SEKOLAH JENIS KEBANGSAAN TAMIL BANGI
YEAR 6
TRANSIT
FORMS
2026
ENGLISH LANGUAGE
CLASS: 6
TEACHER’S NAME: THAEVAGI A/P
TANGGAMANICKAM
PERFORMANCE STANDARDS GUIDE FOR YEAR 6 LISTENING SKILLS
PERFORMAN DESCRIPTORS FOR LISTENING SKILLS
CE
LEVEL
Can recognise and reproduce minimal target language phonemes with a lot of
1
support.
Can display minimal understanding of the main idea, specific information and
details of longer simple texts and narratives with a lot of support.
Can display minimal understanding of more complex questions and longer
sequences of classroom instructions with a lot of support.
Can guess meaning of a few unfamiliar words with a lot of support.
Can recognise and reproduce some target language phonemes with a lot of
2
support.
Can display some understanding of the main idea, specific information and
details of longer simple texts and narratives with a lot of support.
Can display some understanding of more complex questions and longer
sequences of 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
3
independently.
Can display understanding of the main idea, specific information and details of
longer simple texts and narratives with little or no support.
Can display understanding of more complex and longer sequences of
supported classroom instructions.
Can guess meaning of unfamiliar words from clues provided by other known
words and by context.
Can recognise and reproduce a wide range of target language phonemes
4
independently.
Can understand the main idea, specific information and details of longer
simple texts and narratives independently.
Can understand more complex questions and longer sequences of classroom
instructions with little or no support by responding to given tasks at times.
Can guess meaning of unfamiliar words from clues provided by other known
words and by context.
Can recognise and reproduce independently a wide range of target language
phonemes.
5
Can understand the main idea, specific information and details of longer
simple texts and narratives independently.
Can understand more complex questions and longer sequences of classroom
instructions with little or no support by responding to given tasks most of the
time.
Can guess meaning of unfamiliar words from clues provided by other known
words and by context.
Can recognise and reproduce independently a wide range of target language
phonemes.
6
Can display understanding of the main idea, specific information and details of
longer simple texts and narratives independently.
Can display understanding of more complex questions and longer sequences
of classroom instructions independently by responding to given tasks easily.
Can guess meaning of unfamiliar words from clues provided by other known
words and by context.
Can guide others in a given task.
LISTENING SKILLS (YEAR 6)
CONTENT FOCUS LEARNING STANDARD
STANDARD
Recognise and 1.1.1 Recognise and reproduce
1.1 Recognise and
reproduce target with independently a wide
reproduce target
language phonemes range of target language
language sounds
intelligibly phonemes
1.2.1 Understand with little or
Understand the main
no support the main idea of
idea when listening to
longer simple texts on a range
texts on familiar topics
of familiar topics
1.2.2 Understand with little or
Understand specific no support specific information
details when listening to and details of longer simple
1.2 texts on familiar topics texts on a range of familiar
Understand meaning in topics
a variety 1.2.3 Understand with little or
of familiar contexts Understand narratives no support longer simple
on familiar topics narratives on a range of
familiar topics
1.2.4 Understand longer
Understand classroom sequences of supported
instructions classroom
instructions
Understand questions on 1.2.5 Understand more complex
familiar topics supported questions
1.3.1 Guess the meaning of
1.3 Use appropriate Use appropriate unfamiliar words from clues
listening strategies in a strategies to understand provided by other known words
variety of contexts meaning and by context on
familiar topics
YEAR 6 TRANSIT FORM FOR CLASSROOM ASSESSMENT
LISTENING SKILLS
TEACHER’S NAME: THAEVAGI TANGGAMANICKAM CLASS: 6
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
1 GOAVIIN A/L SHIRITHAR
2 JANANI NAIR A/P DEVAN
3 KAVILASHINI A/P GOPI
4 KIERTHI A/P FRANCIS
5 KOSHIGAN A/L SURENDRAN
6 LISHVIN
7 MANISA SRI A/P M SIVAKUMAR
8 MARRUTI RAAM A/L KARTHIKGAN
9 SASHVIN A/L SURESH
10 SHAJEEKA RAO A/P SURIS MANI
11 THURRGAA A/P SANDRAN
12 VARUNESH A/L MUTHU SELVAM
13 YAASHWINY A/P ARIDASAN
14
15
PERFORMANCE STANDARDS GUIDE FOR YEAR 6 SPEAKING SKILLS
PERFORMAN
CE DESCRIPTORS FOR SPEAKING SKILLS
LEVEL
Can communicate simple information about themselves using fixed phrases
with a lot of support.
1
Can communicate rules, obligations and give reasons using fixed phrases with
a lot of support.
Can manage interaction and extended classroom tasks by providing short and
simple responses with a lot of support.
Can describe personality and future plans or events using fixed phrases with a
lot of support.
Can narrate short stories, events and experiences with difficulty even with a
lot of support.
Can communicate simple information about themselves and others with a lot
2
of support.
Can communicate rules, obligations and give reasons with a lot of support.
Can manage interaction and extended classroom tasks appropriately with a lot
of support.
Can describe personality and future plans or events with a lot of support.
Can narrate short stories, events and experiences with a lot of support.
3
Can communicate simple information about themselves and others clearly.
Can communicate rules, obligations and give reasons adequately.
Can manage interaction and extended classroom tasks appropriately.
Can describe personality and future plans or events using suitable statements
adequately.
Can narrate short stories, events and experiences adequately.
Can communicate simple information about themselves and others clearly by
4
providing some relevant details.
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 and others clearly by
providing a lot of relevant details.
5
Can communicate rules, obligations and give reasons by providing a lot of
relevant details.
Can manage interaction and extended classroom tasks appropriately by
sustaining communication most of the time.
Can describe personality and future plans or events clearly using suitable
statements with some relevant details.
Can narrate short stories, events and experiences with clear diction and
articulation.
Can communicate simple information about themselves and others with a lot
of relevant details clearly and confidently.
Can communicate rules, obligations and give reasons by providing a lot of
6
relevant details clearly and confidently.
Can manage interaction and extended classroom tasks appropriately by
sustaining 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
SPEAKING SKILLS (YEAR 6)
CONTENT STANDARD FOCUS LEARNING STANDARD
SPOKEN INTERACTION
Communicate simple 2.1.1 Give detailed
information about information about themselves
themselves clearly and others
2.1 Find out simple 2.1.2 Ask about and express
Communicate simple information from others rules and obligations
information 2.1.3 Explain and give
Communicate simple
intelligibly reasons for simple advice
information
2.1.4 Ask about and describe
clearly
future plans or events
Describe people and things 2.1.5 Ask and describe
clearly personality
2.2.1 Keep interaction going
Manage interaction in short exchanges by
2.2 Use appropriate
appropriately checking understanding of
communication
what a speaker is saying
strategies
2.2.2 Agree a set of basic
Manage classroom tasks
steps needed to complete
appropriately
extended classroom tasks
SPOKEN PRODUCTION
2.3 Communicate Communicate information, 2.3.1 Narrate short basic
appropriately to a small events and stories clearly stories, events and
or large group to an audience experiences
YEAR 6 TRANSIT FORM FOR CLASSROOM ASSESSMENT
SPEAKING SKILLS
TEACHER’S NAME: THAEVAGI TANGGAMANICKAM CLASS: 6
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 GOAVIIN A/L SHIRITHAR
2 JANANI NAIR A/P DEVAN
3 KAVILASHINI A/P GOPI
4 KIERTHI A/P FRANCIS
5 KOSHIGAN A/L SURENDRAN
6 LISHVIN
7 MANISA SRI A/P M SIVAKUMAR
8 MARRUTI RAAM A/L KARTHIKGAN
9 SASHVIN A/L SURESH
10 SHAJEEKA RAO A/P SURIS MANI
11 THURRGAA A/P SANDRAN
12 VARUNESH A/L MUTHU SELVAM
13 YAASHWINY A/P ARIDASAN
14
15
PERFORMANCE STANDARDS GUIDE FOR YEAR 6 READING SKILLS
PERFORMAN
CE DESCRIPTORS FOR READING SKILLS
LEVEL
Can display minimal understanding of the main idea, specific
1
information and details of simple longer texts with a lot of support.
Can guess meaning of very few unfamiliar words from clues provided
by other known words and by context 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
2
and details of simple longer texts with a lot of support.
Can guess meaning of some unfamiliar words from clues provided by
other known words and by context 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
3
simple longer texts by responding adequately to given tasks.
Can guess the meaning of unfamiliar words from clues provided by
other known words and by context 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 longer texts by responding clearly to given tasks most of the
4
time.
Can guess the meaning of unfamiliar words from clues provided by
other known words and by context as well as use dictionary skills
according to given tasks most of the time.
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
5
simple longer texts by responding clearly to given tasks with ease.
Can guess the meaning of unfamiliar words from clues provided by
other known words and by context 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 longer texts by responding creatively to given tasks.
6
Can guess the meaning of unfamiliar words from clues provided by
other known words and by context 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.
READING SKILLS (YEAR 6)
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
longer texts
3.2.2 Understand
Understand specific details in a variety specific information and
3.2 of text types on familiar topics details of simple longer
Understand a variety texts
of linear and non 3.2.3 Guess the
linear print and digital meaning of unfamiliar
texts by using Use appropriate word attack skills to words from clues
appropriate reading understand specific meaning provided by other
strategies known words and by
context
3.2.4 Use with some
support familiar print
Use appropriate basic dictionary skills and
digital 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
fiction and non-fiction texts with
and enjoyment for print and digital texts of
confidence and enjoyment
information and interest
enjoyment
YEAR 6 TRANSIT FORM FOR CLASSROOM ASSESSMENT
READING SKILLS
TEACHER’S NAME: THAEVAGI TANGGAMANICKAM CLASS: 6
N LEARNING STANDARD
STUDENT’S NAME 3.2. 3.2. 3.2. 3.3.1
O 1
3.2.2
3 4
1 GOAVIIN A/L SHIRITHAR
2 JANANI NAIR A/P DEVAN
3 KAVILASHINI A/P GOPI
4 KIERTHI A/P FRANCIS
5 KOSHIGAN A/L SURENDRAN
6 LISHVIN
7 MANISA SRI A/P M SIVAKUMAR
8 MARRUTI RAAM A/L KARTHIKGAN
9 SASHVIN A/L SURESH
10 SHAJEEKA RAO A/P SURIS MANI
11 THURRGAA A/P SANDRAN
12 VARUNESH A/L MUTHU SELVAM
13 YAASHWINY A/P ARIDASAN
14
15
PERFORMANCE STANDARDS GUIDE FOR YEAR 6 WRITING SKILLS
PERFORMAN
CE DESCRIPTORS FOR WRITING SKILLS
LEVEL
Can communicate basic information about themselves and others as well as
1
describe personality using fixed phrases with a lot of support.
Can communicate basic future plans, events and experiences 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 two paragraphs with a lot of support.
Can display minimal ability to produce and modify a plan or draft of two
paragraphs in response to feedback.
Can communicate basic information about themselves and others as well as
2
describe personality using basic statements with a lot of support.
Can communicate basic future plans, events and experiences using basic
statements with a lot of support.
Can spell words and use punctuations in independent writing as well as
connect sentences into two paragraphs with a lot of support.
Can produce and modify a plan or draft of two paragraphs in response to
feedback with a lot of support.
Can communicate basic information about themselves and others as well as
3
describe personality using suitable statements adequately.
Can communicate basic future plans, events and experiences using suitable
statements adequately.
Can spell words accurately and use punctuations in independent writing as
well as connect sentences into two coherent paragraphs or more.
Can produce and modify a plan or draft of two paragraphs or more in response
to feedback.
Can communicate basic information about themselves and others as well as
describe personality using suitable statements with very few relevant details.
4
Can communicate basic future plans, events and experiences using suitable
statements with very few relevant details.
Can spell words accurately and use punctuations in independent writing as
well as connect sentences into two coherent paragraphs or more with very few
relevant details.
Can produce and modify a plan or draft of two paragraphs or more in response
to feedback with very few relevant details.
Can communicate basic information about themselves and others as well as
describe personality using suitable statements with some relevant details.
5
Can communicate basic future plans, events and experiences using suitable
statements with some relevant details.
Can spell words accurately and use punctuations in independent writing as
well as connect sentences into two coherent paragraphs or more with some
relevant details.
Can produce and modify a plan or draft of two paragraphs or more in response
to feedback with some relevant details.
6
Can communicate basic information about themselves and others as well as
describe personality with a variety of relevant details.
Can communicate basic future plans, events and experiences using suitable
statements with a variety of relevant details.
Can spell words accurately and use punctuations in independent writing as
well as connect sentences into two coherent paragraphs or more creatively.
Can produce and modify a plan or draft of two paragraphs or more in response
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
Communicate basic
4.2.1 Give detailed information about
personal information
themselves and others
clearly
4.2 Communicate 4.2.2 Describe future plans or events
basic information Communicate basic
4.2.3 Narrate factual and imagined
intelligibly for a information clearly
events and experiences
range of purposes in
print and digital Describe people and
4.2.4 Describe personality
media things clearly
4.2.5 Connect sentences into two
Organise basic
coherent paragraphs or more using
information
basic coordinating conjunctions and
appropriately
reference pronouns
4.3.1 Use capital letters, full stops,
4.3 Punctuate texts commas in lists, question marks and
Communicate with appropriately speech marks appropriately at
appropriate discourse level
language form and Spell high frequency 4.3.2 Spell most high frequency words
style for a range of words accurately accurately in independent writing
purposes in print 4.3.3 Produce a plan or draft of two
and digital media Plan, draft and edit
paragraphs or more for a familiar topic
work appropriately on
and modify this appropriately in
familiar topics
response to feedback
to feedback with a variety of relevant details.
Can display exemplary model of language use and guide others.
YEAR 6 TRANSIT FORM FOR CLASSROOM ASSESSMENT
WRITING SKILLS
TEACHER’S NAME: THAEVAGI TANGGAMANICKAM CLASS: 6
NO STUDENT’S NAME LEARNING STANDARD
4.2.1 4.2.2 4.2.3 4.2.4 4.2.5 4.3.1 4.3.2 4.3.3
1 GOAVIIN A/L SHIRITHAR
2 JANANI NAIR A/P DEVAN
3 KAVILASHINI A/P GOPI
4 KIERTHI A/P FRANCIS
5 KOSHIGAN A/L SURENDRAN
6 LISHVIN
7 MANISA SRI A/P M
SIVAKUMAR LANGUAGE ARTS (YEAR 6)
8 CONTENT
MARRUTI RAAM A/L FOCUS LEARNING STANDARD
STANDARD
KARTHIKGAN
9 SASHVIN A/L SURESH 5.1.1 No learning standard
Demonstrate appreciation
10 SHAJEEKA RAO A/Pthrough
SURIS This learning standard has
5.1MANI
Enjoy and non verbal responses
been covered in Year 1, Year 2
appreciate rhymes, to:
11 THURRGAA A/P SANDRAN and Year 3
poems
12 VARUNESH A/L MUTHU Say the words in simple texts, 5.1.2 No learning standard
and songs
SELVAM and sing simple songs with This learning standard has
13 YAASHWINY A/P ARIDASAN
intelligible pronunciation, been covered in Year 1, Year 2
14 rhythm and intonation and Year 3
15 5.2.1 Describe in simple
5.2 Express personal Identify, analyse and respond language a character’s
responses to literary to actions or feelings and explain
texts elements in texts the reasons for them.
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 6 TRANSIT FORM FOR CLASSROOM ASSESSMENT
LANGUAGE ARTS
TEACHER’S NAME: CLASS:
LEARNING
NO STUDENT’S NAME STANDARD
5.2.1 5.3.1
1 GOAVIIN A/L SHIRITHAR
2 JANANI NAIR A/P DEVAN
3 KAVILASHINI A/P GOPI
4 KIERTHI A/P FRANCIS
5 KOSHIGAN A/L SURENDRAN
6 LISHVIN
7 MANISA SRI A/P M SIVAKUMAR
8 MARRUTI RAAM A/L KARTHIKGAN
9 SASHVIN A/L SURESH
10 SHAJEEKA RAO A/P SURIS MANI
11 THURRGAA A/P SANDRAN
12 VARUNESH A/L MUTHU SELVAM
13 YAASHWINY A/P ARIDASAN
14
15