SK TANJUNG BUNDUNG

ENGLISH LANGUAGE YEAR 1 2024/2025

PUPILS GROWTH FORM CLASSROOM BASED
ASSESSMENT

TEACHER’S NAME: WONG SENG LENG

PERFORMANCE STANDARDS GUIDE FOR YEAR 1 LISTENING SKILLS

PERFORMANC
E DESCRIPTORS FOR LISTENING SKILLS NOTES
LEVEL
Requires support to
 Hardly recognises and reproduces limited target language phonemes.
achieve curriculum
1  Hardly understands very simple questions, instructions and main ideas of the texts even with a lot of
target (Working
support from the teacher.
towards A1)

 Recognises and reproduces some limited target language phonemes with a lot of support from the
On track to achieve
teacher.
2 curriculum target
 Understands a few very simple questions, instructions and main ideas of the texts with a lot of support
(Working towards A1)
from the teacher.

 Recognises and reproduces limited target language phonemes with support from the teacher. Achieves
 Understands very simple questions, instructions, main ideas and supporting details of the texts with expectations of
3
support from the teacher. curriculum target
 Predicts words using knowledge of a topic with support from the teacher. (Working towards A1)

 Recognises and reproduces limited target language phonemes with minimal support from the teacher. Working towards
 Understands very simple questions, instructions, main ideas and supporting details of the texts with exceeding
4
minimal support from the teacher. expectations
 Predicts words using knowledge of a topic. (A1 Low)

 Recognises and reproduces target language phonemes appropriately.

On track to exceed
 Understands simple questions, instructions, main ideas and supporting details of the texts without
5 expectations
hesitation.
(A1 Low)
 Displays increasing confidence and self-reliance in predicting words using knowledge of a topic.

 Recognises and reproduces target language phonemes appropriately and independently.

Exceeds
 Understands simple questions, instructions, main ideas and supporting details of the texts promptly and
6 expectations
independently.
(A1 Low)
 Predicts words using knowledge of a topic confidently and independently.

LISTENING SKILLS (YEAR 1)

CONTENT STANDARD FOCUS LEARNING STANDARD
 1.1.1 Recognise and reproduce with support a
1.1 Recognise and reproduce target Recognise and reproduce target
limited range of high frequency target language
language sounds language phonemes intelligibly
phonemes

Understand the main idea when 1.2.1 Understand with support the main idea of
listening to texts on familiar topics very simple phrases and sentences

Understand the main idea when 1.2.2 Understand with support specific information
listening to texts on familiar topics and details of very simple phrases and sentences
1.2 Understand meaning in a variety of
familiar contexts
1.2.3 Understand with a high degree of support
Understand narratives on familiar topics
very short simple narratives

1.2.4 Understand short basic supported classroom

Understand classroom instructions
instructions
Understand questions on familiar topics 1.2.5 Understand short supported questions

1.3 Use appropriate listening strategies Use appropriate strategies to 1.3.1 Predict words they will hear by using
in a variety of contexts understand meaning knowledge of a topic

YEAR 1 PUPILS GROWTH FORM FOR CLASSROOM BASED ASSESSMENT

LISTENING SKILLS
 LEARNING STANDARD
NO STUDENT’S NAME
1.1.1 1.2.1 1.2.2 1.2.3 1.2.4 1.2.5 1.3.1

1 MUHAMMAD FAIRUZ IMAN BIN MOHAMAD FARIQ

2 MOHAMAD SYAFIK BIN ABDULLAH
3 QISYA ERYNA BINTI NORHISYAM
4 SHAH’ISZULKARNAIN BIN KHAIRUL ADZAR SHAH’RIZAL

PERFORMANCE STANDARDS GUIDE FOR YEAR 1 SPEAKING SKILLS

PERFORMANC
E DESCRIPTORS FOR SPEAKING SKILLS NOTES
LEVEL
 Hardly produces meaningful words and fixed phrases even with a lot of support from the
Requires support to achieve
teacher.
1 curriculum target
 Hardly asks and answers straightforward questions using one word or a fixed phrase even with a
(Working towards A1)
lot of support from the teacher.
 Produces a few meaningful words and fixed phrases with a lot of support from the teacher. On track to achieve
2  Asks and answers a few straightforward questions using one word or a fixed phrase with a lot of curriculum target
support from the teacher. (Working towards A1)
 Produces and comprehends words and fixed phrases on very familiar topics with some support
from the teacher.
Achieves expectations of
 Asks and answers straightforward questions using one word or a fixed phrase with some support
3 curriculum target
from the teacher.
(Working towards A1)
 Introduces self, describes objects and participates in 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 exceeding
 Asks and answers straightforward questions using one word or a fixed phrase with minimal
4 expectations
support from the teacher.
(A1 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 word or a fixed phrase with increasing On track to exceed
5 confidence and self-reliance. expectations
 Expresses self, describes objects and participates in conversations on familiar topics using fixed (A1 Low)
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 phrases with ease and great confidence. Exceeds expectations
6
 Initiates, expresses self, describes objects and participates in conversations on familiar topics (A1 Low)
using fixed phrases independently.
 Displays exemplary model of language use to others.

SPEAKING SKILLS (YEAR 1)

CONTENT STANDARD FOCUS LEARNING STANDARD
SPOKEN INTERACTION
2.1 Communicate simple
Communicate simple information about 2.1.1 Give very basic personal information using
information
themselves clearly fixed phrases
intelligibly
 2.1.2 Find out about very basic personal information
Find out simple information from others
using fixed phrases

Communicate simple information clearly 2.1.3 Express basic likes and dislikes

2.1.4 Greet, say goodbye, and express thanks using

Communicate simple information clearly
suitable fixed phrases

2.1.5 Name or describe objects using suitable words

Describe people and things clearly
from word sets

Manage interaction appropriately

2.2.1 No learning standard (will be taught in
subsequent years)

2.2 Use appropriate Manage classroom tasks appropriately

communication 2.2.2 Ask for attention or help from a teacher or
classmate
using one word or a fixed phrase

SPOKEN PRODUCTION

2.3 Communicate appropriately to

Communicate information, events and 2.3.1 Introduce self to an audience using fixed
a small
stories clearly to an audience. phrases
or large group

YEAR 1 PUPILS GROWTH FORM FOR CLASSROOM BASED ASSESSMENT

SPEAKING SKILLS
 LEARNING STANDARD
NO STUDENT’S NAME
2.1.1 2.1.2 2.1.3 2.1.4 2.1.5 2.2.1 2.2.2 2.3.1

1 MUHAMMAD FAIRUZ IMAN BIN MOHAMAD FARIQ

2 MOHAMAD SYAFIK BIN ABDULLAH
3 QISYA ERYNA BINTI NORHISYAM
4 SHAH’ISZULKARNAIN BIN KHAIRUL ADZAR SHAH’RIZAL

PERFORMANCE STANDARDS GUIDE FOR YEAR 1 READING SKILLS

PERFORMAN
CE DESCRIPTORS FOR READING SKILLS NOTES
LEVEL
  Hardly identifies and recognises shapes of the letters in the alphabet even with a lot of support from Requires support to achieve
1 the teacher. curriculum target
 Hardly blends and segments phonemes (CVC, CCVC) even with a lot of support from the teacher. (Working towards A1)

 Identifies and recognises most shapes of the letters in the alphabet with a lot of support from the
On track to achieve
teacher.
2 curriculum target
 Blends and segments a few phonemes (CVC, CCVC) with a lot of support from the teacher.
(Working towards A1)
 Hardly understands main ideas of very simple phrases and sentences after repeated readings.

 Identifies and recognises all shapes of the letters in the alphabet.

Achieves expectations of
 Blends and segments phonemes (CVC, CCVC) with support from the teacher.
3 curriculum target
 Understands main ideas, specific information and details of very simple phrases and sentences.
(Working towards A1)
 Uses picture dictionary to categorise words with support from the teacher.

 Blends and segments phonemes (CVC, CCVC) without hesitation.

Working towards exceeding
 Understands main ideas, specific information and details of very simple phrases and sentences
4 expectations
appropriately.
(A1 Low)
 Uses picture dictionary to categorise words with minimal support from the teacher.

 Uses phonics to read words and identify word families confidently.

On track to exceed
 Understands main ideas, specific information and details of very simple phrases and sentences
5 expectations
confidently.
(A1 Low)
 Uses picture dictionary to categorise words confidently.

 Uses phonics to read words and identify word families independently.

Exceeds expectations
6  Understands main ideas, specific information and details of simple sentences independently.
(A1 Low)
 Uses picture dictionary to categorise words independently.

READING SKILLS (YEAR 1)

CONTENT STANDARD FOCUS LEARNING STANDARD
 Identify and distinguish the letters of the alphabet*
*Preliterate children will need more support to achieve 3.1.1 Identify and recognise the shapes of the
this Learning Standard, literate children more challenge letters in the alphabet
and less support
Distinguish and articulate beginning, medial and final
sound words*
3.1 Recognise words in 3.1.2 Recognise and sound out with support
*Preliterate children will need more support to achieve
linear and non linear beginning, medial and final sounds in a word
this Learning Standard, literate children more challenge
texts by using
and less support
knowledge of sounds of
letters Blend phonemes to recognise words*
*Preliterate children will need more support to achieve
3.1.3 Blend phonemes (CVC, CCVC)
this Learning Standard, literate children more challenge
and less support
Segment words into phonemes to spell*
*Preliterate children will need more support to achieve
3.1.4 Segment phonemes (CVC, CCVC)
this Learning Standard, literate children more challenge
and less support
Understand the main idea in a variety of text types on 3.2.1 Understand the main idea of very simple
familiar topics phrases and sentences
Understand specific details in a variety of text types on 3.2.2 Understand specific information and details of
3.2 Understand a variety
familiar topics very simple phrases and sentences
of linear and non
3.2.3
linear print and digital
i) Use visuals on the page to help understand a
texts by using Use appropriate word attack skills to understand specific
word or phrase
appropriate reading meaning
ii) Identify and remember high frequency sound
strategies
and letter patterns
3.2.4 Use with support a simple picture dictionary
Use appropriate basic dictionary skills to find, list and categorise words from Year 1 topics
and themes
3.3 Read independently 3.3.1
Read and understand a variety of fiction and non-fiction
for information and Read and enjoy simple print and digital games at
texts with confidence and enjoyment
enjoyment word level

YEAR 1 PUPILS GROWTH FORM FOR CLASSROOM BASED ASSESSMENT

READING SKILLS
 LEARNING STANDARD
NO STUDENT’S NAME
3.1.1 3.1.2 3.1.3 3.1.4 3.2.1 3.2.2 3.2.3 3.2.4 3.3.1

1 MUHAMMAD FAIRUZ IMAN BIN MOHAMAD FARIQ

2 MOHAMAD SYAFIK BIN ABDULLAH
3 QISYA ERYNA BINTI NORHISYAM
4 SHAH’ISZULKARNAIN BIN KHAIRUL ADZAR SHAH’RIZAL

PERFORMANCE STANDARDS GUIDE FOR YEAR 1 WRITING SKILLS

PERFORMANC
E DESCRIPTORS FOR WRITING SKILLS NOTES
LEVEL
Requires support to
 Hardly displays early writing skills to form letters as demonstrated by the teacher.
achieve
1  Hardly uses fixed phrases to communicate with appropriate language form and style
curriculum target
even with a lot of support from the teacher.
(Working towards A1)

 Displays early writing skills to form letters as demonstrated by the teacher with some
On track to achieve
legibility.
2 curriculum target
 Uses fixed phrases to communicate with appropriate language form and style with a lot
(Working towards A1)
of support from the teacher.

 Displays early writing skills appropriately.

 Writes comprehensible words and phrases with correct punctuation and spelling Achieves expectations of
3 supported by the teacher. curriculum target
 Organises words by using ‘and’ to communicate with appropriate language form and (Working towards A1)
style with some support from the teacher.

 Writes comprehensible words and phrases with correct punctuation and spelling with Working towards
minimal support by the teacher. exceeding
4
 Organises words by using ‘and’ to communicate with appropriate language form and expectations
style with minimal support from the teacher. (A1 Low)
 Writes comprehensible words and phrases with correct punctuation and spelling
On track to exceed
confidently.
5 expectations
 Organises words by using ‘and’ to communicate with appropriate language form and
(A1 Low)
style without hesitation.
 Writes comprehensible words and phrases with correct punctuation and spelling
independently.
Exceeds expectations
6  Organises words by using ‘and’ to communicate with appropriate language form and
(A1 Low)
style independently.
 Displays exemplary model of language use to others.

WRITING SKILLS (YEAR 1)

CONTENT STANDARD FOCUS LEARNING STANDARD
 4.1.1
i) Demonstrate fine motor control of hands and
Develop prewriting skills fingers by using pen or pencil correctly
**Preliterate children only ii) Demonstrate correct posture and pen hold grip
iii) Develop hand-eye coordination through drawing
lines and patterns
4.1
4.1.2
Form letters and words in
i) Form upper and lower case letters of regular size
neat legible
and shape**
print using cursive writing
**preliterate children only
Develop early writing skills* ii) write letters and words in a straight line from left
*all children to right with regular spaces between words and spaces*
*all children
iii) copy letters and familiar high frequency words
and phrases correctly*
*all children

Communicate basic personal 4.2.1 Give very basic personal information using fixed
information clearly phrases

4.2 Communicate basic information 4.2.2 Greet, say goodbye, and express thanks using
Communicate basic clearly suitable fixed phrases
information
intelligibly for a range of Communicate basic information
4.2.3 Express basic likes and dislikes
purposes in clearly
print and digital media Describe people and things
4.2.4 Name or describe objects using suitable words from word sets
clearly

Organise basic information

4.2.5 Connect words and proper names using ‘and’
appropriately

4.3 Punctuate texts appropriately 4.3.1 Use capital letters appropriately in personal and place names
Communicate with
appropriate Spell high frequency words
4.3.2 Spell familiar high frequency words accurately
language form and style accurately
for a range of Plan, draft and edit work
purposes in print and appropriately 4.3.3 Plan, and write words and phrases
digital media on familiar topics

YEAR 1 PUPILS GROWTH FORM FOR CLASSROOM BASED ASSESSMENT

 WRITING SKILLS

LEARNING STANDARD
NO STUDENT’S NAME
4.3.1 4.3.2 4.33
4.1.1 4.1.2 4.2.1 4.2.2 4.2.3 4.2.4 4.2.5
MUHAMMAD FAIRUZ IMAN BIN MOHAMAD
1
FARIQ
2 MOHAMAD SYAFIK BIN ABDULLAH

3 QISYA ERYNA BINTI NORHISYAM

SHAH’ISZULKARNAIN BIN KHAIRUL ADZAR
4
SHAH’RIZAL