International School of Phnom Penh

Secondary Campus
Hun Neang Boulevard, Phnom Penh, Cambodia, P.O. Box 138
Tel: +(855) 023 425 087
secondary@ispp.edu.kh
www.ispp.edu.kh
School Director: Mr. Gareth Jones
Secondary Principal: Mr. Murray Polglase

The International School of Phnom Penh is an International Baccalaureate World School authorized to offer the Primary Years, Middle Years and
Diploma programmes, and is fully accredited by the Western Association of Schools and Colleges, and the Council of International Schools.

OFFICIAL HIGH SCHOOL TRANSCRIPT

NAME: Huy Chhairatanak N/A SIGNIFICANT DATES
(Last) (First) (Middle)
ENTRY: 4-Aug-2016 WITHDRAWAL: N/A
SEX: M BIRTHDATE: 16-Jul-2002
RE-ENTRY: N/A GRADUATION: 29-May-2021
NATIONALITY: Cambodia STUDENT ID: 117357
ASSESSMENT
PARENT/GUARDIAN: Mr.Song Khim Huy All assessment at ISPP is criterion based and follows the
Mrs.Sok Nang Meng guidelines set down by the International Baccalaureate
Middle Years and Diploma Programmes.
ADDRESS: No.89 CD , Street. 454 , Sangkat Toul Tom Poung II, Phnom
Penh See reverse for general IB grade descriptors

GRADE CLA.ID COURSES TAKEN SEM 1 SEM 2 CREDIT GRADE CLA.ID COURSES TAKEN LEV SEM 1 SEM 2 CREDIT
9 International Baccalaureate Middle Years Programme 11 International Baccalaureate Diploma Programme
4606 Language and Literature English 4 4 1.0 5939 Language and Literature - English SL 4 4 1.0
4569 Language Acquisition Mandarin 4 5 1.0 5962 Literature Khmer HL 4 4 1.0
4600 Individuals and Societies 3 3 1.0 5922 Business Management HL 5 4 1.0
4612 Sciences 3 4 1.0 5986 Sports, exercise and health science HL 4 4 1.0
4603 Standard Mathematics 3 4 1.0 5971 Mathematical Application SL 2 2 -
2017 - 4593 Music - 6 0.5 2019 - 5977 Music SL 4 4 1.0
2018 4588 Visual arts 4 - 0.5 2020 5990 Theory of Knowledge - C C 0.5
4609 Physical and Health Education 5 4 1.0 CA20 Creativity, Action, Service - COMPL COMPL 0.5
4799 Design 3 4 1.0 - - - - - -
- - - - - - - - - - -
- - - - - - - - - - -
- - - - - - HL - Higher Level - - - -
- - - - - - SL- Standard Level - - - -
- - - - - - COMPL - Completed - - - -
10 International Baccalaureate Middle Years Programme 12 International Baccalaureate Diploma Programme
5278 Language and Literature - English 4 3 1.0 6660 Language and Literature - English SL - - -
5639 Language Acquisition - Mandarin 6 5 1.0 6668 Language and Literature - Khmer HL - - -
5260 Individuals and Societies 4 3 1.0 6652 Business Management HL - - -
2018 - 5291 Science 3 5 1.0 2020 - 6677 Sports, exercise and health science HL - - -
2019 5276 Mathematics Standard 4 4 1.0 2021 6673 Mathematical Application SL - - -
5284 Music 5 6 1.0 6674 Music SL - - -
5285 Physical Education 5 4 1.0 6679 Theory of Knowledge - - - -
PP21 Personal Project - 4 0.5 CA21 Creativity, Action, Service - - - -
- - - - - - - - - - -
- - - - - - - - - - -
- - - - - - - - - - -
- - - - - - HL - Higher Level - - - -
- - - - - - SL- Standard Level - - - -
- - - - - - COMPL - Completed - - - -
P - Pass
SIGNATURE OF OFFICIAL CERTIFYING TRANSCRIPT TOTAL NUMBER OF CREDITS: 21.50

NAME: Mr. Murray Polglase MINIMUM GRADUATION REQUIREMENTS FOR ISPP

Credits Credits
3 English Language and Literature 3 Mathematics
SIGNATURE:
3 Language Acquisition 3 Science
1 Theory of Knowledge 3 Individuals and Societies
TITLE: Secondary Principal 1 Creativity, Action, Service 9 Electives
Completion of Extended Essay (for the IB Diploma) or Research Essay (for the ISPP Diploma)
DATE: 11-Aug-2020 Students are required to earn a minimum total of 26 credits

Vision Statement
Learning together, growing together, each making a difference.
Mission Statement
‘ISPP empowers students, in a caring international environment, to achieve their potential by pursuing personal and academic excellence and
to grow as responsible global citizens who celebrate diversity’

Admissions| (+855) (0)23 425 080 | admissions@ispp.edu.kh

Elementary | (+855) (0)23 425 089 | elementary@ispp.edu.kh
Central | (+855) (0)23 425 088 | ispp@ispp.edu.kh
Grade descriptors

7 The student demonstrates excellent content knowledge and understanding, conceptual and contextual awareness and critical,
reflective thinking. Highly effective research, investigation and technical skills are evident, as is the ability to analyse, evaluate and
synthesize qualitative and quantitative evidence, knowledge and concepts to reach valid conclusions or solve problems. In
collaborative exercises, the student works very well with others, ethically and responsibly, and with perseverance. Responses are
highly insightful, accurate, clear, concise, convincing, logically structured, with sufficient detail, precise use of appropriate terminology
and with appropriate attention to purpose and audience. Responses are creative, make very effective use of well-selected examples,
demonstrate awareness of alternative points of view and provide clear evidence of intercultural understanding.

6 The student demonstrates very good content knowledge and understanding, conceptual and contextual awareness and critical,
reflective thinking. Competent research, investigation and technical skills are evident, as is the ability to analyse, evaluate and
synthesize evidence, knowledge and concepts. In collaborative exercises, the student works well with others, ethically and responsibly,
and with perseverance. Responses are mainly accurate, clear, concise, convincing, logically structured, with sufficient detail, using
consistent terminology and with appropriate attention to purpose and audience. Responses show creativity, make effective use of
examples, demonstrate awareness of alternative points of view and provide evidence of intercultural understanding.

5 The student demonstrates sound content knowledge and understanding, good conceptual and contextual awareness and
evidence of critical, reflective thinking. Research, investigation and technical skills are evident and sometimes well developed.
Analytical ability is evident, although responses may at times be more descriptive than evaluative. In collaborative investigations, the
student generally works well with others, ethically and responsibly, and with perseverance. Responses are generally accurate, clear,
logically structured and coherent, with mainly relevant material, using suitable terminology, and are sometimes well developed.
Responses show reasonable creativity, use of examples, awareness of audience and evidence of intercultural understanding.

4 The student demonstrates, with some gaps, secure content knowledge and understanding, some conceptual and contextual
awareness and some evidence of critical thinking. Research, investigation and technical skills are evident, but not thoroughly
developed. Analysis is generally valid, but more descriptive than evaluative. The student solves basic or routine problems, but with
limited ability to deal with new or difficult situations. In collaborative exercises, the student works within a team and generally
approaches investigations ethically and responsibly, but requires supervision. Responses are mostly accurate and clear with little
irrelevant material. There is some ability to logically structure responses with adequate coherence and use of appropriate terminology.
Responses sometimes show creativity, and include some awareness of audience and evidence of intercultural understanding.

3 The student demonstrates basic knowledge and understanding of the content, with limited evidence of conceptual and contextual
awareness. Research and/ or investigation is evident, but remains undeveloped. There is some ability to comprehend and solve
problems. Collaborative investigations are approached ethically and responsibly, but require close supervision. Responses are only
sometimes valid and appropriately detailed. There is some expression of ideas and organization of work and basic use of appropriate
terminology, but arguments are rarely convincing. Responses lack clarity and some material is repeated or irrelevant. There is limited
creativity, awareness of context or audience and limited evidence of intercultural understanding.

2 The student demonstrates little knowledge or understanding of the content, with weak comprehension of concepts and context and
little evidence of application. Evidence of research and/or investigation is only superficial. There is little ability to comprehend and solve
problems. Responses are rarely accurate or valid. There is some attempt to express ideas, use terminology appropriate to the subject
and organize work, but the response is rarely convincing. There is very little creativity, awareness of context or audience and little
evidence of intercultural understanding.

1 The student demonstrates very rudimentary knowledge or understanding of the content, with very weak comprehension of concepts
and context. Ability to comprehend and solve problems or to express ideas is not evident. Responses are rarely accurate or valid.
Organization is lacking to the point that responses are confusing. Responses demonstrate very little to no appreciation of context or
audience, inappropriate or inadequate use of terminology, and little to no intercultural understanding.

M: The subject and course content have been modified to meet the individual educational needs of the student.

Grade 11 and 12 TOK and Extended Essay Descriptors

A Work of an excellent standard (30 – 36 points)

B Work of a good standard (25 – 29 points)

C Work of a satisfactory standard (17 – 24 points)

D Work of a mediocre standard (9 – 16 points)

E Work of an elementary standard (0 – 8 points)