Shaun HO: Tutor

Year 7 Semester 1 Summary - February 2022
Shaun HO
Tutor: Mr Tom Isaacs
From 19/08/2021 to 07/02/2022
Dear Parents and Caregivers,
Our school purpose is for all our students to 'Be their own remarkable', where we encourage each and every
student to achieve at high levels and be the best learner they can be. The best learning is always achieved
through a partnership between the student, parent and school. I encourage you to take time to discuss this
report with your child, and to reflect on their successes and opportunities for growth over the past semester.
We are extremely proud of our students this semester and have enjoyed seeing them face-to-face for nearly
the entire time. KGV staff were able to offer regular feedback on learning and the levels in this report are
indicative of your child’s achievement in the subject. Should your child receive a 'N', '1' or '2' in their report,
we will be looking to offer opportunities this half term to work with your child and to complete or resubmit
work.
Students following the MYP framework are to complete Criterion A, B, C and D once in each semester. As
you will see in this report, some departments do this on their own and complete all 4 Criterion (e.g. Science
and Maths), whereas some departments work in collaboration and may complete some, all or more than
required in the first semester (e.g. DT and IT work collaboratively).
Teachers are required to moderate samples of students' work to ensure consistency and fairness of ratings
awarded to students. The grade seen on the first page of the report is the calculated MYP grade using the IB
published grade boundaries table, which can be found in the appendix (Pg 12) of the report. This grade is
calculated by adding each assessment grade (out of 8) together and cross-referencing it with the grade
descriptors also found in the appendix.
I hope this report provides you and your family with an insight into the academic achievements of your child
over the past semester.
Thank you again for your support and being a partner in the educational journey of 'your child, our student'.
Kind regards
Mark Blackshaw
Principal
King George V School
Shaun HO | Year 7 | King George V School | Semester 1

Summary of 2021/22 Semester 1
The grades below give an indication of current performance in each of the subject groups. Some subject
groups comprise more than one taught subject and share a set of assessment criteria.
Where criteria scores are missing, existing data has been used to come to an overall grade. At the end of
the year, teachers will look at all of the assessment data to arrive at a summative grade.
Further details of how the subject criteria scores are used to generate the indicative grade can be found
later in the report (Appendix A). The descriptors for the grades can be found on the next page.
Subject Group Indicative

Semester
Grade
(1-7)
Arts (performing)
6
Arts (visual)
5
Design
Computing, DT 5
Language Acquisition
Chinese Lang Acquisition 5
Language Acquisition
Spanish Lang Acquisition 4
Language/Literature
English 5
Individuals/Societies
Individuals and Societies 7
Mathematics
3
Physical and Health Education
PE 6
Sciences
5

Overall Subject Grade Descriptors
Semester
Grade Descriptor
1 Produces work of very limited quality. Conveys many significant misunderstandings or lacks
understanding of most concepts and contexts. Very rarely demonstrates critical or creative
thinking. Very inflexible, rarely using knowledge or skills.
2 Produces work of limited quality. Expresses misunderstandings or significant gaps in
understanding for many concepts and contexts. Infrequently demonstrates critical or creative
thinking. Generally inflexible in the use of knowledge and skills, infrequently applying
knowledge and skills.
3 Produces work of an acceptable quality. Communicates basic understanding of many concepts
and contexts, with 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.
4 Produces good-quality work. Communicates basic understanding of most concepts and contexts
with few 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.
5 Produces generally high-quality work. Communicates secure understanding of concepts and
contexts. 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.
6 Produces high-quality, occasionally innovative work. Communicates extensive understanding of
concepts and contexts. Demonstrates critical and creative thinking, frequently with
sophistication. Uses knowledge and skills in familiar and unfamiliar classroom and real-world
situations, often with independence.
7 Produces high-quality, frequently innovative work. Communicates comprehensive, nuanced
understanding of 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.
On the following pages is a record of Shaun's assessments in each subject. There is an effort score, unit
summary and criteria that describe current attainment. This report is designed to help inform conversations
around progress.
Should you require any further information on the levels reported please contact the subject teacher. If you
have any general queries regarding Middle Years Programme please contact:
Vice Principal, Carole Beer (carole.beer@kgv.edu.hk) or

MYP Coordinator, Rowan Turner (rowan.turner@kgv.edu.hk).

Subject Assessment Report 2021/22 Semester 1
Creative Arts
Mr Darrel Sherlock/Mr Sean Miller
Unit: Advertising (Visual)
Unit Summary: Students investigate advertising conventions in relation to societal, cultural and historical
and personal contexts. They examine typography, graphology, structure, representation, image manipulation
and colour coding. Assessment is based on a printed advert for a new product created through the use of
Photoshop.
Effort Grade: Meeting expectations
Level Description of current attainment

(1-8)
Criterion A Ai: The student demonstrates substantial awareness of the art form studied,
Knowing and 5 including substantial use of appropriate language
understanding Aii: The student demonstrates substantial awareness of the relationship
between the art form and its context
Aiii: The student demonstrates substantial awareness of the relationship
Criterion B Bi: The student demonstrates substantial acquisition and development of the
Developing 5 skills and techniques of the art form studied
skills Bii: The student demonstrates substantial application of skills and techniques to
create, perform and/or present art
Unit: Growing a Ground - Musical Structures (Performance)
Unit Summary: Students learn how structure is used in music. They learn how melody and harmony are
used in composition and how primary chords are used to create texture. Assessment is based on an
infographic to display the elements of music and the notation and performance of a composition that
demonstrates their use of musical structure, and use of the process journal to record their learning, process
and reflection.
Effort Grade: Exceeding expectations

(1-8)
Criterion C Ci: The student clearly identifies identifies an excellent artistic intention
Thinking 7 Cii: The student identifies excellent alternatives and perspectives
creatively Ciii: The student demonstrates excellent exploration of ideas
Criterion D Di: The student identifies substantial connections between art forms, art and
Responding 6 context, or art and prior learning
Dii: The student demonstrates substantial recognition that the world contains
inspiration or influence for art
Diii: The student presents a substantial evaluation of certain elements of
artwork.
Unit: Musical Soundscapes - story telling through music (Performance)
Unit Summary: Students learn to identify the features of programme music and the techniques needed to
compose music that represents different moods and feelings. They learn about major and minor chromatic
scales and melody writing. Assessment is based on the creation of a magazine article and a musical
composition of a piece of programme music.

(1-8)
Unit: Physical Comedy - Commedia Del Arte (Performance)
Unit Summary: Students are introduced to the basics of physical comedy, through the theatre traditions of
Commedia Dell'arte and Clowning. They explore the idea of stereotypes and therefore how we see and
understand people's identities when we don't have a common language. Assessment is based on a video
produced by individual students to compare modern-day and Commedia characters and reflections in the
process journal.

(1-8)
artwork.
Unit: Stop Motion (Visual)
Unit Summary: Students learn about the production process which allows them to manage long-term
projects. They explore screenplay writing, image capture through stop motion, shot sequencing and export
as well as how to evaluate production. Assessment is based on the review, production and evaluation of
animations.

(1-8)
Criterion C Ci: The student identifies identifies a substantial artistic intention
Thinking 6 Cii: The student identifies substantial alternatives and perspectives
creatively Ciii: The student demonstrates substantial exploration of ideas
artwork.
Unit: Universally Speaking - Mask and Mime (Performance)
Unit Summary: Students use non-verbal communication to convey meaning to an audience. They use
mime to express meaning through movement, body and facial expression. Assessment is based on a
research presentation and a mime performance, as well as their use of the process journal to record their
learning, processes and reflection.

(1-8)
Criterion C Ci: The student identifies identifies a substantial artistic intention
Thinking 6 Cii: The student identifies substantial alternatives and perspectives
creatively Ciii: The student demonstrates substantial exploration of ideas
Individual assessments and grading criteria can be seen on the Lionel CCF system.
Some units may not assess all criteria.
NA indicates work has not been submitted.

Design: Computer Science
Mr James Fisher
Unit: Driven to Distraction - organising information
Unit Summary: Students learn appropriate use of technology and how to keep themselves safe in the
virtual world. They learn to use Google slides to present information uising the CARP design principles
(contrast, alignment, repitition and proximity) . The assessment is based on an presentation where they
showcase what they have learnt.

(1-8)
Criterion B Bi: The student develops a few success criteria for the solution
Developing 5 Bii: The student presents a few feasible design ideas, using an appropriate
ideas medium(s) and labels key features, which can be interpreted by others
Biii: The student presents the chosen design stating the key features
Biv: The student creates a planning drawing/diagram and lists the main details
for the creation of the chosen solution.
Criterion C Ci: The student lists the steps in a plan, which considers time and resources,
Creating the 5 resulting in peers being able to follow the plan to create the solution
solution Cii: The student demonstrates competent technical skills when making the
solution
Ciii: The student creates the solution, which functions as intended and is
presented appropriately
Civ: The student states one change made to the chosen design and plan when
making the solution.

Design: Design Technology
Ms Catherine Muir
Unit: Box and cultural decoration
Unit Summary: Students learn how cultural identit can influence design and apply this in their work. They
develop the techniques and processes needed to create a wooden box and decorative features which reflect
their identity. They analyse existing products before designing, manufacturing and personalising their own
box using computer aided design. Assessment is based on four areas: A. Inquiring and analysing (research),
B. Developing ideas (designing), C. Creating the solution (making) D. Evaluating

(1-8)
Criterion A Ai: The student outlines the need for a solution to a problem
Inquiring and 4 Aii: The student states some points of research needed to develop a solution,
analyzing with some guidance
Aiii: The student states the main features of an existing product that inspires a
solution to the problem
Aiv: The student outlines some of the main findings of research.
Criterion B Bi: The student states a few success criteria for the solution
Developing 4 Bii: The student presents more than one design idea, using an appropriate
ideas medium(s) or labels key features, which can be interpreted by others
Biii: The student states the key features of the chosen design
Biv: The student creates a planning drawing/diagram or lists requirements for
the creation of the chosen solution.
Criterion C Ci: The student outlines a plan, which considers the use of resources and time,
Creating the 7 sufficientfor peers to be able to follow to create the solution
solution Cii: The student demonstrates excellent technical skills when making the
solution
Ciii: The student follows the plan to create the solution, which functions as
intended and is presented appropriately
Civ: The student lists the changes made to the chosen design and plan when
making the solution.
Criterion D Di: The student outlines simple, relevant testing methods, which generate data,
Evaluating 7 to measure the success of the solution
Dii: The student outlines the success of the solution against the design
specification based on authentic product testing
Diii: The student outlines how the solution could be improved
Div: The student outlines the impact of the solution on the client/target
audience.

Language Acquisition: Chinese Language Aquisition
Ms Doris Li
Unit: Personal Identity (Phase 1)
Unit Summary: Students explore the topic of Personal Identity. They acquire new vocabulary and sentence
structures and practise to apply them into communication in both spoken and written formats. Assessment is
based on the topic and includes a listening exercise, a reading comprehension task and a role play task.

(1-8)
Criterion A Ai: The student clearly identifies basic facts, messages, main ideas and
Comprehending 7 supporting details
spoken and Aii: The student has excellent awareness of basic conventions
Aiii: The student engages thoroughly with the spoken and visual text by
visual text
identifying ideas, opinions and attitudes and by making a personal response to
the text
Criterion B Bi: The student identifies most basic facts, messages, main ideas and
written and Bii: The student has considerable awareness of basic aspects of format and
style, and author’s purpose for writing
visual text
Biii: The student engages considerably with the written and visual text by
identifying most ideas, opinions and attitudes and by making a personal
response to the text
Criterion C Ci: The student responds in detail and appropriately to simple short phrases and
Communicating 7 basic information in spoken and/or written and/or visual text
in response to Cii: The student interacts confidently in simple and rehearsed exchanges, using
verbal and non-verbal language
spoken, written
Ciii: The student uses basic phrases effectively to communicate ideas, feelings
and visual text
and information on a variety of aspects of everyday topics
Civ: The student communicates with an excellent sense of audience
Criterion D Di: The student writes/speaks using a basic range of vocabulary, grammatical
Using language 3 structures and conventions, with some inappropriate choices; when speaking,
in spoken and uses pronunciation and intonation with some errors, some of which make
understanding difficult
written form
Dii: The student organizes some basic information and uses a limited range of
basic cohesive devices, not always appropriately
Diii: The student uses language to suit the context to some degree

Language Acquisition: Spanish Lang Aquisition
Ms Megan Carr
Unit: Who am I? - ¿Quién soy yo?
Unit Summary: Students start their Spanish learning by building basic vocabulary and learning the
language structures necessary to share information about themselves. This information includes basic
greetings, age, nationality, character traits, physical descriptions, and basic opinions. There are four
summative assessments in this unit: listening (students identify key information on a real life setting video),
speaking (an interview between teacher and students), reading and writing (these two skills are assessed
through fictional emails, as this is the text type which students have worked on this unit.

(1-8)
Criterion A Ai: The student identifies some basic facts, messages, main ideas and
spoken and Aii: The student has some awareness of basic conventions
Aiii: The student engages adequately with the spoken and visual text by
visual text
identifying some ideas, opinions and attitudes and by making some personal
Criterion B Bi: The student identifies most basic facts, messages, main ideas and
written and Bii: The student has considerable awareness of basic aspects of format and
style, and author’s purpose for writing
visual text
Biii: The student engages considerably with the written and visual text by
identifying most ideas, opinions and attitudes and by making a personal
Criterion C Ci: The student responds to simple short phrases and basic informationin
Communicating 4 spoken and/or written and/or visual text, though some responses may be
in response to inappropriate
Cii: The student interacts to some degree in simple and rehearsed exchanges,
spoken, written
using verbal and non-verbal language
and visual text
Ciii: The student uses some basic phrases to communicate ideas, feelings and
information on a limited range of aspects of everyday topics
Civ: The student communicates with some sense of audience
Criterion D Di: The student writes/speaks using a basic range of vocabulary, grammatical
Using language 4 structures and conventions, with some inappropriate choices; when speaking,
in spoken and uses pronunciation and intonation with some errors, some of which make
understanding difficult
written form
Dii: The student organizes some basic information and uses a limited range of
basic cohesive devices, not always appropriately
Diii: The student uses language to suit the context to some degree

Language/Literature: English
Anna Webb
Unit: 7.1 Telling Stories
Unit Summary: Students learn that stories are constructed and that narrators make choices that directly
affect the audience's or reader's experience. They explore the writer’s craft using the novel ‘Inside Out and
Back Again’ as one example of how form affects meaning and the reader's interpretation of the narrative.
Assessment is based on a personal, written family narrative employing aspects of the writer’s craft learned
during the unit.

(1-8)
Criterion C Ci: The student produces texts that demonstrate considerable personal
Producing text 5 engagement with the creative process; demonstrates considerable insight,
imagination and sensitivity and substantial exploration of, and critical reflection
on, new perspectives and ideas
Cii: The student makes thoughtful stylistic choices in terms of linguistic, literary
and visual devices, demonstrating good awareness of impact on an audience
Ciii: The student selects sufficient relevant details and examples to develop
ideas
Criterion D Di: The student uses a varied range of appropriate vocabulary, sentence
Using language 5 structures and forms of expression competently
Dii: The student writes and speaks competently in a register and style that
serve the context and intention
Diii: The student uses grammar, syntax and punctuation with a considerable
degree of accuracy; errors do not hinder effective communication
Div: The student spells/writes and pronounces with a considerable degree of
accuracy; errors do not hinder effective communication
Dv: The student makes sufficient use of appropriate non-verbal communication
techniques
Unit: 7.2 Poetry of Hong Kong
Unit Summary: Students develop their knowledge of connotation and denotation in poetry. They learn how
to annotate poems, identifying techniques used by the writer and connecting these methods to purpose and
meaning. Students learn the difference between literal and figurative language. Assessment is based on
writing a PEE paragraph about a haiku (formative) and a piece of analytical writing on an unseen text
(summative).

(1-8)
Criterion A Ai: The student provides adequate identification and comment upon significant
Analysing 4 aspects of texts
Aii: The student provides adequate identification and comment upon the
creator's choices
Aiii: The student justifies opinions and ideas with some examples and
explanations, though this may not be consistent; uses some terminology
Aiv: The student interprets some similarities and differences in features within
and between genres and texts
Criterion B Bi: The student makes competent use of organizational structures that serve the
Organizing 5 context and intention
Bii: The student organizes opinions and ideas in a coherent and logical manner
with ideas building on each other
Biii: The student makes competent use of referencing and formatting tools to
create a presentation style suitable to the context and intention
Criterion D Di: The student uses a varied range of appropriate vocabulary, sentence
Using language 5 structures and forms of expression competently
Dii: The student writes and speaks competently in a register and style that
serve the context and intention
Diii: The student uses grammar, syntax and punctuation with a considerable
degree of accuracy; errors do not hinder effective communication
Div: The student spells/writes and pronounces with a considerable degree of
accuracy; errors do not hinder effective communication
Dv: The student makes sufficient use of appropriate non-verbal communication
techniques

Individuals/Societies: Individuals and Societies
Ms Louise Cosgrove
Unit: Understanding faith part 1: stories and identity *
Unit Summary: In this unit students will study the stories that form a basis of religious belief and consider
their significance for religious believers. The unit culminates in a group research project on a different
religious festival and the students are asked to describe the stories and traditions that surround it as well as
the impact it may have on the identities of believers.

(1-8)
Criterion B Bi: The student explains the choice of a research question
Investigating 8 Bii: The student effectively follows an action plan to explore a research question
Biii: The student uses methods to collect and record consistently relevant
information
Biv: The student thoroughly reflects on the research process and results.
Criterion C Ci: The student communicates information and ideas in a way that is completely
Communicating 8 clear
Cii: The student completely organizes information and ideas effectively
Ciii: The student lists sources in a way that always follows the task instructions.
Unit: Where in the World - Microclimates
Unit Summary: From this unit, students should know how to describe the characteristics associated with a
variety of human and natural landscapes,They will understand that human and natural processes act upon
these environments, leading to change, and that human activities will also lead to their own set of impacts,
both planned and unforeseen. Students will demonstrate their understanding by producing an action plan
and presentation that describes and explains the factors that affect local microclimates around their school
campus

(1-8)
Criterion A Ai: The student uses considerable relevant vocabulary, often accurately
Knowing and 6 Aii: The student demonstrates substantial knowledge and understanding of
understanding content and concepts through descriptions, explanations and examples.
Criterion B Bi: The student explains the choice of a research question
Investigating 7 Bii: The student effectively follows an action plan to explore a research question
Biii: The student uses methods to collect and record consistently relevant
information
Biv: The student thoroughly reflects on the research process and results.

Mathematics
Ms Chia Chu
Unit: Number Fun
Unit Summary: Students learn how and why different number systems are defined and structured. They
learn how to operate within different number systems and apply their knowledge of operations to solve
problems. Assessment is based on a pen and paper test and an investigation into the efficient use of a
measured space with given constraints.

(1-8)
Criterion A Ai: The student is able to select appropriate mathematics when solving more
Knowing and 3 complex problems in familiar situations
understanding Aii: The student is able to apply the selected mathematics successfully when
solving these problems
Aiii: The student is able to generally solve these problems correctly in a variety
of contexts.
Criterion B Bi: The student is able to apply, with teacher support, mathematical problem-
Investigating 2 solving techniques to recognize simple patterns
patterns Bii: The student is able to state predictions consistent with simple patterns.
Biii: N/A
Unit: What is Normal?
Unit Summary: Students learn how to calculate mean, mode, median and range and how data can be
used to make predictions. They learn how to collect, sort and represent data in tabular and graphical form.
The assessment for this unit is students use the 6 steps of statistics to analyze the reading level of difficulty
of different texts.

(1-8)
Criterion C Ci: The student is able to usually use appropriate mathematical language
Communicating 5 Cii: The student is able to usually use different forms of mathematical
representation to present information correctly
Ciii: The student is able to communicate through lines of reasoning that are
usually coherent
Civ: The student is able to present work that is usually organized using a logical
structure.
Criterion D Di: The student is able to identify the relevant elements of the authentic real-life
Applying 4 situation
mathematics in Dii: The student is able to apply mathematical strategies to reach a solution to
the authentic reallife situation
real-life
Diii: The student is able to state, but not always correctly, whether the solution
contexts
makes sense in the context of the authentic real-life situation.
Div: N/A
Dv: N/A

Physical and Health Education
Ms Xanthe Knight
Unit: PHE Semester One - Having fun and staying fit through inquiry experiences
Unit Summary: Initial firmiliaisation of school environment and how they fit. Developing knowledge and
planning skills with regards facitlities, equipment and student usage in order to participate successfully.
Individually creating a sporting profile that highlights their fitness strenghts and areas for development, from
which students evaluate and identify their own personal goals and targets set for future consolidation.

(1-8)
Criterion A Ai: The student outlines physical and health education factual, procedural and
Knowing and 7 conceptual knowledge
understanding Aii: The student identifies physical and health education knowledge to describe
issues and solve problems set in familiar and unfamiliar situations
Aiii: The student applies physical and health terminology consistently to
communicate understanding.
Criterion B Bi: The student identifies goals to enhance performance
Planning for 7 Bii: The student constructs a plan for improving physical activity and health.
performance
Criterion C Ci: The student recalls and applies some skills and techniques
Applying and 6 Cii: The student recalls and applies some strategies and movement concepts
performing Ciii: The student recalls and applies some information to perform effectively
Criterion D Di: The student identifies and sometimes demonstrates strategies to enhance
Reflecting and 5 interpersonal skills
improving Dii: The student describes the effectiveness of a plan
Diii: The student outlines and summarizes performance.
performance

Sciences: Science
Mr Amit Mistry
Unit: Living World 2020_21
Unit Summary: Students study cells and how structure is related to function in biological organization.
They learn to use light microscopes and measure and collect data. Assessment is based on a data collection
and an interpretation activity where students analyse their results and evaluate their findings.

(1-8)
Criterion B Bi: Students should be able to state a problem or question to be tested by a
Inquiring and 4 scientific investigation
designing Bii: Students should be able to state a testable prediction
Biii: Students should be able to state how to manipulate the variables, and state
how data will be collected
Biv: Students should be able to design a safe method in which he or she selects
materials and equipment.
Criterion C Ci: Students should be able to correctly collect, organize and present data in
Processing and 5 numerical and/or visual forms
evaluating Cii: Students should be able to accurately interpret data and outline results
using scientific reasoning
Ciii: Students should be able to outline the validity of a prediction based on the
outcome of a scientific investigation
Civ: Students should be able to outline the validity of the method based on the
Cv: Students should be able to outline improvements or extensions to the
method that would benefit the scientific investigation.
Unit: World Scientist 2020_21
Unit Summary: Students learn to work safely and confidently with a range of scientific equipment. They
use and apply the scientific method and scientific conventions for recording and presenting data.
Assessment is based on online and paper based test questions, identifying the key components of
experimental design and research into the impact of a famous scientist.

(1-8)
Criterion A Ai: The student is able to state scientific knowledge
Knowing and 6 Aii: The student is able to apply scientific knowledge and understanding to solve
understanding problems set in familiar situations
Aiii: The student is able to apply information to make scientifically supported
judgments.
Criterion B Bi: Students should be able to state a problem or question to be tested by a
Inquiring and 6 scientific investigation
designing Bii: Students should be able to outline a testable prediction
Biii: Students should be able to outline how to manipulate the variables, and
state how relevant data will be collected
Biv: Students should be able to design a complete and safe method in which he
or she selects appropriate materials and equipment.
Criterion C Ci: Students should be able to correctly collect, organize and present data in
Processing and 6 numerical and/or visual forms
evaluating Cii: Students should be able to accurately interpret data and outline results
using scientific reasoning
Ciii: Students should be able to outline the validity of a prediction based on the
Civ: Students should be able to outline the validity of the method based on the
Cv: Students should be able to outline improvements or extensions to the
method that would benefit the scientific investigation.
Criterion D Di: Students should be able to state the ways in which science is used to
Reflecting on 4 address a specific problem or issue
the impacts of Dii: Students should be able to state the implications of using science to solve a
specific problem or issue, interacting with a factor
science
Diii: Students should be able to sometimes apply scientific language to
communicate understanding
Div: Students should be able to sometimes document sources correctly.

Appendix A
Each subject group assesses four different criteria (A-D) on a scale of one to eight (these can be seen in
Appendix B). The scores in these criteria are used to generate the indicative semester grade one to seven.
An example of how that is done can be seen below:
For example, for Mathematics, the criteria are:

Criterion A: Knowing and Understanding,
Criterion B: investigating patterns,
Criterion C: Communicating,
Criterion D: Applying mathematics in a real life context.
The grades below show the student work has been assessed and scored on a scale of 1 to 8 for A, B, C and
D
MYP Criterion
Subject Semester
Grade A B C D
Mathematics: Mathematics
Ms. Chia Chu 6 5 6 7 8
The Indicative Semester grade (i.e. 6) is calculated by adding all of the criteria scores together
(5+6+7+8=26) and referencing it against the International Baccalaureate MYP grade boundaries below.
Total Criteria Score 1-5 6-9 10-14 15-18 19-23 24-27 28-32
MYP Semester Grade 1 2 3 4 5 6 7
This student is currently working at a level 6 in Mathematics.
From the overall subject grade descriptors we see that this means:
Produces high-quality, occasionally innovative work. Communicates extensive understanding of

concepts and contexts. Demonstrates critical and creative thinking, frequently with sophistication. Uses
knowledge and skills in familiar and unfamiliar classroom and real-world situations, often with
independence.
At the end of the year, teachers will look at all of the assessment data to arrive at a holistic summative
grade.

Appendix B
IB-MYP Subject Assessment Criteria 學科評估標準
A B C D
Arts Knowing and Developing Thinking Responding

藝術 understanding skills creatively 做出反應
認識與理解發展技能創造性思考
Design Inquiring and Developing Creating the Evaluating

設計 analyzing ideas solution 評價
探究與分析發展創意創造解決方法
Language Comprehending Comprehending Communicating Using language

Acquisition spoken and written and in response to in spoken and
語言習得 visual text visual text spoken, written written form
理解口頭和視覺理解書面和視覺 and visual text 以口頭和/或書
材料材料通過回應口頭材面的形式運用語
料和/或書面材言
料和/或視覺材
料進行交流
Language and Literature Analysing Organizing Producing text Using language
語言與文學分析組織創作文本/材料運用語言
Individuals and Knowing and Investigating Communicating Thinking

Societies understanding 調研交流 critically
個體與社會認識與理解批判性思考
Mathematics Knowing and Investigating Communicating Applying

數學 understanding patterns 交流 mathematics in
認識與理解模式調研 real-life
contexts
將數學應用於實
際生活情境
Physical and Knowing and Planning for Applying and Reflecting and
Health Education understanding performance performing improving
體育和健康教育認識與理解制定表現計劃應用與表現 performance
反思和改進表現
Sciences Knowing and Inquiring and Processing and Reflecting on
科學 understanding designing evaluating the impacts of
認識與理解探究與設計處理與評價 science
反思科學的影響
Interdisciplinary Disciplinary Synthesizing Communicating Reflecting
Learning grounding 綜合交流反思
跨學科學習學科基礎
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Shaun HO: Tutor

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Year 7 Semester 1 Summary - February 2022

Tutor: Mr Tom Isaacs

From 19/08/2021 to 07/02/2022

Dear Parents and Caregivers,

Shaun HO | Year 7 | King George V School | Semester 1

Subject Group Indicative

Shaun HO | Year 7 | King George V School | Semester 1

Vice Principal, Carole Beer (carole.beer@kgv.edu.hk) or

Shaun HO | Year 7 | King George V School | Semester 1

Unit: Advertising (Visual)

Effort Grade: Meeting expectations

Level Description of current attainment

Unit: Growing a Ground - Musical Structures (Performance)

Effort Grade: Exceeding expectations

Level Description of current attainment

Unit: Musical Soundscapes - story telling through music (Performance)

Effort Grade: Meeting expectations

Shaun HO | Year 7 | King George V School | Semester 1

Unit: Physical Comedy - Commedia Del Arte (Performance)

Effort Grade: Exceeding expectations

Level Description of current attainment

Unit: Stop Motion (Visual)

Effort Grade: Meeting expectations

Level Description of current attainment

Unit: Universally Speaking - Mask and Mime (Performance)

Effort Grade: Meeting expectations

Shaun HO | Year 7 | King George V School | Semester 1

Shaun HO | Year 7 | King George V School | Semester 1

Unit: Driven to Distraction - organising information

Effort Grade: Meeting expectations

Level Description of current attainment

Shaun HO | Year 7 | King George V School | Semester 1

Unit: Box and cultural decoration

Effort Grade: Meeting expectations

Level Description of current attainment

Shaun HO | Year 7 | King George V School | Semester 1

Unit: Personal Identity (Phase 1)

Effort Grade: Meeting expectations

Level Description of current attainment

Shaun HO | Year 7 | King George V School | Semester 1

Unit: Who am I? - ¿Quién soy yo?

Effort Grade: Meeting expectations

Level Description of current attainment

Shaun HO | Year 7 | King George V School | Semester 1

Unit: 7.1 Telling Stories

Effort Grade: Meeting expectations

Level Description of current attainment

Unit: 7.2 Poetry of Hong Kong

Effort Grade: Meeting expectations

Shaun HO | Year 7 | King George V School | Semester 1

Shaun HO | Year 7 | King George V School | Semester 1

Unit: Understanding faith part 1: stories and identity *

Effort Grade: Exceeding expectations

Level Description of current attainment

Unit: Where in the World - Microclimates

Effort Grade: Meeting expectations

Level Description of current attainment

Shaun HO | Year 7 | King George V School | Semester 1

Unit: Number Fun

Effort Grade: Meeting expectations

Level Description of current attainment

Unit: What is Normal?

Effort Grade: Meeting expectations