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Sample MYP Report Card

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 Faria International School
Sample MYP Report
Prepared: October 15, 2016

Student Name: Rachel Epelbaum

Grade: Grade 10

Homeroom Advisor: Richard Chandler

Dear Parents,
An education at Faria International School is about actively combining challenging and enriching experiences with
academic rigor and creative opportunities. We want our students to have the courage to push back the boundaries of
their experience and to explore the possibilities that are available to them. Whilst we are proud of their academic
results, there is so much more to the education we provide. It is, therefore, important that parents wholeheartedly
support the ethos of the school.
Whether it is in the classroom, on the stage, whilst participating in an expedition, on the sports Leld or when serving
others, we want our students to experience the excitement of discovering they are capable of achieving far more than
they ever felt was possible. We have high expectations of our students and they, in turn, have high expectations of
themselves.
On this note, I would like to present the Lrst report card of this academic year. Let’s work together to create an
environment for true development.
Kind regards,
John Walden
Principal

Attendance
Absent Present Late
1 86 0

John Walden Richard Chandler

Principal MYP Coordinator
IB Learner ProLle

Inquirers We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with
others. We learn with enthusiasm and sustain our love of learning throughout life.

Knowledgeable We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage
with issues and ideas that have local and global signiLcance.

Thinkers We use critical and creative thinking skills to analyse and take responsible action on complex problems. We
exercise initiative in making reasoned, ethical decisions.

Communicators We express ourselves conLdently and creatively in more than one language and in many ways. We collaborate
effectively, listening carefully to the perspectives of other individuals and groups.

Principled We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and
rights of people everywhere. We take responsibility for our actions and their consequences.

Open-minded We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We
seek and evaluate a range of points of view, and we are willing to grow from the experience.

Caring We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive
difference in the lives of others and in the world around us.

Risk-takers We approach uncertainty with forethought and determination; we work independently and cooperatively to explore
new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.

Balanced We understand the importance of balancing different aspects of our lives — intellectual, physical, (spiritual) and
emotional — to achieve well-being for ourselves and others. We recognize our interdependence with other people
and with the world in which we live.

ReMective We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and
weaknesses in order to support our learning and personal development.

Rachel Epelbaum
Faria International School — Sample MYP Report Page 2 of 14
Summary of Achievement
Achievement Levels Final Grade Local Grade

Language and literature: English A B C D

8 7 8 8 7 A+
James Hendrick
Rachel is showing a strong interest in the literature we have been reading this term. I'm glad to see her working on her vocabulary
and improving the language she uses in her compositions.

Language acquisition: Chinese Phases 1, 2, 3 A B C D

6 6 7 8 6 A
Risa Aoki
Rachel has been doing well on our written work, but needs to work harder on her pronunciation. Jia you!

Individuals and societies: Economics A B C D

7 8 6 8 7 A+
Bess Levin
Good analysis. Participates actively in class discussions.

Mathematics: Standard Mathematics A B C D

8 7 7 6 7 A+
Jack Reacher
Rachel has been improving in class as the semester has progressed. I believe if she continues to work hard on her homework and
actively asks questions when she doesn't understand, she will begin to excel.

Arts: Visual arts A B C D

5 6 5 7 5 B+
Richard Chandler
Rachel has shown herself to be quite inquisitive when it comes to the development of art over the past century. She is particularly
interested in the changing notion of what is considered art, and how society has responded to this.

Physical and health education: Physical Education A B C D

7 7 6 8 7 A+
Richard Chandler
Rachel is a great team player and contributed effectively and consistently throughout this semester. She was a joy to have in class
and I look forward to seeing her contributions in her Diploma years!

Design: Technology A B C D
7 7 6 7 6 A
Maxine Reed
Rachel continues to show a good attitude towards her coursework, and continues to actively participate in discussions. She is
lively and animated, and always an active participant in discussions.

Rachel Epelbaum
Faria International School — Sample MYP Report Page 3 of 13
Approaches to Learning
Information Media Critical Creative
Subject Collaboration Communication Organization Affective ReNection Literacy Literacy Thinking Thinking Transfer

English ME EE

Chinese EE EE

Economics EE EE ME EE

Standard
AE ME ME BE
Mathematics

Visual arts ME EE ME EE

Physical
EE ME EE ME
Education

Technology EE ME ME EE

Homeroom Advisor Comments

Rachel has done exceptionally well academically over the past term. In particular, her personal project received top
marks and she has qualiMed to represent the school at the Siemens Westinghouse science competition. The entire
faculty are incredibly proud of her work over the past term, well done!

Richard Chandler
Homeroom Advisor

Rachel Epelbaum
Faria International School — Sample MYP Report Page 4 of 13
Personal Project
Topic: Design and Technology
Inquiry Question: What can replace kerosene lamps in developing nations?
Goal: Creating a solar-powered LED reading lamp
Supervisor: James Hendrick

Personal Project Assessment

Criteria Achievement Level Maximum

A: Investigating 8 8
Rachel is able to deMne a clear and highly challenging goal and context for the project, based on personal interests, identify prior
learning and subject-speciMc knowledge that is consistently highly relevant to the project, demonstrate excellent research skills.

B: Planning 8 8
Rachel is able to develop rigorous criteria for the product/outcome, present a detailed and accurate plan and record of the
development process of the project and demonstrate excellent self-management skills.

C: Taking action 7 8
Rachel is able to create an excellent product/outcome in response to the goal, global context and criteria, demonstrate excellent
thinking skills and demonstrate excellent communication and social skills

D: ReNecting 8 8
Rachel is able to present an excellent evaluation of the quality of the product/outcome against his or her criteria, present excellent
reNection on how completing the project has extended his or her knowledge and understanding of the topic and the global context
and present excellent reNection on his or her development as an IB learner through the project.

Grade: 7 Totals: 31 32

Grade 1 2 3 4 5 6 7

Boundaries 0–5 6–9 10 – 14 15 – 18 19 – 23 24 – 27 28 – 32

Comments:
Rachel has done a fantastic job with her project!

Rachel Epelbaum
Faria International School — Sample MYP Report Page 5 of 13
Class Reports
Language and literature: English Year 5 — James Hendrick
MYP Assessment Criteria Achievement Level Maximum

A: Analysing
Rachel provides perceptive analysis of the content, context, language, structure, technique, style of
text(s) and the relationship among texts, perceptively analyses the effects of the creator’s choices on 8 8
an audience, gives detailed justiMcation of opinions and ideas with a range of examples, and
thorough explanations; uses accurate terminology, perceptively compares and contrasts by making
extensive connections in features across and within genres and texts.

B: Organizing
Rachel makes sophisticated use of organizational structures that serve the context and intention
effectively, effectively organizes opinions and ideas in a sustained, coherent and logical manner with 7 8
ideas building on each other in a sophisticated way, makes excellent use of referencing and
formatting tools to create an effective presentation style.

C: Producing text
Rachel produces texts that demonstrate a high degree of personal engagement with the creative
process; demonstrates a high degree of insight, imagination or sensitivity and perceptive exploration 8 8
of and critical reNection on new perspectives and ideas, makes perceptive stylistic choices in terms
of linguistic, literary and visual devices, demonstrating good awareness of impact on an audience,
selects extensive relevant details and examples to develop ideas with precision.

D: Using language
Rachel effectively uses a range of appropriate vocabulary, sentence structures and forms of
expression, writes and speaks in a consistently appropriate register and style that serve the context
and intention, uses grammar, syntax and punctuation with a high degree of accuracy; errors are 8 8
minor and communication is effective, spells/writes and pronounces with a high degree of accuracy;
errors are minor and communication is effective, makes effective use of appropriate non-verbal
communication techniques.

Totals: 31 32

Final Grade Local Grade

7 A+

Approaches to Learning
ATL EE ME AE BE

Collaboration

Communication

Comments
Rachel is showing a strong interest in the literature we have been reading this term. I'm glad to see her working on her
vocabulary and improving the language she uses in her compositions.

Grade 1 2 3 4 5 6 7

Boundaries 0–5 6–9 10 – 14 15 – 18 19 – 23 24 – 27 28 – 32

Rachel Epelbaum
Faria International School — Sample MYP Report Page 6 of 13
Language acquisition: Chinese Phases 1, 2, 3 Year 5 — Risa Aoki
MYP Assessment Criteria Achievement Level Maximum

A: Comprehending spoken and visual text

Rachel analyses considerably and draws conclusions from information, main ideas and supporting
details. Rachel analyses most conventions. Rachel engages considerably with the spoken and visual 6 8
text by analysing most ideas, opinions and attitudes and by making a response to the text based on
personal experiences and opinions from a global perspective.

B: Comprehending written and visual text

Rachel analyses considerably and draws conclusions from information, main ideas and supporting
details. Rachel analyses most basic conventions including aspects of format and style, and author’s 6 8
purpose for writing. Rachel engages considerably with the written and visual text by analysing most
ideas, opinions and attitudes and by making a response to the text based on personal experiences
and opinions from a global perspective.

C: Communicating in response to spoken, written and visual text

Rachel responds in detail and appropriately to spoken, written and visual text. Rachel engages
conMdently in rehearsed and unrehearsed exchanges to share a variety of informative and organized
ideas on a range of topics of personal and global signiMcance. Rachel effectively expresses a wide 7 8
range of ideas, opinions and feelings, and communicates information in a wide range of situations;
ideas are relevant and developed, reNecting a good understanding of the topic. Opinions are
supported by examples and illustrations. Rachel communicates with an excellent sense of register,
purpose and style.

D: Using language in spoken and written form

Rachel writes/speaks effectively using a range of vocabulary, complex grammatical structures and
conventions accurately; occasional errors do not interfere with communication. Speaks with 8 8
excellent intonation and Nuency, making communication easy, organizes information and ideas into a
clear and effective structure; uses a wide range of cohesive devices accurately, enhancing the
development of ideas, uses language effectively to suit the context.

Totals: 27 32

Final Grade Local Grade

6 A

Approaches to Learning
ATL EE ME AE BE

Collaboration

Communication

Comments
Rachel has been doing well on our written work, but needs to work harder on her pronunciation. Jia you!

Grade 1 2 3 4 5 6 7

Boundaries 0–5 6–9 10 – 14 15 – 18 19 – 23 24 – 27 28 – 32

Rachel Epelbaum
Faria International School — Sample MYP Report Page 7 of 13
Individuals and societies: Economics Year 5 — Bess Levin
MYP Assessment Criteria Achievement Level Maximum

A: Knowing and understanding

Rachel consistently uses a wide range of terminology effectively, demonstrates detailed knowledge 7 8
and understanding of content and concepts through thorough accurate descriptions, explanations
and examples.

B: Investigating
Rachel formulates a clear and focused research question and justiMes its relevance, formulates and
effectively follows a comprehensive action plan to investigate a research question, uses research 8 8
methods to collect and record appropriate, varied and relevant information, thoroughly evaluates the
investigation process and results.

C: Communicating
Rachel communicates information and ideas accurately by using a style that is mostly appropriate to 6 8
the audience and purpose, structures information and ideas in a way that is mostly appropriate to
the speciMed format, often documents sources of information using a recognized convention.

D: Thinking critically
Rachel completes a detailed discussion of concepts, issues, models, visual representation and
theories, synthesizes information to make valid, well-supported arguments, effectively analyses and 8 8
evaluates a wide range of sources/data in terms of origin and purpose, recognizing values and
limitations, thoroughly interprets a range of different perspectives and their implications.

Totals: 29 32

Final Grade Local Grade

7 A+

Approaches to Learning
ATL EE ME AE BE

Collaboration

Organization

Information Literacy

Critical Thinking

Comments
Good analysis. Participates actively in class discussions.

Grade 1 2 3 4 5 6 7

Boundaries 0–5 6–9 10 – 14 15 – 18 19 – 23 24 – 27 28 – 32

Rachel Epelbaum
Faria International School — Sample MYP Report Page 8 of 13
Mathematics: Standard Mathematics Year 5 — Jack Reacher
MYP Assessment Criteria Achievement Level Maximum

A: Knowing and understanding

Rachel is able to select appropriate mathematics when solving challenging problems in both familiar 8 8
and unfamiliar situations, apply the selected mathematics successfully when solving these
problems, generally solve these problems correctly.

B: Investigating patterns
Rachel is able to select and apply mathematical problem-solving techniques to discover complex 7 8
patterns, describe patterns as general rules consistent with correct Mndings, prove, or verify and
justify, these general rules.

C: Communicating
Rachel is able to consistently use appropriate mathematical language, use appropriate forms of
mathematical representation to consistently present information correctly, move effectively between 7 8
different forms of mathematical representation, communicate through lines of reasoning that are
complete, coherent and concise, present work that is consistently organized using a logical
structure.

D: Applying mathematics in real-life contexts

Rachel is able to identify the relevant elements of the authentic real-life situation, select adequate
mathematical strategies to model the authentic real-life situation, apply the selected mathematical 6 8
strategies to reach a valid solution to the authentic real-life situation, explain the degree of accuracy
of the solution, explain whether the solution makes sense in the context of the authentic real-life
situation.

Totals: 28 32

Final Grade Local Grade

7 A+

Approaches to Learning
ATL EE ME AE BE

Organization

Information Literacy

Critical Thinking

Transfer

Comments
Rachel has been improving in class as the semester has progressed. I believe if she continues to work hard on her
homework and actively asks questions when she doesn't understand, she will begin to excel.

Grade 1 2 3 4 5 6 7

Boundaries 0–5 6–9 10 – 14 15 – 18 19 – 23 24 – 27 28 – 32

Rachel Epelbaum
Faria International School — Sample MYP Report Page 9 of 13
Arts: Visual arts Year 5 — Richard Chandler
MYP Assessment Criteria Achievement Level Maximum

A: Knowing and understanding

Rachel demonstrates substantial knowledge and understanding of the art form studied, including
concepts, processes and substantial use of subject-speciMc terminology, demonstrates substantial 5 8
understanding of the role of the art form in original or displaced contexts, demonstrates substantial
use of acquired knowledge to purposefully inform artistic decisions.

B: Developing skills
Rachel demonstrates substantial acquisition and development of the skills and techniques of the art 6 8
form studied, demonstrates substantial application of skills and techniques to create, perform and/or
present art.

C: Thinking creatively
Rachel develops a substantial artistic intention, which is often feasible, clear, imaginative and
coherent, demonstrates a substantial range and depth of creative-thinking behaviours, 5 8
demonstrates substantial exploration of ideas to purposefully shape artistic intention through to a
point of realization.

D: Responding
Rachel constructs meaning with depth and insight and effectively transfers learning to new settings, 7 8
creates an excellent artistic response which intends to effectively reNect or impact on the world
around him or her, presents an excellent critique of the artwork of self and others.

Totals: 23 32

Final Grade Local Grade

5 B+

Approaches to Learning
ATL EE ME AE BE

Communication

ReNection

Critical Thinking

Transfer

Comments
Rachel has shown herself to be quite inquisitive when it comes to the development of art over the past century. She is
particularly interested in the changing notion of what is considered art, and how society has responded to this.

Grade 1 2 3 4 5 6 7

Boundaries 0–5 6–9 10 – 14 15 – 18 19 – 23 24 – 27 28 – 32

Rachel Epelbaum
Faria International School — Sample MYP Report Page 10 of 13
Physical and health education: Physical Education Year 5 — Richard Chandler
MYP Assessment Criteria Achievement Level Maximum

A: Knowing and understanding

Rachel explains physical and health education factual, procedural and conceptual knowledge,
applies physical and health education knowledge to analyse complex issues to solve complex 7 8
problems set in familiar and unfamiliar situations, and applies physical and health terminology
consistently and effectively to communicate understanding.

B: Planning for performance

Rachel designs, explains and justiMes a plan to improve physical performance or health, and 7 8
analyses and evaluates the effectiveness of a plan based on the outcome.

C: Applying and performing

Rachel demonstrates and applies a range of skills and techniques, demonstrates and applies a 6 8
range of strategies and movement concepts, and analyses and applies information to perform.

D: ReNecting and improving performance

Rachel explains and demonstrates strategies to enhance interpersonal skills, develops goals and 8 8
applies strategies to enhance performance, and analyses and evaluates performance.

Totals: 28 32

Final Grade Local Grade

7 A+

Approaches to Learning
ATL EE ME AE BE

Collaboration

Communication

Organization

Information Literacy

Comments
Rachel is a great team player and contributed effectively and consistently throughout this semester. She was a joy to
have in class and I look forward to seeing her contributions in her Diploma years!

Grade 1 2 3 4 5 6 7

Boundaries 0–5 6–9 10 – 14 15 – 18 19 – 23 24 – 27 28 – 32

Rachel Epelbaum
Faria International School — Sample MYP Report Page 11 of 13
Design: Technology Year 5 — Maxine Reed
MYP Assessment Criteria Achievement Level Maximum

A: Inquiring and analysing

Rachel explains and justiMes the need for a solution to a problem for a client/target audience,
constructs a detailed research plan, which identiMes and prioritizes the primary and secondary 7 8
research needed to develop a solution to the problem independently, analyses a range of existing
products that inspire a solution to the problem in detail, develops a detailed design brief, which
summarizes the analysis of relevant research.

B: Developing ideas
Rachel develops detailed design speciMcations, which explain the success criteria for the design of a
solution based on the analysis of the research, develops a range of feasible design ideas, using an
appropriate medium(s) and detailed annotation, which can be correctly interpreted by others, 7 8
presents the chosen design and justiMes fully and critically its selection with detailed reference to the
design speciMcation, develops accurate and detailed planning drawings/diagrams and outlines
requirements for the creation of the chosen solution.

C: Creating the solution

Rachel constructs a logical plan, which considers time and resources, sufMcient for peers to be able
to follow to create the solution, demonstrates competent technical skills when making the solution, 6 8
creates the solution, which functions as intended and is presented appropriately, describes changes
made to the chosen design and plan when making the solution.

D: Evaluating
Rachel designs detailed and relevant testing methods, which generate data, to measure the success
of the solution, critically evaluates the success of the solution against the design speciMcation based 7 8
on authentic product testing, explains how the solution could be improved, explains the impact of
the product on the client/target audience.

Totals: 27 32

Final Grade Local Grade

6 A

Approaches to Learning
ATL EE ME AE BE

Communication

Organization

ReNection

Critical Thinking

Comments
Rachel continues to show a good attitude towards her coursework, and continues to actively participate in
discussions. She is lively and animated, and always an active participant in discussions.

Grade 1 2 3 4 5 6 7

Boundaries 0–5 6–9 10 – 14 15 – 18 19 – 23 24 – 27 28 – 32

Rachel Epelbaum
Faria International School — Sample MYP Report Page 12 of 13
Grade Descriptors
Final Grade Local Grade Descriptor

Consistent and thorough understanding of the required knowledge and skills, and the ability to apply
7 A+ them almost faultlessly in a wide variety of situations. The student consistently demonstrates originality,
insight, and analytical thinking. The student produces work of high quality.

Consistent and thorough understanding of the required knowledge and skills, and the ability to apply
6 A them in a wide variety of situations. The student consistentlydemonstrates originality, insight, and
analytical thinking.

Thorough understanding of the required knowledge and skills, and the ability to apply them in a variety of
5 B+
situations. The student occasionally demonstrates originality, insight, and analytical thinking.

General understanding of the required knowledge and skills, and the ability to apply them effectively in
4 B
normal situations. There is occasional evidence of analytical thinking.

Limited achievement against most of the objectives, or clear difMculties in some areas. The student
3 C+ demonstrates a limited understanding of the required knowledge and skills and is only able to apply them
fully to normal situations with support.

Very limited achievement in terms of the objectives. The student has difMculty in understanding the
2 C
required knowledge and skills and is unable to apply them fully to normal situations, even with support.

1 D Minimal achievement in terms of the objectives.

N/A F Not Yet Assessed.

Approaches to Learning
Grade Descriptor

EE Exceeding Expectations: The student’s progress against the ATL is exceeding expectations.

ME Meeting Expectations: The student’s progress against the ATL is meeting expectations.

AE Approaching Expectations: The student’s progress against the ATL is approaching expectations.

BE Below Expectations: The student’s progress against the ATL is below expectations.

Rachel Epelbaum
Faria International School — Sample MYP Report Page 13 of 13
 Ex
em
The English School of Bogota pl
ar
ManageBac school since 2013

Introduction

The English School of Bogota was founded in 1961 by Elizabeth Masson and is a private, non-profit
institution now owned by the Fundación Educativa de Inglaterra

The school offers the full International Baccalaureate (IB) continuum, having gained authorization
for Primary Years Programme in 2008, the Middle Years Programme in 2009 and the Diploma
Programme in 1981.

The English School strives for academic excellence, delivering high-quality learning in a happy
environment and creating confident leaders who act with integrity.

Contact Information
Over Wilson González Álvarez
MYP Coordinator
mypcoordinator@englishschool.edu.co
 The English School
MYP Term 2 Report
Prepared: March 17, 2016

Student Name: S ofia

Grade: Grade 5

Homeroom Advisor: C atalina

Bogotá, 17 de marzo de 2016

Apreciados Padres de familia y/o acudientes:
A continuación encontrarán el informe del segundo trimestre del año lectivo 2015 – 2016. En él se describe el progreso
del proceso de aprendizaje de sus hijos(as) en las diferentes asignaturas.
Notaran que en las clases de Diseño y Tecnología la nota Onal del lado izquierdo aparece como N/A. Esta nota no debe
ser tomada en consideración, ya que la nota Onal que aparece al lado derecho es la nota Onal de sus hijos/hijas para
este trimestre.
Aprovechamos la oportunidad para agradecerles su apoyo y colaboración. Esperamos contar con su valiosa presencia
en el Open Day del próximo 25 de marzo de 2016, el cual, tendrá énfasis en la reuniones con los profesores de cada
asignatura.
Cordialmente,
——————————————————————————————————————————————————————————
Dear Parents and guardians:
In this document you will Ond the report for Trimester 2, academic year 2015-2016. Here you will Ond your son´s and
daughter´s academic progress in different subjects.
You will notice in Design Technology the Onal grade on the left appears as N/A. It should not be taken into account as
the Onal grade on the right hand side is the Onal grade for your sons/daughters this trimester.
We would like to take this opportunity to thank you for your support and collaboration. We hope we can count on your
presence at Open Day, on the 25th of March, 2016 with the focus being meetings with the subject teachers.
Regards,

T homas Abigail
Head of Middle and Upper School Headmistress
IB Learner ProOle

Inquirers We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with
others. We learn with enthusiasm and sustain our love of learning throughout life.

Knowledgeable We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage
with issues and ideas that have local and global signiOcance.

Thinkers We use critical and creative thinking skills to analyse and take responsible action on complex problems. We
exercise initiative in making reasoned, ethical decisions.

Communicators We express ourselves conOdently and creatively in more than one language and in many ways. We collaborate
effectively, listening carefully to the perspectives of other individuals and groups.

Principled We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and
rights of people everywhere. We take responsibility for our actions and their consequences.

Open-minded We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We
seek and evaluate a range of points of view, and we are willing to grow from the experience.

Caring We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive
difference in the lives of others and in the world around us.

Risk-takers We approach uncertainty with forethought and determination; we work independently and cooperatively to explore
new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.

Balanced We understand the importance of balancing different aspects of our lives — intellectual, physical, (spiritual) and
emotional — to achieve well-being for ourselves and others. We recognize our interdependence with other people
and with the world in which we live.

RePective We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and
weaknesses in order to support our learning and personal development.

S ofia
The English School — MYP Term 2 Report Page 2 of 7
Class Reports/Reporte por Materia
Language and literature: English / Inglés Grade 5 — LAUR A
Learner ProOle: Thinkers, Caring

Final Grade EFFORT / ESFUERZO

3 D

Comments
S ofia is a very caring and intelligent student however she struggles in analysis and producing text. S ofia needs to
focus on her approaches to learning put more effort into her classwork and homework. In analysis, she must work on
identifying parts of a text and providing examples and explanations of her answers while producing text.
S ofia presents has a great attitude in class and has been placed in academic support where she will receive
reinforcements on topics presented in class. With more hard work and dedication, I am sure she will be successful in
the next term.

Language and literature: Spanish / Espa Grade 5 — MAR T INA

Learner ProOle: Communicators

Final Grade EFFORT / ESFUERZO

5 B

Comments
Mejoraste tu interés y responsabilidad, es muy importante el seguimiento de instrucciones. No desmejores tu
disciplina.

Language acquisition: French / Frances Phase 1 Grade 5 — C AMILA

Learner ProOle: Communicators

Final Grade EFFORT / ESFUERZO

5 B

Comments
Bon travail! Has trabajado bastante bien este trimestre y tus notas rePejan tu esfuerzo. Tienes que mejorar los verbos
(pasado, presente, futuro) y la parte escrita para mejorar tus notas. Te recomiendo practicar en:
www.doddlelearn.co.uk o www.languagesonline.org.uk o www.lepointduPe.net

S ofia
The English School — MYP Term 2 Report Page 3 of 7
Individuals and societies: Global Humanities / Grade 5 —G OR DON
Humanidades Global
Learner ProOle: RePective

Final Grade EFFORT / ESFUERZO

5 A

Individuals and societies: Humanidades Regional Grade 5 — C AR OLINA

Learner ProOle: Knowledgeable

Final Grade EFFORT / ESFUERZO

6 B

Sciences: Sciences / Ciencias Grade 5 — F R ANC IS C O

Learner ProOle: Communicators

Final Grade EFFORT / ESFUERZO

4 C

Comments
S ofia debe repasar:
1. Variables de un experimento (Independiente, dependiente y constantes), hipotesis, graOcos lineales y conclusiones a
partir de los resultados obtenidos.
2. Caracteristicas y representacion de Fuerzas.
3. Medicion de fuerzas
4. Peso, fuerza de friccion y fuerza de empuje en liquidos.
5. Maquinas simples (Polea, Plano inclinado y palanca).

Mathematics: Mathematics / Matematicas Grade 5 — DIE G O, ANG E LA

Learner ProOle: Knowledgeable

Final Grade EFFORT / ESFUERZO

4 C

Comments
She is a good student maybe improve the study habits and the attention in class good job.

S ofia
The English School — MYP Term 2 Report Page 4 of 7
Arts: Arts / Arte Grade 5 — V ALE R Y
Learner ProOle: Caring

Final Grade EFFORT / ESFUERZO

4 C

Arts: Drama Grade 5 — MAT E O

Learner ProOle: Caring

Final Grade EFFORT / ESFUERZO

7 A

Arts: Music / Musica Grade 5 — LUIS A

Learner ProOle: Inquirers, Knowledgeable

Final Grade EFFORT / ESFUERZO

6 A

Comments
Buen trabajo!

Physical and health education: Physical Education / Grade 5 — C E S AR

Educacion Fisica
Learner ProOle: Caring

Final Grade EFFORT / ESFUERZO

5 A

Design: Design Technology / Tecnologia del Grade 5 — MAR IA DANIE LA

Diseno
Learner ProOle: Caring

Final Grade EFFORT / ESFUERZO Final Grade

N/A C 4

S ofia
The English School — MYP Term 2 Report Page 5 of 7
Ethics / Etica 4 ANIT A
EFFORT / ESFUERZO

Comments
Esta nota es producto de un ejercicio de autoevaluación en torno a la participación, comportamiento, puntualidad y
manejo y uso de la “Bitácora de viaje” y cuaderno. Este trimestre has terminado el primer nivel de Consentidos!
Felicitaciones! Tu participación es muy valiosa.

S ofia
The English School — MYP Term 2 Report Page 6 of 7
Grade Descriptors
Final Grade Descriptor

Consistent and thorough understanding of the required knowledge and skills, and the ability to apply them almost
7 faultlessly in a wide variety of situations. The student consistently demonstrates originality, insight, and analytical
thinking. The student produces work of high quality.

Consistent and thorough understanding of the required knowledge and skills, and the ability to apply them in a wide
6
variety of situations. The student consistentlydemonstrates originality, insight, and analytical thinking.

Thorough understanding of the required knowledge and skills, and the ability to apply them in a variety of situations.
5
The student occasionally demonstrates originality, insight, and analytical thinking.

General understanding of the required knowledge and skills, and the ability to apply them effectively in normal
4
situations. There is occasional evidence of analytical thinking.

Limited achievement against most of the objectives, or clear difOculties in some areas. The student demonstrates a
3 limited understanding of the required knowledge and skills and is only able to apply them fully to normal situations with
support.

Very limited achievement in terms of the objectives. The student has difOculty in understanding the required knowledge
2
and skills and is unable to apply them fully to normal situations, even with support.

1 Minimal achievement in terms of the objectives.

N/A Not Yet Assessed.

EFFORT / ESFUERZO
Grade Descriptor

A Excellent effort / Esfuerzo excelente

B Very good effort / Muy buen esfuerzo

C Good effort / Buen esfuerzo

D Satisfactory effort / Esfuerzo aceptable

E InsufOcient effort / Esfuerzo insuOciente

F No effort / No hay esfuerzo

S ofia
The English School — MYP Term 2 Report Page 7 of 7
 Ex
em
British School of Washington pl
ar
ManageBac school since 2012

Introduction

The British School of Washington (BSW) is a private international school situated in downtown
Washington D.C. The school has over 440 students representing more than 60 nationalities.

The school is authorized to teach the International Primary Curriculum (IPC), International Middle
Years Curriculum (IMYC), International General Certificate of Seconday Education (IGCSE) and the IB
Diploma Programme.

BSW’s global, interactive learning perspective encourages its pupils to gain a meaningful
understanding of the local, national and global contexts within which they live, learn and succeed.

Contact Information
Gareth Hall
Technology Director
G.Hall@wclschools.org
 British School of Washington
Learning Progress Summary
Prepared: December 18, 2016

Student Name: C andice

Grade: Yr10 IGCSE

Form Tutor: V era

Dear IGCSE Students:

The purpose of this summary is to collate information about the academic progress you are making. So that: a) you can
continue to improve and b) you can discuss how you plan to improve with your parents.
This half term’s progress summary includes the following information
• The IB Learner ProPle.
Progress Summary page:
• A Summary for each subject as to whether you are Beginning (B), Developing (D) or at Mastering (M) at a speciPc
level of attainment.
• A Progress Level which is generated using several key indicators such as the work formally assessed and recorded
on MB as well as work completed in class, homework, your lesson contributions and your teachers’ observations and
judgments about what level they feel you are currently working at within their subject.
• An effort grade.
• An end of year Academic Target Grade. (This Grade is Pxed for the year)
• Year 11 will also see a mock exam grade. The mock exams mirror the terminal exams that students will sit at the end
of the IB course. These are taken under exam conditions and the results provide staff with an understanding of where
your child’s strengths and weaknesses are within that subject.
• Attendance for each class.
• Please note that Form group attendance is taken using a different school system and is not recorded here.
• Form Tutor Comment: Your Personal Progress Target.
Progress Summary & Learning target:
• Description of the work covered this half term.
• A speciPc “Progress Learning Target” that appears in the comment section that helps you to further your progress
and improve your attainment in each of the subjects you are studying.
At BSW we believe that personal progress is as important as academic progress, please do take the time with your
parents and form tutor to review your Record of Achievement at the end of the half term to assess what areas you will
need to work on in the next term.
To Parents:
Please be aware that as we are in the digital age: a) there will be no paper copies of these progress summaries. And b)
the above format will be used for all progress summaries this year.
There will be no written summative report. All parents are encouraged to follow and discuss the progress of their
children on ManageBac or in discussion with subject staff. We believe this is the most efPcient way to support young
people’s learning and progress.
Kindest Regards,
Heath | Head of Secondary School
S tephanie | Secondary Leader for Student Experience
R od | Secondary Leader Personal Progress
IB Learner ProPle

Inquirers We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with
others. We learn with enthusiasm and sustain our love of learning throughout life.

Knowledgeable We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage
with issues and ideas that have local and global signiPcance.

Thinkers We use critical and creative thinking skills to analyse and take responsible action on complex problems. We
exercise initiative in making reasoned, ethical decisions.

Communicators We express ourselves conPdently and creatively in more than one language and in many ways. We collaborate
effectively, listening carefully to the perspectives of other individuals and groups.

Principled We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and
rights of people everywhere. We take responsibility for ouractions and their consequences.

Open-minded We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We
seek and evaluate a range of points of view, and we are willing to grow from the experience.

Caring We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive
difference in the lives of others and in the world around us.

Risk-takers We approach uncertainty with forethought and determination; we work independently and cooperatively to explore
new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.

Balanced We understand the importance of balancing different aspects of our lives — intellectual, physical, (spiritual) and
emotional — to achieve well-being for ourselves and others. We recognize our interdependence with other people
and with the world in which we live.

ReQective We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and
weaknesses in order to support our learning and personal development.

C andice
British School of Washington — Learning Progress Summary
Page 2 of 10
2001 Wisconsin Ave NW, Washington, DC, United States, 20007— Tel.: +1 202 829 3700
Progress Summary
Autumn 2 (2016)
Learning Level & IGCSE Effort IGCSE Year Target IGCSE Mock Exam
Subject IGCSE Grade Grade Grade Grade

English Language Edexcel 4EA0 D-C A D-B N/A

Wanda
Attendance: 0 Absent 12 Present 0 Late 0 Other

English Literature Edexcel 4ET0 D-C A D-B N/A

Wanda
Attendance: 0 Absent 13 Present 0 Late 0 Other

Spanish Edexcel 4SP0 B-B A M-B N/A

C amilla
Attendance: 0 Absent 21 Present 0 Late 0 Other

Geography CIE 0406 D-C A M-C N/A

Dee
Attendance: 1 Absent 12 Present 0 Late 1 Other

Global Perspectives CIE 0457 M-C A B-B N/A

S hauna
Attendance: 0 Absent 15 Present 0 Late 0 Other

Biology Edexcel 4SCO B-C A B-B N/A

L uc ille
Attendance: 0 Absent 16 Present 1 Late 0 Other

Chemistry Edexcel 4SC0 M-D B D-C N/A

R os ie
Attendance: 0 Absent 16 Present 0 Late 0 Other

Physics EdExcel 4SCO B-C B D-C N/A

F iona
Attendance: 0 Absent 19 Present 0 Late 0 Other

Maths Edexcel 4MA0 B-D B M-D N/A

Maria
Attendance: 0 Absent 25 Present 0 Late 0 Other

PE Core N/A A N/A N/A

Mike, S abine
Attendance: 0 Absent 9 Present 0 Late 0 Other

Drama CIE 0411 D-C A D-B N/A

S abine
Attendance: 0 Absent 19 Present 0 Late 0 Other

Art Edexcel 4FA0 D-B A B-A N/A

A led
Attendance: 0 Absent 17 Present 0 Late 0 Other

C andice
British School of Washington — Learning Progress Summary
Page 3 of 10
2001 Wisconsin Ave NW, Washington, DC, United States, 20007— Tel.: +1 202 829 3700
Form Tutor Comments
C andice, you have continued to grow as a thoughtful and independent student. You have been open minded and
reQective with your challenges of balancing your social life and homework. You have set yourself the target of being
more patient and tolerant of things you don’t originally agree with or Pnd easy.

C andice
British School of Washington — Learning Progress Summary
Page 4 of 10
2001 Wisconsin Ave NW, Washington, DC, United States, 20007— Tel.: +1 202 829 3700
Progress Summary & Learning Target
English Language Edexcel 4EA0 Wanda
This half term we will be exploring a range of non-Pction texts from the Edexcel IGCSE Anthology and writing some of
our own non-Pction texts.

Learning Level & IGCSE Grade D-C

IGCSE Effort Grade A

IGCSE Year Target Grade D-B

IGCSE Mock Exam Grade N/A

Attendance: 0 Absent 12 Present 0 Late 0 Other

Comments
In your writing, experiment with different structures and how they impact on the reader.

English Literature Edexcel 4ET0 Wanda

This term we will be studying the play 'A View from the Bridge' by Arthur Miller, which is one of our IGCSE examination
texts.

Learning Level & IGCSE Grade D-C

IGCSE Effort Grade A

IGCSE Year Target Grade D-B

IGCSE Mock Exam Grade N/A

Attendance: 0 Absent 13 Present 0 Late 0 Other

Comments
Develop your analysis by incorporating relevant social and historical contextual information.

C andice
British School of Washington — Learning Progress Summary
Page 5 of 10
2001 Wisconsin Ave NW, Washington, DC, United States, 20007— Tel.: +1 202 829 3700
Spanish Edexcel 4SP0 C amilla
During this half term students will develop their vocabulary on the topics of food and home. They will sharpen their
past tense knowledge and will look in depth at the irregular verbs in this tense. They will develop their reading skills by
tackling texts of increasing length and complexity. Students will become familiar with the IGCSE exam format and will
understand the requirements of writing at IGCSE standard.

Learning Level & IGCSE Grade B-B

IGCSE Effort Grade A

IGCSE Year Target Grade M-B

IGCSE Mock Exam Grade N/A

Attendance: 0 Absent 21 Present 0 Late 0 Other

Comments
C andice, you have shown a good understanding of the past tense this term, and the accuracy of your writing has really
developed. You are still getting confused about how to use verbs like "me encanta" and "me gusta". Do some research
on this and if it still seems confusing then come and ask me and I will explain.

Geography CIE 0406 Dee

Year 10 are focusing on ‘Population and Settlement’ – sections 1.1 – 1.7 of the syllabus. During the Prst half term, they
will study the factors affecting the growth, structure and distribution of population, the impact of population policies
and HIV/AIDS, population pyramids, the Demographic Transition Model and migration. During the second half of the
term, they will focus on ‘Settlement’ section syllabus. In this topic, they will study settlement patterns and functions;
the growth of settlements and the problems associated with this; land use zones and the impacts of urbanization in
both LEDC’s and MEDC’s. The knowledge gained this term will enable them to answer the questions one and two on
Paper 1 of their Pnal exam. Through the use of case studies, students will gain a greater understanding of the range of
factors that impact population change in LEDCs and MEDCs as well as being able to compare the challenges that face
the growing urban areas of the world. Throughout this term, students will make use of statistics, graphs, diagrams and
maps as preparation for Paper 2, which is a more skills based paper.

Learning Level & IGCSE Grade D-C

IGCSE Effort Grade A

IGCSE Year Target Grade M-C

IGCSE Mock Exam Grade N/A

Attendance: 1 Absent 12 Present 0 Late 1 Other

Comments
You are still overcomplicating your case studies and your answers. Listen carefully to what is required and give
straightforward, bullet pointed responses. Trust in your own ability; you are more than capable but often question your
own answers.

C andice
British School of Washington — Learning Progress Summary
Page 6 of 10
2001 Wisconsin Ave NW, Washington, DC, United States, 20007— Tel.: +1 202 829 3700
Global Politics: Global Perspectives CIE 0457 S hauna
The Global Perspectives course will commence with an in depth study of the belief system of a particular country
where you will direct your own learning through an extended research task. You will develop the skills of evaluation,
analysis and questioning that will be evidenced through your writing. In a complicated and challenging future
characterized by a barrage of information, you will gain a sense of your own active place in the world and how you to
cope with changes and challenges which will impact your future opportunities, chances and choices.

Learning Level & IGCSE Grade M-C

IGCSE Effort Grade A

IGCSE Year Target Grade B-B

IGCSE Mock Exam Grade N/A

Attendance: 0 Absent 15 Present 0 Late 0 Other

Comments
C andice, you are very self- reQective which helps make your responses more personal and analytical. You now need to
make sure all of your points are supported with speciPc evidence and you evaluate the purposes of the sources that
you use.

Biology Edexcel 4SCO Lucille

This half term the nature & variety of living things(section 1), Gas exchange & respiration will be studied.
Within this students may be assessed in 3 areas that would provide different % of their Pnal grade: AO1 Knowledge
and understanding (50%), AO2 Application of knowledge and understanding, analysis and evaluation(30%) and AO3
Experimental skills, analysis & evaluation of data (20%).

Learning Level & IGCSE Grade B-C

IGCSE Effort Grade A

IGCSE Year Target Grade B-B

IGCSE Mock Exam Grade N/A

Attendance: 0 Absent 16 Present 1 Late 0 Other

Comments
You are still unsure of living thing characteristics. Re draw the cells as well as revisiting the Qash cards as these ideas
should be concrete before you move on. When writing an investigation you must think IV/DV & controlled variables.
This is important for actual experimental work and the exam, it was on the osmosis paper.

C andice
British School of Washington — Learning Progress Summary
Page 7 of 10
2001 Wisconsin Ave NW, Washington, DC, United States, 20007— Tel.: +1 202 829 3700
Chemistry Edexcel 4SC0 R osie
During the second half of this term we will be focusing on forming and testing gases and linking to the reactivity series.

Learning Level & IGCSE Grade M-D

IGCSE Effort Grade B

IGCSE Year Target Grade D-C

IGCSE Mock Exam Grade N/A

Attendance: 0 Absent 16 Present 0 Late 0 Other

Comments
You lack conPdence in your ability C andice, which hinders your progress. Have the conPdence to suggest an answer and
ask for support when required, especially when planning an experiment.

Physics EdExcel 4SCO F iona

This half term the class will continue work on the Forces and motion topic.
More detail can be found in the course syllabus document.

Learning Level & IGCSE Grade B-C

IGCSE Effort Grade B

IGCSE Year Target Grade D-C

IGCSE Mock Exam Grade N/A

Attendance: 0 Absent 19 Present 0 Late 0 Other

Comments
C andice, I am pleased with the effort you have made this term, especially with the positive manner in which you took my
previous suggestions for improvement.
To make even more progress, I would like to see you become more assertive in class by volunteering your opinions
more often, as you have a very worthwhile contribution to make but seem to lack conPdence in your ability. Also, don’t
be reluctant to ask for help and support when you are unsure about anything.

C andice
British School of Washington — Learning Progress Summary
Page 8 of 10
2001 Wisconsin Ave NW, Washington, DC, United States, 20007— Tel.: +1 202 829 3700
Mathematics: Maths Edexcel 4MA0 Maria
This half term we will start by looking at powers and indices and looking at simplying powers. We will than move on to
LCM, HCF and its link with prime factorisation and also look at standard form. After this the focus will change to look at
transformation of shapes and we deal with reQaection, enlargement, translation and rotation.

Learning Level & IGCSE Grade B-D

IGCSE Effort Grade B

IGCSE Year Target Grade M-D

IGCSE Mock Exam Grade N/A

Attendance: 0 Absent 25 Present 0 Late 0 Other

Comments
C andice, please ensure you really focus in class so when we do something you have understood the process, the method
and the reason for doing something in a particular way. Areas you need to practise are prime factorization, dividing
fractions and expanding brackets. You will get to where you need to and I will get you there but it needs you to spend a
little time outside of the classroom practising some concepts on myimaths.com.

Other Elective: PE Core Mike, S abine

Learning Level & IGCSE Grade N/A

IGCSE Effort Grade A

IGCSE Year Target Grade N/A

IGCSE Mock Exam Grade N/A

Attendance: 0 Absent 9 Present 0 Late 0 Other

C andice
British School of Washington — Learning Progress Summary
Page 9 of 10
2001 Wisconsin Ave NW, Washington, DC, United States, 20007— Tel.: +1 202 829 3700
Other Elective: Drama CIE 0411 S abine
This half term, year 10 IGCSE Drama students will be learning about the techniques developed by Constantin
Stanislavski. They will be applying these techniques to a scripted performance from Arthur Miller’s ‘A View from the
Bridge’ as part of their coursework.

Learning Level & IGCSE Grade D-C

IGCSE Effort Grade A

IGCSE Year Target Grade D-B

IGCSE Mock Exam Grade N/A

Attendance: 0 Absent 19 Present 0 Late 0 Other

Comments
C andice, your target now is to Pnd ways to include pauses and moments of stillness in your performances to create
tension and atmosphere for the audience. This is especially important in scripted performances where it can be
tempting to say longer passages in one go without Pnding moments to pause.

Visual Arts: Art Edexcel 4FA0 Aled

Year 10 IGCSE Artists will be working on their second major independent project entitled 'Open'. They will interpret the
theme in a personal way and consider a range of media during the term to express their ideas. They will also have the
opportunity to experiment with a variety of materials such as clay, printmaking and photography.

Learning Level & IGCSE Grade D-B

IGCSE Effort Grade A

IGCSE Year Target Grade B-A

IGCSE Mock Exam Grade N/A

Attendance: 0 Absent 17 Present 0 Late 0 Other

Comments
You should focus on the A02 element of the course and try transforming some of your drawings into the style of artists
you like. Make a note of the artists name when you come across a piece that captures your attention.

C andice
British School of Washington — Learning Progress Summary
Page 10 of 10
2001 Wisconsin Ave NW, Washington, DC, United States, 20007— Tel.: +1 202 829 3700
 Ex
em
St Francis College pl
ar
ManageBac school since 2014

Introduction

St Francis College is an international school which strives for excellence, providing a warm and
friendly community committed to the International Baccalaureate philosophy. It has offered the
IB Diploma Programme since 2004, adding the Primary Years Programme to its curriculum in
2005 and completing the continuum in 2008 with the Middle Years Programme.

The school aims to provide a secure and caring community where a multiplicity of needs and
interests are catered for and where pupils are encouraged to aim for excellence in everything
they undertake.

To this end, the school aims to have its pupils develop a high degree of proficiency in both
Portuguese and English, and equip them with the skills needed to function in the complex
society of the 21st Century.

Contact Information
Fabrice Bidaury
MYP Coordinator
fabrice.bidaury@stfrancis.com.br
 St Francis College
March 2016 Grade Report
Prepared: March 20, 2016

Student Name: J ose

Date of Birth: December 13, 2000

Grade: MYP 5

Tutor: Owen
 Summary of the IB MYP subject-specific assessment criteria

Language
Language Individuals &
&
Mathematics Arts PHE Sciences Design Projects
Acquisition Societies
Literature
/28 /28 /28 /28 /28 /28
/28 /28
/28

Criterion

Comprehending
Knowing & Knowing & Knowing & Knowing & Knowing & Inquiring &
A Analyzing
Spoken & Visual
Understanding Understanding Understanding Understanding Understanding Analyzing
Investigating

Texts

8 8 8 8 8 8 8 8 8
Comprehending
Investigating Investigating Developing Planning for Inquiring & Developing Planning
B Organising Written &
Patterns Skills Performance Designing Ideas
Visual Texts
8 8 8 8 8 8 8 8 8

Communicating Creating
Producing in Response to Thinking Applying & Processing & Taking
C Text Spoken, Written
Communicating Communication
Creatively Performing Evaluating
the
Action
and Visual Texts Solution

8 8 8 8 8 8 8 8 8
Thinking
Using Language Applying Reflecting & Reflection on
Using Mathematics in Responding
D Language
in Spoken & Critically
Real-Life
Improving the Impact of Evaluating Reflecting
Written Form Contexts Performance Science

8 8 8 8 8 8 8 8 8
Summary of Achievement
Achievement Levels Effort Grade

Language and literature: Portuguese Intermediate A B C D

B 5
Matheus 5 5 5 6

Language and literature: English A B C D

C 4
Molly 4 4 4 4

Individuals and societies: History A B C D

U 5
Deborah 6 5 4 4

Individuals and societies: Historia & GeograHa A B C D

A 5
S antiag o 5 N/A 5 8

Sciences: Sciences Core A B C D

B 5
Matheus 5 4 6 4

Mathematics: Mathematics Extended A B C D

B 4
F elipe 4 4 3 5

Arts: Visual Arts A B C D

B 5
V alentina 4 5 5 4

Physical and health education: Physical & Health Education A B C D

C 5
J ake 3 5 7 4

Design: Design A B C D
C 4
L ewis N/A 4 4 N/A

MS classes
Final Grade Effort

ISP N/A A
Maya

J ose
St Francis College — March 2016 Grade Report Page 3 of 6
ReIections
Owen
Tutor
J ose has gone from strength to strength this term - his application and his work ethic are exemplary. A creditable
set of results is his by right, and he can be proud of his achievement. He continues to be a well-liked member of his
peer group, an enthusiastic and dedicated student, and an inspiring role-model.

Alberto
Head of Secondary
.

E lla
College Principal
.

J ose
St Francis College — March 2016 Grade Report Page 4 of 6
Personal Project
Outcomes: Overall Progress: Concern
Topic: To have a building that can help the problem that farms are taking to much area to grow
crops plus buildings in São Paulo that have grass wall that help the problem of pollution
Inquiry Question: How can architecture contribute to environmental issues and farming?
Goal: Design an environment friendly vertical farming facility
Supervisor: J ulian

J ose
St Francis College — March 2016 Grade Report Page 5 of 6
Assessment Explanation
HOW THE STUDENT AND THE WORK ARE ASSESSED
The IBO has developed assessment criteria against which the student’s work will be assessed.
The student will not be judged against the work of other students, but against assessment criteria which the
teacher will show and explain to the student. This will help the student to keep an eye on her/his progress and to
see where she/he needs to improve.
The criteria may be modiHed to suit the work the student is working with. However, for the Hnal assessment in
year 5, teachers must use unaltered IBO criteria and descriptors, basing their assessment on a range of activities
the student has done towards the end of the course. The descriptors help the student and the teacher to Hnd the
student’s level of achievement for each criterion.
Final assessment
Final assessment takes place at the end of the programme in order to determine the levels individual students have
achieved in relation to the stated objectives for each subject group and for the personal project.
Grades from 1 (lowest) and 7 (highest) are awarded to the students, for each subject and for the personal project,
according to predeHned grade boundaries based on the levels students have achieved.
How the -nal grade is achieved in the IBO grading system
1. There are a set of objectives for each subject to match the assessment criteria.
2. Every subject has four different criteria with numerical bands of 1-8.
3. Grading is based on the level of achievements for each criterion.
4. The Hnal achievement level for all the different criteria is based on the year’s assessed formative and
summative work and the teacher’s professional judgment. The so called "best-Ht approach" allows the
teacher to select the achievement level that best describes the student’s work in all.
5. After having worked out the achievement levels for the different criteria for each subject, the achievement
levels are added up. The teacher then applies the grade boundaries to determine the Hnal grade for each
speciHc subject.

Effort
Grade Descriptor

A Excellent

B Good

C Sound

D Poor

U Unacceptable

J ose
St Francis College — March 2016 Grade Report Page 6 of 6
 Ex
em
Strathcona-Tweedsmuir School pl
ar
ManageBac school since 2013

Introduction

Strathcona-Tweedsmuir School (STS) officially opened on a beautiful country campus in Okotoks,

Alberta, in September 1971. Today, STS is a coeducational independent school community for
Grades 1 -12 that develops well-balanced students for a life of purpose by inspiring excellence in
scholarship, leadership, and character.

An International Baccalaureate school since it was authorized for the Diploma Programme in
2000, STS has offered the complete IB continuum since 2013, when it became an accredited
Middle Years Programme school.

In addition to being an IB World School, STS is also a Round Square School and the philosophy,
values and ideals that it shares with these organizations shape its unique learning environment.

Contact Information
Alanna Wellwood
Director of Academic Programing, MYP Coordinator
wellwoa@sts.ab.ca
 Strathcona-Tweedsmuir School
Mid-Year Report Card
Prepared: February 5, 2016

Student Name: Y ujiro

Grade: Year 2/Grade 7

Homeroom Advisor: Antoine

Dear Middle School Parents:

Strathcona-Tweedsmuir School is pleased to present our Mid-Year Report, which will inform you of your child’s
academic progress to date. Learning is reported using MYP criteria and the overall achievement for each course has
been reported as an achievement level with a maximum of 7 possible. A description of these levels can be found at the
end of the report. Students will also be assessed using the Learning Skills Rubric for each of their classes. This rubric
is designed to communicate cross-curricular competencies such as collaboration, communication and affective skills.
The intent of this rubric is to communicate students’ growth and development in areas other than academics. I
encourage you to engage in a conversation with your son or daughter about their achievement.
Please read the teachers’ comments, as they will help inform a student’s progress in the course. We will be producing
Honour rolls based on this report card. Honours certiKcates will be awarded for an MYP level average of 5 to 5.99
across all courses. First Class Honours certiKcates will be awarded for an average of 6 and above across all courses.
Honour rolls will be produced again after the Knal report card in June. Descriptions of all assessment criteria for any
subject can be found in the MYP Handbook which can be downloaded from the School website or found on
Managebac. You can also view your child’s speciKc assignment results on Managebac at any time.
Parent teacher interviews are not being scheduled in conjunction with this report. Please contact faculty directly if you
would like to set up a meeting to discuss your son or daughter’s progress. The next report card will be available on
Thursday, March 5, 2016 and will be accompanied by parent teacher interviews on Tuesday, March 10, 2016 from
4:00–8:00 p.m. and on Thursday, March 12, 2015 from 1:00–6:00 p.m.
Please feel welcome to contact me at school to discuss your son or daughter’s academic progress or any aspect of
their STS experience.
Sincerely,

C arter
Middle School Principal
Summary of Achievement & Advisor Comment
Achievement Final Collaboration Organization Affective
Levels Grade Skills Skills Skills

Language and literature: English 7 A B C D

5 Dem Dem Dem
F elic ia 6 5 5 6

Language acquisition: Spanish 7 Phase 1 A B C D

6 Dem Dem Dem
J ulia 7 7 6 6

Individuals and societies: Social Studies 7 A B C D

5 Dem Dem Dem
A ntoine 6 5 6 6

Sciences: Science 7 A B C D
6 Dem Dev Dem
C harles 8 6 7 6

Mathematics: math 7 A B C D
6 Dem Dem Dem
A ndrew 7 6 7 6

Arts: Visual Art 7 A B C D

6 N/A N/A N/A
A va 7 5 6 6

Arts: Instrumental Music 7 A B C D

7 Dem Dem Dem
R aquel 8 8 8 8

Physical and health education: PE 7 & Health A B C D 6 Dem Dem Dev

Noemi 6 6 6 6

Design: Design 7 A B C D
6 Dem Dem Dem
A va 6 7 6 6

Y ujiro
Strathcona-Tweedsmuir School — Mid-Year Report Card
Page 2 of 13
RR 2, Okotoks, AB, Canada, T1S 1A2— Tel.: 403-938-4431
ReLections
Antoine
Homeroom Advisor
You are continuing to have a great year, Y ujiro. You are excelling in all of your classes. Your teachers, including
myself, are all very happy with your level of commitment and determination to go above and beyond. Congratulations
on making Honours this reporting period. Your marks are strong throughout your courses, which you can be very proud
of. You have been involved in some scorekeeping during the volleyball season, though I would encourage you to
continue to become involved in even more service initiatives this term. I wish you continued success for the remainder
of the year.

Y ujiro
Strathcona-Tweedsmuir School — Mid-Year Report Card
Page 3 of 13
RR 2, Okotoks, AB, Canada, T1S 1A2— Tel.: 403-938-4431
Subject Reports
Language and literature: English 7 F elicia
MYP Assessment Criteria Achievement Level Maximum

A: Analysing 6 8

B: Organizing 5 8

C: Producing text 5 8

D: Using language 6 8

Totals: 22 32

Final Grade Collaboration Skills Organization Skills Affective Skills

5 Dem Dem Dem

Comments
Y ujiro is a strong reader, writer and thinker. He provides leadership within our class, for he offers insightful
comments during class discussion and is always willing to challenge himself. As the year continues, and the
complexity of the assignments increases, Y ujiro will develop his writing and analytical skills even further. It is a
pleasure to teach such a willing and capable learner. He is a charming young man. Speech Day is not far away; I am
looking forward to Y ujiro's selection.

Grade 1 2 3 4 5 6 7

Boundaries 0–5 6–9 10 – 14 15 – 18 19 – 23 24 – 27 28 – 32

Y ujiro
Strathcona-Tweedsmuir School — Mid-Year Report Card
Page 4 of 13
RR 2, Okotoks, AB, Canada, T1S 1A2— Tel.: 403-938-4431
Language acquisition: Spanish 7 Phase 1 J ulia
MYP Assessment Criteria Achievement Level Maximum

A: Comprehending spoken and visual text 7 8

B: Comprehending written and visual text 7 8

C: Communicating in response to spoken, written and visual text 6 8

D: Using language in spoken and written form 6 8

Totals: 26 32

Final Grade Collaboration Skills Organization Skills Affective Skills

6 Dem Dem Dem

Comments
Y ujiro has demonstrated a solid understanding of the topics explored thus far in Spanish 7 and is a pleasure to have
in class. He is enthusiastic and inquisitive toward learning a second language and he is able to consistently
communicate the basic phrases we have studied in the Krst term. Y ujiro’s comprehension of spoken and written
texts is also strong, as he is able to identify the main ideas and supporting details, as well as, make connections
between information. I look forward to his continued success in Term II.

Grade 1 2 3 4 5 6 7

Boundaries 0–5 6–9 10 – 14 15 – 18 19 – 23 24 – 27 28 – 32

Y ujiro
Strathcona-Tweedsmuir School — Mid-Year Report Card
Page 5 of 13
RR 2, Okotoks, AB, Canada, T1S 1A2— Tel.: 403-938-4431
Individuals and societies: Social Studies 7 Antonie
MYP Assessment Criteria Achievement Level Maximum

A: Knowing and understanding 6 8

B: Investigating 5 8

C: Communicating 6 8

D: Thinking critically 6 8

Totals: 23 32

Final Grade Collaboration Skills Organization Skills Affective Skills

5 Dem Dem Dem

Comments
Y ujiro has continued to have a good year in social studies. He has proven that he can be successful at conducting
effective research. For each project that he has completed, he has often been able to collect and record information
consistent with the research question or topic. He can identify connections within various styles of information in order
to make a fairly well-supported opinion. Y ujiro’s writing is fair; however, I think he could add some expression to his
descriptions and make sure that he fully explains his examples. I wish Y ujiro all the best for the remainder of the
year.

Grade 1 2 3 4 5 6 7

Boundaries 0–5 6–9 10 – 14 15 – 18 19 – 23 24 – 27 28 – 32

Y ujiro
Strathcona-Tweedsmuir School — Mid-Year Report Card
Page 6 of 13
RR 2, Okotoks, AB, Canada, T1S 1A2— Tel.: 403-938-4431
Sciences: Science 7 C harles
MYP Assessment Criteria Achievement Level Maximum

A: Knowing and understanding 8 8

B: Inquiring and designing 6 8

C: Processing and evaluating 7 8

D: ReLecting on the impacts of science 6 8

Totals: 27 32

Final Grade Collaboration Skills Organization Skills Affective Skills

6 Dem Dev Dem

Comments
Y ujiro is a strong science student. His quiet and polite disposition makes him a joy to teach. He is a mature and
responsible student with a strong work ethic and advanced approaches to learning skills. Y ujiro performs
consistently well on quizzes that assess his knowledge in familiar and unfamiliar situations. When investigating and
presenting on an issue, Y ujiro would beneKt from making cue cards to help him speak more conKdently on the
topic. I wish him much success in the second part of the year.

Grade 1 2 3 4 5 6 7

Boundaries 0–5 6–9 10 – 14 15 – 18 19 – 23 24 – 27 28 – 32

Y ujiro
Strathcona-Tweedsmuir School — Mid-Year Report Card
Page 7 of 13
RR 2, Okotoks, AB, Canada, T1S 1A2— Tel.: 403-938-4431
Mathematics: math 7 Andrew
MYP Assessment Criteria Achievement Level Maximum

A: Knowing and understanding 7 8

B: Investigating patterns 6 8

C: Communicating 7 8

D: Applying mathematics in real-life contexts 6 8

Totals: 26 32

Final Grade Collaboration Skills Organization Skills Affective Skills

6 Dem Dem Dem

Comments
Y ujiro is a keen mathematics student that always strives to master the concepts being covered. He enjoys a
challenge and has improved his ability to investigate and prove patterns. Along with performing well on unit tests,
Y ujiro has shown a great ability to communicate his thought process in a clear and concise way. He is developing
the skills needed to reLect on his mathematical Kndings and critique the accuracy of his solutions to real life situations.
I am impressed with Y ujiro’s positivity and look forward to witnessing his continued growth in Math 7 in the second
half of the year.

Grade 1 2 3 4 5 6 7

Boundaries 0–5 6–9 10 – 14 15 – 18 19 – 23 24 – 27 28 – 32

Y ujiro
Strathcona-Tweedsmuir School — Mid-Year Report Card
Page 8 of 13
RR 2, Okotoks, AB, Canada, T1S 1A2— Tel.: 403-938-4431
Arts: Visual Art 7 Ava
MYP Assessment Criteria Achievement Level Maximum

A: Knowing and understanding 7 8

B: Developing skills 5 8

C: Thinking creatively 6 8

D: Responding 6 8

Totals: 24 32

Final Grade Collaboration Skills Organization Skills Affective Skills

6 N/A N/A N/A

Comments
Art 7 is taught as a combined course with Design 7. As our Krst two units of study focused on design, the assessment
data provided here is based largely on formative work. Please see Design 7 for a full description of Y ujiro's progress
in this course, including feedback on the learning skills rubric.

Grade 1 2 3 4 5 6 7

Boundaries 0–5 6–9 10 – 14 15 – 18 19 – 23 24 – 27 28 – 32

Arts: Instrumental Music 7 R aquel

MYP Assessment Criteria Achievement Level Maximum

A: Knowing and understanding 8 8

B: Developing skills 8 8

C: Thinking creatively 8 8

D: Responding 8 8

Totals: 32 32

Final Grade Collaboration Skills Organization Skills Affective Skills

7 Dem Dem Dem

Comments
Y ujiro is an exceptional musician and an active participant in class. His knowledge of musical rhythms and pitches
is outstanding and he demonstrates a high level of skill development on the bassoon. Y ujiro’s passion for music is
evident and I look forward to his continued growth in band.

Grade 1 2 3 4 5 6 7

Boundaries 0–5 6–9 10 – 14 15 – 18 19 – 23 24 – 27 28 – 32

Y ujiro
Strathcona-Tweedsmuir School — Mid-Year Report Card
Page 9 of 13
RR 2, Okotoks, AB, Canada, T1S 1A2— Tel.: 403-938-4431
Physical and health education: PE 7 & Health Noemi
MYP Assessment Criteria Achievement Level Maximum

A: Knowing and understanding 6 8

B: Planning for performance 6 8

C: Applying and performing 6 8

D: ReLecting and improving performance 6 8

Totals: 24 32

Final Grade Collaboration Skills Organization Skills Affective Skills

6 Dem Dem Dev

Comments
I have appreciated Y ujiro’s enthusiasm for being physically active with his peers. In our activity units, Y ujiro is
able to demonstrate the required skills effectively but does not always do so consistently. Focusing on applying the
speciKc coaching points will help him improve in this area. However, his experience in basketball enabled him to help
others while still work on reKning his skills. In his written work, Y ujiro often has good ideas. Providing more
supporting detail and examples will enable him to achieve the highest level. I look forward to Y ujiro's continued
growth in my class.

Grade 1 2 3 4 5 6 7

Boundaries 0–5 6–9 10 – 14 15 – 18 19 – 23 24 – 27 28 – 32

Y ujiro
Strathcona-Tweedsmuir School — Mid-Year Report Card
Page 10 of 13
RR 2, Okotoks, AB, Canada, T1S 1A2— Tel.: 403-938-4431
Design: Design 7 Ava
MYP Assessment Criteria Achievement Level Maximum

A: Inquiring and analysing 6 8

B: Developing ideas 7 8

C: Creating the solution 6 8

D: Evaluating 6 8

Totals: 25 32

Final Grade Collaboration Skills Organization Skills Affective Skills

6 Dem Dem Dem

Comments
Y ujiro had a good start to the year in Art and Design 7, showing great interest in the subject area. This semester, the
majority of Y ujiro's work has been focused in the design discipline, where he is currently working on a long term
project to design a 21st century school for a community in Canada's north. With a keen interest in architecture and a
strong work ethic, he has established himself as a leader during this project, and he is often sought after by his peers
for assistance and feedback.Y ujiro’s meticulous approach to each stage of the design process has led to an
outstanding product so far. I notice that Y ujiro's work often scores right below the highest achievement band. As
such, it would be helpful for him to review the rubrics for his assignments before submitting them. This gives him a
chance to reKne his work such that it meets the criteria for Level 7-8. It is a pleasure to teach Y ujiro and I know that
he will continue to develop his abilities as an artist and a designer in Semester II.

Grade 1 2 3 4 5 6 7

Boundaries 0–5 6–9 10 – 14 15 – 18 19 – 23 24 – 27 28 – 32

Y ujiro
Strathcona-Tweedsmuir School — Mid-Year Report Card
Page 11 of 13
RR 2, Okotoks, AB, Canada, T1S 1A2— Tel.: 403-938-4431
Assessment Explanation
HOW THE STUDENT AND THE WORK ARE ASSESSED IN THE MYP
The IB has developed assessment criteria against which student’s work has been assessed.
Students should not be judged against the work of other students, but rather against assessment criteria which the
teacher shows and explains to students. As work is assessed, both parents and students can track achievement
against the criteria on Managebac. An explanation of how report card grades are calculated is below:
How a grade is calculated using the MYP grading system
1. There are a set of objectives for each subject to match the assessment criteria.
2. Every subject has different numbers of criteria, i.e. Language A has three, Science has six, and Physical
Education has four.
3. Subjects may have different numerical bands for the criteria, i.e. 1-8, or 1-10. Even within one subject the
criteria may have different numerical bands, i.e. criterion A 1-8, criterion B 1-4.
4. Grading is based on the level of achievement for each criterion.
5. The Knal achievement level for all the different criteria is based on a student's recent and consistent
performance
6. After having worked out the achievement levels for the different criteria for each subject, the achievement
levels are added up. The teacher then applies the grade boundaries to determine the Knal grade for each
speciKc subject and this becomes a mark out of 7 for each subject. Please see below for a description of the
1-7 Grades.
Should you have any questions regarding the processes involved in MYP assessment practices, please contact the
school's MYP Coordinator, Mrs. Alanna Wellwood, at wellwoa@sts.ab.ca or 403-995-5464.

Grade Descriptors
Final Grade Descriptor

Consistent and thorough understanding of the required knowledge and skills, and the ability to apply them almost
7 faultlessly in a wide variety of situations. The student consistently demonstrates analytical thinking, insight and
problem solving skills. The student produces work of high quality. Corresponding % range = 95-100%

Consistent and thorough understanding of the required knowledge and skills, and the ability to apply them in a wide
6 variety of situations. The student consistently demonstrates analytical thinking, insight, and problem solving skills. The
student produces work of high quality. Corresponding % range = 88-94%

Thorough understanding of the required knowledge and skills, and the ability to apply them in a variety of situations.
5 The student occasionally demonstrates analytical thinking, insight, and problem solving skills. Corresponding % range
= 78-87%

General understanding of the required knowledge and skills, and the ability to apply them effectively in normal
4
situations. There is occasional evidence of analytical thinking. Corresponding % range = 65-77%

Limited achievement against most of the objectives, or clear difKculties in some areas. The student demonstrates a
3 limited understanding of the required knowledge and skills and is only able to apply them fully to normal situations with
support. Corresponding % range = 56-64%

Very limited achievement in terms of the objectives. The student has difKculty in understanding the required knowledge
2
and skills and is unable to apply them fully to normal situations, even with support. Corresponding % range = 41-55%

1 Minimal achievement in terms of the objectives. Corresponding % range = 0-40%

N/A Not Yet Assessed.

Y ujiro
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RR 2, Okotoks, AB, Canada, T1S 1A2— Tel.: 403-938-4431
Collaboration Skills
Grade Descriptor

Beginning: The student is becoming familiar with collaborative skills, strategies, and techniques by observing his or her
Beg teacher and peers in order to learn how to successfully work with others. He or she uses the skills in a limited amount of
situations and/or requires guidance.

Developing: The student is developing collaborative skills, strategies and techniques in order to work successfully with
Dev
others more frequently and with less guidance.

Demonstrating: The student employs collaborative skills, strategies and techniques to work successfully with others without
Dem
prompting or guidance from the teacher in a variety of circumstances.

Organization Skills
Grade Descriptor

Beginning: The student is becoming familiar with organization skills, strategies, and techniques by observing his or her
Beg teacher and peers in order to learn how to effectively manage time, resources and information. A lack of organizational skills
is currently impacting learning.

Developing: The student is developing organization skills, strategies, and techniques in order to effectively manage time,
Dev
resources and information. The reKnement of these skills is currently having some, though infrequent, impacts on learning.

Demonstrating: The student employs organizational skills, strategies, and techniques without guidance or prompting from
Dem
the teacher in order to effectively manage time, resources and information.

Affective Skills
Grade Descriptor

Beginning: The student is becoming familiar with affective skills, strategies, and techniques by observing his or her teacher
Beg
and peers in order to learn how to manage oneself. A lack of maturation of these skills is currently impacting learning.

Developing: The student is developing affective skills, strategies and techniques in order manage oneself in. The student
Dev
needs frequent prompting from the teacher in order to remain focused on learning.

Demonstrating: The student employs affective skills, strategies and techniques without guidance or prompting from the
Dem
teacher in order to manage himself or herself.

Y ujiro
Strathcona-Tweedsmuir School — Mid-Year Report Card
Page 13 of 13
RR 2, Okotoks, AB, Canada, T1S 1A2— Tel.: 403-938-4431