An exemplar individual pupil record
Appendix 2
Teachers need to keep systematic records of learner performance as evidence of learner progress. The following is an example of an individual
pupil record. Part 1 of this record form is taken from the ‘English Language Syllabus for Primary Schools 1997’ p. 161 with slight adaptation. The
Target Description is worked out based on the Dimension Targets for Key Stage 1. Teachers can make further adaptation to this form at their own
discretion.
Name:
Class:
P2C (Term 1)
Part 1
Target Description
Skills Descriptors
Learner’s performance in the Target could include the following:
PERFORMANCE
(= generally able to , = partially able to , x = not yet able to)
Entry
K
N
O
W
L
E
D
G
E
28
Learners are able to
provide and use
simple information
in short spoken and
written texts
supported by visual
means and based on
immediate and
familiar
experiences.
Listening

understanding and responding to questions that require short, simple answers

understanding and responding to simple instructions and commands


Speaking

giving short phrases to answer simple questions about familiar experiences


Reading

understanding short written directions and instructions (of one word or phrase) in the
classroom context


Writing

supplying appropriate words in given contexts (e.g. captions or labels)

writing sentences independently based on models
Handbook on Remedial Teaching of English in Primary Schools
Date
Date
Date
Comments
E
X
P
E
R
I
E
N
C
E
I
N
T
E
R
P
E
R
S
O
N
A
L
29
Learners are able to
appreciate short,
simple imaginative
texts read or told by
the teacher ,usually
with strong visual
support; and to
recognize some
rhyming words and
patterns while
participating in
action rhymes.
Learners are able to
participate in classroom
routines;
to interact with
teacher and
classmates in
supportive and structured
classroom
situations and
activities; to
exchange greetings
using appropriate
expressions; and to
exchange simple
information about
themselves, their
families and friends.
Listening

following a simple narrative told by the teacher with the help of pictures and other means


Speaking

participating in the shared telling of stories and the reciting of simple rhymes with teacher support


Reading

recognizing some basic vocabulary items in stories and rhymes, including the names of characters


Writing

giving expression to one’s own experience by supplying labels or captions to one’s own drawings


Listening

understanding simple utterances in classroom situations and about friends and family


Speaking

using short phrases to answer simple requests about familiar topics such as oneself ,family and friends


Reading

understanding simple expressions in greeting cards, short notes, etc


Writing

expressing simple greetings


Handbook on Remedial Teaching of English in Primary Schools
Part 2
Other comments:
The learner
Date
1. shows interest in the language.
2. has confidence in using English.
3. takes initiative to raise questions/make remarks in English.
4. is keen to participate in pair/group work activities.
5. is able to work independently.
6. is able to share information with others.
7. is able to complete a task within the given time.
8. is able to make choices.
9
10.
11.
12.
30
Handbook on Remedial Teaching of English in Primary Schools
Date
Date
Date
Overall
Comments