Intermediate assessment report

ELEMENTARY SCHOOL
Cycle 2
Intermediate
assessment report
development of competencies

Dear parents,
This intermediate assessment report allows you to follow the development of your child’s competencies
throughout the 6 terms of one learning cycle.
At the end of each term, you are invited to attend an individual meeting with your child’s teacher.
For each subject, the teacher will give you feed-back on how your child’s performance rates are,
in relation to the standards that have to be reached by the end of the learning cycle, and with
regard to the expectations in an advanced level of German language and mathematics. Beforehand,
the report will have been examined and discussed with your child.
The numbers shown in the grid correspond to the different school terms. For example, number
2 indicates where your child’s performance lies at the end of the second term of the cycle. The
grid is gradually completed at the end of each term, thus enabling you to follow your child’s progress
over time, always in relation to the standards defi ned for the end of the cycle.
A circle below a box means that your child has not progressed since the previous term.
Example: The grid shown below could correspond to following statements:
The pupil is able to:
identify and name a square,
a triangle, a rectangle and a circle
At the end of the fi rst term, the pupil is able to identify and name the circle and the
triangle, but often confuses square and rectangle.
At the end of the second term, the pupil is able to identify simple surfaces correctly, but
only in situations previously practiced.
At the end of the third term, the pupil demonstrates that he/she meets the defi ned expectancies
of the end of the learning cycle, i.e. is able to identify and name simple surfaces
regularly without help in situations that are familiar but have not been practised.
During the fourth term, the pupil has not progressed in this competency.
At the end of the fi fth term, the pupil is able to distinguish a square from a rectangle in
most exercises, by correctly describing the properties of the respective fi gures.
Example:
Foundation level
1 2 3 5
The assessment report also provides information about your child’s attitudes and behaviour,
not in relation to a specifi c subject, but concerning personal developments throughout his/her
schooling. These are cross-disciplinary competencies. They are assessed by the use of the letters
A, B, C and D.
A = in need of improvement B = satisfactory C = good D = excellent
The pupil:
cooperates and collaborates with other pupils
L’élève est capable
describe the properties of
simple surfaces
Term.1 Term. 2 Term. 3 Term. 4 Term. 5 Term. 6
A B C C D C

The pupil:
cooperates and collaborates with other pupils
acts in a civil and responsible manner
abides the rules for living in a community
works independently
takes initiatives
participates actively in class
complies with deadlines
presents work neatly
takes care of his/her handwriting
Cross-curricular competencies
Term.1 Term. 2 Term. 3 Term. 4 Term. 5 Term. 6

Speaking
Listening
Writing
Reading
German language
Basic Standard Target standard
The pupil can
express him-/herself using words and
basic phrases
provide simple information about him-/
herself and his/her family and a circle
of friends
interact in a simple way on familiar
topics
express him-/herself in simple and
short sentences in front of other
people, using sentences previously
studied in class
The pupil can
understand and subsequently follow
simple instructions
identify the essential ideas of a message
bring out and reconstruct isolated
items of information from a simple
listening document
follow the thread of a conversation in
which he/she is involved
The pupil can:
write clear short texts by himself
use vocabulary learned in class in his/
her work
spell the most frequently used words
correctly
comply with elementary rules of syntax
The pupil can
read a text aloud
understand a text by identifying the
principal elements
formulate hypotheses from reading the
title or looking at the illustrations
read a book written in simple language
and containing images illustrating the
text
The pupil can
express him-/herself fl uently
provide information on a subject of
interest to him/her, express feelings and
personal ideas
interact in a conversation in a fl owing and
diverse manner.
present a story, an experience or a role
in an original and creative way in front of
an audience
The pupil can
understand information and apply it in an
autonomous way
understand implicit messages, and assess
and appreciate them
understand the overall content of a listening
document
follow and participate in a conversation
involving several people
The pupil can:
write short stories by himself
use varied vocabulary to enrich his/her
work
work on a text using reference tools
comply with the rules of syntax and use
connectors
The pupil can
read aloud clearly in an expressive way
understand and examine the content and
meaning of a text
check various hypotheses by using the
text
read a book

Speaking
Listening
Speaking
Listening
Basic standard
The pupil can :
articulate in an understandable way
French language
participate in very simple, structured conversation organised in a class setting
recite short texts from memory
The pupil can:
answer «who», «where» and «why» questions
demonstrate his/her comprehension of a text through drawing and conversation
carry out productive and creative tasks in relation to a text
Basic standard:
The pupil can:
discuss familiar subjects in class
The pupil can:
Luxembourgish language
recount briefl y (relate) a story (fi ction) or a personal experience
memorise and recite a nursery rhyme
understand an instruction containing at least two actions described in familiar terms
Understand the overall meaning and principal ideas of the other person in a conversation
about familiar subjects
identify the various talkers in an audio text

Space and shapes
Numbers and operations
Sizes and measurement
Problem-solving
Mathematics
Standard level Target standard
The pupil can:
identify dentify and name a square, a triangle, a
rectangle and a circle
represent surfaces on squared paper
recognise and continue repeating
patterns in mosaics and geometric
motifs
The pupil can :
Associate numbers and representarepresentations of numbers between 0 and 100
Solve simple additions and subtractions
bridging 10
understand the connection between
addition and subtraction
The pupil can:
identify and name units of
measurement in everyday situations
(litre, kilo, hectare, metre, euro)
measure using the standard units of
measurement
The pupil can:
identify the relevant information in the
wording of a problem
anticipate results
solve single-stage problems
formulate problems on the basis of
arithmetical operations and illustrations
communicate the result verbally, in wriwriting or by means of an illustration
The pupil can:
describe the properties of simple surfaces
construct combined surfaces
continue complex geometric motifs and
create his/her own motifs
The pupil can
compare and allocate numbers between
0 and 100 and estimate quantities
mentally carry out operations of addition
and subtraction between 0 and 100
use the properties of addition and subsubtraction in order to calculate effectively
The pupilcan
round up/down and (make correct as- as-
sumptions) make estimates in exercises
concerning measurements
compare and classify using the standard
units of measurement
The pupil ican
make use of relations between the pieces
of information contained in problems
check the result of a problem and justify it
solve multiple-stage problems
devise problems him-/herself
represent, communicate and justify the
result and the process verbally and in
writing

Arts
Music
Basic standard
The pupil can:
Basic standard
Basic standard
Introduction to the sciences
formulate a simple research question in relation to the studied subject
carry out simple observations systematically
analyse and comment on observations
present the consequences of his/her experiment in the form of drawings, tables
or simple sentences
Self-expression through movement, psycho-motor development,
sport and health
The pupil can:
use his/her coordination abilities and skills: spatial orientation, balance, response
time, rhythm, kinaesthetic differentiation
Produce a sustained effort
Actively participate in a game, complying with the rules and applying appropriate
strategies
Use fair-play, whilst taking into consideration him-/herself and other participants
The pupil can.
Introduction to aesthetics, creation and culture
properly use artistic techniques developed in class
express him-/herself by means of personal artistic creations
analyse and comment on his/her own artistic productions and those of others
The pupil can:
sing a number of songs belonging to the class’s repertoire
reproduce and produce simple rhythms
use simple formulations to express his/her impressions upon hearing sound extracts

Moral and social
education
Religious and moral instrucinstruction Basic standard
The pupil can:
Living in community and values
describe various types of behaviour and express him-/herself in relation to the
feelings they provoke
Distinguish symbols and understand that they may refl ect different traditions,
backgrounds and ways of living
put himself in another person’s position and accept a different opinion
The pupil can:
understand and apply the symbolic language of biblical stories and tales
understand the connection between situations in everyday (personal) life and
religious stories and express it verbally, using physical expression, or in creative
terms
associate religious celebrations with relevant symbols and explain these

Date Observations by the teacher: