SEKOLAH JENIS KEBANGSAAN TAMIL BANGI

YEAR 3
RPM
2026
ENGLISH LANGUAGE

CLASS: 3

TEACHER’S NAME: T. THAEVAGI

PERFORMANCE STANDARDS GUIDE FOR YEAR 3 LISTENING SKILLS
PERFORMAN
CE DESCRIPTORS FOR LISTENING SKILLS NOTES
LEVEL
 Hardly recognises and reproduces target language
phonemes even with a lot of support from the
teacher.
Requires

1
 Hardly displays understanding of main idea, specific
support to
information and details of short simple texts,
achieve the
narratives, a wide range of short questions and
curriculum
classroom instructions even with a lot of support
target. (A1
from the teacher.
Mid)
 Hardly guesses meaning of unfamiliar words using
visual clues even with a lot of support from the
teacher.
 Recognises and reproduces some target language
phonemes with a lot of support from the teacher.

2
 Displays understanding of main idea, specific On track to
information and details of short simple texts, achieve the
narratives, a wide range of short questions and curriculum
classroom instructions with a lot of support from the target. (A1
teacher. Mid)
 Guesses meaning of unfamiliar words using visual
clues with a lot of support from the teacher.
 Recognises and reproduces a range of target
language phonemes with support from the teacher. Achieves

3
 Displays understanding of main idea, specific expectations
information and details of short simple texts, of the
narratives, a wide range of short questions and curriculum
classroom instructions with support from the teacher. target. (A1
 Guesses meaning of unfamiliar words using visual Mid)
clues.
 Recognises and reproduces a range of target
Working
language phonemes.
towards

4
 Displays understanding of main idea, specific
exceeding
information and details of short simple texts,
expectations
narratives, a wide range of short questions and
of the
classroom instructions with minimal support from the
curriculum
teacher.
target. (A1
 Shows good ability in guessing meaning of unfamiliar
High)
words using visual clues.
 Recognises and reproduces a range of target
On track to
language phonemes.

5
exceed
 Displays understanding of main idea, specific
expectations
information and details of short simple texts,
of the
narratives, a wide range of short questions and
curriculum
classroom instructions with confidence.
target. (A1
 Shows very good ability in guessing meaning of
High)
unfamiliar words using visual clues.
 Recognises and reproduces a range of target
language phonemes.
Exceeds

6
 Displays understanding of main idea, specific
expectations
information and details of short simple texts,
of the
narratives, a wide range of short questions and
curriculum
classroom instructions confidently and
target.
independently.
(A1 High)
 Shows excellent ability in guessing meaning of
unfamiliar words using visual clues.
 LISTENING SKILLS (YEAR 3)
CONTENT FOCUS LEARNING STANDARD
STANDARD
Recognise and
1.1 Recognise and 1.1.1 Recognise and reproduce
reproduce target
reproduce target with support a range of target
language phonemes
language sounds language phonemes
intelligibly
Understand the main 1.2.1 Understand with support
idea when listening to the main idea of short simple
texts on familiar topics texts
Understand specific 1.2.2 Understand with support
1.2 details when listening to specific information and details
Understand meaning in texts on familiar topics of short simple texts
a variety Understand narratives 1.2.3 Understand with support
of familiar contexts on familiar topics short simple narratives
1.2.4 Understand a wide range
Understand classroom
of short basic supported
instructions
classroom instructions
Understand questions on 1.2.5 Understand a wide range
familiar topics of short supported questions
1.3.1 Guess the meaning of
1.3 Use appropriate Use appropriate
unfamiliar words by using visual
listening strategies in a strategies to understand
clues when a teacher or
variety of contexts meaning
classmate is speaking.

YEAR 3 TRANSIT FORM FOR CLASSROOM ASSESSMENT

LISTENING SKILLS
TEACHER’S NAME: T. THAEVAGI CLASS: 3

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
2
3
4
5
6
7
8
9
10
11
12
13
14
15
PERFORMANCE STANDARDS GUIDE FOR YEAR 3 SPEAKING SKILLS

PERFORMAN
CE DESCRIPTORS FOR SPEAKING SKILLS NOTES
LEVEL
 Hardly able to communicate simple information about basic
opinions, everyday routines, directions and simple predictions

1
even with a lot of support from the teacher.
 Hardly able to describe people and objects using suitable words Requires support
and phrases even with a lot of support from the teacher. to achieve the
 Hardly able to keep interaction going in short exchanges and curriculum target.
asks for attention or help even with a lot of support from the (A1 Mid)
teacher.
 Hardly able to narrate very short basic stories and events even
with a lot of support from the teacher.
 Communicates simple information about basic opinions,
everyday routines, directions and simple predictions with a lot

2
of support from the teacher.
On track to
 Describes people and objects using suitable words and phrases
achieve the
with a lot of support from the teacher.
curriculum target.
 Keeps interaction going in short exchanges and asks for
(A1 Mid)
attention or help with a lot of support from the teacher.
 Narrates very short basic stories and events with a lot of
support from the teacher.
 Displays adequate ability to communicate simple information
about basic opinions, everyday routines, directions and simple

3
predictions.
Achieves
 Shows adequate ability to describe people and objects using
expectations of
suitable words and phrases.
the curriculum
 Shows adequate ability to keep interaction going in short
target. (A1 Mid)
exchanges and asks for attention or help.
 Shows adequate ability to narrate very short basic stories and
events.
 Displays good ability to communicate simple information about
basic opinions, everyday routines, directions and simple

4
predictions. Working towards
 Shows good ability to describe people and objects using exceeding
suitable words and phrases. expectations of
 Shows good ability to keep interaction going in short exchanges the curriculum
and asks for attention or help. target. (A1 High)
 Shows good ability to narrate very short basic stories and
events.
 Displays very good ability to communicate simple information
about basic opinions, everyday routines, directions and simple

5
predictions.
On track to
 Shows very good ability to describe people and objects using
exceed
suitable words and phrases confidently.
expectations of
 Shows very good ability to keep interaction going in short
the curriculum
exchanges and asks for attention or help from a teacher or
target. (A1 High)
classmate confidently.
 Shows very good ability to narrate very short basic stories and
events with ease and confidence.
 Displays excellent ability to communicate simple information Exceeds

6
about basic opinions, everyday routines, directions and simple expectations of
predictions. the curriculum
 Shows excellent ability to describe people and objects using target.
suitable words and phrases. (A1 High)
 Shows excellent ability to keep interaction going in short
exchanges and asks for attention or help.
 Shows excellent ability to narrate very short basic stories and
 SPEAKING SKILLS (YEAR 3)
CONTENT STANDARD FOCUS LEARNING STANDARD
SPOKEN INTERACTION
Communicate simple
2.1.1 Ask about and express
information about
basic opinions
themselves clearly
2.1.2 Find out about and
Find out simple
describe basic everyday
2.1 information from others
routines
Communicate simple
Communicate simple
information 2.1.3 Give a short sequence
information
intelligibly of basic directions
clearly
Communicate simple 2.1.4 Ask about, make and
information clearly respond to simple predictions
2.1.5 Describe people and
Describe people and things
objects using suitable words
clearly
and phrases
2.2.1 Keep interaction going
Manage interaction in short exchanges by
2.2 Use appropriate
appropriately repeating key words from the
communication
other speaker
strategies
2.2.2 Ask for attention or help
Manage classroom tasks
from a teacher or classmate
appropriately
by using suitable questions
SPOKEN PRODUCTION
Communicate information,
2.3 Communicate
events and 2.3.1 Narrate very short
appropriately to a small
stories clearly to an basic stories and events
or large group
audience
events.
 Displays exemplary model of language use to others.
 YEAR 3 TRANSIT FORM FOR CLASSROOM ASSESSMENT
SPEAKING SKILLS
TEACHER’S NAME: T. THAEVAGI CLASS: 3

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
2
3
4
5
6
7
8
9
10
11
12
13
14

PERFORMANCE STANDARDS GUIDE FOR YEAR 3 READING SKILLS

PERFORMAN
CE DESCRIPTORS FOR READING SKILLS NOTES
LEVEL
 Hardly able to understand the main idea,
specific information and details of short simple
texts even with a lot of support from the

1
teacher. Requires
 Hardly shows ability to guess the meaning of support to
unfamiliar words and use dictionary skills even achieve the
with a lot of support from the teacher. curriculum
 Hardly shows ability to read A1 short simple target. (A1 Mid)
fiction or non-fiction print and digital texts of
interest even with a lot of support from the
teacher.
  Understands the main idea, specific
information and details of short simple texts

2
with a lot of support from the teacher.
On track to
 Able to guess the meaning of unfamiliar words
achieve the
and use dictionary skills with a lot of support
curriculum
from the teacher.
target. (A1 Mid)
 Able to read A1 short simple fiction or non-
fiction print and digital texts of interest with a
lot of support from the teacher.
 Understands the main idea, specific

3
information and details of short simple texts
Achieves
adequately.
expectations of
 Able to guess the meaning of unfamiliar words
the curriculum
and use dictionary skills adequately.
target. (A1 Mid)
 Reads A1 short simple fiction or non-fiction
print and digital texts of interest adequately.
 Displays good understanding of the main idea,
specific information and details of short simple Working

4
texts. towards
 Shows good ability to guess the meaning of exceeding
unfamiliar words and use dictionary skills. expectations of
 Shows good ability to read A1 short simple the curriculum
fiction or non-fiction print and digital texts of target. (A1 High)
interest.
 Displays very good understanding of the main
idea, specific information and details of short

5
On track to
simple texts.
exceed
 Shows very good ability to guess the meaning
expectations of
of unfamiliar words and use dictionary skills.
the curriculum
 Shows very good ability to read A1 short simple
target. (A1 High)
fiction or non-fiction print and digital texts of
interest.
 Displays excellent understanding of the main
idea, specific information and details of short

6
Exceeds
simple texts.
expectations of
 Shows excellent ability to guess the meaning of
the curriculum
unfamiliar words and use dictionary skills.
target.
 Shows excellent ability to read A1 short simple
(A1 High)
fiction or non-fiction print and digital texts of
interest.
 READING SKILLS (YEAR 3)
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
This learning standard
3.1 to achieve this Learning Standard,
has been covered in
Recognise words in literate
Year 1 and Year 2.
linear and non linear 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*
3.1.4 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
3.2.1 Understand the
Understand the main idea in a variety
main idea of short
of text types on familiar topics
simple texts
3.2.2 Understand
3.2 Understand specific details in a variety specific information
Understand a variety of text types on familiar topics and details of short
of linear and non simple texts
linear print and 3.2.3
digital texts by using Guess the meaning of
Use appropriate word attack skills to
appropriate reading unfamiliar words from
understand specific meaning
strategies clues provided by
visuals and the topic
3.2.4 Recognise and
use with support key
Use appropriate basic dictionary skills
features of a simple
monolingual dictionary
3.3 3.3.1 Read and enjoy
Read and understand a variety of
Read independently A1 fiction or non-fiction
fiction and non-fiction texts with
for information and print and digital texts
confidence and enjoyment
enjoyment of interest
 YEAR 3 TRANSIT FORM FOR CLASSROOM ASSESSMENT
READING SKILLS
TEACHER’S NAME: T. THAEVAGI CLASS: 3

N LEARNING STANDARD
STUDENT’S NAME 3.2. 3.2.4 3.3.1
O 1
3.2.2 3.2.3

1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
PERFORMANCE STANDARDS GUIDE FOR YEAR 3 WRITING SKILLS

PERFORMAN
CE DESCRIPTORS FOR WRITING SKILLS NOTES
LEVEL
 Hardly uses cursive handwriting in a limited range of written
work even with a lot of support from the teacher.

1
 Hardly able to communicate basic information and give Requires
descriptions of people and objects even with a lot of support support to
from the teacher. achieve the
 Hardly shows ability to punctuate, spell an increased range of curriculum
familiar high frequency words and connect sentences using target. (A1
basic conjunctions even with a lot of support from the teacher. Mid)
 Hardly able to plan, draft and write an increased range of
simple sentences even with a lot of support from the teacher.
 Uses cursive handwriting in a limited range of written work
with a lot of support from the teacher.

2
 Communicates basic information and gives descriptions of On track to
people and objects with a lot of support from the teacher. achieve the
 Shows ability to punctuate, spell an increased range of familiar curriculum
high frequency words and connect sentences using basic target. (A1
conjunctions with a lot of support from the teacher. Mid)
 Plans, drafts and writes an increased range of simple
sentences with a lot of support from the teacher.
 Uses cursive handwriting in a limited range of written work
adequately.

3
Achieves
 Communicates basic information and gives descriptions of
expectations
people and objects adequately.
of the
 Shows adequate ability to punctuate, spell an increased range
curriculum
of familiar high frequency words and connect sentences using
target. (A1
basic conjunctions.
Mid)
 Plans, drafts and writes an increased range of simple
sentences adequately.
 Produces good cursive handwriting in a limited range of written
Working
work.

4
towards
 Displays good ability to communicate basic information and
exceeding
give descriptions of people and objects.
expectations
 Shows good ability to punctuate, spell an increased range of
of the
familiar high frequency words and connect sentences using
curriculum
basic conjunctions.
target. (A1
 Shows good ability to plan, draft and write an increased range
High)
of simple sentences
 Produces very good cursive handwriting in a limited range of
written work. On track to

5
 Displays very good ability to communicate basic information exceed
and give descriptions of people and objects. expectations
 Shows very good ability to punctuate, spell an increased range of the
of familiar high frequency words and connect sentences using curriculum
basic conjunctions. target. (A1
 Shows very good ability to plan, draft and write an increased High)
range of simple sentences.
 Produces excellent cursive handwriting in a limited range of
written work.

6
 Displays excellent ability to communicate basic information Exceeds
and give descriptions of people and objects. expectations
 Shows excellent ability to punctuate, spell an increased range of the
of familiar high frequency words and connect sentences using curriculum
basic conjunctions. target.
 Shows excellent ability to plan, draft and write an increased (A1 High)
range of simple sentences.
 Displays exemplary model of language use to others.
 WRITING SKILLS (YEAR 3)
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 and Year 2.
words in neat legible only
print using cursive
writing Develop early writing 4.1.2 Begin to use cursive handwriting
skills* in a limited range of written work*
*all children *all children

Communicate basic
personal information 4.2.1 Express simple opinions
clearly
4.2 Communicate Communicate basic 4.2.2 Make and give reasons for simple
basic information information clearly predictions
intelligibly for a
Communicate basic
range of purposes in 4.2.3 Give simple directions
information clearly
print and digital
media Describe people and 4.2.4 Describe people and objects using
things clearly suitable words and phrases
Organise basic
4.2.5 Connect sentences using basic
information
coordinating conjunctions
appropriately
4.3.1 Use capital letters, full stops and
4.3 Punctuate texts
question marks appropriately in guided
Communicate with appropriately
writing at sentence level
appropriate
4.3.2 Spell an increased range of
language form and Spell high frequency
familiar high frequency words
style for a range of words accurately
accurately in guided writing
purposes in print
and digital media Plan, draft and edit
4.3.3 Plan, draft and write an increased
work appropriately on
range of simple sentences
familiar topics
YEAR 3 TRANSIT FORM FOR CLASSROOM ASSESSMENT
WRITING SKILLS
TEACHER’S NAME: T. THAEVAGI CLASS: 3

NO STUDENT’S NAME LEARNING STANDARD

4.1.2 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
2
3
4
5
6
7
8
9
 LANGUAGE ARTS (YEAR 3)
CONTENT FOCUS LEARNING STANDARD
STANDARD
5.1.1
Demonstrate appreciation i) simple chants and raps
through non verbal responses ii) simple rhymes
5.1 Enjoy and to: iii) simple action songs
appreciate rhymes, iv) simple songs
poems 5.1.2
and songs Say the words in simple texts, i) simple chants and raps
and sing simple songs with ii) simple rhymes
intelligible pronunciation, iii) simple action songs
rhythm and intonation iv) simple songs
v) simple poems
5.2.1
5.2 Express personal Identify, analyse and respond Ask and answer simple
responses to literary to questions about characters,
texts elements in texts actions and events of interest
in a text
5.3.1
Respond imaginatively and
5.3 Express an Plan, prepare and produce
intelligibly through creating
imaginative creative
simple action songs on familiar
response to work with a focus on language
topics
literary texts use
Other imaginative responses
as appropriate

YEAR 3 TRANSIT FORM FOR CLASSROOM ASSESSMENT

LANGUAGE ARTS
TEACHER’S NAME: T. THAEVAGI CLASS: 3

LEARNING STANDARD
NO STUDENT’S NAME
5.1.1 5.1.2 5.2.1 5.3.1
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15