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PERFORMANCE STANDARDS GUIDE FOR YEAR 1 LISTENING SKILLS

PERFORMANC
E DESCRIPTORS FOR LISTENING SKILLS NOTES
LEVEL

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

 Recognises and reproduces some limited target

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

 Recognises and reproduces limited target language

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

 Recognises and reproduces limited target language

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

 Recognises and reproduces target language

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

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 Recognises and reproduces target language

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

PERFORMANCE STANDARDS GUIDE FOR YEAR 1 SPEAKING SKILLS

PERFORMANC
E DESCRIPTORS FOR SPEAKING SKILLS NOTES
LEVEL

 Hardly produces meaningful words and fixed phrases Requires support

1
even with a lot of support from the teacher. to achieve
 Hardly asks and answers straightforward questions using curriculum target
one word or a fixed phrase even with a lot of support from (Working towards
the teacher. A1)

 Produces a few meaningful words and fixed phrases with

2
On track to achieve
a lot of support from the teacher.
curriculum target
 Asks and answers a few straightforward questions using
(Working towards
one word or a fixed phrase with a lot of support from the
A1)
teacher.

 Produces and comprehends words and fixed phrases on

Achieves

3
very familiar topics with some support from the teacher.
expectations of
 Asks and answers straightforward questions using one
curriculum target
word or a fixed phrase with some support from the teacher.
(Working towards
 Introduces self, describes objects and participates in A1)
simple interactions on familiar topics using fixed phrases.
 Produces and comprehends words and fixed phrases on Working towards

4
very familiar topics exceeding
with minimal support from the teacher. expectations
 Asks and answers straightforward questions using one (A1 Low)
word or a fixed phrase with minimal support from the
teacher.
 Expresses self, describes objects and participates in
simple conversations on familiar topics using fixed

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phrases.
 Produces and comprehends words and fixed phrases on
very familiar topics confidently.

5
 Asks and answers straightforward questions using one
On track to exceed
word or a fixed phrase with increasing confidence and self-
expectations
reliance.
(A1 Low)
 Expresses self, describes objects and participates in
conversations on familiar topics using fixed phrases with
an increasing display of confidence.
 Produces and comprehends words and fixed phrases on
very familiar topics confidently and independently.

6
 Asks and answers straightforward questions using fixed
Exceeds
phrases with ease and great confidence.
expectations
 Initiates, expresses self, describes objects and
(A1 Low)
participates in conversations on familiar topics using fixed
phrases independently.
 Displays exemplary model of language use to others.

PERFORMANCE STANDARDS GUIDE FOR YEAR 1 READING SKILLS

PERFORMANC
E DESCRIPTORS FOR READING SKILLS NOTES
LEVEL

Requires support

1
 Hardly identifies and recognises shapes of the letters in
to achieve
the alphabet even with a lot of support from the teacher.
curriculum target
 Hardly blends and segments phonemes (CVC, CCVC) even
(Working towards
with a lot of support from the teacher.
A1)

 Identifies and recognises most shapes of the letters in the

On track to

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

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

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 Blends and segments phonemes (CVC, CCVC) without

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

 Uses phonics to read words and identify word families

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

 Uses phonics to read words and identify word families

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

PERFORMANCE STANDARDS GUIDE FOR YEAR 1 WRITING SKILLS

PERFORMANC
E DESCRIPTORS FOR WRITING SKILLS NOTES
LEVEL

 Hardly displays early writing skills to form letters as Requires support

1
demonstrated by the teacher. to achieve
 Hardly uses fixed phrases to communicate with curriculum target
appropriate language form and style even with a lot of (Working towards
support from the teacher. A1)

 Displays early writing skills to form letters as On track to

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

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 Displays early writing skills appropriately.

Achieves

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

4
punctuation and spelling with minimal support by the Working towards
teacher. exceeding
 Organises words by using ‘and’ to communicate with expectations
appropriate language form and style with minimal support (A1 Low)
from the teacher.

5
 Writes comprehensible words and phrases with correct
On track to exceed
punctuation and spelling confidently.
expectations
 Organises words by using ‘and’ to communicate with
(A1 Low)
appropriate language form and style without hesitation.

 Writes comprehensible words and phrases with correct

6
punctuation and spelling independently. Exceeds
 Organises words by using ‘and’ to communicate with expectations
appropriate language form and style independently. (A1 Low)
 Displays exemplary model of language use to others.

*PERFORMANCE STANDARDS GUIDE FOR YEAR 1 LANGUAGE ARTS IS

NOT PROVIED IN THE YEAR 1 DSKP

PERFORMANCE STANDARDS GUIDE FOR YEAR 2 LISTENING SKILLS

PERFORMANC
E DESCRIPTORS FOR LISTENING SKILLS NOTES
LEVEL

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Hardly recognises and reproduces some target language

1
Requires support
phonemes.
to achieve
 Hardly understands simple questions, instructions and
curriculum target
main ideas of the texts even with a lot of support from the
(A1 Low)
teacher.

 Recognises and reproduces some target language

2
phonemes with a lot of support from the teacher. On track to achieve
 Understands a few simple questions, instructions and curriculum target
main ideas of the texts with a lot of support from the (A1 Low)
teacher.

 Recognises and reproduces target language phonemes

with support from the teacher.

3
Achieves
 Understands simple questions, instructions, main ideas
expectations of
and supporting details of the texts with support from the
curriculum target
teacher.
(A1 Low)
 Understands messages using visual clues with support
from the teacher.
 Recognises and reproduces target language phonemes
with minimal support from the teacher.

4
Working towards
 Understands simple questions, instructions, main ideas
exceeding
and supporting details of the texts with minimal support
expectations (A1
from the teacher.
Mid)
 Understands messages using visual clues with minimal
support from the teacher.

 Recognises and reproduces target language phonemes

5
appropriately. On track to exceed
 Understands simple questions, instructions, main ideas expectations (A1
and supporting details of the texts without hesitation. Mid)
 Understands messages using visual clues promptly.

 Recognises and reproduces target language phonemes

6
appropriately and independently. Exceeds
 Understands simple questions, instructions, main ideas expectations
and supporting details of the texts independently. (A1 Mid)
 Understands messages using visual clues independently.

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PERFORMANCE STANDARDS GUIDE FOR YEAR 2 SPEAKING SKILLS

PERFORMANC
E DESCRIPTORS FOR SPEAKING SKILLS NOTES
LEVEL

1
 Hardly produces simple information even with a lot of Requires support
support from the teacher. to achieve
 Hardly asks and answers straightforward questions using curriculum target
fixed phrases even with a lot of support from the teacher. (A1 Low)

2
 Produces a few simple information with a lot of support
On track to achieve
from the teacher.
curriculum target
 Asks and answers a few straightforward questions using
(A1 Low)
fixed phrases with a lot of support from the teacher.

 Produces and comprehends simple information on very

3
familiar topics with support from the teacher.
Achieves
 Asks and answers straightforward questions using fixed
expectations of
phrases with support from the teacher.
curriculum target
 Participates and manages simple interactions on familiar (A1 Low)
topics using words, phrases and non-verbal responses with
support from the teacher.
 Produces and comprehends simple information on very

4
familiar topics with minimal support from the teacher.
Working towards
 Asks and answers straightforward questions using fixed
exceeding
phrases with minimal support from the teacher.
expectations (A1
 Participates and manages simple interactions on familiar Mid)
topics using words,phrases and non-verbal responses with
minimal support from the teacher.
 Produces and comprehends simple information on very

5
familiar topics confidently.
 Asks and answers straightforward questions using fixed On track to exceed
phrases with increasing confidence and self-reliance. expectations (A1
 Participates and manages simple interactions on familiar Mid)
topics using words, phrases and non-verbal responses
confidently.
 Produces and comprehends simple information on very
familiar topics confidently and independently.

6
 Asks and answers straightforward questions using fixed
Exceeds
phrases with ease and great confidence.
expectations
 Participates and manages simple interactions on familiar
(A1 Mid)
topics using words, phrases and non-verbal responses
independently.
 Displays exemplary model of language use to others.

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PERFORMANCE STANDARDS GUIDE FOR YEAR 2 READING SKILLS

PERFORMANC
E DESCRIPTORS FOR READING SKILLS NOTES
LEVEL

1
 Hardly identifies, recognises and names the letters of the Requires support
alphabet even with a lot of support from the teacher. to achieve
 Hardly blends and segments words (CVC, CCVC, CVCV, curriculum target
CCV) even with a lot of support from the teacher. (A1 Low)

 Identifies, recognises and names the letters of the

2
alphabet with a lot of support from the teacher. On track to
 Blends and segments a few words (CVC, CCVC, CVCV, CCV) achieve
with a lot of support from the teacher. curriculum target
 Hardly understands main ideas of simple sentences even (A1 Low)
after repeated readings.
 Identifies, recognises and names the letters of the
alphabet with minimal support from the teacher.

3
 Blends and segments words (CVC, CCVC, CVCV, CCV) with
Achieves
support from the teacher.
expectations of
 Understands main ideas, specific information and details
curriculum target
of simple sentences.
(A1 Low)
 Uses picture dictionary and appropriate word attack skills
to understand specific meaning with support from the
teacher.
 Blends and segments words (CVC, CCVC, CVCV, CCV)

4
without hesitation.
Working towards
 Understands main ideas, specific information and details
exceeding
of simple sentences appropriately.
expectations (A1
 Uses picture dictionary and appropriate word attack skills Mid)
to understand specific meaning with minimal support from
the teacher.
 Uses phonics to read words and identify word families

5
confidently.
On track to exceed
 Understands main ideas, specific information and details
expectations (A1
of simple sentences confidently.
Mid)
 Uses picture dictionary and appropriate word attack skills
to understand specific meaning confidently.

6
 Reads simple sentences independently.
 Understands main ideas, specific information and details Exceeds
of simple sentences independently. expectations
 Uses appropriate word attack skills and monolingual (A1 Mid)
dictionary to understand specific meaning independently.

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PERFORMANCE STANDARDS GUIDE FOR YEAR 2 WRITING SKILLS

PERFORMANC
E DESCRIPTORS FOR WRITING SKILLS NOTES
LEVEL

1
 Hardly writes simple sentences by using appropriate
Requires support
language form and style even with a lot of support from the
to achieve
teacher.
curriculum target
 Hardly organises basic information even with a lot of
(A1 Low)
support from the teacher.

2
 Writes simple sentences by using appropriate language On track to
form and style with a lot of support from the teacher. achieve
 Organises basic information with a lot of support from the curriculum target
teacher. (A1 Low)

3
 Writes simple sentences by using appropriate language Achieves
form and style with support from the teacher. expectations of
 Organises basic information using correct punctuation curriculum target
and spelling with support from the teacher. (A1 Low)

4
 Writes simple sentences by using appropriate language Working towards
form and style with minimal support from the teacher. exceeding
 Organises basic information using correct punctuation expectations (A1
and spelling with minimal support from the teacher. Mid)

5
 Writes simple sentences by using appropriate language
On track to exceed
form and style confidently.
expectations (A1
 Organises basic information using correct punctuation
Mid)
and spelling without hesitation.

6
 Writes simple sentences by using appropriate language
form and style independently. Exceeds
 Organises basic information using correct punctuation expectations
and spelling independently. (A1 Mid)
 Displays exemplary model of language use to others.

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*PERFORMANCE STANDARDS GUIDE FOR YEAR 2 LANGUAGE ARTS IS

NOT PROVIED IN THE YEAR 2 DSKP

Source:
Year 1& 2 English DSKP for 2018 (2017 publication)

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