Date of Birth: 31 Oct 2007

出生日期:
Report: 2022-2023 Report 2 Date: 15 Jun 2023
報告: 2022-2023 第二次學習報告 日期:
Student Name: LIN, Zi Chuan Student ID: 14619008
姓名: 林子川 學號:
Class: G09 Water 1 Tutor: WYNNE, Francis James
班別: 九年級水社(一) 導師:

Summary of Achievement 學生成績概覽

Report 1 報告1 Report 2 報告2
Subject 學科 Overall Commitment to Overall Commitment to
Achievement Learning Achievement Learning
整體成績 學習態度 整體成績 學習態度

G09 Chinese Language and Literature 九年級中文語言及文學 5 ME 6 ME

G09 English Language and Literature 九年級英文語言及文學 6 ME 6 ME
G09 Individuals and Societies 九年級個體與社會 7 EE 7 ME
G09 Mathematics 九年級數學 6 ME 6 ME
G09 Sciences 九年級科學 5 ME 6 ME
G09 Theatre 九年級戲劇 6 ME 7 ME
G09 Chinese Humanities LL* 九年級中國人文語言及文學* 6 ME 5 ME
G09 Shuyuan Computer Science** 九年級書院計算機科學** 6 ME 6 EE
G09 Physical and Health Education (SB)* 九年級體育和健康教育(學校課
程)*
ME ME EE EE
MYP and Chinese Humanities Total
所有中學項目分及中國人文語言總分 41 43
Mean Scores for MYP and Chinese Humanities
所有中學項目及中國人文語言平均分 5.86 6.14
*Non-MYP course 非中學預科項目學科 **Honors course 榮譽課程
CTL Scale Assessment Criteria Total Overall Achievement
學習態度等級 總分 整體成績
EE Exceeds Expectations 28+ 7
超出預期 24+ 6
ME Meets Expectations 19+ 5 Mr. Nicholas Forde
達到預期 15+ 4 Secondary Principal
RI Requires Improvement 10+ 3 中學校長
有待改進 6+ 2
0+ 1

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IB Learner Profile Student Self-Assessment 8 Virtues + 1 Student Self-Assessment
學習者培養目標學生自評 八德一智學生自評
Strength 優項 Principled Strength 優項 愛Ai
Development 目標 Risk-taker Development 目標 和He
Service Reflection 服務反思:
At the beginning of this academic year, I aimed to participate in at least one service activity to get things started. Upon
reflection, I can say that I achieved my goal because this year, I participated in JAM Day by helping set up and operate
one of the stalls. My JAM day stall was a beer pong stall that required payment that would directly go to charity. This
service action was not only beneficial to the local community but to me personally because I enjoyed this activity. Setting
up the stall from scratch was a fun experience, as I demonstrated collaboration skills with my stall peers. We also had to
communicate with our players effectively and convince them to spend tokens at our stall. Moving forward, I would like to
participate in more service actions like fundraisers during lunchtime. I feel like this would make better use of my leisure
time in school.

Tutor Comment 導師評語 (WYNNE, Francis James):

Zi Chuan continues to be a valued member of Water 1 and has done well to cope with the greater academic challenges
of Grade 9. Zi Chuan is quiet by nature but unfailingly polite and clearly well liked by her peers. During our one to one
conversations, Chuan acknowledged that Grade 9 had been a steep learning curve but feels he has developed a surer
footing as the year has progressed and that things are going more smoothly now. He seems to be especially flourishing
in the I&S subjects, with Global Politics and Business Management both being areas he has excelled in. Drama also
plays an important role in his timetable, offering Zi Chuan something different from his more academic subjects and
allowing him to express himself more freely. While he recognises Chinese and Science as areas he still needs to work
on, his progress this year should give him confidence that he can keep improving in these subjects. Outside of the regular
curriculum, I was pleased to learn that Zi Chuan has joined the debate CCA, as this will provide an excellent opportunity
to develop the IB Learner Profile trait of ‘Communicator’. Beyond academics, it is wonderful that Zi Chuan can now begin
playing football more competitively again. It is also good that he has managed to participate in some service activities this
year, such as his involvement in JAM day. In addition, his participation in House Glee showed a willingness to support
House and collaborate with his peers, and I hope that he seeks to build on these things as we enter Grade 10. Overall, Zi
Chuan should be very proud of his achievements and I look forward to seeing his continued development next year.

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Subject: G09 Chinese Language and Literature
學科: 九年級中文語言及文學
Teacher 老師: WANG, Keddy Hong Ying / TSENG, Christine Yi Ting

MYP Assessment Criteria Max. Level Report 1 Report 2

評估標準 最大值 報告1 報告2
A Analysing 分析 8 5 6
B Organizing 組織 8 6 6
C Producing text 創作文本 8 5 6
D Using language 運用語言 8 6 6
Total 總分 32 22 24
Overall Achievement Commitment to Learning
整體成績水平 學習態度

6 ME

Subject: G09 English Language and Literature

學科: 九年級英文語言及文學
Teacher 老師: MCNEAL, Sarah Marie / HENDERSON, Anthony James Tony / TAM, Annie

MYP Assessment Criteria Max. Level Report 1 Report 2

評估標準 最大值 報告1 報告2
A Analysing 8 6 6
B Organizing 8 7 6
C Producing text 8 6 6
D Using language 8 7 6
Total 總分 32 26 24
Overall Achievement Commitment to Learning
整體成績水平 學習態度

6 ME

Subject: G09 Individuals and Societies

學科: 九年級個體與社會
Teacher 老師: BRADSHAW, Robert William / HONOUR , Kristina Ashley

MYP Assessment Criteria Max. Level Report 1 Report 2

評估標準 最大值 報告1 報告2
A Knowing and understanding 8 7 8
B Investigating 8 8 8
C Communicating 8 7 8
D Thinking critically 8 8 8
Total 總分 32 30 32
Overall Achievement Commitment to Learning
整體成績水平 學習態度

7 ME

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Subject: G09 Mathematics
學科: 九年級數學
Teacher 老師: DICK, Alexander Robert John

MYP Assessment Criteria Max. Level Report 1 Report 2

評估標準 最大值 報告1 報告2
A Knowing and understanding 8 6 7
B Investigating patterns 8 6 6
C Communicating 8 7 7
D Applying mathematics in real-life contexts 8 7 6
Total 總分 32 26 26
Overall Achievement Commitment to Learning
整體成績水平 學習態度

6 ME

Subject: G09 Sciences

學科: 九年級科學
Teacher 老師: VUONG, Stephanie

MYP Assessment Criteria Max. Level Report 1 Report 2

評估標準 最大值 報告1 報告2
A Knowing and understanding 8 6 7
B Inquiring and designing 8 6 7
C Processing and evaluating 8 5 6
D Reflecting on the impacts of science 8 6 7
Total 總分 32 23 27
Overall Achievement Commitment to Learning
整體成績水平 學習態度

6 ME

Subject: G09 Theatre

學科: 九年級戲劇
Teacher 老師: CHAUKRIA, Keren

MYP Assessment Criteria Max. Level Report 1 Report 2

評估標準 最大值 報告1 報告2
A Knowing and understanding 8 7 7
B Developing skills 8 6 7
C Thinking creatively 8 6 7
D Responding 8 6 7
Total 總分 32 25 28
Overall Achievement Commitment to Learning
整體成績水平 學習態度

7 ME

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Subject: G09 Chinese Humanities LL*
學科: 九年級中國人文語言及文學*
Teacher 老師: WANG, Keddy Hong Ying

MYP Assessment Criteria Max. Level Report 1 Report 2

評估標準 最大值 報告1 報告2
A Knowing and understanding 認識與理解 8 7 6
B Investigating 調研 8 6 6
C Communicating 交流 8 6 5
D Thinking Critically 批判性思考 8 6 5
Total 總分 32 25 22
Overall Achievement Commitment to Learning
整體成績水平 學習態度

5 ME

Subject: G09 Physical and Health Education (SB)*

學科: 九年級體育和健康教育(學校課程)*
Teacher 老師: PIRIPI, Jordyn Lesley

Overall Achievement Commitment to Learning

整體成績水平 學習態度

EE EE

Subject: G09 Shuyuan Computer Science**

學科: 九年級書院計算機科學**
Teacher 老師: GENZLINGER, Britte / BROWN, Emma Qing

Overall Achievement Commitment to Learning

整體成績水平 學習態度

6 EE

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Subject 學科: Inter Disciplinary Unit
Teacher 老師: VUONG, Stephanie

In MYP, interdisciplinary learning is the process by which students come to understand knowledge from two or more
disciplines and integrate this knowledge to create new understanding. In each grade level students participate in at least
one formal interdisciplinary unit. The objectives of interdisciplinary units are to analyse disciplinary knowledge and
evaluate interdisciplinary perspectives (Criterion A); create a product that communicates a purposeful interdisciplinary
understanding (Criterion B); reflect on the development of their own interdisciplinary learning and discuss how it enables
action (Criterion C).
Area(s) of Strength Zi Chuan is able to evaluate by explaining the strengths and limitations of interdisciplinary
強項 perspectives.

Zi Chuan is able to justify how their product communicates interdisciplinary knowledge.

Area(s) for Growth To discuss how their new interdisciplinary understanding enables action.
努力方向

Assessment Criteria & Overall Achievement Levels 評估標準及整體成績

MYP Assessment Criteria Max. Level Report 2
評估標準 最大值 報告2
A 8 6
B 8 6
C 8 4
Total 總分 24 16
Overall Achievement Commitment to Learning
整體成績水平 學習態度

5 ME

Description of the Unit 單位說明

Description:
Science Fiction is a popular literary and film genre. The texts that belong to this genre seek to explore our shared
humanity through the examination of challenges posed at the edge of scientific possibility. The Natural Sciences have,
since the Renaissance, raised questions at the intersection of what we are able to do and what we can/ought to do. In
this respect, an IDU that explores science/fiction would allow us to engage our students in meaningful reflection on how
ethical/moral positions are presented in fiction and how ethical decisions are made in real life.

This interdisciplinary unit involved a combination of English (LA and LL) and Science. In English, students explored
Science Fiction as a genre. In Science, students worked through questions from biotechnology to Artificial Intelligence.

Students then created their own science fiction short story. Students had to consider how some genres explore our
Identity as human beings through examination of the unintended consequences of scientific progress.

Product: Aesthetic / Literary Synthesis

An original short story which demonstrates scientific knowledge through the narrative, the characters, their perspectives
and their actions. The narrative must explore a dilemma and ethical positions on a science subject.

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