High School Subject Report 3

DOVER CAMPUS
Grade 10 | October 2023 (REVISED)

Year 2023/2024 Period August 2023 - October 2023

Name Aditya SARMA Head of Grade Barry Daniels

Grade 10 Mentor Carl Waugh

Mission Educational goal

The UWC movement makes education a force to unite people, The UWCSEA goal is to educate individuals to embrace challenge
nations and cultures for peace and a sustainable future. and take responsibility for shaping a better world.

Reporting overview
The purpose of reporting in High School is to communicate your child’s progress in the academic learning programme. Parents receive
feedback on both their child's approach to learning and their holistic attainment for the current stage of the two year course. Initial feedback
focuses on three key UWCSEA Profile skills that we know support your child's learning; self-management, collaboration and communication.
These are collectively known as the Approaches to Learning. Later feedback will include a holistic report grade that indicates your child's
mastery of the knowledge, skills and understanding of the UWCSEA curriculum. The holistic grade is based on a 1- 7 scale and indicates
their overall mastery in each subject. Each year the report grade is supplemented with written comments by your child's teacher and mentor
identifying strengths and areas for further development and/or a parent teacher conference when progress can be discussed in person.

Approaches to learning: skills and indicators

Indicators
In supporting student learning, teachers complement reports on academic attainment with reports on approaches to learning. We identify
three key UWCSEA profile skills that we know will support growth, and specify observable indicators that show the student is developing
each skill. These indicators offer multiple ways for the student to improve their performance, and should be the basis of their own
self-assessment and goal setting.

Self-Management Collaboration Communication

To demonstrate this, you should strive to:
• persevere with an optimistic approach
when faced with challenge
• organise materials effectively
• manage time and meet deadlines
• reflect on strengths and areas for
development
• set and work towards goals
To demonstrate this, you should strive to:
• support and encourage others
• take responsibility for tasks within groups
• contribute to discussions digitally
• contribute to discussions face-to-face
• respond to the contributions of others
• compromise where necessary
To demonstrate this, you should strive to:
• choose body language, content, tone and
medium appropriate to audience and purpose
• actively listen, read and watch
• express ideas in written work
• express ideas verbally
• clearly structure communications

Levels
When assessing a student’s level, teachers consider the quality and frequency of the indicators, along with their level of independence.
Teachers will then assess the three skills—Self-management, Collaboration and Communication - using four levels:

CONCERN SOME INDICATORS CLEAR INDICATORS STRONG INDICATORS

High School Subject Report 3

UWCSEA High School Holistic Attainment Levels
DOVER CAMPUS

The following scale provides attainment descriptors which are used for holistic assessment in the High School. Attainment
descriptors are statements that provide a broad indication of learning appropriate to attainment at a particular level,
describing the characteristics and context of learning expected at that level.

These are separate from Assessment criteria which provide students with information about the qualities, characteristics,
and aspects of an assessment task that will be used to measure their attainment of each of the learning outcomes.
Thus while assessment criteria may be used at a task level, attainment descriptors are not.

Attainment
Levels Descriptors

The learner has demonstrated that they can use the knowledge, skills and understandings of
the intended learning in both straightforward and complex ways with few errors, including
7
transferring their learning to both near and far contexts*. The learner shows consistent
evidence of analysis, synthesis and/or evaluation.

* transfer within the subject or to new contexts or similar and dissimilar

The learner has demonstrated that they can use the knowledge, skills and understandings of
6 the intended learning in both straightforward and complex ways with some support, including
transferring their learning to near contexts*. The learner frequently shows evidence of analysis,
synthesis and/or evaluation.

The learner has demonstrated that they can use the knowledge, skills and understandings of
5 the intended learning in straightforward ways. There are occasional omissions, errors and/or
misconceptions. The learner sometimes transfers their learning to near contexts*. The learner
often shows evidence of analysis, synthesis and/or evaluation.

The learner has demonstrated that they can use the knowledge, skills and understandings of
4 the intended learning in straightforward ways, but there are some omissions, errors and/or
misconceptions. The learner shows some evidence of analysis, synthesis and/or evaluation.

With support, the learner has demonstrated that they can use the knowledge, skills and
3 understandings of the intended learning in straightforward ways, but there are significant
omissions, errors and/or misconceptions. The learner shows limited evidence of analysis,
synthesis and/or evaluation.

The learner, with support, has not yet demonstrated that they can use the knowledge, skills and
2 understandings of the intended learning in straightforward ways.

The learner has not yet demonstrated that they have acquired the knowledge, skills and
1
understandings of the intended learning.

High School Subject Report 3

High School Subject Report 3
DOVER CAMPUS
Grade 10 | October 2023 (REVISED)
Name: Aditya SARMA

APPROACHES TO LEARNING

SUBJECT TEACHER ATTAINMENT SELF- COLLABORATION COMMUNICATION SUGGESTED AREA FOR

MANAGEMENT DEVELOPMENT

Computer Science HLe 6 Clear Clear Clear Self-Management:

Persevere with an
optimistic approach when
faced with challenge
Spanish: Language & VBe 7 Clear Strong Strong Self-Management:
Cultures Organise materials
effectively
Economics LEO 7 Strong Strong Strong Self-Management: Reflect
on strengths and areas for
development
English SSG 6 Clear Clear Clear Communication: Express
ideas in written work
Mathematics (Additional) SdM 6
Mathematics SdM 7 Clear Clear Clear Self-Management: Set
and work towards goals
Music MFo 6 Clear Strong Strong Self-Management: Set
and work towards goals
Physical Education MLi 6 Clear Clear Clear Collaboration: Take
responsibility for tasks
within groups
Co-ordinated Science 1 BKU 6 Strong Clear Strong Self-Management: Set
and work towards goals
Co-ordinated Science 2 TeB 7 Clear Clear Clear Self-Management: Reflect
on strengths and areas for
development

High School Subject Report 3