classroom task appropriately by sustaining
communication naturally.
 Can describe people, places and things creatively using suitable
statements.
 Can narrate short basic stories and events creatively with clear diction
and articulation.
 Can display exemplary model of language use and guide others

ENGLISH PANEL STDC™

 SPEAKING SKILLS (YEAR 5)
CONTENT STANDARD FOCUS LEARNING STANDARD
SPOKEN INTERACTION
Communicate simple
2.1.1 Give detailed
information about
information about themselves
themselves clearly
2.1.2 Find out about and
Find out simple
2.1 describe experiences up
information from others
Communicate simple to now
information 2.1.3 Ask for, give and
Communicate simple
intelligibly respond to simple advice
information
2.1.4 Ask about and describe
clearly
future plans
2.1.5 Describe people, places
Describe people and things
and objects using suitable
clearly
statements
2.2.1 Keep interaction going
Manage interaction
2.2 Use appropriate in short exchanges by asking
appropriately
communication suitable questions
strategies 2.2.2 Agree a set of basic
Manage classroom tasks
steps needed to complete
appropriately
short classroom tasks
SPOKEN PRODUCTION
Communicate information,
2.3 Communicate
events and 2.3.1 Narrate short basic
appropriately to a small
stories clearly to an stories and event
or large group
audience

YEAR 5 TRANSIT FORM FOR CLASSROOM ASSESSMENT

SPEAKING SKILLS
TEACHER’S NAME: CLASS:

ENGLISH PANEL STDC™

 N LEARNING STANDARD
STUDENT’S NAME 2.1. 2.1. 2.1. 2.1. 2.1. 2.2. 2.2. 2.3.
O 1 2 3 4 5 1 2 1
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40

PERFORMANCE STANDARDS GUIDE FOR YEAR 5 READING SKILLS

PERFORMAN
CE DESCRIPTORS FOR READING SKILLS
LEVEL

ENGLISH PANEL STDC™

  Can display minimal understanding of the main idea, specific
information and details of simple texts of two paragraphs or more with

1
a lot of support.
 Can guess meaning of very few unfamiliar words from clues provided
by title, topic and other known words as well as use a limited range of
dictionary skills with a lot of support.
 Can read A2 fiction or non-fiction print and digital texts of interest
haltingly with a lot of support.
 Can display some understanding of the main idea, specific information
and details of simple texts of two paragraphs or more with a lot of

2
support.
 Can guess meaning of some unfamiliar words from clues provided by
title, topic and other known words as well as use limited range of
dictionary skills with a lot of support.
 Can read A2 fiction or non-fiction print and digital texts of interest at a
slower pace with a lot of support.
 Can understand the main idea, specific information and details of
simple texts of two paragraphs or more by responding adequately to

3
given tasks.
 Can guess the meaning of unfamiliar words from the clues provided by
title, topic and other known words as well as use dictionary skills
adequately.
 Can read and understand a range of A2 fiction or non-fiction print and
digital texts of interest by responding adequately to given tasks.
 Can understand the main idea, specific information and details of
simple texts of two paragraphs or more by responding clearly to given

4
tasks most of the time.
 Can guess the meaning of unfamiliar words from the clues provided by
title, topic and other known words as well as use dictionary skills
according to given tasks.
 Can read and understand a range of A2 fiction or non-fiction print and
digital texts of interest by responding clearly to given tasks most of the
time.
 Can understand the main idea, specific information and details of
simple texts of two paragraphs or more by responding clearly to given

5
tasks with ease.
 Can guess the meaning of unfamiliar words from the clues provided by
title, topic and other known words as well as use dictionary skills
according to given tasks with ease.
 Can read and understand a range of A2 fiction or non-fiction print and
digital texts of interest by responding clearly to given tasks with ease
 Can understand the main idea, specific information and details of
simple texts of two paragraphs or more by responding creatively to

6
given tasks.
 Can guess the meaning of unfamiliar words from the clues provided by
title, topic and other known words as well as use dictionary skills
effectively.
 Can read fluently and understand a range of A2 fiction or non-fiction
print and digital texts of interest.
 Can guide others in a given task.

ENGLISH PANEL STDC™

 READING SKILLS (YEAR 5)
CONTENT FOCUS LEARNING STANDARD
STANDARD
Identify and distinguish the letters of
the alphabet*
3.1.1 No learning
*Preliterate children will need more
standard
support
This learning standard
to achieve this Learning Standard,
has been covered in
literate
Year 1 and Year 2.
children more challenge and less
support
Distinguish and articulate beginning,
medial and final sound words*
3.1.2 No learning
*Preliterate children will need more
standard
support
3.1 This learning standard
to achieve this Learning Standard,
Recognise words in has been covered in
literate
linear and non linear Year 1 and Year 2.
children more challenge and less
texts by using
support
knowledge of sounds
Blend phonemes to recognise words*
of letters
*Preliterate children will need more 3.1.3 No learning
support standard
to achieve this Learning Standard, This learning standard
literate has been covered in
children more challenge and less Year 1 and Year 2.
support
Segment words into phonemes to spell*
*Preliterate children will need more 3.1.4 No learning
support standard
to achieve this Learning Standard, This learning standard
literate has been covered in
children more challenge and less Year 1 and Year 2.
support
3.2.1 Understand the
Understand the main idea in a variety of main idea of simple
text types on familiar topics texts of two paragraphs
or more
3.2.2 Understand
3.2 Understand specific details in a variety specific information and
Understand a variety of text types on familiar topics details of two
of linear and non paragraphs or more
linear print and digital 3.2.3 Guess the
texts by using meaning of unfamiliar
appropriate reading Use appropriate word attack skills to words
strategies understand specific meaning from clues provided by
title, topic and other
known word
3.2.4 Use with support
familiar print and digital
Use appropriate basic dictionary skills
resources to check
meaning
3.3 Read
independently for 3.3.1 Read and enjoy A2
Read and understand a variety of
information fiction/non-fiction print
fiction and non-fiction texts with
and enjoyment for and digital texts of
confidence and enjoyment
information and interest
enjoyment

ENGLISH PANEL STDC™

 YEAR 5 TRANSIT FORM FOR CLASSROOM ASSESSMENT
READING SKILLS
TEACHER’S NAME: CLASS:

N LEARNING STANDARD
STUDENT’S NAME 3.2. 3.2. 3.2. 3.3.1
O 1
3.2.2
3 4
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40

ENGLISH PANEL STDC™

 PERFORMANCE STANDARDS GUIDE FOR YEAR 5 WRITING SKILLS

PERFORMAN
CE DESCRIPTORS FOR WRITING SKILLS
LEVEL
 Can communicate basic and personal information as well as describe

1
people, places and objects using fixed phrases with a lot of support.
 Can display minimal ability to spell words and use punctuations in
independent writing as well as connect sentences into a paragraph with
a lot of support.
 Can display minimal ability to produce and modify a plan or draft of one
paragraph in response to feedback.
 Can communicate basic and personal information as well as describe

2
people, places and objects using basic statements with a lot of support.
 Can spell words and use punctuations in independent writing as well as
connect sentences into a paragraph with a lot of support.
 Can produce and modify a plan or draft of one paragraph in response to
feedback with a lot of support.
 Can communicate basic and personal information as well as describe
people, places and objects using suitable statements adequately.

3
 Can communicate basic and personal information as well as describe
people and objects using suitable statements adequately.
 Can spell words accurately and use punctuations in independent
writing as well as connect sentences into one or two coherent
paragraphs.
 Can produce and modify a plan or draft of one or two paragraphs in
response to feedback.
 Can communicate basic and personal information as well as describe
people, places and objects using suitable statements with very few

4
relevant details.
 Can spell words accurately and use punctuations in independent
writing as well as connect sentences into one or two coherent
paragraphs with very few relevant details.
 Can produce and modify a plan or draft of one or two paragraphs in
response to feedback with very few relevant details.
 Can communicate basic and personal information as well as describe
people, places and objects using suitable statements with some

5
relevant details.
 Can spell words accurately and use punctuations in independent
writing as well as connect sentences into one or two coherent
paragraphs with some relevant details.
 Can produce and modify a plan or draft of one or two paragraphs in
response to feedback with some relevant details.
 Can communicate basic and personal information as well as describe
people, places and objects with a variety of relevant details.

6
 Can spell words accurately and use punctuations in independent
writing as well as connect sentences into one or two coherent
paragraphs creatively.
 Can produce and modify a plan or draft of one or two paragraphs in
response to feedback with a variety of relevant details.
 Can display exemplary model of language use and guide others

ENGLISH PANEL STDC™

 WRITING SKILLS (YEAR 5)
CONTENT FOCUS LEARNING STANDARD
STANDARD
Develop prewriting
4.1.1 No learning standard
skills*
This learning standard has been
4.1 Form letters and *Preliterate children
covered in Year 1
words in neat legible only
print using cursive
writing Develop early writing 4.1.2 No learning standard
skills* This learning standard has been
*all children covered in Year 1, Year 3 and Year 4

4.2.1 Give detailed information about

themselves
Communicate basic
4.2.2 Ask for, give and respond to
4.2 Communicate personal information
simple advice
basic information clearly
4.2.3 Narrate factual events and
intelligibly for a
experiences of interest
range of purposes in
print and digital Describe people and 4.2.4 Describe people, places and
media things clearly objects using suitable statements
4.2.5 Connect sentences into one or two
Organise basic
coherent paragraphs using basic
information
coordinating conjunctions and reference
appropriately
pronouns
4.3.1 Use capital letters, full stops,
4.3 Punctuate texts commas in lists and question marks
Communicate with appropriately appropriately in independent writing at
appropriate discourse level
language form and Spell high frequency 4.3.2 Spell a range of high frequency
style for a range of words accurately words accurately in independent writing
purposes in print 4.3.3 Produce a plan or draft of one or
and digital media Plan, draft and edit
two paragraphs for a familiar topic and
work appropriately on
modify this appropriately in response to
familiar topics
feedback

ENGLISH PANEL STDC™

 YEAR 5 TRANSIT FORM FOR CLASSROOM ASSESSMENT
WRITING SKILLS
TEACHER’S NAME: CLASS:
LEARNING STANDARD
NO STUDENT’S NAME 4.3.1 4.3.2 4.3.
4.2.1 4.2.2 4.2.3 4.2.4 4.2.5
3
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40

*PERFORMANCE STANDARDS GUIDE FOR YEAR 5 LANGUAGE ARTS

IS NOT PROVIDED IN THE YEAR 5 DSKP

ENGLISH PANEL STDC™

 LANGUAGE ARTS (YEAR 5)
CONTENT FOCUS LEARNING STANDARD
STANDARD
5.1.1 No learning standard
Demonstrate appreciation
This learning standard has
5.1 Enjoy and through non verbal responses
been covered in Year 1, Year 2
appreciate rhymes, to:
and Year 3
poems
Say the words in simple texts, 5.1.2 No learning standard
and songs
and sing simple songs with This learning standard has
intelligible pronunciation, been covered in Year 1, Year 2
rhythm and intonation and Year 3
5.2.1 Explain in simple
5.2 Express personal Identify, analyse and respond language why they like or
responses to literary to dislike an event, description or
texts elements in texts character in a
text
5.3.1 Respond imaginatively
5.3 Express an Plan, prepare and produce and intelligibly through
imaginative creative creating simple role-plays and
response to work with a focus on language simple poems
literary texts use Other imaginative responses
as appropriate

YEAR 5 TRANSIT FORM FOR CLASSROOM ASSESSMENT

LANGUAGE ARTS
TEACHER’S NAME: CLASS:

ENGLISH PANEL STDC™

 LEARNING
NO STUDENT’S NAME STANDARD
5.2.1 5.3.1
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40

ENGLISH PANEL STDC™