Faria International School

Term One Report

Student Name: Rachel Epelbaum
Class: Grade 10
Tutor: Richard Chandler

Prepared: April 17, 2011

IB Learner Profile

Inquirer: Natural curiosity is being nurtured. The skills necessary to conduct purposeful, constructive research are
being acquired. Learning is actively enjoyed and this love of learning will be sustained throughout life.
Thinker: Displays initiative in applying thinking skills critically and creatively to make sound decisions and to solve
complex problems.
Communicator: Receives and expresses ideas and information confidently in more than one language, including
the language of mathematical symbols.
Risk-taker: Approaches unfamiliar situations without anxiety and has the confidence and independence of spirit to
explore new roles, ideas and strategies. Courageous and articulate in defending beliefs.
Knowledge Seeker: Has spent time exploring themes which have global relevance and importance. In so doing,
has acquired a critical mass of significant knowledge.
Principled: Has a sound grasp of the principles of moral reasoning; integrity, honesty and a sense of fairness and
justice.
Caring: Shows sensitivity towards the needs and feelings of others. Has a sense of personal commitment to action
and service.
Open-Minded: Respects the views, values and traditions of other individuals and cultures and is accustomed to
seeking and considering of a range of points of view.
Balanced: Understands the importance of physical and mental balance and personal well-being.
Reflective: Gives thoughtful consideration to learning and analyses personal strengths and weaknesses in a
constructive manner.

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Summary of Achievement
Achievement Levels
Subject Final Grade Effort Grade
A B C D E F
Language A: English
8 8 9 6 5
Rebecca Arps
Comments: Rachel has been focused on her work over the past year. She participates actively in class discussions
communicating her thoughts and ideas clearly and with conviction. Well done!
Language B: Chinese (cantonese/mandarin)
6 7 4 5 10 5 5
Adrienne Pei
Comments: Rachel has done a good job developing her writing skills and reading proficiency. Her pronunciation has also
improved.
Humanities: History
8 8 8 6 6 4
Jacob Paulson
Comments: Good analysis. Participates actively in class discussions.
Sciences: Sciences
5 5 5 5 5 6 6 5
Michael Bauer
Comments: Well done with the labwork! Careful and methodical.
Mathematics: Standard mathematics
8 8 5 5 6 3
Richard Chandler
Comments: Excellent grasp of mathematics.
Arts: Visual arts
8 8 7 6 6 5
Bass Levin
Comments: Well done! Excellent use of lighting in your short film. Looking forward to seeing your full portfolio.
Technology: Technology
4 5 5 5 5 5 6 4
Richard Chandler
Comments: Rachel has intuitive design sense. Her product serves a real need.
Physical Education: Physical Education
6 5 8 6 6 3
Louis Adams
Comments: A team player!

Attendance
Absent Late Excused Comments
2 days 0 days 0 days N/A

Richard Chandler
Tutor

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Class Reports

Language A: English Year 5 — Rebecca Arps

Level Maximum
MYP Assessment Criteria
Achieved Level
A: Content (receptive and productive)
Rachel demonstrates a perceptive understanding of the text, topic and the author’s choices,
consistently using illustrative detail, development and support. In creative work, pieces reflect a lot
9 10
of imagination and sensitivity; Rachel employs literary and/or non-literary features effectively that
serve the context and intention. Rachel shows a sophisticated command of relevant terminology,
and uses it appropriately.

B: Organization
Rachel consistently employs sophisticated organizational structures and language-specific
conventions that serve the context and intention. The work is consistently well-organized, clear and 10 10
coherent and the ideas being expressed build on each other in a sophisticated manner. Rachel
integrates critical apparatus correctly and effectively.

C: Style and language

Rachel employs a wide and effective range of appropriate vocabulary, idiom and sentence
structure. Grammar and syntax are accurate; very infrequent errors do not hinder communication.
10 10
Rachel demonstrates mastery of a register and style that serve the context and intention.
Punctuation and spelling/writing are accurate; very infrequent errors do not hinder communication.
In oral/presentation work there is a high level of competence in oratory technique.
Criterion Totals: 29 30

Final Grade Local Grade Effort Grade

7 95% 4

Comments
Rachel has been focused on her work over the past year. She participates actively in class discussions
communicating her thoughts and ideas clearly and with conviction. Well done!
Grade 1 2 3 4 5 6 7
Boundaries 0–4 5–9 10 – 14 15 – 19 20 – 23 24 – 27 28 – 30

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Language B: Chinese (cantonese/mandarin) Year 5 — Adrienne Pei
Level Maximum
MYP Assessment Criteria
Achieved Level
A: Oral communication—message and interaction
Rachel communicates information clearly and effectively; both simple and complex ideas are
relevant and developed; opinions are justified. Rachel shows understanding through responding
8 8
correctly in familiar and spontaneous situations. Rachel contributes to the coherent flow of
conversation; and is actively and spontaneously engaged. Any prompting is natural and does not
disturb the flow.

B: Oral communication—language
Rachel’s pronunciation and/or intonation have occasional mistakes, but these do not interfere with
8 8
comprehensibility. Rachel uses a wide range of vocabulary and varied structures appropriately,
including idiom and register appropriate to context. Errors do not interfere.

C: Writing—message and organization

Rachel communicates information clearly, though there is some difficulty with more-complex ideas.
Rachel’s ideas are relevant but not always supported; opinions are sometimes justified. Rachel 6 8
structures the work appropriately, which adds to the clarity of the message; there is an appropriate
use of cohesive devices.

D: Writing—language
Rachel uses a range of vocabulary and structures appropriately; and attempts to use idiom
appropriate to the context. Errors rarely interfere. There are occasional mistakes in spelling/writing 6 8
but these do not interfere with communication. Rachel shows a sense of audience, though there
may be some lapses in using the appropriate register.

E: Reading comprehension
Rachel identifies stated and implied information, main ideas and supporting details in texts with
familiar and unfamiliar language and/or complex ideas. Rachel draws conclusions and recognizes 14 16
opinions and attitudes implied within the text. Rachel identifies some aspects of format and style
where appropriate. Rachel shows a good understanding of the text(s) overall.
Criterion Totals: 42 48

Final Grade Local Grade Effort Grade

6 90% 4

Comments
Rachel has done a good job developing her writing skills and reading proficiency. Her pronunciation has also
improved.
Grade 1 2 3 4 5 6 7
Boundaries 0–8 9 – 16 17 – 23 24 – 30 31 – 36 37 – 42 43 – 48

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Humanities: History Year 5 — Jacob Paulson
Level Maximum
MYP Assessment Criteria
Achieved Level
A: Knowledge
A range of terminology is used accurately and appropriately. A range of relevant facts and examples
8 10
are used to show understanding. Rachel provides accurate and detailed descriptions; explanations
are developed.

B: Concepts
Application of concepts is appropriate and sophisticated. Rachel demonstrates conceptual
9 10
awareness and understanding by explaining in detail connections to the subject matter. Rachel
applies concepts effectively to other situations.

C: Skills
Rachel selects and uses a range of relevant information. Work shows a good level of critical
8 10
analysis. Arguments, decisions and judgments are well supported and balanced. Rachel
demonstrates effective investigative skills.

D: Organization and presentation

Rachel communicates information that is relevant. Rachel uses a structure appropriate to the task
and sequences the content logically. Presentation and expression are clear; attention is paid to the 6 8
audience and purpose in terms of appropriate language, style and visual representation. Sources of
information are documented, with occasional errors in adhering to conventions.
Criterion Totals: 31 38

Final Grade Local Grade Effort Grade

6 90% 5

Comments
Good analysis. Participates actively in class discussions.
Grade 1 2 3 4 5 6 7
Boundaries 0–7 8 – 12 13 – 18 19 – 23 24 – 28 29 – 33 34 – 38

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Sciences: Sciences Year 5 — Michael Bauer
Level Maximum
MYP Assessment Criteria
Achieved Level
A: One world
Rachel describes how science is applied and how it may be used to address a specific problem or
issue in a local or global context. Rachel describes the effectiveness of science and its application
4 6
in solving the problem or issue. Rachel describes the implications of the use and application of
science interacting with at least one of the following factors: moral, ethical, social, economic,
political, cultural and environmental.

B: Communication in science
Rachel uses some scientific language correctly. Rachel communicates scientific information with
4 6
some effectiveness. When appropriate to the task, Rachel partially documents sources of
information.

C: Knowledge and understanding of science

Rachel uses scientific ideas, concepts and/or processes correctly to construct scientific
explanations. Rachel applies scientific understanding to solve complex problems including those in 5 6
unfamiliar situations. Rachel analyses and evaluates scientific information and makes judgments
supported by scientific understanding.

D: Scientific inquiry
Rachel states a clear focused problem or research question, formulates a testable hypothesis and
explains the hypothesis using scientific reasoning. Rachel selects appropriate materials and
equipment and writes a clear, logical method, mentioning all of the relevant variables involved and
6 6
how to control and manipulate them, and describing how the data will be collected and processed.
Rachel evaluates the method, commenting on its reliability and validity. Rachel comments on the
validity of the hypothesis based on the outcome of the investigation. Rachel suggests realistic
improvements to the method and makes suggestions for further inquiry when relevant.

E: Processing data
Rachel collects sufficient relevant data and records it in a suitable format. Rachel organizes,
transforms and presents data in numerical and/or visual forms logically and correctly. Rachel
6 6
describes a trend, pattern or relationship in the data and comments on the reliability of the data.
Rachel draws a clear conclusion based on the correct interpretation of the data and explains it
using scientific reasoning.

F: Attitudes in science
Rachel requires no guidance to work safely and uses material and equipment competently. Rachel
5 6
works responsibly with regards to the living and non-living environment. When working as part of a
group, Rachel cooperates with others.
Criterion Totals: 30 36

Final Grade Local Grade Effort Grade

6 90% 5

Comments
Well done with the labwork! Careful and methodical.
Grade 1 2 3 4 5 6 7
Boundaries 0–5 6 – 11 12 – 18 19 – 24 25 – 28 29 – 32 33 – 36

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Mathematics: Standard mathematics Year 5 — Richard Chandler
Level Maximum
MYP Assessment Criteria
Achieved Level
A: Knowledge and understanding
Rachel consistently makes appropriate deductions when solving challenging problems in a variety 7 8
of contexts including unfamiliar situations.

B: Investigating patterns
Rachel selects and applies mathematical problem-solving techniques to recognize patterns,
8 8
describes them as relationships or general rules, draws conclusions consistent with findings, and
provides justifications or proofs.

C: Communication in mathematics
Rachel shows sufficient use of mathematical language and forms of mathematical representation.
4 6
The lines of reasoning are clear though not always logical or complete. Rachel moves between
different forms of representation with some success.

D: Reflection in mathematics
Rachel correctly but briefly explains whether his or her results make sense in the context of the
4 6
problem and describes the importance of his or her findings in connection to real life. Rachel
attempts to justify the degree of accuracy of his or her results where appropriate.
Criterion Totals: 23 28

Final Grade Local Grade Effort Grade

6 90% 4

Comments
Excellent grasp of mathematics.
Grade 1 2 3 4 5 6 7
Boundaries 0–4 5–8 9 – 12 13 – 17 18 – 21 22 – 25 26 – 28

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Arts: Visual arts Year 5 — Bass Levin
Level Maximum
MYP Assessment Criteria
Achieved Level
A: Knowledge and understanding
Rachel is able to demonstrate excellent knowledge and understanding of the art form studied in
relation to societal or cultural or historical or personal contexts. Rachel is able to demonstrate
7 8
excellent knowledge and understanding of the elements of the art form studied. Rachel is able to
communicate a well-developed critical understanding of the art form studied, in the context of his or
her own work.

B: Application
Rachel is able to elaborate an idea, a theme or a personal interpretation to a point of realization.
There is evidence of purposeful expression and effective communication of artistic intentions. Skills 9 10
and techniques are applied at a high level of proficiency. Rachel shows an excellent ability to apply
the artistic processes involved in creating art.

C: Reflection and evaluation

Rachel reflects critically and in depth on his or her artistic development and processes at different
stages of his or her work. Rachel carries out an excellent evaluation of his or her work. This shows a
8 8
considered appraisal of the quality of work produced and details of improvements that could be
made. Rachel intentionally uses feedback in his or her artistic development, which shows an
appropriate consideration of his or her artistic processes.

D: Personal engagement
Rachel shows excellent commitment in using his or her own artistic processes. Rachel actively
demonstrates curiosity, self-motivation, initiative and a willingness to take informed risks. Rachel 7 8
actively supports, encourages and works with his or her peers in a positive way. Rachel is actively
receptive to art practices and artworks from various cultures, including his or her own.
Criterion Totals: 31 34

Final Grade Local Grade Effort Grade

7 95% 4

Comments
Well done! Excellent use of lighting in your short film. Looking forward to seeing your full portfolio.
Grade 1 2 3 4 5 6 7
Boundaries 0–3 4–8 9 – 13 14 – 20 21 – 25 26 – 30 31 – 34

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Technology: Technology Year 5 — Richard Chandler
Level Maximum
MYP Assessment Criteria
Achieved Level
A: Investigate
Rachel explains the problem, discussing its relevance. Rachel critically investigates the problem,
evaluating information from a broad range of appropriate, acknowledged sources. Rachel describes 6 6
detailed methods for appropriate testing to evaluate the product/solution against the design
specification.

B: Design
Rachel generates a few designs, justifying the choice of one design and fully evaluating this against 4 6
the design specification.

C: Plan
Rachel produces a plan that contains a number of detailed, logical steps that describe the use of 5 6
resources and time. Rachel critically evaluates the plan and justifies any modifications to the design.

D: Create
Rachel produces a plan that contains a number of detailed, logical steps that describe the use of 6 6
resources and time. Rachel critically evaluates the plan and justifies any modifications to the design.

E: Evaluate
Rachel competently uses appropriate techniques and equipment. Rachel follows the plan and
5 6
justifies any modifications made, resulting in a product/solution of appropriate quality using the
resources available.

F: Attitudes in technology
5 6
Rachel consistently displays a satisfactory standard in both of the aspects listed above.
Criterion Totals: 31 36

Final Grade Local Grade Effort Grade

6 90% 4

Comments
Rachel has intuitive design sense. Her product serves a real need.
Grade 1 2 3 4 5 6 7
Boundaries 0–5 6–9 10 – 15 16 – 21 22 – 26 27 – 31 32 – 36

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Physical Education: Physical Education Year 5 — Louis Adams
Level Maximum
MYP Assessment Criteria
Achieved Level
A: Use of knowledge
Uses a range of terminology accurately and appropriately in some situations. Demonstrates a good
knowledge of principles, concepts, strategies, techniques and rules related to the physical 6 8
education topic or activity. Uses this knowledge to analyse and solve problems in familiar and some
unfamiliar situations.

B: Movement composition
Rachel selects, adapts and creates aesthetic moves that are appropriate to the requirements of the
4 6
task. The sequence shows a competent use of space, time, level, force and flow. The composition
is mostly coherent, and shows some aspects of imagination and creativity.

C: Performance
Rachel shows a high level of competence in both basic and complex moves, skills and techniques
in the performance or playing situation. Rachel applies movement concepts, tactics, strategies and 9 10
rules in a critical and effective manner. Rachel performs with a high degree of precision,
synchronization, energy, style and flair.

D: Social skills and personal engagement

Rachel demonstrates attitudes and strategies that deepen and enhance their communication and
relationships with others. Rachel consistently shows a high degree of respect and sensitivity to
themselves, others and the physical environment. Rachel takes responsibility for their own learning 8 8
and consistently shows enthusiasm and commitment to physical education. Rachel reflects critically
on their own achievements, sets appropriate goals that enhance learning, and takes action towards
achieving them.
Criterion Totals: 27 32

Final Grade Local Grade Effort Grade

6 90% 4

Comments
A team player!
Grade 1 2 3 4 5 6 7
Boundaries 0–5 6 – 10 11 – 15 16 – 20 21 – 24 25 – 38 29 – 32

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Overall Achievement Grade Descriptors
Final Grade Descriptor
Consistent and thorough understanding of the required knowledge and skills, and the ability to apply them
7 almost faultlessly in a wide variety of situations. The student consistently demonstrates originality, insight, and
analytical thinking. The student produces work of high quality.
Consistent and thorough understanding of the required knowledge and skills, and the ability to apply them in a
6
wide variety of situations. The student consistentlydemonstrates originality, insight, and analytical thinking.
Thorough understanding of the required knowledge and skills, and the ability to apply them in a variety of
5
situations. The student occasionally demonstrates originality, insight, and analytical thinking.
General understanding of the required knowledge and skills, and the ability to apply them effectively in normal
4
situations. There is occasional evidence of analytical thinking.
Limited achievement against most of the objectives, or clear difficulties in some areas. The student
3 demonstrates a limited understanding of the required knowledge and skills and is only able to apply them fully
to normal situations with support.
Very limited achievement in terms of the objectives. The student has difficulty in understanding the required
2
knowledge and skills and is unable to apply them fully to normal situations, even with support.
1 Minimal achievement in terms of the objectives.
N/A Not Yet Assessed.

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