Primary Grade Card Descriptors

Garden International School Eastern Seaboard, Ban Chang Your choice. Their future. Our family.

Statements will be consistent throughout Primary and will be repeated in your child’s end of year report card. The system 0 to 7 is also the system used throughout secondary.

การประเมินแบบข้ อความจะใช้ กบั ระดับชันประถมศึ ้ กษา และจะมีการประเมินอีกครัง้ ในรายงานผลการเรี ยนช่วงปลายปี ของบุตรหลานของท่าน โดยระบบ เกรด 0 ถึง 7 นี ้ได้ มกี ารใช้ ในระดับชันมั ้ ธยมศึกษาด้ วย A general description of the grades 1-7 might be: 7 6 5 4 3 2 1

Demonstrates a thorough knowledge and understanding of the syllabus studied. Demonstrates a broad knowledge and understanding of the syllabus studied. Demonstrates a good knowledge and understanding of the syllabus studied Demonstrates a satisfactory knowledge of the syllabus studied. Demonstrates partial knowledge and understanding of the syllabus studied. Demonstrates limited knowledge of the syllabus studied. Demonstrates minimal knowledge of the syllabus studied.

This is a guide to the Effort and Homework grade.

เกณฑ์ ในการให้ เกรด ความพยายาม และ การบ้ าน

Homework

Description

A

Excellent

B

Good

Effort

Description

C

Needs improvement

A

Excellent

D

Poor

B

Good

E

Very poor

C

Needs improvement

NA

An attainment grade is not applicable

D

Poor

E

Very poor

Art Level Descriptors for Years 3-4

Y3

Y4

2

1



I use ideas.

3

2



I use different materials and processes to share my ideas and design and make pictures and objects.



I talk about what I think or feel about my own and others' work



I explore ideas.



I investigate and use different materials and processes to share my ideas and meanings, and design and make pictures and objects.



I talk about how others’ work is different, and suggest ways of improving my own.



I explore ideas and collect visual and other information for my work.



I investigate visual and tactile qualities in materials and processes, share my ideas and meanings, and design and make images and artifacts for different purposes.



I comment on similarities and differences between my own and others' work, and improve my own.



I explore ideas and collect visual and other information to help develop my work.



I use my knowledge and understanding of materials and processes to communicate ideas and meanings, and make images and artifacts, combining and organising visual and tactile features to how I want it.



I compare and comment on ideas, methods and approaches used in my own and others' work, relating these to the context in which the work was made.



I adapt and improve my work to realise my own intentions improvements and use correct basic drama vocabulary.

4

3

5

4

6

5

7

6

7

Criterion statements relating to the grade given

Drama Level Descriptors for Years 3-6

Y3

Y4

1

1

Y5

Y6

2

3

2

1

4

5

3

2

1

6

4

3

2

7

Criterion statements relating to the grade given 

I can sometimes focus on a task.



I can pretend to be a character, by using my voice and body.



I can work with others in presentations.



I can explain why I liked a performance after I watched it.



I can sometimes give good ideas to the group.



I can use simple techniques such as still images.



I can learn or speak a few lines from a play or scene.



I can recognise different kinds of dramas.



I can talk about how work could be improved by more work or better staging.



I can explore problems in an imagined world.



I can make a range of different kinds of plays.



I can act out characters which are clearly different than me, using voice and movement.



I make sure the audience can see and hear me clearly. I can comment thoughtfully on a drama and suggest ways of improvising it.

5

4

3



I can work confidently in different groups.

6

5

4



I can use drama techniques to shape my own work.



I can experiment with different voices and movement.



I can control my movement and voice and stay in character for a whole play.



I can discuss the themes or issues in drama work.



I can reflect on work, suggest improvements and use correct basic drama vocabulary.

7

6

5



I always try to listen to others.

7

6



I can change and improve work when rehearsing it.



I can make different types and styles of play.



I can present a short and clear performance for an audience.



I can empathise with a range of different characters and situations.



I can discuss the way that ideas are presented, how plots are developed and characters portrayed.

7



I can devise drama based on challenging issues and themes.



I give and accept direction during the rehearsal process.



I create clear characters, adding depth and detail.



I use correct terminology to describe work.



I can begin to analyse how ideas, emotions and feelings are communicated.

Design and Technology Level Descriptors for Years 5-6

Y5

Y6

1

1

2

3

4

5 6

2

3

4

Criterion statements relating to the grade given 

I suggest ideas and know things about common products.



My plans show that, with help, I can put my ideas into practice.



I use pictures and words to show what I want to do.



I talk about what I am making and which tools I use.



I use tools and materials, sometimes with help.



I talk about mine and other’s work



I describe how a product works



I think of ideas and plan what to do next, based on my experience of working with materials and components.



I use models, pictures and words to describe my designs.



I choose suitable tools, techniques and materials, and explain why I chose them.



I use tools and assemble, join and combine materials and components in different ways.



I recognise what I have done well whilst making and suggest things that I could do better.



I generate ideas and recognise that my designs have to meet a range of different needs.



I make realistic plans for achieving my aims.



I have clear ideas when asked and use words, labelled sketches and models to share the details of my designs.



I think ahead about the order of my work, choosing appropriate tools, equipment, materials, components and techniques.



I use tools and equipment with some accuracy to cut and shape materials and to put together components.



I identify where evaluation has led to improvements.



I generate ideas by collecting and using information.



I take users' views into account and produce step-by-step plans.



I share alternative ideas using words, labelled sketches and models, showing that I am aware of limits.



I work with a variety of materials and components with some accuracy, paying attention to quality of finish and to function.



I select and work with a range of tools and equipment.



I reflect on my designs as I develop, whilst thinking about the way the product will be used.



I identify what is working well and what could be improved.

7

5



I use various sources of information.

6



I clarify my ideas through discussion, drawing and modelling.



I use my understanding of the characteristics of familiar products when developing and communicating my own ideas.



I work from my own detailed plans, modifying them where appropriate.



I work with a range of tools, materials, equipment, components and processes with some precision.



I check my work as it develops and modify my approach if required.



I test and evaluate my products, showing that I understand the situations in which my designs will have to function and am aware of the limits of resources.



I evaluate my products and my use of information sources.



I draw on and use a range of sources of information, and show that I understand the form and function of familiar products.



I make models and drawings to explore and test my design thinking, discussing my ideas with users.



I produce plans that outline alternative methods of progressing and develop detailed criteria for my designs and use these to explore design proposals.



I work with a range of tools, materials, equipment, components and processes and show that I understand my characteristics.



I check my work as it develops and modify my approach in the light of progress.



I evaluate how effectively I have used information sources, using the results of my research to inform my judgements when designing and making.



I evaluate my products they are being used, and identify ways of improving them.

7

English Language Support Listening Level Descriptors for Years 2-6 All

Word

1

Beginning

2

Entering

Criterion statements relating to the grade given 

I am without any working knowledge of spoken English.



I may go through a silent period and spend time observing and listening.



I can follow modelled, one-step oral directions (e.g., “Find a pencil.”)



I can identify pictures of everyday objects as stated orally (e.g., in books).



I can point to real-life objects reflective of content related vocabulary or oral statements.



I can mimic gestures or movement associated with statements (e.g., “This is my left hand.”)

3

Developing



I can match oral reading of stories to illustrations.



I can carry out two- to three step oral commands (e.g., “Take out your science book. Now turn to page25.”)

4

5

Expanding

Bridging



I can sequence a series of oral statements using real objects or pictures.



I can locate objects described orally.



I can follow modelled multi-step oral directions



I can sequence pictures of stories and read aloud (e.g., beginning, middle, and end)



I can match people with jobs or objects with functions based on oral descriptions



I can classify objects according to oral descriptions.



I can compare/contrast objects according to physical attributes (e.g., size, shape, colour) based on oral information

6

7

Reaching

Assessing



I can find details in illustrated, narrative, or expository text when read aloud.



I can identify illustrated activities from oral descriptions.



I can locate objects, figures, places based on visuals and detailed oral descriptions



I can use context clues to gain meaning from grade-level text read orally



I can apply ideas from oral discussions to new situations



I can interpret information from oral reading of narrative or expository text



I can identify ideas/concepts expressed with grade-level Content-specific language.



I can comprehend specialized or technical language reflective of the content areas at grade level



I can listen to extended discourse using a variety of sentence lengths of varying linguistic

complexity as required by the specified grade level 

My ability to understand spoken English is comparable to English-proficient peers

English Language Support Speaking Level Descriptors for Years 2-6 All

Word

1

Beginning

2

Entering

Criterion statements relating to the grade given 

I am without any working knowledge of spoken English.



I may go through a silent period and spend time observing and listening.



I can use single words, set phrases or chunks of memorized oral language.



I can use high frequency vocabulary from the school setting and content areas.



I can use some memorized language, which is generally comprehensible, but my communication may be significantly impeded when going beyond the highly familiar.

3

Developing



I can speak using phrases, short oral sentences.



My general language is usually related to the content area; I struggle for vocabulary when going beyond the highly familiar.



My simple discourse is generally comprehensible and fluent; my communication may be impeded by groping for language structures or by phonological, syntactic or semantic errors when going beyond phrases and short, simple sentences.

4

Expanding



I can speak in simple and expanded oral sentences; my responses show emerging complexity used to add detail.



I can use general and some specific language related to content area; I may struggle for needed vocabulary at times.



When communicating in sentences, my English is generally comprehensible and fluent.



My communication may from time to time be impeded by struggling for language structures or by phonological, syntactic or semantic errors, especially when attempting more complex oral discourse.

5

Bridging



I can use a variety of oral sentence lengths of varying linguistic complexity; responses show emerging cohesion used to provide detail and clarity.



I can use specific and some technical language related to the content area; however, difficulty finding needed vocabulary may be occasionally evident.



Generally my spoken English is comprehensible and fluent, though phonological, syntactic or semantic errors that don’t impede the overall meaning of the communication may appear at times; such errors may reflect first language interference.

6

Reaching



I can use a variety of sentence lengths of varying linguistic complexity in extended oral discourse; my responses show cohesion and organization used to support main ideas.



I can use technical language related to the content area; facility with needed vocabulary is evident.



I am approaching comparability to that of English proficient peers in terms of comprehensibility and fluency; errors don’t impede communication and may be typical of those an English proficient peer might make.

7

Assessing



I can speak using specialised or technical language reflective of the content areas at grade level.



I can use a variety of sentence lengths of varying linguistic complexity in extended oral discourse as required by the specified grade level



My oral communication in English is comparable to English-proficient peers.

English Language Support Reading Level Descriptors for Years 2-6 All

Word

1

Beginning

2

3

4

5

6

7

Entering

Developing

Expanding

Bridging

Reaching

Assessing

Criterion statements relating to the grade given 

I am without any working knowledge of written English.



I may be able to read in my home language.



I can identify some symbols, icons, and pictures.



Connect print to visuals and match real-life familiar objects to labels.



I can follow directions using diagrams or pictures.



I can search for pictures associated with word patterns.



I can identify and interpret pre-taught labelled diagrams.



Match voice to print by pointing to icons, letters, or illustrated words.



I can sort words into word families.



I can make connections from text to real life (self) with prompting.



I can select titles to match a series of pictures.



I can sort illustrated content words into categories.



I can match phrases and sentences to pictures.



I can put words in order to form sentences.



I can identify basic elements of fictional stories (e.g., title, setting, characters).



I can follow sentence-level directions



I can distinguish between general and specific language (e.g., flower v. rose) in context.



I am beginning to use features of non-fiction text to aid comprehension



I can use learning strategies (e.g. context clues)



I can identify the main ideas from a text



I can match figurative language to illustrations (e.g., “as big as a house”)



I can read and understand specialised or technical language reflective of the content areas at grade level



My reading comprehension and fluency in English is comparable to English-proficient peers

English Language Support Writing Level Descriptors for Years 2-6 All

Word

1

Beginning

2

Entering

Criterion statements relating to the grade given 

I am without any working knowledge of written English.



I may be able to write in my home language.



I can use single words, set phrases or chunks of simple language; varying amounts of text may be copied or adapted; adapted text contains original language



I can use high frequency vocabulary from school setting and content areas.



My writing is generally comprehensible when the text is copied or adapted from model or source text; comprehensibility may be significantly impeded in original text.

3

Developing



I can use phrases and short sentences; some of the text may be copied or adapted.



I can show some attempt at organization in my writing.



I can use general language related to the content area; however, lack of vocabulary may be evident.



My writing is generally comprehensible when writing in sentences; however, comprehensibility may from time to time be impeded by errors when attempting to produce more complex text.

4

Expanding



I can write in simple and expanded sentences that show emerging complexity used to provide detail



I can use general and some specific language related to the content area; however, a lack of needed vocabulary may be evident



My writing is generally comprehensible when writing in sentences; however, comprehensibility may from time to time be impeded by errors when attempting to produce more complex text.

5

Bridging



I can use a variety of sentence lengths of varying linguistic complexity; emerging cohesion used to provide detail and clarity.



I can use specific and some technical language related to the content area; however, sometimes a lack of needed vocabulary may be occasionally evident.



My writing is generally comprehensible at all times, errors don’t impede the overall meaning; such errors may reflect first language interference.

6

Reaching



I can use a variety of sentence lengths of varying linguistic complexity in a single organised paragraph or in extended text; with cohesion and organization



I can use technical language related to the content area; evident facility with needed vocabulary



I am approaching comparability to that of English proficient peers; errors don’t impede comprehensibility

7

Assessing



I can write using a variety of sentence lengths of linguistic complexity in a single tightly organised paragraph or in well-organised extended text; with tight cohesion and organization



My writing displays consistent use of just the right word in just the right place; precise Vocabulary Usage in general, specific or technical language



I have reached comparability to that of English proficient peers functioning at the “proficient” level in written assessments.

English / Literacy Reading Level Descriptors for Years 3-6

Y3

Y4

Y5

Y6

1

2

1

3

2

1

Criterion statements relating to the grade given 

I am interested in books.



I know that print conveys meaning.



I know that in English print is read from left to right and top to bottom.



I can links some sounds to letters.



I can recognise familiar words in simple texts.



I can use my knowledge of letters and sound symbol relationships in order to read words and to establish meaning when reading aloud. In these activities I sometimes require support.



I can express my response to poems, stories and non-fiction by identifying aspects I like.

4

3

2

1



My reading of simple texts shows understanding and is generally accurate.

5

4

3

2



I can express opinions about major events or ideas in stories, poems and nonfiction.



I can use more than one strategy, such as phonic, graphic, syntactic and contextual, in reading unfamiliar words and establishing meaning.

6

5

4

3



I can read a range of texts fluently and accurately.

7

6

5

4



I can read independently, using strategies appropriately to establish meaning.



In responding to fiction and non-fiction I can show understanding of the main points and express preferences.



I can use my knowledge of the alphabet to locate books and find information.



In responding to a range of texts, I can show understanding of significant ideas, themes, events and characters, and I am beginning to use inference and deduction.



I can refer to the text when explaining my views.



I can locate and use ideas and information.



I can show understanding of a range of texts, selecting essential points and using inference and deduction where appropriate.



In my responses, I can identify key features, themes and characters and select sentences, phrases and relevant information to support my views.



I can retrieve and collate information from a range of sources.

7

6

5

7

6

7

English / Literacy Speaking and Listening Level Descriptors for Years 3-6

Y3

Y4

1

1

2

2

Y5

1

Y6

1

3

4

3

2

2

5

4

3

3

6

5

4

4

7

6

5

5

7

6 7

6

Criterion statements relating to the grade given 

I can listen and respond.



I initiate communication with others.



I interact with others.



I listen with enjoyment to stories, songs, rhymes and poems.



I can talk about matters of immediate interest.



I can listen to others and usually respond appropriately.



I can convey simple meanings to a range of listeners speaking audibly.



I am beginning to extend my ideas or accounts by providing some detail.



I can ask simple questions



I can begin to show confidence in talking and listening, particularly where the topics interest me.



On occasions, I can show awareness of the needs of the listener by including relevant detail.



I can speak clearly and use a growing vocabulary in developing and explaining my ideas.



I can usually listen carefully and respond with increasing appropriateness to what others say.



I am beginning to be aware that in some situations a more formal vocabulary and tone of voice are used.



I can talk and listen confidently in different contexts, exploring and communicating ideas.



In discussion, I can show understanding of the main points.



Through relevant comments and questions, I can show I can have listened carefully.



I can begin to adapt what I can say to the needs of the different audiences, varying the use of vocabulary and the level of detail.



My speaking is sometimes appropriate in terms of vocabulary and grammar.



I can talk and listen with confidence in an increasing range of contexts.



My talk is adapted to the purpose: developing ideas thoughtfully, describing events and conveying my opinions clearly.



In discussion, I can listen carefully, making contributions and asking questions

that are responsive to others' ideas and views.

7



My speaking is usually appropriate in terms of vocabulary and grammar.



I can talk and listen confidently in a wide range of contexts, including some that are of a formal nature.



My talk engages the interest of the listener as I can begin to vary my expression and vocabulary.



In discussion, I can pay close attention to what others say, ask questions to develop ideas and make contributions that take account of others' views.



My speaking is always correct in terms of vocabulary and grammar in formal situations.

English / Literacy Writing Level Descriptors for Years 3-6

Y3

Y4

Y5

Y6

1

2

1

3

2

1

4

3

2

1

5

4

3

2

Criterion statements relating to the grade given 

I can hold a pencil and make marks.



I can ascribe meaning to my writing / mark making.



I can form some recognizable letters.



I write my own name from memory.



My writing communicates meaning through simple words and phrases.



In my reading or my writing, I can begin to show awareness of how full stops are used.



I can re-read my writing to myself and /or others.



I use phonic awareness to try to spell words.



My pencil is held correctly.



My letters are usually clearly shaped and correctly orientated.



My writing communicates meaning in both narrative and non-narrative forms, showing some awareness of the reader.



I can use appropriate and interesting vocabulary.



My ideas are developed in a sequence of sentences.



My sentences are sometimes demarcated by capital letters and full stops.



I can use connecting words to join my ideas in a sentence.



I usually spell simple, monosyllabic words correctly, and where there are inaccuracies the alternative is phonetically plausible.



In my handwriting, letters are accurately formed and consistent in size.

6

5

4

3



My writing is often organised, imaginative and clear.

7

6

5

4



The main features of different forms of writing are used appropriately, I am beginning to adapt to different readers.



I use sequences of sentences to extend ideas logically.



I am starting to use a variety of sentences types – complex, simple, compound.



I choose words for variety and interest.



My basic grammatical structure of sentences is usually correct.



My spelling is usually accurate, including that of common, polysyllabic words.



I use punctuation accurately to mark full stops, capital letters and question

marks.

7



My handwriting is joined and legible.

6

5



My writing in a range of forms is lively and thoughtful.

7

6



My ideas are often sustained and developed in interesting ways.



My writing is organised appropriately for the purpose of the reader. I can arrange my writing into paragraphs.



My vocabulary choices are often adventurous and words are used for effect.



I am beginning to use grammatically complex sentences, extending meaning.



My spelling, including that of polysyllabic words that conform to regular patterns, is generally accurate.



Full stops, capital letters and question marks are used correctly, and I am beginning to use punctuation within the sentence.



My handwriting style is fluent, joined and legible.



My writing is varied and interesting, conveying meaning clearly in a range of forms for different readers, using a more formal style where appropriate.



My vocabulary choices are imaginative and words are used precisely.



I can arrange simple and complex sentences into paragraphs.



In my spelling words with complex regular patterns are usually spelt correctly.



I usually use a range of punctuation, including commas, apostrophes and inverted commas accurately.



My handwriting is joined, clear and fluent and, where appropriate, is adapted to a range of tasks.

7

ICT Level Descriptors for Years 3-6

Y3

Y4

Y5

2

1

1

3

2

4

3

5

4

2

6

5

3

7

6

4

7

Y6

Criterion statements relating to the grade given 

I explore information from various sources, showing that information exists in different forms.



I use ICT to work with text, images and sounds to help me share my ideas



I recognise that many everyday electrical things respond to signals and instructions



I make choices when using electrical things to produce different outcomes



I talk about my use of ICT

1



I use ICT to organise and classify information and to present my findings

2



I enter, save and retrieve work.



I use ICT to help me generate, amend and record my work and share my ideas in different forms, including text, tables, images and sound



I plan and give instructions to make things happen and describe the effects



I use ICT to explore what happens in real and imaginary situations



I talk about my experiences of ICT both inside and outside school



I use ICT to save information and to find and use appropriate stored information, following straightforward lines of enquiry



I use ICT to generate, develop, organise and present my work



I share and exchange my ideas with others



I describe my use of ICT and its use outside school



I understand the need for care in framing questions when collecting, finding and looking at information



I look at my findings, question its truth and recognise that poor-quality information leads to not real results



I add to, amend and combine different forms of information from a variety of sources



I use ICT to present information in different forms and show I am aware of the intended audience and the need for quality in my presentation



I exchange information and ideas with others in a variety of ways, including using e-mail



I compare my use of ICT with other methods and with the outside world

3

5

4

6

5

7

6



I select information I need for different purposes, check its accuracy and organise it in a form suitable for processing



I use ICT to structure, refine and present information in different forms and styles for specific purposes and audiences



I exchange information and ideas with others in a variety of ways, including using e-mail



I discuss my knowledge and experience of using ICT and my observations of its use outside school



I assess my use of ICT in my work and am able to reflect critically in order to make improvements in subsequent work

7

Mandarin Listening Level Descriptors for Years 3-6

Y3

Y4

Y5

Y6

Criterion statements relating to the grade given

1 1 2

1



I can occasionally understand simple classroom commands, short statement and questions.



I can frequently understand simple classroom commands, short statements and questions



I can usually understand simple classroom commands, short statements and questions.



I can occasionally understand a range of familiar statements and questions



I can frequently understand a range of familiar statements and questions



I can usually understand a range of familiar statements and questions



I can always understand short passages made up of familiar language and some unfamiliar language that is spoken slowly.

2 3 4

3

5

4

2 5

3

6

4

1

6 5 2 6 3 7

4

7 7

5 6 7

Mandarin Speaking Level Descriptors for Years 3-6

Y3

Y4

Y5

Y6

Criterion statements relating to the grade given

1 1 2

1 2



I can sometimes use single words with correct pronunciation and intonation.



I can frequently use single words with correct pronunciation and intonation.



I can usually use single words with correct pronunciation and intonation.



I can sometimes use short phrases with correct pronunciation and intonation.



I can frequently use short phrases with correct pronunciation and intonation.



I can usually use short phrases with appropriate pronunciation and intonation.



I can always use sentences, questions and statements with correct pronunciation and intonation.

3 4

3

5

4

2 5

3

6

4

1

6 5 2 6 3 4 7

7 7

5 6 7

Mandarin Reading Level Descriptors for Years 3-6

Y3

Y4

Y5

Y6

1

1

1

1

Criterion statements relating to the grade given 

I can recognise Mandarin consonants and vowels



I know Mandarin has 4 tones.

2



I can distinguish different Mandarin consonants and vowels.

3



I can distinguish 4 tones.



I can spell few simple Pinyin

2

4

3

2

1



I can read most Mandarin consonants and vowels by memory.

5

4

3

2



I can read 4 tones.



I can spell Pinyin.

6

5

4

3



I can read all Mandarin consonants and vowels by memory.

7

6

5

4



I can read 4 tones accurately.



I can read Chinese Characters by spelling Pinyin

7

7

6

5



I can read sentence fluently by spelling Pinyin

7

6



I can read some simple characters without Pinyin



I understand meaning of words when reading aloud.



I can read a range of texts fluently and accurately.



My reading of simple texts shows understanding and is generally accurate

7

7

Mathematics Level Descriptors for Years 3-6

Y3

Y4

Y5

2

1

1

Y6

Criterion statements relating to the grade given Using and Applying Mathematics 

I use mathematics as an integral part of classroom activities.



I represent my work with objects or pictures and can discuss it.



I recognise and use a simple pattern or relationship.

Numbers and the Number System



I can count up to 10 objects.



I can read and write numbers up to 10.



I can order numbers to 10.



I am beginning to use the fraction one-half.



I understand addition as finding the total of two or more sets of objects.



I understand subtraction as ‘taking away’ objects from a set and finding how many are left.



I can add and subtract numbers of objects to 10.

Shape, Space and Measures 

I can use everyday language to describe properties of 2-D and 3-D shapes.



I can use everyday language to describe positions of 2-D and 3-D shapes.



I can measure and order objects using direct comparison.



I am beginning to order events, using everyday language for days and months and can calculate the time to half past the hour.

Handling Data

3

2

2

1

4

3

3

2



I can sort and classify objects into two discreet criteria.



I can represent my work using simple block graphs.



I can demonstrate the criterion I have used through talk.

Using and Applying Mathematics 

I can select the mathematics I use in some classroom activities.



I can discuss my work using some mathematical language and I am beginning to represent it using symbols and simple diagrams.



I can explain why an answer is correct.

Numbers and the Number System 

I can count sets of objects reliably in steps of 2, 5 or 10.



I am beginning to understand the place value of each digit; and can use this to order numbers up to 100 using terms such as greater than, lesser than or between.



I am beginning to use halves and quarters and relate the concept of half of a small

quantity to the concept of half of a shape. 

I can use the knowledge that subtraction is the inverse of addition and understand halving as a way of ‘undoing’ doubling and vice versa.



I can use mental recall of addition and subtraction facts to 10.



I can use mental calculation strategies to solve number problems including those involving money and measures.



I can record my work in writing and begin to choose the appropriate operation when solving addition and subtraction problems.



I can recognise sequences of numbers, including odd and even numbers

Shape, Space and Measures 

I can use mathematical names for common 3-D and 2-D shapes.



I can describe their properties, including number of sides and corners.



I can describe the position of objects.



I can distinguish between straight and turning movements, recognise right angles in turns and understand angle as a measurement of turn.



I am beginning to use a wider range of measures including using every day nonstandard and standard units to measure length and mass.



I am beginning to understand that numbers can be used not only to count discrete objects but also to describe continuous measures.

Handling Data

5

4

6

5 6

4

3 4



I can sort objects and classify them using more than one criterion.



I understand vocabulary relating to handling data.



I can collect and sort data to test a simple hypothesis.



I can record results in simple lists, tables, pictograms and block graphs. I can communicate my findings, using the simple lists, tables, pictograms and block graphs I have recorded.

Using and Applying Mathematics 

I try different approaches and find ways of overcoming difficulties that arise when I am solving problems.



I am beginning to organise my work and check my results.



I can discuss my mathematical work and I am beginning to explain my thinking.



I can use and interpret mathematical symbols and diagrams.



I can show that I understand a general statement by finding particular examples that match it.

Numbers and the Number System 

I can understand place value in numbers to 1000.



I can use place value to make approximations.



I can recognise negative numbers in contexts such as temperature.



I can use simple fractions that are several parts of a whole and recognise when two

simple fractions are equivalent. 

I am beginning to use decimal notation in contexts such as money.



I can derive associated division facts from known multiplication facts.



I can add and subtract two-digit numbers mentally.



I can add and subtract three digit numbers using written methods.



I can multiply and divide two digit numbers by, 3, 4 or 5 as well as 10 with whole number answers and remainders.



I can use mental recall of addition and subtraction facts to 20 in solving problems involving larger numbers.



I can solve whole-number problems involving multiplication or division, including those that give rise to remainders and round up or down, depending on context.



I can recognise a wider range of sequences including multiples of 2, 5 and 10 in either direction.



I am beginning to understand the role of ‘=’ (the ‘equals’ sign) in more complex equations e.g. find the missing number 12 + ? = $ + 73 = 100.

Shape, Space and Measures 

I can classify 3-D and 2-D shapes in various ways using mathematical properties such as reflective symmetry for 2-D shapes.



I am beginning to recognise nets of familiar 3-D shapes, e.g. cube, cuboid, triangular prism, square-based pyramid. I



Can recognise shapes in different orientations and reflect shapes, presented on a grid, in a vertical or horizontal mirror line.



I can describe position and movement using everyday language, coordinates on a grid and compass positions.



I can use a wider range of measures including non-standard units and standard metric units of length, capacity and mass in a range of contexts.



I can use standard units of time calculating time periods which do not go over the hour.

Handling Data

7

7

5

5

6

6



I can gather information e.g. using a tally chart.



I can construct bar charts and pictograms, where the symbol represents a group of units, using appropriate scales.



I can use Venn and Carroll diagrams to record their sorting and classifying of information.



I can extract and interpret information presented in simple tables, lists, bar charts and pictograms using keys to interpret and compare data.

Using and Applying Mathematics 

I am developing my own strategies for solving problems and I am using these strategies both in working within mathematics and in applying mathematics to practical contexts.



I can present information and results in a clear and organised way.



I can search for a solution by trying out ideas of my own.

Numbers and the Number System 

I can recognise and describe number patterns within and 1-100 grid knowing divisibility patterns.



I can recognise and describe number relationships including multiple, factor and square.



I can use place value to multiply and divide whole numbers by 10 or 100.



I can recognise approximate proportions of a whole and use simple fractions and percentages to describe these. I can order decimals to three decimal places.



I am beginning to understand simple ratio.



I can use a range of mental methods of computation with all operations.



I can recall multiplication facts up to 10 × 10 and quickly derive corresponding division facts.



I can use efficient written methods of addition and subtraction and of short multiplication and division.



I can multiply a simple decimal by a single digit.



I can solve problems with or without a calculator dealing with two constraints simultaneously.



I can check the reasonableness of results with reference to the context or size of numbers.



I am beginning to use formulae expressed in words.



I can use and interpret coordinates in the first quadrant.

Shape, Space and Measures 

I can use the properties of 2-D and 3-D shapes.



I can make 3-D models by linking given faces or edges and draw common 2-D shapes in different orientations on grids.



I reflect simple shapes in a mirror line, translate shapes horizontally or vertically and begin to rotate a simple shape or object about its centre or a vertex.



I choose and use appropriate units and instruments.



I interpret, with appropriate accuracy, numbers on a range of measuring instruments.



I can find perimeters of simple shapes and find areas by counting squares.

Handling Data

7

7



I collect and record discrete data using a frequency table.



I can group data, where appropriate, in equal class intervals.



I continue to use Venn and Carroll diagrams to record their sorting and classifying of information.



I can construct and interpret frequency diagrams and simple line graphs.



I understand and use the mode and range to describe sets of data.

Using and Applying Mathematics 

In order to carry through tasks and solve mathematical problems, I can identify and

obtain necessary information. 

I check my results, considering whether these are sensible.



I show understanding of situations by describing them mathematically using symbols, words and diagrams.



I can draw simple conclusions of my own and give an explanation of my reasoning.

Numbers and the Number System 

I use understanding of place value to multiply and divide whole numbers and decimals by 10, 100 and 1000 and explain the effect.



I round decimals to the nearest decimal place and order negative numbers in context.



I recognise and use number patterns and relationships.



I use equivalence between fractions and order fractions and decimals.



I can reduce a fraction to its simplest form by cancelling common factors.



I understand simple ratio.



I use known facts, place value, knowledge of operations and brackets to calculate including using all four operations with decimals to two places.



I use a calculator where appropriate to calculate fractions/percentages of quantities/measurements.



I understand and use an appropriate non-calculator method for solving problems that involve multiplying and dividing any three digit number by any two-digit number.



I can solve simple problems involving ordering, adding, subtracting negative numbers in context.



I can solve simple problems involving ratio and direct proportion.



I can apply inverse operations and approximate to check answers to problems are of the correct magnitude.



I construct, express in symbolic form, and use simple formulae involving one or two operations (substitute integers into simple formula).



I use and interpret coordinates in all four quadrants.

Shape, Space and Measures 

I use a wider range of properties of 2-D and 3-D shapes and identify all the symmetries of 2-D shapes.



I use language associated with angle and know and use the angle sum of a triangle and that of angles at a point.



I can reason about position and movement and transform shapes.



I can measure and draw angles to the nearest degree, when constructing models and drawing or using shapes.



I can read and interpret scales on a range of measuring instruments, explaining what each labeled division represents.



I can solve problems involving the conversion of units and make sensible estimates of a range of measures in relation to everyday situations.



I understand and use the formula for the area of a rectangle and distinguish area from

perimeter. Handling Data 

I ask questions, plan how to answer them and collect the data required.



In probability, I select methods based on equally likely outcomes and experimental evidence, as appropriate.



I understand and use the probability scale from 0 to 1.



I understand and use the mean of discrete data and compare two simple distributions, using the range and one of mode, median or mean.



I understand that different outcomes may result from repeating an experiment.



I interpret graphs and diagrams, including pie charts, and draw conclusions.



I create and interpret line graphs where the intermediate values have meaning.

Music Level Descriptors for Years 3-6

Y3 and Y4 1

2

3

4

5

Y5 and Y6 1

1

2

3

4

Criterion statements relating to the grade given 

I can recognise high and low sounds.



I can understand the difference between speaking and singing.



I can identify one or two untuned percussion instruments.



I can arrange given musical ideas.



I can recognise manuscript paper and some musical script.



I can recognise high, low and in-between sounds.



I understand the difference between speaking and singing.



I can identify two or three untuned percussion instruments.



I can confidently arrange given musical ideas.



I can recognise some musical concepts when listening to a piece of music.



I can read crotchets and crotchet rests.



I can differentiate between high, low and in-between sounds.



I can recognise some untuned percussion instruments.



I have limited ability to create musical ideas.



I can recognise contrasting musical concepts when listening to a piece of music.



I can read whole beats of notation.



I have some idea of pitch.



I can recognise some untuned percussion instruments and know roughly how to play them.



I have some ability to create musical ideas.



I can recognise a few musical concepts when listening to a piece of music.



I can read basic rhythms.



I can sing mostly in tune and can echo correctly.



I can recognise some instruments.



I can with occasional success convey my thoughts and feelings through music by demonstrating an ability to create musical ideas with some style and some level of individuality.



I can recognise a small amount of basic musical concepts when listening to a piece of music and have some idea of the composer’s intentions.



I should have some knowledge of notation.

6

5

6

7

7





I can sing in tune with a little confidence.



I can play instruments with some accuracy and style.



My performance occasionally has expression and some awareness of other performers and the audience.



I can, with some success, convey my thoughts and feelings through music by demonstrating an ability to create musical ideas with some style and some level of individuality.



I can recognise some basic musical concepts when listening to a piece of music and have a firm idea of the composer’s intentions.



I should have a good knowledge of notation and some understanding of a musical score.



I can sing in tune with some confidence.



I can play instruments with accuracy and style.



Some of my performances are expressive with an awareness of other performers and the audience.



I can, with moderate success, convey their thoughts and feelings through music by demonstrating an ability to develop musical ideas with style and a good level of individuality.



I am able to recognise numerous basic and some intermediate musical concepts when listening to a piece of music and understand the composer’s intentions.



I should have a strong knowledge of notation and an understanding of a musical score.



I can sing in tune with confidence.



I can play instruments with consistent accuracy and style.



Each performance is expressive with a full awareness of other performers and the audience.



I can successfully convey my thoughts and feelings through music by demonstrating an ability to develop musical ideas with consistency of style and a high level of individuality.



I am able to recognise basic and intermediate musical concepts when listening to a piece of music and fully understand the composer’s intentions.



I must have an excellent knowledge of notation and a firm understanding of a musical score.

P-Performing Standard I-Inventing Standard

L-Listening Standard

T-Theory Standard

Physical Education (PE) Level Descriptors for Years 3-6

Y3

Y4

Y5

Y6

1

1

1

1

2

2

Criterion statements relating to the grade given 

I can copy, repeat and explore simple skills and actions with basic control and coordination.

3

4

3

2

5

4

3

2



I can link these skills and actions in ways that suit the activities.



I can describe and comment on my own and others’ actions.



I can talk about how to exercise safely and how my body feels during an activity.



I can select and use skills, actions and ideas appropriately applying them with coordination and control.



I can show that I understand tactics and composition by starting to vary how I respond.



I can see how my work is similar to and different from others’ work and use this understanding to improve my own performance.



I can give reasons why warming up before an activity is important and why physical activity is good for my health.

6

5

4

3



I can link skills, techniques and ideas and apply them accurately and appropriately.



My performance shows precision, control and fluency.



My performance shows precision, control and fluency and that I understand tactics and composition.



I can compare and comment on skills and techniques and the ways they are applied in my own and others’ work and use this understanding to improve my performance.



I can explain and apply basic safety principles in preparing for exercise.



I can describe what effects exercise has on my body and how it is valuable to my fitness and health.

7

6

5

4



I can select and combine skills, techniques and ideas.



I can apply them in ways that suit the activity with consistent precision, control and fluency.



When planning my own and others’ work and carrying out my own work, I can draw on what I know about strategy, tactics and composition in different situations and what I know about my own and others’ strengths and weaknesses.



I can analyse and comment on how skills, techniques and ideas are used in my own and others’ work and on compositional and other aspects of performance and suggest ways to improve.



I can explain how to prepare for and recover from the activities.



I can explain how different types of exercise contribute to my fitness and health and describe how I might get involved in other types of activities and exercise.

7

6

5



I can select and combine advanced skills, techniques and ideas adapting them accurately and appropriately.



I can consistently show precision, control, fluency and originality.



Drawing on what I know of the principles of advanced tactics and compositional ideas I can apply these in my own and others’ work. I can modify them in different situations and other performers.



I can analyse and comment on my own and others’ work as individuals and team members, showing that I understand how skills, tactics or composition and fitness relate to the quality of performance.



I can plan ways to improve my own and others’ performance.



I can explain the principles of practice and training and apply them effectively.



I can explain the benefits of regular, planned activity on health and fitness and plan my own appropriate exercise and activity programme.

7

6



I can consistently distinguish and apply advanced skills, techniques and ideas, consistently showing high standards of precision, control, fluency and originality.



Drawing on what I know of the principles of advanced tactics or composition I can apply these principles with proficiency and flair in my own and others’ work. I can adapt it appropriately in different situations and other performers.



I can evaluate my own and others’ work showing that I understand the impact of skills, strategy and tactics or composition and fitness on the quality and effectiveness of performance.



I can plan ways in which my own and others’ performance could be improved.



I can use my knowledge of health and fitness to plan my own appropriate exercise and activity programme.

7



I can consistently use advanced skills, techniques and ideas with precision and fluency.



Drawing on what I know of the principles of advanced strategies, tactics and composition, I can consistently apply these principles with originality, proficiency and flair in my own and others’ work.



I can evaluate my own and others’ work, showing that I understand how skills, strategy and tactics or composition and fitness relate to and affect the quality and originality of

performance. 

I can reach judgements independently about how my own and others’ performance could be improved, prioritising aspects for further development.



I can consistently apply appropriate knowledge and understanding of health and fitness in all aspects of my work.

Physical Education (PE) Performance Descriptors: Effort

Grade

A

B

C

D

E

Listens and Follows Instructions

Remembers correct PE kit

Works confidently and able to attempt more difficult teacher set challenges.

Always listens attentively and is able to recall new rules, procedures and techniques that have been taught from week to week.

Remembers correct kit all the time.

Is confident to work individually and remains on task throughout the practice period.

Listens well to instructions at all times.

Forgets PE kit once.

Works well on individual tasks be may lack confidence and need reassurance.

Appears to have listened but has difficultly recalling instructions unless prompted.

Forgets PE kit or correct kit 3 times.

Can work for only a short period of time before being distracted.

Can listen to instructions but is easily distracted and needs to be reminded to listen.

Forgets kit or has incorrect kit more than 3 times.

Works Independently

Unable to work alone on task without constant guidance.

Has continuous difficulties listening or watching any instructions or demonstrations. Consequently understanding of activities is poor

Forgets correct more than 5 times.

Science Level Descriptors for Years 3-6

Y3

Y4

Y5

2

1

1

3

2

4

3

5

4

2

Y6

1

Criterion statements relating to the grade given 

I can tell you about my observations of simple features of objects and living things.



I can share my findings in simple different ways.



I can recognise and name parts of the body and of plants.



I can name some animals.



I can share observations of animals and plants.



I know about a range of properties such as texture.



I can share my observations of materials.



I share my observations of changes in light, sound or movement that result from actions, such as, switching on a simple electrical circuit or pushing and pulling objects.



I know that sound and light come from different sources and can name some of these.



I can suggest how to find things out and with help make suggestions about collecting data to answer questions.



I can use simple texts, with help, to find information.



I can use simple equipment and make observations about the activity.



I can observe and compare objects, living things and events.



I can describe my observations using scientific vocabulary and record them, using simple tables.



I can say whether what happened was what I expected.



I can describe the conditions that animals and plants need to live.



I know that living things grow and reproduce.



I can sort living things into groups and describe why I chose the groupings.



I know that different living things are found in different habitats (places).



I can know some materials and some of their properties.



I can describe similarities and differences between materials.



I can sort materials into groups and describe why I chose the groupings such as hardness or shininess.



I can describe how some materials are changed by heating or cooling or by processes such as bending or stretching.



I know about some physical phenomena and can describe similarities and differences associated with them.



I can compare the way in which devices such as bulbs work in different electrical circuits.



I can compare the brightness or colour of lights, and the loudness or pitch of sounds.

2

6

5

3

7

6

4

7

3



I can compare the speed or directions of different objects.



I respond to suggestions and put forward ideas about how to find the answer to a question.



I understand why it is important to collect data to answer questions.



I use simple texts to find information.



I make relevant observations and measure quantities, using a range of simple equipment.



I can carry out a fair test with some help, understanding and explaining why it is fair.



I can record my observations in different ways.



I can explain my observations and simple patterns in recorded measurements.



I can show in a scientific way what I have found out and suggest improvements in my work



I know about the life processes and use this to describe differences between living and non-living things.



I can give simple explanations for changes in living things such as the effects of diet on humans or how the lack water changes plant growth.



I can identify ways in which an animal is suited to its environment such as a fish having fins to help it swim.



I can use what I already know about materials to explain different ways of sorting them into property groups.



I can explain simply why some materials are particularly suitable for specific purposes such as glass used for windows.



I recognise and can sort (classify) that some changes can be reversed such as and some cannot.



I use my knowledge and understanding of physical phenomena to link cause and effect in simple explanations such as a bulb failing to light because of a break in an electrical circuit or the direction or speed of movement of an object changing because of a push or a pull.



I am beginning to make simple statements about physical phenomena such as explaining that sounds I hear become fainter the further they are from the source.

5

4



I recognise that scientific ideas are based on evidence.

6

5



In my investigative work, I can find the best way to answer a question.



I know I should change (vary) one factor whilst keeping others the same in an experiment.



I can make predictions and select information from sources.



I can choose suitable equipment and make observations and measurements in an experiment.



I can record my observations, comparisons and measurements using tables

and bar charts and plot my results in simple graphs.

7

6



I can use these graphs to find and interpret patterns in my data and relate my conclusions to these patterns and to my scientific knowledge and understanding



I can share my findings with appropriate scientific language and suggest improvements in my work, giving reasons.



I know about life processes and living things.



I know where major organs and bones in the human body are and can use their scientific names.



I can identify organs such as the stamen of different plants I observe.



I use my observations to help me to identify and organise living things in groups using keys.



I recognise that there are feeding relationships between plants and animals in a habitat and can describe these relationships using food chains and terms such as predator and prey.



I know more about materials and their properties.



I can describe differences between the properties of materials and explain how these differences are used to classify substances.



I can describe some methods that are used to separate simple mixtures such as sand and water.



I use scientific terms to describe changes.



I can make simple predictions about whether changes are reversible or not.



I demonstrate knowledge and understanding of physical processes.



I can describe and explain physical phenomena such as how a particular device may be connected to work in an electrical circuit or how the apparent position of the Sun changes over the course of a day.



I can generalise about physical phenomena such as how motion is affected by forces, including gravitational attraction, magnetic attraction and friction.



I can use physical ideas to explain simple phenomena such as the formation of shadows and sounds being heard through a variety of materials



I can describe how experimental evidence and creative thinking have been combined to provide a scientific explanation such as Jenner’s work on vaccination.



I choose an appropriate way to answer a scientific question.



I can select from a range of sources of information.



I can identify key factors in a fair test investigation.



I can make predictions using scientific knowledge and understanding



I can choose apparatus for a range of tasks and plan to use it effectively.



I can make a series of observations, comparisons or measurements with accuracy.

7



I am beginning to repeat observations and measurements, then offer simple explanations for any differences.



I can record observations and measurements systematically and, where appropriate, present data as line graphs.



I can draw conclusions linked to the evidence and am beginning to relate these to my scientific knowledge and understanding.



I can make practical suggestions about how my working methods could be improved.



I can use scientific language and conventions to share collected data.



I can demonstrate an increasing knowledge and understanding of life processes and living things drawn from the key stage 2 programme of study.



I can describe the main functions of organs and bones of the human body and of the plant and can explain how these functions are essential to the organism.



I can describe the main stages of the life cycles of humans and flowering plants and point out similarities.



I recognise that there is a great variety of living things and understand the importance of classification.



I can explain that different organisms are found in different habitats because of differences in environmental factors such as the availability of light or water.



I demonstrate an increasing knowledge and understanding of materials and their properties.



I can describe some metallic properties and use these properties to distinguish metals from other solids.



I can identify a range of contexts in which changes such as evaporation take place such as the water cycle.



I can use knowledge about how mixtures such as salt and water can be separated to help me suggest ways in which other similar mixtures might be separated.



I demonstrate knowledge and understanding of physical processes.



I can use ideas to explain how to make a range of changes such as changing the current in a circuit or the pitch and loudness of a sound.



I can use some abstract ideas in descriptions of familiar phenomena such as how objects are seen when light from them enters the eye.



I can use simple models to explain effects that are caused by the movement of the Earth such as the length of a day or year.

Spanish Listening Level Descriptors for Years 4-6

Y4

Y5

Y6

Criterion statements relating to the grade given

1

1

1



I can occasionally understand simple classroom commands, short statement and questions.

2

1



I can frequently understand simple classroom commands, short statements and questions

5

3

1



I can usually understand simple classroom commands, short statements and questions.

6

4

7

5

2



I can occasionally understand a range of familiar statements and questions

3



I can frequently understand a range of familiar statements and questions



I can usually understand a range of familiar statements and questions



I can always understand short passages made up of familiar language and some unfamiliar language that is spoken slowly.

2 3 4

6 7

4 5 6 7

Spanish Speaking Level Descriptors for Years 4-6

Y4

Y5

Y6

Criterion statements relating to the grade given

1

1

1



I can sometimes use single words with correct pronunciation and intonation.

2

1



I can frequently use single words with correct pronunciation and intonation.

5

3

1



I can usually use single words with correct pronunciation and intonation.

6

4

7

5

2



I can sometimes use short phrases with correct pronunciation and intonation.

3



I can frequently use short phrases with correct pronunciation and intonation.



I can usually use short phrases with appropriate pronunciation and intonation.



I can always use sentences, questions and statements with correct pronunciation and intonation.

2 3 4

6 7

4 5 6 7

Spanish Reading Level Descriptors for Years 4-6

Y4

Y5

Y6

Criterion statements relating to the grade given

1

1

1



I can sometimes recognise single words.

2

1



I can frequently recognise single words.

5

3

1



I can usually recognise single words.

6

4

7

5

2



I can sometimes recognise short phrases.

3



I can frequently recognise short phrases.



I can usually understand short phrases in a familiar context.



I can always understand short phrases and often, complete sentences in a familiar context.



I am sometimes able to deduce the meaning of sentences in an unfamiliar context.

2 3 4

6 7

4 5 6 7

Swimming Level Descriptors for Years 3-6

Y3

Y4

Y5

Y6

1

1

1

1

2

2

3

4

3

2

5

4

3

6

7

5

6

7

4

5

6

2

3

4

5

Criterion statements relating to the grade given 

Kneeling dive



5 consecutive bobs



Object retrieval, shallow side with support



Star float front and back (supported)



6m distance swim any stroke



12m kick with board



Crouching dive



10 consecutive bobs



Object retrieval, shallow side without support



Open eyes under water



Star float front and back (unsupported)



12m distance swim freestyle



Standing dive



Sit on bottom



Object retrieval, deep side without support



Feet first surface dive



Pencil float front and back (unsupported)



25m distance swim freestyle with correct technique



25m distance swim another stroke with correct technique



Shallow dive



Travel 5m under water



Object retrieval, deep side, 3 scattered objects



Feet first surface dive, pick up object, return to surface



Survival backstroke 12m



Tread water one minute



50m distance swim freestyle with correct technique



25m backstroke, breaststroke and butterfly with recognisable technique



Racing dive



Travel 10m under water



Object retrieval, deep side, 5lb brick

7

6

7



Pike surface dive



Survival backstroke 25m



Tread water 2 minutes



75m distance freestyle with correct technique



25m backstroke, butterfly and freestyle with correct technique



Racing dive from starting block



Travel 12m under water



Object retrieval, deep side, 5lb brick and return to side of pool



Pike surface dive, retrieve object from bottom



Survival backstroke 75m



Tread water 3 minutes



100m distance freestyle swim



4 x 25m individual medley with correct technique and turns



Racing dive from starting block



Travel 15m under water



Object retrieval, 5lb brick in each hand



Feet first surface dive, followed by pike surface dive, followed by feet first surface dive, pick up an object each time



Survival backstroke 100m



Tread water 4 minutes



200m distance freestyle swim



50m backstroke and breaststroke with correct start, turn and finish



25m butterfly with correct start

Thai as an Additional Language (TAL) Level Descriptors for Years 3-6

Y3 and Y4

Y5 and Y6

1

1

2

3

Criterion statements relating to the grade given 

I can speak short sentences to communicate.



I can talk about the date and time; colour, shape and size.



I can read the initial consonant of a word that I am familiar with.



I can copy the letters, Thai numbers and I can write my name in Thai.



I can tell the names and sounds of the alphabet.



I can understand the voice and gestures of the story.



I can listen and follow simple instructions.



I can read Thai numbers 1 -20.



I can read aloud the rhyme words and a short message that contains the basic

2

terms used in everyday life.

4



I can write simple words and words in the lesson.



I can tell and write a single vowel.



I can understand the vocabulary of the lesson.



I can talk about the stories I read or listen to together.



I can retell what I have listened to.



I can discuss what I have listened to.



I can tell the meaning of the word.



I can work out the text of the picture.



I can relate using stories and cartoons.



I can write spelling words.

3

5

6



I can write simple sentences.



I know simple poems.



I can separate facts and have my own idea about what I have listened to.



I can answer questions about stories and read a short story.



I can write simple sentences.



I can write rhyming words.



I can understand ideas gained from reading children's literature.



I can question and answer questions about what I have listened to.



I can predict the sequence of events and stories of events from start to read a

4 5

7

6

short story. 

I can relate news and events in daily life.



I can write short story from experience.



I can communicate appropriately.



I can sing a traditional song.



I can listen and speak with good manners using the correct formal vocabulary.



I can transfer knowledge and ideas from the story to be used in everyday life.



I can write a short story from my imagination.



I can listen and speak with good manners using the correct formal vocabulary.



I can recognise poetry and stories of interest.

7

Thai Culture Level Descriptors for Years 3-6 Y3 1 2 3

4 5

6

7

Y4 1 2

3 4

5 6

7

Y5 1 2

3

4 5

6

7

Y6 1

2

3

4 5

6

7

Criterion statements relating to the grade given 

I can greet in Thai.



I know how to write my Thai name.



I know vocabulary about myself.



I know vocabulary about my school.



I know vocabulary about my family.



I know vocabulary about my house / neighbourhood.



I know vocabulary about classroom objects.



I know how to describe objects/events/places/people etc. using short phrases.



I can talk about Thai ceremony/festivals/important dates.



I can talk about the King and Queen of Thailand.



I know how to greet/communicate in simple sentences.



I understand Thai etiquettes and practices.



I can actively participate in and understand the meaning of the cultural practices.



I know about the Chakri Dynasty.



I can talk about the Kingdom of Thailand.



I understand Thailand’s political background.



I can talk about Thai society



I know Thai numbers



I can talk in simple sentences.



I can talk about the Kingdom of Thailand.



I understand Thailand’s political background.



I can talk about Thai society



I know the Thai alphabets and vowels



I know how to ask/answer directions.



I can talk using simple dialogues.



I can communicate in Thai fluently and correctly with good manners.

Thai Language Level Descriptors for Years 3-6

Y3

Y4

1

1

Y5

Y6

Criterion statements relating to the grade given 

I can speak clearly.



I can listen and follow simple instructions.



I can read initial consonants.



I can read simple CV, CVC words.



I can write in full lines.



I can write/copy simple words.



I can identify the name and sound of the alphabet and long vowels and I can give examples.

2

3

2

3

1

2

1

4

5

4

6

5

3

2



I can imitate and act out a child’s story.



I can discuss the story read together or listened to.



I can describe and discuss what I have listened to.



I can read simple rhyming words and I can describe the meaning of those words.



I can read and write Thai numbers 1-20.



I can write simple words describing pictures.



I can write simple sentences from my imagination.



I can make sentences from simple words.



I can sing/act out children rhymes, poems and stories.



I can identify the moral from the story.



I can ask questions about and answer questions from what I have listened to.



I can read words, stories and rhyming.



I can describe the meaning of those words using complex sentences.



I can write a full line of writing.



I can write and spell words.



I can identify the type and the function of words in sentence.



I can sing traditional songs.



I can summarise from what I have listened to.



I can separate fact and my own ideas from what I have listened to.



I can read simple poetry.



I can question and answer questions about poetry.



I am able to read short stories and answer questions.

7

6

4 5 3



I can fill in forms.



I can use words appropriately.



I can separate the components of sentences.



I can use a dictionary



I can tell a moral traditional story



I can report from what I have listened to



I can analyse what I have listened to.



I can explain stories.



I can separate facts and thought from stories. I can draft and write a mind map for writing a story.

7

6

7



I can compose sentences correctly.



I can compare national and local languages.



I can identify foreign languages using Thai.



I can discuss literature.

4



I can do an oral report from conversation and discussion.

5



I can read explanations and instructions and follow them.



I can write an informal letter to my parents and friends.



I can write a report.



I can use appropriate words for the Royal Family.



I can discuss and apply morals used in daily life



I can write simple poetry.



I can listen and speak with good manners using correct vocabulary.

6

I can analyse what I read and I am able to adapt the context to daily life.

7



I can write a formal letter to my parents and relatives.



I can tell the meaning of idioms.



I can explain values explored in stories.



I can convince listeners.



I can read and discuss books of interest.



I can write from imagination.



I can analyse and compare idioms and sayings.



I can use idioms appropriately.



I can recognise poetry and stories of interest.

History (black dot) and Geography (white dot) Topic Level Descriptors for Years 3-6

Y3

Y4

Y5

1

1

1

2

2

Y6

3

4

3

5

4

2

1

Criterion statements relating to the grade given 

I recognise the distinction between present and past in my own and other people's lives.



I show my emerging sense of chronology by placing a few events and objects in order, and by using everyday terms about the passing of time.



I know and recount episodes from stories about the past.



I find answers to some simple questions about the past from sources of information.

o

I show my knowledge, skills and understanding in studies at a local scale.

o

I recognise and make observations about physical and human features of localities.

o

I express my views on features of the environment of a locality.

o

I use resources that are given to me, and my own observations, to ask and respond to questions about places and environments.



I show my developing sense of chronology by using terms concerned with the passing of time, by placing events and objects in order, and by recognising that my own life is different from the lives of people in the past.



I show knowledge and understanding of aspects of the past beyond living memory, and of some of the main events and people I have studied.



I am beginning to recognise that there are reasons why people acted as they did.



I am beginning to identify some of the different ways in which the past is represented.



I observe or handle sources of information to answer questions about the past on the basis of simple observations.

o

I describe physical and human features of places, and recognise and make observations about those features that give places their character.

o

I show an awareness of places beyond my own locality. I express views on the environment of a locality and recognise how people affect the environment. I carry out simple tasks and select information using resources that are given to me.

o

I use this information and my own observations to help me ask and respond to questions about places and environments.

o

I begin to use appropriate geographical vocabulary.



I show my developing understanding of chronology by my realisation that the past can be divided into different periods of time, my recognition of some of the similarities and differences between these periods, and my use of dates and terms.



I show knowledge and understanding of some of the main events, people and changes studied.



I are beginning to give a few reasons for, and results of, the main events and changes.



I identify some of the different ways in which the past is represented.



I use sources of information in ways that go beyond simple observations to answer questions about the past.

2

6

5

3

7

6

4

3

7

o

I describe and compare the physical and human features of different localities and offer explanations for the locations of some of those features.

o

I am aware that different places may have both similar and different characteristics.

o

I offer reasons for some of my observations and for my views and judgements about places and environments.

o

I recognise how people seek to improve and sustain environments.

o

I use skills and sources of evidence to respond to a range of geographical questions, and begin to use appropriate vocabulary to communicate my findings.

5

4



I show factual knowledge and understanding of aspects of the history of the wider world.

6

5



I use this to describe characteristic features of past societies and periods, and to identify changes within and across different periods.



I describe some of the main events, people and changes.



I give some reasons for, and results of, the main events and changes.



I show some understanding that aspects of the past have been represented and interpreted in different ways.



I am beginning to select and combine information from different sources.



I am beginning to produce structured work, making appropriate use of dates and terms.

o

I show my knowledge, skills and understanding in studies of a range of places and environments at more than one scale and in different parts of the world.

o

I begin to recognise and describe geographical patterns and to appreciate the importance of wider geographical location in understanding places.

o

I recognise and describe physical and human processes. I begin to understand how these can change the features of places, and how these changes affect the lives and activities of people living there.

o

I understand how people can both improve and damage the environment.

o

I explain my own views and the views that other people hold about an environmental change.

o

Drawing on my knowledge and understanding, I suggest suitable geographical questions, and use a range of geographical skills to help me investigate places and environments.

o

I use primary and secondary sources of evidence in my investigations and communicate my findings using appropriate vocabulary.



I show increasing depth of factual knowledge and understanding of aspects of the history of the wider world. I use this to describe features of past societies and periods and to begin to make links between them.



I describe events, people and changes. I describe and make links between events and changes and give reasons for, and results of, these events and changes.



I know that some events, people and changes have been interpreted in different ways and suggest possible reasons for this.



Using my knowledge and understanding, I am beginning to evaluate sources of information and identify those that are useful for particular tasks.



I select and organise information to produce structured work, making appropriate use of

7

6 7

dates and terms. o

I describe and begin to explain geographical patterns and physical and human processes. I describe how these processes can lead to similarities and differences in the environments of different places and in the lives of people who live there.

o

I recognise some of the links and relationships that make places dependent on each other.

o

I suggest explanations for the ways in which human activities cause changes to the environment and the different views people hold about them.

o

I recognise how people try to manage environments sustainably.

o

I explain my own views and begin to suggest relevant geographical questions and issues.

o

Drawing on my knowledge and understanding, I select and use appropriate skills and ways of presenting information to help me investigate places and environments.

o

I select information and sources of evidence, suggest plausible conclusions to my investigations and present my findings both graphically and in writing.