PBD TRANSIT FORM – ENGLISH YEAR 1, 2020

TEACHER’S NAME: ……………………………………………………………………………………………… SCHOOL:

………………………………………………………….. CLASS: …………………………………………

NAME PERFORMANCE LEVEL OF SKILLS

LISTENING SPEAKING READING WRITING OVERALL

1 ABDUL SARHAN BIN 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6

ABDULLAH
2 AHMAD HADIF IRZFAR 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6
BIN JAAFAR
3 AIMAN HAKIMI BIN 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6
MOHAMMAD NASIR
4 ALMAIZAN BIN 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6
MOKSIN
5 ARIDAH BINTI ASNAN 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6

6 ARU RAUDHAH 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6
SYUHADAH BINTI
MUZIBURAHMAN
7 FAHMI BIN BASRIE 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6

8 FAIZRAN BIN FAULINO 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6

9 HARMAJIN BIN RAJULE 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6

10 HUSRIEN BIN HUSSIN 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6

11 JUWITA BIN JOLMIN 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6

12 MAS SHIMA BINTI 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6

ABDUL KARIM
13 MOHAMMAD MASRI 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6
BIN RADZMEIL
14 MOHAMMAD 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6
RAMADAN BIN JURAIMI
15 MOHAMMAD AMIRUL 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6
SYAH BIN ABDULLAH
16 MOHAMMAD EZRIE 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6
QUZAIMIE BIN
MARAMIN
17 MOHAMMAD FAIZAL 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6
BIN ABDUL RAHMAN
18 MOHAMMAD FAUZAN 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6
BIN ABDULLAH
19 MOHAMMAD JEFFRY 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6
BIN ABDULLAH
20 MOHAMMAD SHAFIZAN 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6
BIN JUL
21 MOHAMMAD 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6
SYAHADAN BIN
FRIESEL
22 MOHAMMAD WAN 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6
HAZIQ BIN REDWAN
23 MOHD ADAM FIRDAUS 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6
MOHD TAHIR BIN
ABDUL ALIM
24 MUHAMAD ALHADI BIN 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6
ABDULLAH
25 MUHAMMAD ADAM 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6
BIN ABDULLAH
26 MUHAMMAD ALI 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6
FAZLIE BIN LATIF
27 MUHAMMAD 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6
ARDIANSYAH BIN
MOHD MARDIANSAH
28 MUHAMMAD FAUZAN 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6
BIN USSANG
29 MUHAMMAD SUFIAN 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6
BIN ABDULLAH
30 NUR ADIRAH BINTI 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6
EDDY
31 NUR AIMY ONG BINTI 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6
ISMAIL ONG
ABDULLAH
32 NUR QIAREEN ALISHA 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6
BINTI ALBASRI
33 NUR SYAZLIEYANA 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6
NATASYA BINTI
ROSLAN
34 NURFIRA BINTI ROBIN 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6

35 NURSAFIA BINTI ROBIN 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6

36 NURSHUHADA BINTI 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6
MATUSIN
37 NURUL HIDAYAH BINTI 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6
RAZAK
38 NURUL IKA BINTI 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6
MOHD IJAM
39 NURUL NABILA BINTI 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6
SUHAIMI
40 NURUL NORNABILA 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6
BINTI ABDULLAH
41 RABIATUL ADAWIAH 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6
BINTI ABDULLAH
42 SHARIF BIN ABDULLAH 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6

43 SITTI SAHARA BINTI 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6

NASIR
44 SOFEA ISABELLA BINTI 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6
ABDULLAH

PERFORMANCE STANDARDS GUIDE FOR LISTENING SKILLS ENGLISH YEAR 2

PERFORMANC
E DESCRIPTORS FOR LISTENING SKILLS NOTES
LEVEL
1 Requires support to
 Hardly recognises and reproduces some target language phonemes. achieve curriculum
 Hardly understands simple questions, instructions and main ideas of the texts even with a lot of support from the target (A1 Low)
teacher.
2 On track to achieve
 Recognises and reproduces some target language phonemes with a lot of support from the teacher. curriculum target (A1
 Understands a few simple questions, instructions and main ideas of the texts with a lot of support from the teacher. Low)
3 Achieves expectations
 Recognises and reproduces target language phonemes with support from the teacher. of curriculum target (A1
 Understands simple questions, instructions, main ideas and supporting details of the texts with support from the Low)
teacher.
 Understands messages using visual clues with support from the teacher.
4 Working towards
 Recognises and reproduces target language phonemes with minimal support from the teacher. exceeding expectations
 Understands simple questions, instructions, main ideas and supporting details of the texts with minimal support (A1 Mid)
from the teacher.
 Understands messages using visual clues with minimal support from the teacher.
5 On track to exceed
 Recognises and reproduces target language phonemes appropriately. expectations (A1 Mid)
 Understands simple questions, instructions, main ideas and supporting details of the texts without hesitation.
 Understands messages using visual clues promptly.
6 Exceeds expectations
 Recognises and reproduces target language phonemes appropriately and independently. (A1 Mid)
 Understands simple questions, instructions, main ideas and supporting details of the texts independently.
 Understands messages using visual clues independently.

PERFORMANCE STANDARDS GUIDE FOR SPEAKING SKILLS ENGLISH YEAR 3

PERFORMANC
E DESCRIPTORS FOR SPEAKING SKILLS NOTES
LEVEL
Requires support to
1  Hardly produces simple information even with a lot of support from the teacher. achieve curriculum
 Hardly asks and answers straightforward questions using fixed phrases even with a lot of support from the teacher. target (A1 Low)
 On track to achieve
2  Produces a few simple information with a lot of support from the teacher. curriculum target (A1
 Asks and answers a few straightforward questions using fixed phrases with a lot of support from the teacher. Low)
Achieves expectations
3  Produces and comprehends simple information on very familiar topics with support from the teacher. of curriculum target (A1
 Asks and answers straightforward questions using fixed phrases with support from the teacher. Low)
 Participates and manages simple interactions on familiar topics using words, phrases and non-verbal responses with support
from the teacher.
Working towards
 Produces and comprehends simple information on very familiar topics with minimal support from the teacher. exceeding expectations
4  Asks and answers straightforward questions using fixed phrases with minimal support from the teacher. (A1 Mid)
 Participates and manages simple interactions on familiar topics using words, phrases and non-verbal responses with minimal
support from the teacher.
On track to exceed
 Produces and comprehends simple information on very familiar topics confidently. expectations (A1 Mid)
5  Asks and answers straightforward questions using fixed phrases with increasing confidence and self-reliance.
 Participates and manages simple interactions on familiar topics using words, phrases and non-verbal responses confidently.
Exceeds expectations
 Produces and comprehends simple information on very familiar topics confidently and independently. (A1 Mid)
6  Asks and answers straightforward questions using fixed phrases with ease and great confidence.
 Participates and manages simple interactions on familiar topics using words, phrases and non-verbal responses independently.
 Displays exemplary model of language use to others.

PERFORMANCE STANDARDS GUIDE FOR READING SKILLS ENGLISH YEAR 2

PERFORMANC
E DESCRIPTORS FOR READING SKILLS NOTES
LEVEL
Requires support to
 Hardly identifies, recognises and names the letters of the alphabet even with a lot of support from the teacher. achieve curriculum target
1  Hardly blends and segments words (CVC, CCVC, CVCV, CCV) even with a lot of support from the teacher. (A1 Low)
On track to achieve
 Identifies, recognises and names the letters of the alphabet with a lot of support from the teacher. curriculum target (A1
 2  Blends and segments a few words (CVC, CCVC, CVCV, CCV) with a lot of support from the teacher. Low)
 Hardly understands main ideas of simple sentences even after repeated readings.
Achieves expectations of
 Identifies, recognises and names the letters of the alphabet with minimal support from the teacher. curriculum target (A1
 Blends and segments words (CVC, CCVC, CVCV, CCV) with support from the teacher. Low)
3  Understands main ideas, specific information and details of simple sentences.
 Uses picture dictionary and appropriate word attack skills to understand specific meaning with support from the
teacher.
Working towards
 Blends and segments words (CVC, CCVC, CVCV, CCV) without hesitation. exceeding expectations
 Understands main ideas, specific information and details of simple sentences appropriately. (A1 Mid)
4  Uses picture dictionary and appropriate word attack skills to understand specific meaning with minimal support
from the teacher.
On track to exceed
 Uses phonics to read words and identify word families confidently. expectations (A1 Mid)
5  Understands main ideas, specific information and details of simple sentences confidently.
 Uses picture dictionary and appropriate word attack skills to understand specific meaning confidently.
Exceeds expectations
 Reads simple sentences independently. (A1 Mid)
6  Understands main ideas, specific information and details of simple sentences independently.
 Uses appropriate word attack skills and monolingual dictionary to understand specific meaning independently.

PERFORMANCE STANDARDS GUIDE FOR WRITING SKILLS ENGLISH YEAR 2

PERFORMANC
E DESCRIPTORS FOR WRITING SKILLS NOTES
LEVEL
1 Requires support to
 Hardly writes simple sentences by using appropriate language form and style even with a lot of support from the achieve curriculum
teacher. target (A1 Low)
 Hardly organises basic information even with a lot of support from the teacher.
2 On track to achieve
 Writes simple sentences by using appropriate language form and style with a lot of support from the teacher. curriculum target (A1
 Organises basic information with a lot of support from the teacher. Low)
3 Achieves expectations
 Writes simple sentences by using appropriate language form and style with support from the teacher. of curriculum target (A1
 Organises basic information using correct punctuation and spelling with support from the teacher. Low)
4 Working towards
 Writes simple sentences by using appropriate language form and style with minimal support from the teacher. exceeding expectations
 Organises basic information using correct punctuation and spelling with minimal support from the teacher. (A1 Mid)
5 On track to exceed
 Writes simple sentences by using appropriate language form and style confidently. expectations (A1 Mid)
 Organises basic information using correct punctuation and spelling without hesitation.
6 Exceeds expectations
 Writes simple sentences by using appropriate language form and style independently. (A1 Mid)
 Organises basic information using correct punctuation and spelling independently.
 Displays exemplary model of language use to others.

General Performance Standards Guide for A1 (Basic User) – For overall performance

Performance Levels Notes

Pupil hardly achieves the curriculum target even with a lot of
1
support.

2 Pupil is on track to achieve the curriculum target.

3 Pupil achieves expectations for the curriculum target.

Pupil works towards exceeding expectations for the curriculum

4
target.

Pupil is on track to exceed expectations of the curriculum target.

5

6 Pupil exceeds expectations of the curriculum target.