Alexandra Herea Buzatu 114

Alexandra HEREA BUZATU
Year 9A, Rhino

Autumn Term Report
December, 2023
Attendance 81.7%
Merits 15
Average Attitude to Learning 3.60
Academic Progress Summary
Autumn Term Spring Term Summer Term End of Year
Target Term Term Term Exam Year

% % % % Year %
Grade Grade Grade Grade Grade Grade
Art 8 7 75
Computing 7 7 83
Design and Technology 8 7 76

Performing Arts (Drama and
8 7 90
Dance)
English 7 7 78
French 7 7 86
Humanities 7 8 81
Mathematics 8 8 78
Music 7 7 77
Physical Education 9 8 85
Portuguese 7 93
Public Speaking 7 7 80
Science 8 8 86
Alexandra HEREA BUZATU, Year 9A King's College School, Cascais
Autumn Term, December, 2023
Art Miss Hickey
Curriculum Content: Students are exploring the theme Identity as they learn to draw a self-portrait. They have practiced
drawing each feature and know the formula for facial proportions. Once the self-portrait is completed the drawing will be
developed into a painting too.
Term Grade: 7 Foundation Developing Secure Advanced Mastering
Technical Knowledge X
Experiment X
Research and Record X
Create and Make X
Progress Insufficient Satisfactory Good Excellent
Attitude to Learning Concern Passive Meeting Exceeding Exceptional
Confidence X
Engagement X
Innovation X
Reflection X
Responsibility X
Homework X
Organisation X
Behaviour X
Areas of Strength
Excellent ability to draw accurate shapes for each facial feature; wide range of tones achieved to create a sense of form.
Targets for Development
Try to use a wider range of mark-making techniques to show different qualities of line for textures and details.
Computing Mr Ashcroft
Curriculum Content: Functions & formulas in spreadsheets, syntax, variables, programming for a purpose, drawing &
plotting shapes, algorithms, debugging.
Knowledge and Understanding X
Programming X
Confidence X
Engagement X
Innovation X
Reflection X
Responsibility X
Homework X
Organisation X
Behaviour X
Areas of Strength
Uses correct syntax for known functions.
Debugs errors through sequential checking.
Works collaboratively to find solutions to a given problem.
Think critically to assist in understanding new concepts.
Systematically test and refine programs.
Create variables to represent and perform operations on different data.

Design and Technology Miss Hickey
Curriculum Content: Students are learning about design specifications by working to a specific design brief to research,
design and create a bird box prototype for a target audience.
Research X
Design and Develop X
Make and Create X
Evaluate X
Confidence X
Engagement X
Innovation X
Reflection X
Responsibility X
Homework X
Organisation X
Behaviour X
Areas of Strength
Excellent quality research into design movements, exisiting birdboxes, birds and the bird box requirements.
Include more details in your annoations to make more refernce and links to your research. Example: why have you chosen
certain colours and which design movement has influenced design ideas.
English Miss Fernandez-Kong
Curriculum Content: An introduction to the Gothic genre and using the conventions to inspire descriptive writing. Novel
study of 'Woman in Black', developing analytical writing skills with a focus on narrative voice.
Reading X
Descriptive/Narrative Writting X
Analytical Writing X
SPAG X
Confidence X
Engagement X
Innovation X
Reflection X
Responsibility X
Homework X
Organisation X
Behaviour X
Areas of Strength
Capable of selecting evidence from a text to support an analytical point.
Can identify the main themes and central ideas of a text.
Grasps new concepts quickly.
Practise making links between text and context in order to comment on the writer's intent
Practise the skill of 'squeezing' meaning from words in order to analyse the effect of language.
Develop strategies to improve accuracy of spelling.

French Miss Prestwich
Curriculum Content: Extra-curricular and after school activities, revision of time, consolidation of present, past and future
tenses, reflexive verbs, subject and object pronouns, clothes and adjectival agreement, speaking exam practice.
Reading X
Listening X
Speaking X
Writing X
Confidence X
Engagement X
Innovation X
Reflection X
Responsibility X
Homework X
Organisation X
Behaviour X
Areas of Strength
Grasps new concepts quickly.
Shows enthusiasm in participating in reading activities.
Conscientious pupil who consistently acts upon feedback given in lessons and homework.
Further practise using complex sentence structures with accuracy.
Try reading fiction and non-fictions books to vary widen vocabulary lexicon and range of structures.
Extend contact with the target language by watching film or series in French or listening to the news or podcasts.
Humanities Mr Ewart
Curriculum Content: This term in Humanities, students explored Coasts and Oceans in Geography and the Movement of
People (1750 to 1900) in History. A key focus has been on evidence, using both primary and secondary sources. This
approach enhances analytical skills, providing deeper insights into the forces shaping geographical landscapes and human
migrations over time.
Geographic knowledge X
Historic knowledge X
Analysis of Evidence X
Research skills X
Confidence X
Engagement X
Innovation X
Reflection X
Responsibility X
Homework X
Organisation X
Behaviour X
Areas of Strength
You have shown more independence in your learning throughout the term, continue this as it is a vital skill to develop.
You display commendable confidence in learning humanities, contributing actively to class activities and demonstrating a
positive engagement with the subject matter.
You demonstrate proficiency in sharing your opinions in class, contributing positively to discussions and showcasing a
thoughtful understanding of the topics.
Consider focusing on enhancing your understanding of task and exam requirements, as this will contribute to more
consistently meeting academic expectations.
You show a good grasp of using sources and evidence in your responses, indicating a developing ability to support your
points effectively, just try to do it more consistently
Your growing confidence in learning humanities is evident, showcasing a positive attitude and active engagement; continue
building on this to confidently share your valuable opinions and insights in class discussions.
Mathematics Miss Gandhi
Curriculum Content: Rounding and estimating; factors, multiples, primes; metric and imperial units; perimeter and area of
polygons and circles; compound measures; factorising, algebraic fractions, and formula; fractions, decimals, percentages;
angle properties; graphs.
Fluency X
Problem Solving X
Reasoning X
Confidence X
Engagement X
Innovation X
Reflection X
Responsibility X
Homework X
Organisation X
Behaviour X
Areas of Strength
Is focused in class and asks for help when needed.
Is enthusiastic about Mathematics and works to the best of their ability in class.
Has a natural Mathematical talent and is able to solve difficult multistage problems often independently.
Needs to pay attention to detail as they sometimes make small errors.
Read questions carefully, highlighting key words so that they fully answer the question and get as high mark as possible.
Outside of lessons it would be beneficial for them to attempt extra exam standard questions on the topics taught so that they
can familiarise themselves with the level expected. Exam questions can be found
at www.corbettmaths.com and www.mathsgenie.co.uk by topic.
Music Ms Dorman
Curriculum Content: Reggae -Learning the parts to Three Little Birds and performing as a group. Identifying Jazz and
Blues music and learning the 12 bar blues and a walking bass line on the keyboard. Whole class performance of In the
Mood.
Performing X
Composing X
Listening and Responding X
Confidence X
Engagement X
Innovation X
Reflection X
Responsibility X
Homework
Organisation X
Behaviour X
Areas of Strength
Listening to others and sharing ideas in group compositions.
Accurate sense of pulse and melodic phrasing.
Listens to teacher advice on how to improve performance.
Developing understanding of chord placements and progressions.
Listening to music from different genres to improve critical response.
Having confidence to be more independent when working through set pieces.

Performing Arts (Drama and Dance) Mr Spencer
Curriculum Content: Students have explored the Dadaist art movement and how this translates to theatrical devising.
Students were challenged to create and perform responses appropriate to the Dadaist style.
Performing X
Creating and Planning X
Analysis and Reflection X
Confidence X
Engagement X
Innovation X
Reflection X
Responsibility X
Homework
Organisation
Behaviour X
Areas of Strength
Independently able to analyse artistic stimuli.
Able to develop ideas through following abstract devising processes.
Confident use of voice and gesture to present work and deliver meaning to an audience.
To develop greater independence when analysing artistic stimuli.
To develop a more open and curious attitude when exploring abstract devising processes in Drama.
To refine work to create more varied nuanced responses.

Physical Education Mr Faria
Curriculum Content: In PE pupils have participated in team and individual activities with a focus on identifying skills that
can be transferred across sports. They understand the importance of a structured warm up and are beginning to
successfully apply tactics.
Understanding and Tactics X
Physical Wellbeing X
Sport specific skills and techniques X
Game concepts X
Confidence X
Engagement X
Innovation X
Reflection X
Responsibility X
Homework
Organisation X
Behaviour X
Areas of Strength
Applies tactical awareness to make informed decisions during gameplay.
Demonstrates fundamental movement skills across various sports and activities.
Manipulates objects skillfully, leveraging strengths in sports and games.
Utilise technology for performance analysis, integrating modern tools for improvement.
Highlight warm-up and cool-down routines' significance in preventing injuries and optimising performance.
Foster leadership qualities, promoting teamwork and responsibility within groups.

Portuguese Miss Paula
Curriculum Content: Over this term, we have been working on refining essential skills: reading, listening, speaking, and
writing. Our focus has also extended to expanding vocabulary in the language, striving for comprehensive understanding.
Term Grade: Foundation Developing Secure Advanced Mastering
Reading X
Listening X
Speaking X
Writing X
Confidence X
Engagement X
Innovation X
Reflection X
Responsibility X
Homework X
Organisation X
Behaviour X
Areas of Strength
Utilizes effective listening strategies, such as note-taking, to enhance understanding of spoken Portuguese.
Collaborates effectively with peers during class discussions, encouraging a supportive learning environment.
Shows great interest in learning the language.
Refine editing and proofreading skills.
Diversify reading materials.
Use rich and varied vocabulary.

Public Speaking Miss Fernandez-Kong
Curriculum Content:
Beginning with an introduction on how to use voice and body language. Delivery and presentation skills were evaluated
through a recital of a famous speech, chosen by the pupil.
Delivery and Presentation X
Crafting of Speech X
Content and Message X
Response to Questions X
Confidence X
Engagement X
Innovation X
Reflection X
Responsibility X
Homework X
Organisation X
Behaviour X
Areas of Strength
Projects voice with confidence and clarity
Enhance presentation skills by incorporating varied tones and strategic, deliberate pauses.
Science Mr Altman
Curriculum Content: This term we have completed the following content. Biology: Plant biology. Chemistry: Chemical
bonding and chemical structures and their properties. Physics: Energy and Waves
Biology X
Chemistry X
Physics X
Practical Skills X
Confidence X
Engagement X
Innovation X
Reflection X
Responsibility X
Homework X
Organisation X
Behaviour X
Areas of Strength
Excellent result in the Chemical structures and properties test. Well done
You completed an excellent lab report on the rate of photosynthesis practical. Great work.
Excellent use of numeracy skills when calculating density
When writing your methods, make sure they are detailed enough that another student could follow your method if needed.
Continue reading around the subjects we are studying to help go beyond what we are learning in the curriculum.
Continue to practice the key vocabulary on the knowledge organizers

Pupil Reflection
I am proud of my grades in Portuguese, Computing and Science, as I really enjoy these 3 subjects. I put in slightly more
effort than in other subjects that I do because I have to, not because I enjoy them and I want to have them in my timetable. I
want to improve my presentation skills and my confidence in Public Speaking, by watching Ted Talks from time to time and
observing how the person is presenting (body language, tone variations, etc.) and my focus in Music. I am pleased with
most of my test results, although some grades that I got were lower than I expected them to be because I wasn't focusing
enough and I didn't consider revising properly before the tests. I think that revising with summary sheets, model answers
and examiner reports will help me improve in the subjects where I'm not quite pleased with the results I get. I really enjoyed
being in the Wellbeing Arts and the Boardgames club, because they are both very relaxing and fun, and after a hard or long
day of school they help me get my mind off of things.
Tutor Comments
Alexandra is still adapting to the new school and her relocation to Portugal. Nevertheless, she has achieved the target
grades in many subjects, surpassing expectations in Humanities and also earning an excellent grade in Science. If this level
of achievement is maintained, we will consider raising her target grades in the upcoming terms. Despite having no specific
leadership role in the pastoral and school activities, she has demonstrated her responsibility and dedication, showing
confidence and resilience in almost all subjects. Her behaviour is exceptionally commendable, reflected in the 14 merits
achieved (at writing report). Her participation in CCAs has helped her integrate into school life as well as to help develop her
skills. However, there is room for growth in commitment, organization, and confidence. Next term, she should continue to
demonstrate independence in her studies and cultivate curiosity in all subjects.
Mr Marques
Explanation of Reporting
Attendance
Attendance is calculated as a percentage calculated since the first day of Term 1. Full attendance at school is critical to success: a drop of
10% in attendance is likely to result in the drop of at least one full grade.
Merits
At King’s College School, Cascais, we strongly believe in the positive impact of acknowledging and celebrating success. Merits are
awarded for academic effort and achievement, as well as for contributing to the school community in other ways – for example through
acts of kindness, participation in House events and school competitions.
Academic Progress Summary

This table gives an overview of achievement and is gradually populated throughout the academic year.
Minumum Target Grade

Minimum target grades are generated based on a combination of CAT4 predicted grades and, where necessary, teacher judgement. They
are intended to be a realistic but motivating grade for pupils to target; they are not predicted grades. Target grades can move during the
year if deemed appropriate.
Term Grade
The Term Grade is based on pupil achievement in formal assessments of learning including cycle assessments. Grade boundaries are
extrapolated from GCSE levels in each subject using a 9-1 scale (where 9 is the top). Although they are not predicted grades, the term
grades indicate the pupil’s current expected learning journey. Raw percentages are also included to show the term average.
End of Year Grade

An End of Year Grade is generated at the end of each academic year. This is calculated with formal assessments (including cycle tests)
representing 30%, and the end of year examination representing 70% of the grade.
Subject Reports
These pages give detailed information on attainment measured against subject-specific key skills. They enable a detailed and transparent
understanding of a pupil’s strengths as well as identify areas where more development is needed. Judgements reflect current attainment
relative to expectations for the year group: for example, a pupil who is secure in Writing for English at the end of Term 1 is on target to be
secure in that skill at the end of the year within the context of pupils of a similar age at King’s College School, Cascais.
Attainment in Key Skills
Mastering The pupil demonstrates mastery of the skill and application well beyond the expected level
The pupil demonstrates an advanced understanding and ability to apply the skill beyond the expected
Advancing level
Secure The pupil demonstrates secure understanding and ability to apply the skill at the expected level
The pupil demonstrates some understanding of the skill but does not demonstrate or apply it
Developing consistently. The pupil is not yet completely secure in this skill
The pupil finds it difficult to demonstrate understanding and/or ability to apply the skill and needs
Foundation further support to improve
Progress
Excellent The pupil is making progress above the expected level.
Good The pupil is making expected progress.
The pupil is making progress below the expected level. Satisfactory progress is treated as a concern
Satisfactory when a pattern is seen across multiple subjects. Intervention measures will be put in place and closely
monitored, in liaison with parents/guardians.
The pupil is not making the progress needed to be successful. Intervention measures will be put in
Insufficient place and closely monitored, in liaison with parents/guardians.
Attitude to Learning
Attitude to Learning is considered to be one of the most important measures on a pupil’s report. Pupils are awarded an effort score for
every subject across a range of key indicators shown in the individual subject pages. This will be a number from ‘5-1’ with ‘5’ being the
highest. An average effort of 2.5 and below is followed up as a concern.
Concern Passive Meeting Exceeding Exceptional
Confidence Lack of confidence in Variable levels of Becoming mostly Confident and secure in Confident intellectual risk
knowledge and limited confidence although confident and secure in knowledge, keen to learn taker, who can critically
ability to question, often insecure in knowledge but may be from mistakes. Explores evaluate ideas, and
explore or communicate knowledge. Limited fearful of making and evaluate ideas in a communicate and defend
their ideas. ability to explore ideas mistakes. Able to explore structured and analytical views articulately and
and communicate ideas. ideas in a structured way way and communicates respectfully
and communicate to views articulately and
others. respectfully.
Engagement Mostly disengaged Variable focus and Generally focused and Always focused and Always focused,
engagement behaviourally engaged in cognitively engaged in cognitively engaged and
lessons learning naturally inquisitive in
learning
Innovation Apprehensive of Sometimes able to apply Able to apply knowledge Applies knowledge and Welcomes new
challenge and struggles knowledge to new or and understanding to understanding creatively challenges which they
to apply knowledge to unfamiliar problems solve new and unfamiliar to solve new and meet resourcefully,
new or unfamiliar problems unfamiliar problems creatively, and
problems. imaginatively. Applies and
adapts knowledge and
understanding to solve
new and unfamiliar
problems.
Reflection Unsure how to apply Beginning to apply Committed to success Applies learning Mature understanding of
learning processes to the learning processes to the and applies learning processes to the subject own learning style,
subject. Does not subject but not yet processes to the subject with confidence. reflects regularly on
engage with feedback as consistently persevering successfully. Reflects on Reflective learner who progress, seeks out
a tool for improvement. or responding to progress and often engages with feedback feedback and responds to
feedback engages with feedback positively. advice with interest and
for improvement enthusiasm.
Responsibility Lack of commitment to Variable levels of Always seeks to Highly self-motivated and Exceptionally self-
learning and does not commitment to learning. complete the work that is takes a great deal of motivated and takes full
take any responsibility Will generally complete set and will do so responsibility for their responsibility for their
for their own progress the work set but may thoroughly. Sets learning. Works towards learning. Committed to
need prompting. themselves manageable self-set targets with meeting and exceeding
targets and at times determination and challenging targets.
engages with challenge. integrity and embraces Insists on intellectual
challenge. integrity and embraces
additional challenge.
Homework Homework is often not Homework is lacking in Homework is usually Homework is usually Pupil goes beyond the
completed effort and detail; may completed to a good completed to an excellent remit of the homework set
appear rushed standard of effort standard of effort to further their own
learning independently
Organisation Frequently not prepared Not always properly Equipped for lessons and Almost always well- Always well-equipped and
and not equipped for prepared or equipped for generally prompt equipped and prompt to prompt to every lesson
lessons the lesson every lesson
Behaviour Disrupts the learning of Passive and/or at times Respects the views of Helps create a positive Helps create a positive
others may disrupt the learning others and collaborates learning community, learning community,
of others well with peers respecting views of respecting views of others
others and supporting peers
Pupil Reflections
Pupils spend time with their tutor reading their reports, reflecting on their progress and achievement and setting targets and
goals to progress their learning. In addition to academics, they also reflect on their participation in co-curricular activities,
contribution to House and school events and activities, and consider their acquisition of ‘soft skills’ such as collaboration,
leadership, communication, creativity and critical thinking.

Alexandra Herea Buzatu 114

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Alexandra Herea Buzatu 114

Uploaded by

Copyright:

Available Formats

Alexandra HEREA BUZATU

Year 9A, Rhino

Average Attitude to Learning 3.60

Academic Progress Summary

Autumn Term Spring Term Summer Term End of Year

Target Term Term Term Exam Year

Design and Technology 8 7 76

Art Miss Hickey

Term Grade: 7 Foundation Developing Secure Advanced Mastering

Research and Record X

Create and Make X

Progress Insufficient Satisfactory Good Excellent

Attitude to Learning Concern Passive Meeting Exceeding Exceptional

Targets for Development

Term Grade: 7 Foundation Developing Secure Advanced Mastering

Knowledge and Understanding X

Progress Insufficient Satisfactory Good Excellent

Attitude to Learning Concern Passive Meeting Exceeding Exceptional

Uses correct syntax for known functions.

Debugs errors through sequential checking.

Works collaboratively to find solutions to a given problem.

Targets for Development

Think critically to assist in understanding new concepts.

Systematically test and refine programs.

Create variables to represent and perform operations on different data.

Design and Technology Miss Hickey

Term Grade: 7 Foundation Developing Secure Advanced Mastering

Design and Develop X

Make and Create X

Progress Insufficient Satisfactory Good Excellent

Attitude to Learning Concern Passive Meeting Exceeding Exceptional

Targets for Development

English Miss Fernandez-Kong

Term Grade: 7 Foundation Developing Secure Advanced Mastering

Progress Insufficient Satisfactory Good Excellent

Attitude to Learning Concern Passive Meeting Exceeding Exceptional

Capable of selecting evidence from a text to support an analytical point.

Can identify the main themes and central ideas of a text.

Grasps new concepts quickly.

Targets for Development

Develop strategies to improve accuracy of spelling.

French Miss Prestwich

Term Grade: 7 Foundation Developing Secure Advanced Mastering

Progress Insufficient Satisfactory Good Excellent

Attitude to Learning Concern Passive Meeting Exceeding Exceptional

Grasps new concepts quickly.

Shows enthusiasm in participating in reading activities.

Targets for Development

Further practise using complex sentence structures with accuracy.

Term Grade: 8 Foundation Developing Secure Advanced Mastering

Progress Insufficient Satisfactory Good Excellent

Attitude to Learning Concern Passive Meeting Exceeding Exceptional

Targets for Development

Mathematics Miss Gandhi

Term Grade: 8 Foundation Developing Secure Advanced Mastering

Knowledge and Understanding X

Progress Insufficient Satisfactory Good Excellent

Attitude to Learning Concern Passive Meeting Exceeding Exceptional

Is focused in class and asks for help when needed.

Targets for Development

Needs to pay attention to detail as they sometimes make small errors.

Term Grade: 7 Foundation Developing Secure Advanced Mastering