2023/2024

TRANSIT FORM (PBD)

SCHOOL CODE:

CBA 3012
SCHOOL NAME:

SK KEMAHANG
TEACHER:

BA FATURAH AZIZAN
KELAS:

6 BESTARI
 PERFORMANCE STANDARDS GUIDE FOR ENGLISH YEAR 6
PERFORMANCESTANDARDS
PERFORMANCE
PERFORMANCE STANDARDSGUIDE
STANDARDS GUIDE FOR
GUIDE FOR WRITING
READINGSKILLS
FORLISTENING
SPEAKING SKILLS
SKILLS
PERFORMANCE
PERFORMANCE
PERFORMANC DESCRIPTORS
DESCRIPTORS
LEVEL
LEVEL
E DESCRIPTORS
LEVEL  Can
Can communicate
Can display
recognise minimal basic
and reproduce information
understanding minimal ofabout
the
target themselves
main language and others
idea, specific
phonemes information
with as awell
lot
and asdetails
of describe
support. of
 personality
Can
Cancommunicate
simple display using
longerminimal fixed
textssimple
withphrases
understanding with
ainformation a
lot of support. lot
ofaboutof support.
the main themselves
idea, specific
and others
informationusing andfixeddetails
phrasesof
 Can
with
longer acommunicate
lotsimple
of support.
texts basic
and future plans,with
narratives eventsa lotandof experiences using fixed phrases with a lot
support.
1  Can
of guess meaning of very few unfamiliar words from clues provided by other known
support.
 Can
Can communicate
display minimal rules,
understanding
obligations of and moregivecomplex
reasonsquestions
using fixed andphrases
longer sequences
with a lot of
11 words
Can and by
display context
minimal as well as use
ability a limited
and userange of dictionary skills withwritinga lot as
of
 support.
classroom instructions withtoa spell
lot ofwords
support. punctuations in independent
 support.
well as connect sentences into two paragraphs with a lot of support.
Can
Canmanage
guess meaninginteraction of a few
and unfamiliar
extended words classroom with tasks
a lot of bysupport.
providing short and simple
1  Can read
Can display A2 minimal
fiction orability to produce and digital
modifytexts a plan or draft haltingly
of two paragraphs in
responses
Can recognise with aand of non-fiction
lotreproduce
support.some printtargetand language of interest
phonemes with a lot ofwith support.a lot of
response to feedback.
 support.
Can
Candescribe
display some personality and future
understanding of plans
the main or events using fixed
idea, specific phrasesand
information withdetails
a lot of
 Can communicate basic information about themselves and others as well as describe
 support.
longer
Can simple
display sometexts and narratives
understanding with
of the a lot
main of support.
idea, specific information and details of
2 personality using basic statements with a lot of support.
  Can
Can
simple narrate
display short
some
longer textsbasic
Can communicate stories, events
understanding
withfuture and
a lot ofplans, of
support.experiences
more complex with difficulty
questions even
and
events and experiences using basic statements with a with
longer a lot of
sequences of
 support.
classroom
Can
lot ofguess
support. instructions with
meaning of some unfamiliar a lot of support. words from clues provided by other known
2 Can
Can
2
  Cancommunicate
words
guesswords
spell meaning
and by context
simple
and of
usesomeinformation
unfamiliar
punctuations
as well as use
about
inwords themselves
independent
limited
with a lot
rangewriting
and
of support.
others
as wellwith
of dictionary
a lot ofsentences
asskills
connect support.
with a lot of
 Can
Can communicate
recognise rules,
and obligations
reproduce
into two paragraphs with a lot of support. and
a give
wide reasons
range with
of a lot
target of support.
language phonemes
support.
Can
2
 Can manage
independently.
produce and interaction
modify aand planextended
or draft ofclassroom
two paragraphs tasks inappropriately
response to feedback with a lot withofa
 Can
support. read
Canofdisplay
lot A2
support. fiction or non-fiction print and digital texts of
understanding of the main idea, specific information and details of longer interest at a slower pace with
 a
Can lot
simple
Can of support.
describe
texts personality
communicate basic and
and narratives future
with
information plans
little or no
about or support.
events
themselves with aand lot of support.
others as well as describe
3
 Can
Can narrate
display
personality short stories,
understanding
using suitable events of
statementsand
more experiences
complex
adequately.
Can understand the main idea, specific information and details of simple longer with
and a lot
longer of support.
sequences of supported
texts by
 Can
classroom
Can communicate
communicateinstructions.
simple
basic
responding adequately to given tasks. information
future plans, about
events themselves
and and
experiences others
using clearly.
suitable statements
3  adequately.
Can
Cancommunicate
guess meaning rules,
of unfamiliar
obligationswords and give fromreasons
clues provided
adequately. by other known words and
 Can guess the meaning of and
unfamiliar words fromin clues provided by other known words
 Can
Can spell
by context. words accurately use punctuations
manage interaction and extended classroom tasks appropriately. independent writing as well as connect
33 and by context
sentences into two as well as useand
coherent dictionary
paragraphs skills adequately.
 Can
Can describe
recognise personality
and reproduce futurea or wide more.
plans or events
range of targetusing language
suitable statements
phonemes
 Can
Can read
produce
adequately.
independently. and understand
and modify a a
planrange
or of
draft A2
of fiction
two or non-fiction
paragraphs or moreprint and digital
in response texts of
to feedback.
  Can
interest
Can communicate
Cannarrate by responding
understand basic
short stories,
the main information
adequately
events
idea, and about
toexperiences
specificgiven themselves
tasks. adequately.
information and others as well
and details of longer simple texts as describe
 personality
Can
andcommunicate using suitable
narratives independently.
simple statements
information withaboutvery few
themselvesrelevant anddetails.
others clearly by providing
4 Can
Can understand
communicate the main
basic idea,plans,
specific information and details ofsuitable
simple longer textswith
by
 some
Can relevant
understand details. more complex questions and longerusing
future events and experiences sequences statements
of classroom
responding
very few relevant clearlydetails.
to given tasks most of the time.
4  Can
instructions
communicate with little
rules,orobligations
no supportand by give
responding
reasonstobygiven providing
tasks some
at times.relevant details.
Can guess
Can spell words accurately and use punctuations in independent writing as well as connect
guess the meaning ofand
unfamiliar words from
cluesclues provided by other known words

 Can
Can manage meaning
interactionof unfamiliar extended
words from
classroom provided
tasks appropriately
by other known by words
sustainingand
44 sentences
and by into two
context as coherent
well as use paragraphs
dictionary or more
skills with verytofew
according givenrelevant
tasks details.
most of the time.
communication
by context. at times.
 Can produce and modify a plan or draft of two paragraphs or more in response to feedback
 Can
Can
Can read
describe andpersonality
recognise understand
and details. a range
and
reproduce future of plans
A2 fiction
independently or events or anon-fiction
clearlyrange
wide printof
using and
suitabledigital
target texts of
statements
language
with very few relevant

with veryby
phonemes.
interest
Can communicate
few relevant
responding details.
basicclearly to givenabout
information tasks mostthemselvesof the time.
and others as well as describe
 Can
Can narrate
understand
personality short
usingthe stories,
the main
suitable events
idea, and experiences
specific information clearlyand at details
an appropriate
of longerpace. simple texts
 Can understand mainstatements
idea, specific with some relevant
information anddetails.
details of simple longer texts by
 Can
and communicate
narratives
Can communicate independently.
simple
basic information
future plans, about
events themselves and others clearly by providing
5
 aresponding
Can
lot of understand
relevantclearly to
details. given
more tasks
complex with ease.and experiences
questions and longer
using suitable statements
sequences of classroom
with
some relevant details.
5 
 Can
Can guess the
instructions
communicate withmeaning
little orofno
rules, unfamiliar
obligations
support words
by
and from
responding
give clues
reasons provided
to given
by providing
tasks by
mostother
aoflotknown
the ofas
time. words
relevant
5 Can spell words accurately and use punctuations in independent writing as well connect
 and
details. by context
Can guess into
sentences meaning as well as use
of unfamiliar
two coherent dictionary
wordsorfrom
paragraphs skills
more according
clues
withprovided to given
some relevant tasks
by other with ease.
known words and
details.
5  Can
by context.
Can
Can manage
read
produce andand interaction
modify a and
understand extended
a range
plan or of A2
draft classroom
fiction
of two tasks or appropriately
or non-fiction
paragraphs more print bytosustaining
and digital
in response texts of
feedback
 communication
Can
with recognise
some relevantmost
and of the
details. time.
reproduce
interest by responding clearly to given tasks with ease. independently a wide range of target language
 Can describe
phonemes.
Can communicate personality and future plans orthemselves
events clearly using suitable statements
 Can understand thebasic
maininformation
idea, specificabout information and others
and details of simpleas well as
longer describe
texts by
 with
Cansome display
personality relevant
with details.of relevant
understanding
a variety of the main details. idea, specific information and details of longer
 responding
Can
simple
Can narrate
communicate creatively
textsshort basictofuture
and stories,
narratives given
events tasks.
andevents
independently.
plans, experiences with clearusing
and experiences diction and articulation.
suitable statements with
6  Can
aCan
Can guess
variety
communicate
display the meaning
of relevant
understanding
simple of
details. unfamiliar
information
of more words
aboutcomplex from clues
themselves questionsprovided and by
and others other
longer
with known
a lot
sequences words
of relevant of
66  and
Can
details by
spell
classroom context
words
clearly as
instructions
and well as
accurately
confidently.use
anddictionary byskills
use punctuations
independently effectively.
responding in independent
to given tasks writing as well as connect
easily.
 Cansentences
Cancommunicate
Can read into
guessfluently
meaningtwoand coherent
rules,
of understandparagraphs
unfamiliar
obligations words and
a range orfrom
more
give
of clues
A2creatively.
reasonsprovided
fiction by providing
by other known
or non-fiction aprint
lot of words
and relevant
and
digital
 Can
details produce
by context. and modify a plan or draft of two paragraphs or more in response to feedback
texts ofclearly and confidently.
interest.
 Canwith a variety
Can guide
manage
guide othersof relevant
interaction
in aa given
givendetails.
andtask.
extended classroom tasks appropriately by sustaining
6  Can
Can display others
exemplaryin model task.
of language use and guide others.
communication naturally.
 Can describe personality and future plans or events creatively using suitable statements.
 Can narrate short stories, events and experiences creatively with clear diction and
articulation.
 Can display exemplary model of language use and guide others.