Faria International School

Term One Report

Prepared: April 6, 2012

Student Name: Chloe Epelbaum Class: Tutor: Grade 12 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.

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Summary of Achievement
First Academic Term
Subject Final Grade 6 Effort Grade 4

English A1 HL (Grade 12)

Rebecca Arps

Chloe 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!

Chinese HL A2 (Grade 12)

Adrienne Pei

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

History HL (Grade 12)

Jacob Paulson Good analysis. Participates actively in class discussions.

Biology HL (Grade 12)

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

Mathematics SL (Grade 12)

Richard Chandler Excellent grasp of mathematics.

Film SL (Grade 12)

Bass Levin

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

Theory of Knowledge (Grade 12)

Richard Chandler A contrarian thinker with novel contributions to our class discussions.

Attendance
Absent Late Health Fieldtrip 7 1 1 9

Richard Chandler

Tutor

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IB Diploma Core
CAS: Key Activities: Extended Essay Supervisor: Richard Chandler ToK Paper Teacher: Richard Chandler 8 of 8 learning outcomes met. Completed 20 Creativity, 15 Action and 18 Service hours. Cross Country Team, MacBeth, Alauddin Orphanage, Kabul Support Program, Cooking Club, Basketball Team, Gulf of Mexico Clean Up History: The Russian Revolution and Stalin's Rise to Power

To what extent are the various areas of knowledge defined by their methodologies rather than their content?

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.

Grade Descriptors
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.

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Grade Descriptor 5 4 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.

2 1

N/A Not Yet Assessed.

Effort Grade
Grade Descriptor A* 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 consistently demonstrates 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.

A B C

E F

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