Faria International School

Term One Report

Prepared: April 6, 2012

Student Name: Rachel Epelbaum Class: Tutor: Grade 10 Richard Chandler

Dear Parents, An education at Faria International School is about actively combining challenging and enriching experiences with academic rigour 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 field 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 first report card of this academic year. Lets work together to create an environment for true development. Kind regards, John Walden Principal

IB Learner Profile

Inquirer: Thinker:

Natural curiosity is being nurtured. The skills necessary to conduct purposeful, constructive research are being acquired. Learning is actively enjoyed and this love of learning will be sustained throughout life. Displays initiative in applying thinking skills critically and creatively to make sound decisions and to solve complex problems.

Communicator: Receives and expresses ideas and information confidently in more than one language, including the language of mathematical symbols. Risk-taker: Knowledge Seeker: Principled: Caring: Approaches unfamiliar situations without anxiety and has the confidence and independence of spirit to explore new roles, ideas and strategies. Courageous and articulate in defending beliefs. Has spent time exploring themes which have global relevance and importance. In so doing, has acquired a critical mass of significant knowledge. Has a sound grasp of the principles of moral reasoning; integrity, honesty and a sense of fairness and justice. Shows sensitivity towards the needs and feelings of others. Has a sense of personal commitment to action and service.

Open-Minded: Respects the views, values and traditions of other individuals and cultures and is accustomed to seeking and considering of a range of points of view. Balanced: Reflective: Understands the importance of physical and mental balance and personal well-being. Gives thoughtful consideration to learning and analyses personal strengths and weaknesses in a constructive manner.

Rachel Epelbaum Faria International School Sample Report

Page 2 of 14

Summary of Achievement
Achievement Levels Final Grade 6

Language A: English
Rebecca Arps

A 8

B 8

C 9

Rachel has been focused on her work over the past year. She participates actively in class discussions communicating her thoughts and ideas clearly and with conviction. Well done!

Language B: Chinese
Adrienne Pei

A 6

B 7

C 4

D 5

E 10

Rachel has done a good job developing her writing skills and reading proficiency. Her pronunciation has also improved.

Humanities: History
Jacob Paulson Good analysis. Participates actively in class discussions.

A 8

B 8

C 8

D 6

Sciences: Sciences
Michael Bauer Well done with the labwork! Careful and methodical.

A 5

B 5

C 5

D 5

E 5

F 6

Mathematics: Standard mathematics

Richard Chandler Excellent grasp of mathematics.

A 8

B 8

C 5

D 5

Arts: Visual arts

Bass Levin

A 8

B 8

C 7

D 6

Well done! Excellent use of lighting in your short film. Looking forward to seeing your full portfolio.

Technology: Technology
Richard Chandler Rachel has intuitive design sense. Her product serves a real need.

A 4

B 5

C 5

D 5

E 5

F 5

Physical Education: Physical Education

Louis Adams A team player!

A 6

B 5

C 8

D 6

Attendance
Absent Late Health Fieldtrip 6 7 4 2

Richard Chandler

Tutor

Rachel Epelbaum Faria International School Sample Report

Page 3 of 14

Community & Service

Key Activities: Completed 26 hours. Gulf of Mexico Cleanup, Science class at Faria Community Center, Youth Olympic Games, Alauddin Orphanage, Kabul Support Program, Model UN, Solar-Powered LED Lamp Project, Mt. Elizabeth Hospital Childrens Playroom

Personal Project
Topic: Inquiry Question: Goal: Area of Interaction: Design and Technology What can replace kerosene lamps in developing nations? Creating a solar-powered LED reading lamp Human Ingenuity

Personal Project Assessment

Criteria Achievement Level Maximum 3 4

A: Use of Process Journal

Rachel demonstrates satisfactory: - organisational skills through time and self- management. - communication and collaboration with the supervisor. - information literacy, thinking and reflection.

B: Define the goal

Rachel: - describes clearly the topic of interest, the focus area of interaction and an achievable and appropriately challenging goal. - creates satisfactory specifications for evaluating the projects outcome/product.

C: Select sources D: Apply information

Rachel: - selects a satisfactory variety of relevant sources to achieve the goal. - demonstrates satisfactory evaluation of sources. 4 4

Rachel demonstrates well-developed: - transfer and application of information to make decisions, create solutions and develop understandings in connection with the projects goal.

E: Achieve the goal

Rachel evaluates the quality of the product/outcome. The outcome/product is of satisfactory quality and meets many of the specifications.

F: Reflect on learning

Rachel demonstrates well-developed: - reflection on how completing the project has extended your knowledge and understanding of the topic and focus area of interaction. - reflection on how you have developed as a learner by completing the project.

G: Report the project

Rachel demonstrates: - consistent organisation of the project report according to the required structure. - communication, which is clear, coherent and concise and is within the required limits. - accurate use of recognized convention to acknowledge sources. Totals: Grade 6 Grade Boundaries 1 04 2 58 3 9 12 4 13 16 5 17 20 6 21 24 7 25 28 24 28

Rachel Epelbaum Faria International School Sample Report

Page 4 of 14

Class Reports
Language A: English
Units Covered
Metals and materials hamlet My unit Math Unit Spanish unit Reading Journal test
Achievement Level Maximum

Grade 10 Rebecca Arps

MYP Assessment Criteria

A: Content (receptive and productive)

Rachel demonstrates a good understanding of the text, topic and the authors choices, using substantial detail, development and support. In creative work, pieces reflect imagination and sensitivity; Rachel employs literary and/or non-literary features that serve the context and intention. Relevant terminology is used accurately and appropriately. 8 10

B: Organization
Rachel consistently employs sophisticated organizational structures and language-specific conventions that serve the context and intention. The work is consistently well-organized, clear and coherent and the ideas being expressed build on each other in a sophisticated manner. Rachel integrates critical apparatus correctly and effectively. 10 10

C: Style and language

Rachel employs a wide and effective range of appropriate vocabulary, idiom and sentence structure. Grammar and syntax are accurate; very infrequent errors do not hinder communication. Rachel demonstrates mastery of a register and style that serve the context and intention. Punctuation and spelling/writing are accurate; very infrequent errors do not hinder communication. In oral/ presentation work there is a high level of competence in oratory technique. Totals: Final Grade Local Grade Transfer 7 95% 4 10 10

28

30

Comments
Rachel has been focused on her work over the past year. She participates actively in class discussions communicating her thoughts and ideas clearly and with conviction. Well done!
Grade Boundaries 1 04 2 59 3 10 14 4 15 19 5 20 23 6 24 27 7 28 30

Rachel Epelbaum Faria International School Sample Report

Page 5 of 14

Language B: Chinese
MYP Assessment Criteria

Grade 10 Adrienne Pei

Achievement Level Maximum

A: Oral communicationmessage and interaction

Rachel communicates information clearly, though there is some difficulty with more-complex ideas. Rachels ideas are relevant but not always developed; opinions are usually justified. Rachel shows understanding through responding correctly in familiar and some spontaneous situations. Rachel can maintain the flow of conversation, and may show some active and/or spontaneous engagement. Rachel needs occasional prompting but this does not disturb the flow of conversation. 6 8

B: Oral communicationlanguage
Rachels pronunciation and/or intonation have occasional mistakes, but these do not interfere with comprehensibility. Rachel uses a wide range of vocabulary and varied structures appropriately, including idiom and register appropriate to context. Errors do not interfere. 7 8

C: Writingmessage and organization

Rachel communicates information clearly and effectively; both simple and complex ideas are relevant and supported; opinions are justified. Rachel structures the work clearly and effectively, which adds to the clarity and coherence of the message; there is effective use of cohesive devices. 7 8

D: Writinglanguage
Rachel uses a wide range of vocabulary and varied structures appropriately and uses idiom appropriate to the context. Errors do not interfere. Rachel shows a good command of spelling/ writing. Rachel shows a clear sense of audience by consistently using an appropriate register. 7 8

E: Reading comprehension
Rachel identifies stated and implied information, main ideas and supporting details in texts with familiar and unfamiliar language and/or complex ideas. Rachel draws conclusions and recognizes opinions and attitudes implied within the text. Rachel identifies some aspects of format and style where appropriate. Rachel shows a good understanding of the text(s) overall. Totals: Final Grade Local Grade Transfer 6 90% 4 14 16

41

48

Comments
Rachel has done a good job developing her writing skills and reading proficiency. Her pronunciation has also improved.
Grade Boundaries 1 08 2 9 16 3 17 23 4 24 30 5 31 36 6 37 42 7 43 48

Rachel Epelbaum Faria International School Sample Report

Page 6 of 14

Humanities: History
Units Covered
World Cup Investigation Reading Journal
MYP Assessment Criteria

Grade 10 Jacob Paulson

Achievement Level Maximum

A: Knowledge
Rachel shows an excellent command of a wide range of terminology, and uses it appropriately. An extensive range of relevant facts and examples are used to show understanding. Descriptions are accurate and detailed and explanations are fully developed. 9 10

B: Concepts
Application of concepts is appropriate and sophisticated. Rachel demonstrates conceptual awareness and understanding by explaining in detail connections to the subject matter. Rachel applies concepts effectively to other situations. 10 10

C: Skills
Rachel selects and uses a wide range of relevant information. Work shows a high level of critical analysis. Arguments, decisions and judgments are fully supported and well balanced. Rachel demonstrates sophisticated investigative skills. 10 10

D: Organization and presentation

Rachel communicates information that is always relevant. Rachel organizes information into a welldeveloped and logical sequence, appropriate to the format required. Presentation and expression are clear, concise and effective, and the language, style and visual representation used are always appropriate to the audience and purpose. All sources of information are documented according to a recognized convention. Totals: Final Grade Local Grade Transfer 7 95% 4 8 8

37

38

Comments
Good analysis. Participates actively in class discussions.
Grade Boundaries 1 07 2 8 12 3 13 18 4 19 23 5 24 28 6 29 33 7 34 38

Rachel Epelbaum Faria International School Sample Report

Page 7 of 14

Sciences: Sciences
Units Covered
Climate Change
MYP Assessment Criteria

Grade 10 Michael Bauer

Achievement Level Maximum

A: One world
Rachel describes how science is applied and how it may be used to address a specific problem or issue in a local or global context. Rachel describes the effectiveness of science and its application in solving the problem or issue. Rachel describes the implications of the use and application of science interacting with at least one of the following factors: moral, ethical, social, economic, political, cultural and environmental. 4 6

B: Communication in science
Rachel uses sufficient scientific language correctly. Rachel communicates scientific information effectively. When appropriate to the task, Rachel fully documents sources of information correctly. 6 6

C: Knowledge and understanding of science

Rachel uses scientific ideas, concepts and/or processes correctly to construct scientific explanations. Rachel applies scientific understanding to solve complex problems including those in unfamiliar situations. Rachel analyses and evaluates scientific information and makes judgments supported by scientific understanding. 5 6

D: Scientific inquiry
Rachel states a clear focused problem or research question, formulates a testable hypothesis and explains the hypothesis using scientific reasoning. Rachel selects appropriate materials and equipment and writes a clear, logical method, mentioning all of the relevant variables involved and how to control and manipulate them, and describing how the data will be collected and processed. Rachel evaluates the method, commenting on its reliability and validity. Rachel comments on the validity of the hypothesis based on the outcome of the investigation. Rachel suggests realistic improvements to the method and makes suggestions for further inquiry when relevant. 6 6

E: Processing data
Rachel collects sufficient relevant data and records it in a suitable format. Rachel organizes, transforms and presents data in numerical and/or visual forms, with a few errors or omissions. Rachel states a trend, pattern or relationship shown in the data. Rachel draws a conclusion consistent with the interpretation of the data. 4 6

F: Attitudes in science
Rachel requires no guidance to work safely and uses material and equipment competently. Rachel works responsibly with regards to the living and non-living environment. When working as part of a group, Rachel cooperates with others. Totals: Final Grade Local Grade Transfer 6 90% 5 5 6

30

36

Comments
Well done with the labwork! Careful and methodical.
Grade Boundaries 1 05 2 6 11 3 12 18 4 19 24 5 25 28 6 29 32 7 33 36

Rachel Epelbaum Faria International School Sample Report

Page 8 of 14

Mathematics: Standard mathematics

Units Covered
Math Unit trest
MYP Assessment Criteria

Grade 10 Richard Chandler

Achievement Level Maximum 7 8

A: Knowledge and understanding

Rachel consistently makes appropriate deductions when solving challenging problems in a variety of contexts including unfamiliar situations.

B: Investigating patterns
Rachel selects and applies mathematical problem-solving techniques to recognize patterns, describes them as relationships or general rules, draws the correct conclusions consistent with the correct findings, and provides justifications or a proof. 8 8

C: Communication in mathematics
Rachel shows good use of mathematical language and forms of mathematical representation. The lines of reasoning are concise, logical and complete. Rachel moves effectively between different forms of representation. 5 6

D: Reflection in mathematics
Rachel critically explains whether his or her results make sense in the context of the problem. Rachel provides a detailed explanation of the importance of his or her findings in connection to real life where appropriate. Rachel justifies the degree of accuracy of his or her results where appropriate. Rachel suggests improvements to the method where appropriate Totals: Final Grade Local Grade Transfer 6 90% 5 5 6

25

28

Comments
Excellent grasp of mathematics.
Grade Boundaries 1 04 2 58 3 9 12 4 13 17 5 18 21 6 22 25 7 26 28

Rachel Epelbaum Faria International School Sample Report

Page 9 of 14

Arts: Visual arts

Units Covered
Movie Poster Modern Art Art and Emotions
MYP Assessment Criteria

Grade 10 Bass Levin

Achievement Level Maximum

A: Knowledge and understanding

Rachel is able to demonstrate excellent knowledge and understanding of the art form studied in relation to societal or cultural or historical or personal contexts. Rachel is able to demonstrate excellent knowledge and understanding of the elements of the art form studied. Rachel is able to communicate a well-developed critical understanding of the art form studied, in the context of his or her own work. 7 8

B: Application
Rachel is able to elaborate an idea, a theme or a personal interpretation to a point of realization. There is evidence of purposeful expression and effective communication of artistic intentions. Skills and techniques are applied at a high level of proficiency. Rachel shows an excellent ability to apply the artistic processes involved in creating art. 9 10

C: Reflection and evaluation

Rachel reflects critically and in depth on his or her artistic development and processes at different stages of his or her work. Rachel carries out an excellent evaluation of his or her work. This shows a considered appraisal of the quality of work produced and details of improvements that could be made. Rachel intentionally uses feedback in his or her artistic development, which shows an appropriate consideration of his or her artistic processes. 7 8

D: Personal engagement
Rachel shows excellent commitment in using his or her own artistic processes. Rachel actively demonstrates curiosity, self-motivation, initiative and a willingness to take informed risks. Rachel actively supports, encourages and works with his or her peers in a positive way. Rachel is actively receptive to art practices and artworks from various cultures, including his or her own. Totals: Final Grade Local Grade Transfer 7 95% 4 8 8

31

34

Comments
Well done! Excellent use of lighting in your short film. Looking forward to seeing your full portfolio.
Grade Boundaries 1 03 2 48 3 9 13 4 14 20 5 21 25 6 26 30 7 31 34

Rachel Epelbaum Faria International School Sample Report

Page 10 of 14

Technology: Technology
Units Covered
Steve Jobs 2.0 Climbing Facebook or Twitter? Sci-Fi Science

Grade 10 Richard Chandler

MYP Assessment Criteria

Achievement Level Maximum

A: Investigate
Rachel explains the problem, discussing its relevance. Rachel critically investigates the problem, evaluating information from a broad range of appropriate, acknowledged sources. Rachel describes detailed methods for appropriate testing to evaluate the product/solution against the design specification. 6 6

B: Design
Rachel generates a few designs, justifying the choice of one design and fully evaluating this against the design specification. 4 6

C: Plan
Rachel produces a plan that contains a number of detailed, logical steps that describe the use of resources and time. Rachel critically evaluates the plan and justifies any modifications to the design. 6 6

D: Create
Rachel uses appropriate techniques and equipment. Rachel follows the plan and mentions any modifications made, resulting in a product/solution of good quality. 4 6

E: Evaluate
Rachel evaluates the product/solution and his or her own performance and suggests ways in which these could be improved. Rachel tests the product/solution to evaluate it against the design specification. 4 6

F: Attitudes in technology
Rachel consistently displays a satisfactory standard in both of the aspects listed above. Totals: Final Grade Local Grade Transfer 6 90% 4

6 30

6 36

Comments
Rachel has intuitive design sense. Her product serves a real need.
Grade Boundaries 1 05 2 69 3 10 15 4 16 21 5 22 26 6 27 31 7 32 36

Rachel Epelbaum Faria International School Sample Report

Page 11 of 14

Physical Education: Physical Education

Units Covered
World Cup Investigation Climbing Gymnastics Volleyball

Grade 10 Louis Adams

MYP Assessment Criteria

Achievement Level Maximum

A: Use of knowledge
Uses a wide range of physical education terminology accurately and appropriately in most situations. Demonstrates a thorough knowledge of principles, concepts, strategies, techniques and rules related to the physical education topic or activity. Uses this knowledge wisely and effectively to analyse and solve problems in familiar and unfamiliar situations. Well done. 7 8

B: Movement composition
Rachel selects, adapts and creates aesthetic moves that are appropriate to the requirements of the task. The sequence shows a competent use of space, time, level, force and flow. The composition is mostly coherent, and shows some aspects of imagination and creativity. 4 6

C: Performance
Rachel shows a high level of competence in both basic and complex moves, skills and techniques in the performance or playing situation. Rachel applies movement concepts, tactics, strategies and rules in a critical and effective manner. Rachel performs with a high degree of precision, synchronization, energy, style and flair. 9 10

D: Social skills and personal engagement

Rachel demonstrates attitudes and strategies that improve their communication and relationships with others. Rachel consistently shows respect and sensitivity to themselves, others and the physical environment. Rachel takes responsibility for their own learning and usually shows enthusiasm and commitment to physical education. Rachel reflects critically on their own achievements, sets appropriate goals and takes some action towards achieving them. Totals: Final Grade Local Grade Transfer 6 90% 5 6 8

26

32

Comments
A team player!
Grade Boundaries 1 05 2 6 10 3 11 15 4 16 20 5 21 24 6 25 28 7 29 32

Rachel Epelbaum Faria International School Sample Report

Page 12 of 14

MYP Assessment Explanation

HOW THE STUDENT AND THE WORK ARE ASSESSED The IBO has developed assessment criteria against which the students 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 modified to suit the work the student is working with. However, for the final 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 find the students 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 predefined grade boundaries based on the levels students have achieved. How the final 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 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 achievements for each criterion. 5. The final achievement level for all the different criteria is based on the years assessed formative and summative work and the teachers professional judgment. The so called "best-fit approach"? allows the teacher to select the achievement level that best describes the students work in all. 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 final grade for each specific subject.

Rachel Epelbaum Faria International School Sample Report

Page 13 of 14

General Grade Descriptors

Final Grade Descriptor 7 Consistent and thorough understanding of the required knowledge and skills, and the ability to apply 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 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 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 normal situations. There is occasional evidence of analytical thinking. Limited achievement against most of the objectives, or clear difculties in some areas. The student 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 difculty in understanding the required knowledge and skills and is unable to apply them fully to normal situations, even with support. Minimal achievement in terms of the objectives. Not Yet Assessed.

6 5 4

2 1 N/A

Organization Skills
Grade Descriptor 1 2 3

Rachel Epelbaum Faria International School Sample Report

Page 14 of 14