MYP-2 End of The Year Report 2021-2022 Year 2 Sheoran Abeer

Genesis Global School
MYP-2 End of the Year

Report (2021-2022)
Prepared: May 24, 2022
Student Name: Abeer Sheoran
Grade: Year 2
Advisor: Shweta Gupta
VISION STATEMENT
Genesis Global School (GGS) aims to nurture resilient, holistic, empathetic & lifelong learners in a multi-cultural
environment, for a sustainable future.
MISSION STATEMENT
GGS graduates will be responsible global citizens empowered to contribute to society in various capacities by
providing them the freedom to be, to act, to impress and to dream. GGS incorporates an inquiry–based curriculum
and extensive co-curricular experiences, acknowledging the role of community voice and student agency.
IB Learner Profile
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. W e
engage with issues and ideas that have local and global significance.
Thinkers We use critical and creative thinking skills to analyse and take responsible action on complex problems. W e
exercise initiative in making reasoned, ethical decisions.
Communicators We express ourselves confidently 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
(Courageous) 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 recognise our interdependence with
other people and with the world in which we live.
Reflective 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.
Abeer Sheoran
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Genesis Global School — MYP-2 End of the Year Report (2021-2022)
Reflections
Shweta Gupta
Homeroom Advisor
Abeer is an expressive and energetic student. He displays the learner profile of being a communicator as he
expresses his feelings, thoughts and ideas in words clearly. He is encouraged to work diligently on his self-
management skills so as to complete all his work on time without several reminders from teachers. Since he is
a confident speaker he is advised to take initiative and participate in several school activities like Debating and
assemblies on different subjects. Wishing him all the best for the next academic session!
Interdisciplinary learning in the Middle Years Programme (MYP) assists students in comprehending bodies of
knowledge from two or more disciplines or to integrate and develop new understanding. Students demonstrate
interdisciplinary understanding when they combine concepts, methods, or modes of communication from two or
more disciplines (subjects) to explain a phenomenon, solve a problem, create a product, or raise a new question
in ways that a single discipline would not have been able to do. Over a period of 18 weeks, MYP 2 students were
engaged in an Interdisciplinary Unit titled “Chiaroscuro”. Science and Visual Arts were the discrete subjects that
were integrated into the process of Inter-Disciplinary learning. During the interdisciplinary learning process, students
combined their learning from both subjects and explored how to produce artwork by applying the understanding of
light and shade, the effect of distance of source and object on the size and shape of shadow, and tones to promote
social justice and peace and raise voices against injustice against children and women.
Abeer has been regular to IDU lessons but he has shown limited interest and participation in different in-class
activities and formatives assigned during the IDU lessons. He has developed a limited understanding of the
relevance of interdisciplinary learning in real-life through the unit ‘Chiaroscuro’. He should make a conscientious
effort to build relevant connections between conceptual understanding made across disciplines and the practical
applications of the same.
The Attendance for the academic year 2021-22 is 76 out of 87 days.
Service as Action
Outcomes: SA Progress: The student’s SA progress is concerning.. Overall Progress: Concern
Comments:
Abeer has been a limited contributor in service as action. He participated with minimum effort
and used very few skills to respond to others' needs. Abeer needs to be more proactive as
currently he does not meet the requirements of Service as Action even after reminders and
follow-ups.
Abeer has shown minimal participation towards service. He did not take initiatives for
activities and projects. He has also not collaborated on any group project. His self-initiated
projects remain incomplete, despite repeated reminders and follow-up. He has not
completed the requirements of service. Time management has been a big challenge for him
this entire year. For the next academic year, he is encouraged to work on his self-
management skills to complete all service requirements efficiently. He needs to be more
regular in SAA class to unlock his full potential through peer-to-peer discussions and
exchange ideas, as he had minimal attendance in class this term.
Key Activities: Introductory Activity - Swot analysis form , Activity 1 - Donating mask to Security guard ,
Activity 2 , Activity 3 - , MYP2-INTRODUCTORY ACTIVITY-SWOT ANALYSIS
Abeer Sheoran
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Class Reports
Language and Literature: FLE Shweta Gupta
Learner Profile: Communicators, Risk-takers (Courageous)
MYP Assessment Criteria Achievement Level Maximum
A: Analysing
Abeer
i. provides adequate identification and explanation of the content, context, language, structure,
technique and style, and some explanation of the relationship among texts
ii. provides adequate identification and explanation of the effects of the creator’s choices on an 5 8
audience
iii. justifies opinions and ideas with some examples and explanations, though this may not be
consistent; uses some terminology
iv. interprets some similarities and differences in features within and between genres and texts.
B: Organizing
Abeer
i. makes minimal use of organizational structures though these may not always serve the context
and intention 6 8
ii. organizes opinions and ideas with a minimal degree of coherence and logic
iii. makes minimal use of referencing and formatting tools to create a presentation style that may
not always be suitable to the context and intention.
C: Producing text
Abeer
i. produces texts that demonstrate adequate personal engagement with the creative process;
demonstrates some degree of thought, imagination and sensitivity and some exploration and
4 8
consideration of new perspectives and ideas
ii. makes some stylistic choices in terms of linguistic, literary and visual devices, demonstrating
adequate awareness of impact on an audience
iii. selects some relevant details and examples to develop ideas.
D: Using language
Abeer
i. uses a limited range of appropriate vocabulary and forms of expression
ii. writes and speaks in an inappropriate register and style that do not serve the context and
intention 5 8
iii. uses grammar, syntax and punctuation with limited accuracy; errors often hinder
communication
iv. spells/writes and pronounces with limited accuracy; errors often hinder communication
v. makes limited and/or inappropriate use of non-verbal communication techniques.
Totals: 20 32
Final Grade 5
Participation C
Effort C
Comments:
The primary learning focus in First Language English for this academic year has been on the development of writing
and speaking skills through descriptive writing, writing for different purposes, and film studies. Abeer has been
an approaching communicator and a risk-taking student throughout this period. He has considerably developed
communication and creative thinking skills which reflect in his sparing responses in classroom discussions. He
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needed constant reminders to complete all his work on time. He does all the work that is given to complete at home
but no work is done by Abeer in class. He is advised to set a study routine and ensure that he revisits the concepts
taught in class.
Abeer Sheoran
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Language and Literature: Literature Sneha Dutta Biswas
Learner Profile: Open-minded
A: Analysing
Abeer
i. provides minimal identification or explanation of the content, context, language, structure,
technique and style, and does not explain the relationship among texts 4 8
ii. provides minimal identification and explanation of the effects of the creator’s choices on an
audience
iii. rarely justifies opinions and ideas with examples or explanations; uses little or no terminology
iv. interprets few similarities and differences in features within and between genres and texts.
B: Organizing
Abeer
i. makes minimal use of organizational structures though these may not always serve the context
and intention 5 8
ii. organizes opinions and ideas with a minimal degree of coherence and logic
iii. makes minimal use of referencing and formatting tools to create a presentation style that may
not always be suitable to the context and intention.
C: Producing text
Abeer
i. produces texts that demonstrate limited personal engagement with the creative process;
demonstrates a limited degree of thought, imagination and sensitivity and minimal exploration 4 8
and consideration of new perspectives and ideas
ii. makes minimal stylistic choices in terms of linguistic, literary and visual devices,
demonstrating limited awareness of impact on an audience
iii. selects few relevant details and examples to develop ideas.
D: Using language
Abeer
i. uses a limited range of appropriate vocabulary and forms of expression
ii. writes and speaks in an inappropriate register and style that do not serve the context and
intention 7 8
iii. uses grammar, syntax and punctuation with limited accuracy; errors often hinder
communication
iv. spells/writes and pronounces with limited accuracy; errors often hinder communication
v. makes limited and/or inappropriate use of non-verbal communication techniques.
Totals: 21 32
Final Grade 6
Participation C
Effort D
Comments:
The key focus of Literature is to enable students to read, interpret and evaluate texts through the study of literary
genres in English. Throughout the Term, Abeer showed himself to be a respectful student who has the caliber to
reach the next level in the subject with conviction and toil.
Abeer has shown limited interest in exploring and analysing the literary texts and their underlying themes. He has
scarcely identified some of the explicit ideas and meanings studied in the texts this semester. He shows a simple
understanding of surface meaning of the text and language.
Abeer Sheoran
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Abeer shows minimal creative thinking skills in most aspects of the subject/
Our suggestions for Abeer are that he must push himself to participate enthusiastically in all the group activities and
contribute well by giving valuable inputs.
We would love to see him exceed and develop analytical, creative thinking and communication skills to accomplish
sensitivity and perceptiveness to the aesthetic qualities of the texts as well as meet higher achievement level.
We wish Abeer abundant focus and perseverance in his upcoming academic endeavours.
Abeer Sheoran
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Language Acquisition: German Emergent Kavita Chhabra
Learner Profile: Caring
A: Listening
Abeer
i.identifies minimal stated information (facts and/or opinions) in simple authentic texts 5 8
ii.identifies basic conventions in simple authentic texts
iii.identifies basic connections in simple authentic texts
B: Reading
Abeer
i.identifies minimal stated information (facts and/or opinions) in a variety of simple authentic 6 8
texts
ii.identifies basic conventions in simple authentic texts
iii.identifies basic connections in simple authentic texts
C: Speaking
Abeer
i. uses a limited range of vocabulary
ii. uses a limited range of grammatical structures with many errors which often hinder 6 8
communication
iii.uses pronunciation and intonation with many errors which often hinder comprehension
iv.communicates limited relevant information
D: Writing
Abeer
i.uses a limited range of vocabulary
ii.uses a limited range of grammatical structures with many errors which often hinder
communication 5 8
iii.presents some information in a partially-recognizable format using some basic cohesive
devices
iv.communicates limited relevant information with some sense of audience and purpose to suit
the context
Totals: 22 32
Final Grade 6
Participation C
Effort C
Comments:
Abeerr is a humble friendly child. He displays the understanding of the concepts during lessons and shows positive
attitude in class but needs to concentrate more in class. He is advised to work on his time management skills and
submit homework timely. I am sure with a little sincerity he can do better.
Abeer Sheoran
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Individuals and Societies: Individuals and Societies Alisha Das
Learner Profile: Reflective
A: Knowing and understanding
Abeer
i. uses some terminology accurately 6 8
ii. demonstrates satisfactory knowledge and understanding of content and concepts through
simple descriptions, explanations and examples.
B: Investigating
Abeer
i. formulates/chooses a research question that is clear and focused and describes its relevance 4 8
ii. formulates and occasionally follows a partial action plan to investigate a research question
iii. uses a method(s) to collect and record some relevant information
iv. with guidance, reflects on the research process and results.
C: Communicating
Abeer
i. communicates information and ideas in a way that is somewhat appropriate to the audience 6 8
and purpose
iii. creates an adequate reference list and sometimes cites sources.
D: Thinking critically
Abeer
i. completes a simple analysis of concepts, issues, models, visual representation and/or theories 6 8
ii. summarizes information to make some adequate arguments
iii. analyses sources/data in terms of origin and purpose, recognizing some value and limitations
iv. recognizes different perspectives and suggests some of their implications.
Totals: 22 32
Final Grade 6
Participation B
Effort B
Comments:
In term 2, Individuals and Societies have covered two units – “How can energy be produced sustainably?” and
“Why are natural environments important to individuals and societies?”. Throughout these units, students used
their communication and thinking skills to identify different impacts of humans and scientific development on the
sustainability of the environment. Students demonstrated their skills in both these units through various organizers
like a mind map, see think wonder, and KWL chart. They learned to write discussion reports to communicate their
ideas and thoughts in a structured way.
Abeer displays very good insight and understanding. He can perform well but he requires to be more attentive in
class. Furthermore, he is communicative in class and collaborates well with his peers to some extent. His
contributionsto group tasks need to be apparent. However, he needs to hone his research and evaluation skills and
timely submission of the work. He must work on note building and revise content knowledge, especially in writing
answers which required deep understanding.
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Sciences: Sciences Sangita Pal
Abeer is able to:
i. recall scientific knowledge 5 8
ii. apply scientific knowledge and understanding to suggest solutions to problems set in familiar
situations
iii. apply information to make judgments.
B: Inquiring and Designing

Abeer is able to:
i. state a problem or question to be tested by a scientific investigation 4 8
ii. outline a testable hypothesis using scientific reasoning
iii. outline how to manipulate the variables, and state how relevant data will be collected
iv. design a safe method in which he or she selects materials and equipment.
C: Processing and Evaluating

Abeer is able to:
i. correctly collect and present data in numerical and/or visual forms
ii. accurately interpret data and describe results 4 8
iii. state the validity of a hypothesis based on the outcome of a scientific investigation
iv. state the validity of the method based on the outcome of a scientific investigation
v. state improvements or extensions to the method that would benefit the scientific investigation.
D: Reflecting on the Impacts of Science

Abeer is able to:
i. state the ways in which science is used to address a specific problem or issue
ii. state the implications of the use of science to solve a specific problem or issue, interacting 5 8
with a factor
iii. apply scientific language to communicate understanding but does so with limited success
iv. document sources, with limited success.
Totals: 18 32
Final Grade 5
Participation C
Effort D
Comments:
Abeer has has been a polite member of the class. His attitude toward learning had been varied throughout the year.
I did not see much of him in the classes, and there were many challenges that he was struggling to overcome. He
did not ensure an appropriate level of subject discipline, namely: responsiveness in class, and timely submission of
assignments. At times he is focused and uses class time effectively, and at other times he is off task. He should
reflect on what he has learned by spending fifteen minutes reviewing his notes after each lesson. He can then return
to the next lesson with questions and further understanding. He has good analytical skills and needs to be honed to
reach his true potential.
Abeer Sheoran
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Mathematics: Mathematics Rashmi Tyagi
Abeer Sheoran
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Abeer is able to:
i. select appropriate mathematics when solving more complex problems in familiar situations 6 8
ii. apply the selected mathematics successfully when solving these problems
iii. generally solve these problems correctly in a variety of contexts.
B: Investigating patterns
Abeer is able to: 6 8
i. apply mathematical problem-solving techniques to discover simple patterns
ii. suggest relationships and/or general rules consistent with findings.
C: Communicating
Abeer is able to:
i. use limited mathematical language 7 8
ii. use limited forms of mathematical representation to present information
iii. communicate through lines of reasoning that are difficult to interpret.
D: Applying mathematics in real-life contexts

Abeer is able to:
i. identify the relevant elements of the authentic real-life situation
ii. select, with some success, adequate mathematical strategies to model the authentic real-life 6 8
situation
iii. apply mathematical strategies to reach a solution to the authentic real- life situation
iv. describe whether the solution makes sense in the context of the authentic real-life situation.
Totals: 25 32
Final Grade 7
Participation C
Effort C
Comments:
Abeer is a polite and talented student who shows very less interest in the subject. It has been observed that he rarely
makes an effort to engage in written tasks. Lack of regularity in submissions and a casual approach have slowed
his pace of progress. He is advised to be vocal about his doubts and should participate actively in class. He is,
however, finding parts of the course content easy.
He needs to be more conscientious when it comes to meeting assignment submission deadlines. Over this year, he
has struggled with this aspect of the teaching-learning process. Avoiding written tasks is detrimental to learning, as
learning without feedback is hardly useful if any substantive improvement is sought by the student. I sincerely hope
that the aforementioned points will be addressed by Abeer and in abundant measure in the forthcoming academic
year. He should also devote more time to self-study, as that is the surest way to imbibe the learnings shared in the
class and to become familiar with subject-specific concepts. Finally, I encourage him to clear his doubts during the
framework of the lesson related to the subject material discussed in class and to explore deeper concepts within a
topic.
For subject-specific improvement, he should ensure that he revises all the topics done in class.
Abeer Sheoran
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Arts: Dance Rhythm Sharma
Abeer
i. demonstrates limited knowledge of the art form studied, including concepts, processes, and 2 8
limited use of appropriate language
ii. demonstrates limited knowledge of the role of the art form in original or displaced contexts
iii. demonstrates limited use of acquired knowledge to inform his or her artwork.
B: Developing skills
Abeer
i. demonstrates limited acquisition and development of the skills and techniques of the art form 1 8
studied
ii. demonstrates limited application of skills and techniques to create, perform and/or present
art.
C: Thinking creatively
Abeer
i. presents a limited outline of an artistic intention, which may lack clarity or feasibility 1 8
ii. presents a limited outline of alternatives, perspectives, and imaginative solutions
iii. demonstrates limited exploration of ideas through the developmental process, which may
lack a point of realization.
D: Responding
Abeer
i. presents a limited outline of connections and may transfer learning to new settings 1 8
ii. creates a limited artistic response that is possibly inspired by the world around him or her
iii. presents a limited evaluation of the artwork of self and others.
Totals: 5 32
Final Grade 1
Participation C
Effort C
Comments:
In MYP 2, students explored classical dances of India. Grace and precision of movement, as well as intricate formal
gestures, steps, and postures, distinguish this classical dance genre. Students looked into the history of classical
dance in their research. The majority of traditional dance styles have their origins in temples. The major goal was
to worship. Although each dance type originated in a distinct place, they all have the same roots. The Sanskrit text
'Natya Shastra' can be used to trace the origins. Students learned how traditional dancers walk farther and with
great agility as part of their skill development. The body crouches and twists frantically, the arms make broader,
more imitative gestures (as in fight scenes), and the facial expressions are exaggerated. Some of the teachings from
Indian Classical dance were It instills discipline, which is a valuable attribute in general.1. It teaches you how to
express yourself both verbally and nonverbally.2. Many classical dances are based on Indian mythology and history.
3.It teaches body equilibrium and aids in keeping proper posture.4. Classical dances are usually performed in pairs
or groups, which teaches cooperative work.5. Finally, it emphasizes the value of words. It teaches that even if you
don't speak the same language, gestures and actions may help you communicate. As a result, it becomes a common
ground for all communication.
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Students were assessed in all four criteria (A: Knowing and Understanding, B: Developing Skills, C: Thinking
Creatively, and D: Responding). The culminating summative task was a dance choreography that students curated
as a result of the research they conducted in Criteria A.
Abeer is a pleasant student who displayed a passive interest in dance. He is open, honest, and clear in his thoughts
and beliefs. It is unfortunate Abeer did not submit any task and this makes it difficult to measure his achievement
level based on the criteria being assessed. He is encouraged to submit tasks to take ownership of his learning.
Abeer's process journal did not visualize conceptual understandings of the unit. He attempted to identify different
dance styles, techniques, choreographers, dancers, and developments in the world of dance with little success. He
was not able to master choreography skills such as variety, contrast, repetition, canon, unison, mirroring, and space
in the course of studying the unit. Additionally, he was not able to use dance terminology and this made it difficult
for him to communicate knowledge and understanding of classical dance. Abeer is encouraged to work on his self-
management skills to attain higher achievement levels.
Abeer Sheoran
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Arts: Drama Jackson Antonya Ligaga
Learner Profile: Communicators, Risk-takers (Courageous)
0 8
Abeer does not reach a standard described by any of the descriptors below.
Abeer
i. demonstrates adequate acquisition and development of the skills and techniques of the art 4 8
form studied
ii. demonstrates adequate application of skills and techniques to create, perform and/or present
art.
Abeer
i. presents an adequate outline of a clear and/or feasible artistic intention 4 8
ii. presents an adequate outline of alternatives, perspectives, and imaginative solutions
iii. demonstrates adequate exploration of ideas through the developmental process to a point of
realization.
D: Responding
Abeer
Totals: 10 32
Final Grade 3
Participation C
Effort D
Comments:
In Term 2, MYP 2 students studied devised theatre. Devised theatre, often known as a collective creation of a
theatre piece, is a theatre in which the creation of a dramatic piece is often derived through collaborative, often
improvisatory work. The ensemble is typically made up of actors, but other types of theatre practitioners, such
as visual artists, composers, and choreographers, may also play a role in this process of generative collaboration.
Devised theatre shares some common principles with improvisational theatre; however, in devising, improvisation is
typically confined to the creation process.
We explored the global context of Fairness and development with a major focus on rights, and students were
evaluated in all four criteria (A: Knowing and Understanding, B: Developing Skills, C: Thinking Creatively, and
D: Responding). Students researched and performed different strategies/techniques of various devised theatre
companies. Students developed small performances to practice new skills, and the unit's concluding product was a
devised performance that addressed the issue of rights in our society. The process journal formed a particularly vital
component of the learning process and evidence for the summative task.
Despite being a talented student, Abeer did not maintain a sufficient degree of subject discipline, as seen by
his lack of responsiveness in class, non-submission of assignments, and inconsistent work ethic. Despite several
reminders, Abeer consistently struggled with his assignments, and rarely reached out to the teacher, even though
he participated in all class activities. It would be great to see Abeer overcome these self-management difficulties
and achieve high levels of achievement. It is difficult to determine or quantify his full potential due to his lack of
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submission and involvement in all class activities. He needs to work on a number of components of the course.
In order to obtain feedback, he must increase his level of engagement in all class activities, including formative
evaluations, process journal entries, and summative tasks.
Abeer Sheoran
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Arts: Music Priya Sachidanand
Learner Profile: Inquirers
Abeer
i. demonstrates limited knowledge of the art form studied, including concepts, processes, and 1 8
limited use of appropriate language
ii. demonstrates limited knowledge of the role of the art form in original or displaced contexts
iii. demonstrates limited use of acquired knowledge to inform his or her artwork.
Abeer
studied
art.
Abeer
D: Responding
Abeer
Totals: 4 32
Final Grade 1
Participation D
Effort E
Comments:
The students of MYP2 have been inquiring into the unit “Jingling Tunes.” The students were able to understand
the process of making a jingle. They were also able to understand why the jingles exist too. Misconceptions were
cleared, knowledge gained on the aesthetics, importance of aesthetics and language in jingles, etc. were some of
the topics the students went through before putting their knowledge to use to create their own jingles on the topic
“creating awareness on the importance of a healthy lifestyle”. In the previous term, the students were introduced
to different styles of music from the world. They did research on their favourite style of music and enriched their
knowledge and skills in music.
The students were given tasks to assess their level of understanding and ease of application of the knowledge
gained at regular intervals. Feedback was given by the peers, then the teacher after the students had first self-
evaluated their work. Thus, the students were able to critique work of art/presentation in the appropriate manner and
self-evaluate their own work too.
Abeer has been inconsistent with the submissions. He has neither submitted the process journals, nor the tasks,
despite extension and reminders. In the class, he chooses to be a passive participant most of the time.
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Abeer is requested to work on improving his research skills, creative and critical thinking skills, self-management
skills. Once he has taken the required steps to ameliorate these skills, I am sure that he will be able to prove his
mettle, adding feathers to his cap.
Good luck to Abeer.
Abeer Sheoran
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Arts: Visual Arts Teekshna Prasad
Learner Profile: Communicators
Abeer
i. demonstrates adequate knowledge of the art form studied, including concepts, processes, 3 8
and adequate use of appropriate language
ii. demonstrates adequate knowledge of the role of the art form in original or displaced contexts
iii. demonstrates adequate use of acquired knowledge to inform his or her artwork.
Abeer
studied
art.
Abeer
D: Responding
0 8
Abeer does not reach a standard described by any of the descriptors below.
Totals: 7 32
Final Grade 2
Participation D
Effort D
Comments:
This term, students in Visual Arts tackled the unit “Words and Images,” sharpening their research, self-management
abilities, and logical development into subject-specific themes.
Students were graded on all four criteria (A: Knowing and Understanding, B: Developing Skills, C: Thinking Creatively
and D: Responding with “Words and Images” serving as the overarching idea.
Throughout the term, the students discussed core elements of the unit, discussed the theory of Words and Images,
typography, they conducted research on artists/artforms/artworks related to the unit, learnt about elements of
posters related to the topic, created digital and physical posters, developed layouts of the poster along with their
artistic intent, and created final artwork, followed by reflection.
The Summative project required the students design a poster for a Music Festival, using narrative skills through
visual expression, in which they applied the knowledge and methods they had learnt over the term. Students
collected their notes, posted the results of class activities, reflected on the effectiveness of their learning process,
placed images of rough sketches, work-in-progress, final artworks, and analyzed and evaluated the value of both
process and result in this Term's Process Journal.
Throughout the Term, Abeer tried to meet the expectations of the Visual Art course. Unfortunately, there were many
challenges that Abeer was not able to overcome, and I would like to highlight some of these issues in this report.
Abeer Sheoran
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Abeer, unfortunately, did not ensure an appropriate level of subject discipline, namely: responsiveness in class and
timely submission of assignments. Despite, numerous prompts, Abeer constantly faced issues with his tasks, hardly
ever took the effort of reaching out to the teacher and showed limited participation in any class activities.
Based on this Term, it seems like Abeer was not that interested in the subject of Visual Art. Nevertheless, I believe
that had he accepted my guidance and tried to attempt establishing some sort of contact, Abeer could have
produced more evidence of effective development in the subject-specific Criteria, especially given the freedom of
the subject. The constant irregularity in submission directly impacts the results of the child in class. Due to missed
deadlines, it is challenging for Abeer to timely analyse my feedback and keep up with the pace of the class. I would
love to see Abeer overcome the mentioned challenges, as I am sure that he can meet a higher achievement level.
Abeer has not submitted his Criteria D for the summative assessment this term along with the Process Journal.
Without submitting the Process Journal throughout the Term, the student cannot be awarded a mark higher than
4 points in all the Criteria.I would suggest Abeer to maintain a Process Journal to record his development in an
organized manner, which will become evidence of his progress.
I wish Abeer and his family a wonderful and peaceful summer break, and I look forward to seeing a more active
participation in the new academic year!
Abeer Sheoran
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Physical and Health Education: PSHE Poonam Kaur
Learner Profile: Caring
Abeer
i. recalls physical and health education factual, procedural and conceptual knowledge 2 8
ii. identifies physical and health education knowledge to outline issues and suggest solutions to
problems set in familiar situations
iii. applies physical and health terminology to communicate understanding with limited success.
B: Planning for performance

Abeer 2 8
i. states a goal to enhance performance
ii. outlines a limited plan for improving physical performance and health.
C: Applying and performing

Abeer
i. recalls and applies skills and techniques with limited success 2 8
ii. recalls and applies strategies and movement concepts with limited success
iii. recalls and applies information to perform.
D: Reflecting and improving performance

Abeer
i. identifies strategies to enhance interpersonal skills 2 8
ii. states the effectiveness of a plan
iii. outlines performance.
Totals: 8 32
Final Grade 2
Participation D
Effort D
Comments:
Abeer expresses eagerness to do better in the subject yet has difficulty in reaching most of his goals. He has made
marginal improvement in PSHE which is not sufficient. He has been irregular in attending classes which affected
his performance. He hardly submits any assignments. He did not submit both of his summative assessments
despite having been reminded. He needs to recall physical and health education factual, procedural and conceptual
knowledge. He has applied physical and health-related terminologies to communicate understanding with limited
success. He needs to make sure he puts just as much effort into the theory aspects also as he finds the theory side
of the curriculum more challenging which has negatively affected his overall grade for this term. Overall, Abeer will
have to apply a greater degree of effort and determination if he wishes to improve in PSHE. With our collaborative
support and guidance, I am sure he will be able to fill all the gaps and come up as a confident student in the next
term.
Abeer Sheoran
Page 21 of 25
Design: Design Divya Thakur, Subhra Kanti Das
Learner Profile: Knowledgeable
A: Inquiring and analysing
Abeer 1 8
i. states the need for a solution to a problem
ii. states some of the main findings of relevant research.
B: Developing ideas
Abeer
i. lists a few basic success criteria for the design of a solution 1 8
ii. presents one design idea, which can be interpreted by others
iii. creates incomplete planning drawings/diagrams.
C: Creating the solution

Abeer 1 8
i. demonstrates minimal technical skills when making the solution
ii. creates the solution, which functions poorly and is presented in an incomplete form.
D: Evaluating
Abeer 1 8
i. describes a testing method, which is used to measure the success of the solution
ii. states the success of the solution.
Totals: 4 32
Final Grade 1
Participation D
Effort D
Comments:
This Term of Design allows us to explore the approach to the MYP Design Cycle. Students focused on identifying
every step within the four criteria (A: Inquiring and Analysing, B: Developing Ideas, C: Creating the Solution, D:
Evaluating). They executed these steps using class activities such as class discussions, group and individual work,
and project submissions. The Process Journal is an essential document in the Design subject. Students collected
their notes, posted the outcomes of class activities, reflected on the effectiveness of their learning process, and
placed images of rough sketches, work-in-progress, final prototypes, and designed evaluation and testing methods.
MYP-2 students focused on creating a prototype of a Modular Furniture for Interior Design. The students conducted
thorough research on types of modular furniture and use, evolution in the furniture industry over the decade, and
brainstormed ideas using mind maps, and sketches. Students evaluated their work using different parameters,
learned to use Google Sketchup for creating their prototypes, and tested their products using different testing
strategies. The main unit objective of this term was to demonstrate the application of their skills and knowledge
to pursue their personal interests after evaluating the scientific and technical constraints that are associated with
interior design.
Throughout the Term, Abeer tried to meet the expectations of the Design course. Unfortunately, we did not see much
of Abeer’s involvement in the classes, and there were many challenges that Abeer was not able to overcome. We
would like to highlight these issues in the report. Being a communicative student, Abeer could have pushed himself
harder in recording his explanations, which would have helped him in timely submissions too. Abeer constantly faced
issues with submitting his work on time and found difficulty staying focused in the class. We would love to see Abeer
Abeer Sheoran
Page 22 of 25
overcome the disciplinary challenges, as he is capable of meeting a higher achievement level.
Abeer shows some understanding of Criteria-C, Creating the Solution. He takes a minimum interest in rough
sketches and Furniture Design. However, there are many areas for improvement. These include focusing more on
Criteria-B, Developing ideas. Based on this Term, it seems like Abeer was not that interested in the subject of Design.
Nevertheless, we believe had Abeer accepted the teachers’ guidance, Abeer could have produced more evidence
of effective development in the said objectives, especially given the differentiation by concept and product that we
have provided. The constant irregularity in submission and attendance directly impacts the results of the child in
class. Due to missed deadlines, it is challenging for Abeer to timely analyse our feedback and keep up with the pace
of the class. We would suggest Abeer be more active in the class discussion and submit his work on time.
Abeer's Final Prototype of the Modular Furniture failed to include the requirements and specifications. The Process
Journal lacks coherency in design processes, and it misses a few essential points such as details in Design
Specification and 3D Model Drawing of the prototype. Without submitting the Process Journal throughout the Term,
the student cannot be awarded a mark higher than 4 points in the selected criteria. We wish Abeer starts applying
diligent efforts and focus on his timely task completion and submissions.
We hope Abeer and his family have a wonderful summer break, and we look forward to seeing Abeer in the Next
Academic Year.
Abeer Sheoran
Page 23 of 25
Summary of Achievement
Second Term
Achievement Final
Levels Grade Participation Effort
Language and Literature: FLE (Year 2) A B C D

4 1 4 1 3 D D
Shweta Gupta
Language and Literature: Literature (Year 2) A B C D

2 1 1 1 1 C D
Sneha Dutta Biswas
Language Acquisition: German Emergent (Year 2) A B C D

2 C C
Kavita Chhabra 1 2 2 1
Individuals and Societies: Individuals and Societies (Year A B C D

2) 3 3 3 3 3 B C
Alisha Das
Sciences: Sciences (Year 2) A B C D

2 3 3 2 3 C D
Sangita Pal
Mathematics: Mathematics (Year 2) A B C D

Rashmi Tyagi 3 3 2 4 3 D E
Arts: Dance (Year 2) A B C D

Rhythm Sharma 2 1 1 1 1 C C
Arts: Drama (Year 2) A B C D

Jackson Antonya Ligaga 0 4 4 2 3 C D
Arts: Music (Year 2) A B C D

Priya Sachidanand 1 1 1 1 1 D E
Arts: Visual Arts (Year 2) A B C D

Teekshna Prasad 3 2 2 0 2 D D
Physical and Health Education: PSHE (Year 2) A B C D

Poonam Kaur 2 2 2 2
2 D D
Design: Design (Year 2) A B C D

Divya Thakur, Subhra Kanti Das 1 1 1 1
1 D D
Interdisciplinary Assessment
Achievement Achievement
Criteria Level Criteria Level
A: Evaluating 1 B: Synthesizing 4
C: Reflecting 1
Abeer Sheoran
Page 24 of 25
Grade Descriptors
Final Grade Descriptor
Produces high-quality, frequently innovative work. Communicates comprehensive, nuanced understanding of

7 concepts and contexts. Consistently demonstrates sophisticated critical and creative thinking. Frequently transfers
knowledge and skills with independence and expertise in a variety of complex classroom and real-world situations.
Produces high-quality, occasionally innovative work. Communicates extensive understanding of concepts and
6 contexts. Demonstrates critical and creative thinking, frequently with sophistication. Uses knowledge and skills in
familiar and unfamiliar classroom and realworld situations, often with independence.
Produces generally high-quality work. Communicates secure understanding of concepts and contexts.
5 Demonstrates critical and creative thinking, sometimes with sophistication. Uses knowledge and skills in familiar
classroom and real-world situations and, with support, some unfamiliar real-world situations.
Produces good-quality work. Communicates basic understanding of most concepts and contexts with few
4 misunderstandings and minor gaps. Often demonstrates basic critical and creative thinking. Uses knowledge and
skills with some flexibility in familiar classroom situations, but requires support in unfamiliar situations.
Produces work of an acceptable quality. Communicates basic understanding of many concepts and contexts, with
3 occasionally significant misunderstandings or gaps. Begins to demonstrate some basic critical and creative
thinking. Is often inflexible in the use of knowledge and skills, requiring support even in familiar classroom
situations.
Produces work of limited quality. Expresses misunderstandings or significant gaps in understanding for many
2 concepts and contexts. Infrequently demonstrates critical or creative thinking. Generally inflexible in the use of
knowledge and skills, infrequently applying knowledge and skills.
Produces work of very limited quality. Conveys many significant misunderstandings or lacks understanding of
1 most concepts and contexts. Very rarely demonstrates critical or creative thinking. Very inflexible, rarely using
knowledge or skills.
N/A Not Applicable.
Abeer Sheoran
Page 25 of 25

MYP-2 End of The Year Report 2021-2022 Year 2 Sheoran Abeer

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MYP-2 End of The Year Report 2021-2022 Year 2 Sheoran Abeer

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Genesis Global School

MYP-2 End of the Year

Student Name: Abeer Sheoran

Advisor: Shweta Gupta

B: Inquiring and Designing

C: Processing and Evaluating

D: Reflecting on the Impacts of Science

A: Knowing and understanding

D: Applying mathematics in real-life contexts

B: Planning for performance

C: Applying and performing

D: Reflecting and improving performance

C: Creating the solution

Language and Literature: FLE (Year 2) A B C D

Language and Literature: Literature (Year 2) A B C D

Language Acquisition: German Emergent (Year 2) A B C D

Individuals and Societies: Individuals and Societies (Year A B C D

Sciences: Sciences (Year 2) A B C D

Mathematics: Mathematics (Year 2) A B C D

Arts: Dance (Year 2) A B C D

Arts: Drama (Year 2) A B C D

Arts: Music (Year 2) A B C D

Arts: Visual Arts (Year 2) A B C D

Physical and Health Education: PSHE (Year 2) A B C D

Design: Design (Year 2) A B C D

Produces high-quality, frequently innovative work. Communicates comprehensive, nuanced understanding of

N/A Not Applicable.

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