Faria International School

Sample MYP Report

Prepared: April 23, 2013

Student Name: Rachel Epelbaum

Grade:

Grade 10

Advisor:

Richard Chandler

Dear Parents,
An education at Faria International School is about actively combining challenging and enriching experiences with
academic rigour and creative opportunities. We want our students to have the courage to push back the boundaries of
their experience and to explore the possibilities that are available to them. Whilst we are proud of their academic
results, there is so much more to the education we provide. It is, therefore, important that parents wholeheartedly
support the ethos of the school.
Whether it is in the classroom, on the stage, whilst participating in an expedition, on the sports field or when serving
others, we want our students to experience the excitement of discovering they are capable of achieving far more than
they ever felt was possible. We have high expectations of our students and they, in turn, have high expectations of
themselves.
On this note, I would like to present the first report card of this academic year. Lets work together to create an
environment for true development.
Kind regards,
John Walden
Principal

Attendance
Absent Present Late
0

86

John Walden

Richard Chandler

Principal

MYP Coordinator

IB Learner Profile

Inquirers

They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show
independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their
lives.

Knowledgeable They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth
knowledge and develop understanding across a broad and balanced range of disciplines.
Thinkers

They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex
problems, and make reasoned, ethical decisions.

Communicators They understand and express ideas and information confidently and creatively in more than one language and in a
variety of modes of communication. They work effectively and willingly in collaboration with others.
Principled

They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the
individual, groups and communities. They take responsibility for their own actions and the consequences that
accompany them.

Open-minded

They understand and appreciate their own cultures and personal histories, and are open to the perspectives,
values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a
range of points of view, and are willing to grow from the experience.

Caring

They show empathy, compassion and respect towards the needs and feelings of others. They have a personal
commitment to service, and act to make a positive difference to the lives of others and to the environment.

Risk-takers

They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of
spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs.

Balanced

They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for
themselves and others.

Reflective

They give thoughtful consideration to their own learning and experience. They are able to assess and understand
their strengths and limitations in order to support their learning and personal development.

Rachel Epelbaum
Faria International School Sample MYP Report

Page 2 of 13

Summary of Achievement
Achievement Levels
A
9

Language A: English
James Hendrick, Richard Chandler

B
9

C
10

Final Grade

Local Grade

A+

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!
A
7

Language B: German Phase 5

Richard Chandler

B
6

C
7

D
8

A+

Rachel has done a good job developing her writing skills and reading proficiency. Her pronunciation has also improved.

Humanities: Economics
James Hendrick, Bess Levin

A
10

B
9

C
9

D
8

A
5

B
6

C
6

D
5

A
8

B
7

C
6

A
8

B
9

C
7

A+

A+

D
6

A+

D
8

A+

A+

Good analysis. Participates actively in class discussions.

Sciences: Chemistry
Steven Feynman

E
6

F
6

Excellent use of Chemistry concepts, I am really impressed.

Mathematics: Standard mathematics

John Bauer
Excellent grasp of mathematics.

Arts: Visual arts

Risa Aoki

Well done! Excellent use of lighting in your short film. Looking forward to seeing your full portfolio.
A
7

Physical Education
Richard Chandler, James Hendrick

B
6

C
10

D
6

A team player!

Approaches to Learning
Subject
English

Collaboration
AE

German

Communication

Information Literacy

Organization

EE

ME

Chemistry
EE

EE

EE

EE

EE

Rachel Epelbaum
Faria International School Sample MYP Report

EE

EE

EE

EE

EE

ME

EE

EE

EE

Visual arts
Physical Education

Thinking Transfer

ME

Economics

Standard mathematics

Reflection

ME

EE

Page 3 of 13

Advisor Comments
Rachel has done exceptionally well academically over the past term. In particular, her personal project received top
marks and she has qualified to represent Faria International School at the Siemens Westinghouse science competition.
The entire faculty are incredibly proud of her work over the past term, well done!

Rachel Epelbaum
Faria International School Sample MYP Report

Page 4 of 13

Personal Project
Topic:

Design and Technology

Inquiry Question:

What can replace kerosene lamps in developing nations?

Goal:

Creating a solar-powered LED reading lamp

Area of Interaction:

Health and Social Education

Supervisor:

Richard Chandler

Personal Project Assessment

Criteria

Achievement Level Maximum

4

A: Use of Process Journal

Rachel demonstrates well-developed organisational skills through time and self- management. Rachel demonstrates welldeveloped communication and collaboration with the supervisor, information literacy, thinking and reflection.
4

B: Define the goal

Rachel justifies effectively the topic of interest, the focus area of interaction and an achievable and appropriately challenging goal.
Rachel creates appropriately rigorous specifications for evaluating the projects outcome/product.
4

C: Select sources

Rachel selects wide variety of relevant sources to achieve the goal and demonstrates well-developed evaluation of sources.
3

D: Apply information

Rachel demonstrates satisfactory transfer and application of information to make decisions, create solutions and develop
understandings in connection with the projects goal.
4

E: Achieve the goal

Rachel evaluates the quality of the product/outcome. The outcome/product is of high quality and meets most or all of the
specifications.
4

F: Reflect on learning

Rachel demonstrates well-developed reflection on how completing the project has extended your knowledge and understanding of
the topic and focus area of interaction. Rachel demonstrates well-developed reflection on how you have developed as a learner by
completing the project.
2

G: Report the project

Rachel demonstrates some organisation of the project report according to the required structure. Rachel demonstrates
communication, which is sometimes clear, coherent and concise and is within required limits. Rachel demonstrates some accurate
use of recognized convention to acknowledge sources.
Totals:

25

28

Comments
Rachel has done a fantastic job with her project!
Grade
7
Grade
Boundaries

04

58

9 12

13 16

17 20

21 24

25 28

Rachel Epelbaum
Faria International School Sample MYP Report

Page 5 of 13

Class Reports
Grade 10 James Hendrick, Richard Chandler

Language A: English
MYP Assessment Criteria

Achievement Level Maximum

A: Content (receptive and productive)

Rachel demonstrates a perceptive understanding of the text, topic and the authors choices,
consistently using illustrative detail, development and support. In creative work, pieces reflect a lot
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.

10

10

10

10

28

30

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
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. 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.
Totals:
Final Grade Local Grade
7

A+

Approaches to Learning
ATL

EE

ME

AE

BE

Collaboration
Communication

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
Boundaries

04

59

10 14

15 19

20 23

24 27

28 30

Rachel Epelbaum
Faria International School Sample MYP Report

Page 6 of 13

Grade 10 Richard Chandler

Language B: German Phase 5

MYP Assessment Criteria

Achievement Level Maximum

A: Oral communication
Rachel shows understanding of information in familiar situations, responds appropriately to spoken
texts in a limited range of familiar situations, interacts in basic structured exchanges on a limited
variety of aspects within familiar situations, communicates substantial information containing
relevant ideas and some details in familiar situations, makes excellent use of a basic range of
vocabulary and grammatical structures, generally accurately, uses clear pronunciation and
intonation, which makes communication easy, and uses language to suit the context.

28

32

B: Visual interpretation
Rachel shows understanding of most messages, main ideas and supporting details in simple visual
texts dealing with familiar situations, recognizes most basic conventions in visual texts dealing with
familiar situations, usually engages with the visual text by identifying ideas, opinions and attitudes in
the text and makes ample connections with own experiences and attitudes, and shows considerable
understanding of the content of the visual, spoken and written text as a whole.

C: Reading comprehension
Rachel identifies basic facts, more complex ideas and supporting details, and draws conclusions in
texts with familiar language, recognizes aspects of format and style, and authors purpose for
writing, engages with the text by identifying ideas, opinions and attitudes in the text and making
substantial connections with own experiences and attitudes, and shows thorough understanding of
the content of the text as a whole.

D: Writing
Rachel writes a wide range of phrases and expressions in a simple text effectively to communicate
ideas and feelings in a limited range of familiar situations. Ideas are relevant, detailed and include
examples, organizes information and ideas and uses a range of basic cohesive devices; there is a
logical structure and cohesive devices add clarity to the message, makes excellent use of a basic
range of vocabulary, grammatical structures and conventions, accurately; occasional errors do not
interfere with communication, and writes with a sense of audience.
Totals:
Final Grade Local Grade
7

A+

Approaches to Learning
ATL

EE

ME

AE

BE

Communication
Information Literacy
Organization

Comments
Rachel has done a good job developing her writing skills and reading proficiency. Her pronunciation has also improved.
Grade
Boundaries

03

47

8 12

13 17

18 22

23 27

28 32

Rachel Epelbaum
Faria International School Sample MYP Report

Page 7 of 13

Grade 10 James Hendrick, Bess Levin

Humanities: Economics
MYP Assessment Criteria

Achievement Level Maximum

A: Knowledge
Rachel shows an excellent command of a wide range of terminology, and uses it appropriately. An
extensive range of relevant facts and examples are used to show understanding. Descriptions are
accurate and detailed and explanations are fully developed.

10

10

10

10

36

38

B: Concepts
Application of concepts is appropriate and sophisticated. Rachel demonstrates conceptual
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 wide range of relevant information. Work shows a high level of critical
analysis. Arguments, decisions and judgments are fully supported and well balanced. Rachel
demonstrates sophisticated investigative skills.

D: Organization and presentation

Rachel communicates information that is always relevant. Rachel organizes information into a welldeveloped and logical sequence, appropriate to the format required. Presentation and expression
are clear, concise and effective, and the language, style and visual representation used are always
appropriate to the audience and purpose. All sources of information are documented according to a
recognized convention.
Totals:
Final Grade Local Grade
7

A+

Approaches to Learning
ATL

EE

ME

AE

BE

Reflection
Thinking
Transfer

Comments
Good analysis. Participates actively in class discussions.
Grade
Boundaries

07

8 12

13 18

19 23

24 28

29 33

34 38

Rachel Epelbaum
Faria International School Sample MYP Report

Page 8 of 13

Grade 10 Steven Feynman

Sciences: Chemistry
MYP Assessment Criteria

Achievement Level Maximum

A: One world
Rachel explains how science is applied and how it may be used to address a specific problem or
issue in a local or global context. Rachel discusses the effectiveness of science and its application in
solving the problem or issue. Rachel discusses and evaluates the implications of the use and
application of science interacting with at least two of the following factors: moral, ethical, social,
economic, political, cultural and environmental.

34

36

B: Communication in science
Rachel uses sufficient scientific language correctly. Rachel communicates scientific information
effectively. When appropriate to the task, Rachel fully documents sources of information correctly.

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
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
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
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
works responsibly with regards to the living and non-living environment. When working as part of a
group, Rachel cooperates with others.
Totals:
Final Grade Local Grade
7

A+

Approaches to Learning
ATL

EE

ME

AE

BE

Organization
Reflection
Thinking

Rachel Epelbaum
Faria International School Sample MYP Report

Page 9 of 13

Comments
Excellent use of Chemistry concepts, I am really impressed.
Grade
Boundaries

05

6 11

12 18

19 24

25 28

29 32

33 36

Grade 10 John Bauer

Mathematics: Standard mathematics

MYP Assessment Criteria

Achievement Level Maximum

A: Knowledge and understanding

8

27

28

Rachel consistently makes appropriate deductions when solving challenging problems in a variety of
contexts including unfamiliar situations.

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

C: Communication in mathematics
Rachel shows good use of mathematical language and forms of mathematical representation. The
lines of reasoning are concise, logical and complete. Rachel moves effectively between different
forms of representation.

D: Reflection in mathematics
Rachel critically explains whether his or her results make sense in the context of the problem. Rachel
provides a detailed explanation of the importance of his or her findings in connection to real life
where appropriate. Rachel justifies the degree of accuracy of his or her results where appropriate.
Rachel suggests improvements to the method where appropriate
Totals:
Final Grade Local Grade
7

A+

Approaches to Learning
ATL

EE

ME

AE

BE

Collaboration
Communication
Information Literacy

Comments
Excellent grasp of mathematics.
Grade
Boundaries

04

58

9 12

13 17

18 21

22 25

26 28

Rachel Epelbaum
Faria International School Sample MYP Report

Page 10 of 13

Grade 10 Risa Aoki

Arts: Visual arts

MYP Assessment Criteria

Achievement Level Maximum

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
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.

10

32

34

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
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
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
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.
Totals:
Final Grade Local Grade
7

A+

Approaches to Learning
ATL

EE

ME

AE

BE

Organization
Reflection
Transfer

Comments
Well done! Excellent use of lighting in your short film. Looking forward to seeing your full portfolio.
Grade
Boundaries

03

48

9 13

14 20

21 25

26 30

31 34

Rachel Epelbaum
Faria International School Sample MYP Report

Page 11 of 13

Physical Education: Physical Education

Grade 10 Richard Chandler, James Hendrick

MYP Assessment Criteria

Achievement Level Maximum

A: Use of knowledge
Uses a wide range of physical education terminology accurately and appropriately in most
situations. Demonstrates a thorough knowledge of principles, concepts, strategies, techniques and
rules related to the physical education topic or activity. Uses this knowledge wisely and effectively to
analyse and solve problems in familiar and unfamiliar situations. Well done.

10

10

29

32

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

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
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 improve their communication and relationships
with others. Rachel consistently shows respect and sensitivity to themselves, others and the
physical environment. Rachel takes responsibility for their own learning and usually shows
enthusiasm and commitment to physical education. Rachel reflects critically on their own
achievements, sets appropriate goals and takes some action towards achieving them.
Totals:
Final Grade Local Grade
7

A+

Approaches to Learning
ATL

EE

ME

AE

BE

Collaboration
Communication
Information Literacy

Comments
A team player!
Grade
Boundaries

05

6 10

11 15

16 20

21 24

25 28

29 32

Rachel Epelbaum
Faria International School Sample MYP Report

Page 12 of 13

Grade Descriptors
Final Grade Local Grade Descriptor
Consistent and thorough understanding of the required knowledge and skills, and the ability to apply
them almost faultlessly in a wide variety of situations. The student consistently demonstrates originality,
insight, and analytical thinking. The student produces work of high quality.

A+

Consistent and thorough understanding of the required knowledge and skills, and the ability to apply
them in a 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
situations. The student occasionally demonstrates originality, insight, and analytical thinking.

B-

General understanding of the required knowledge and skills, and the ability to apply them effectively in
normal situations. There is occasional evidence of analytical thinking.

Limited achievement against most of the objectives, or clear difficulties in some areas. The student
demonstrates a limited understanding of the required knowledge and skills and is only able to apply them
fully to normal situations with support.

C-

Very limited achievement in terms of the objectives. The student has difficulty in understanding the
required knowledge and skills and is unable to apply them fully to normal situations, even with support.

Minimal achievement in terms of the objectives.

N/A

Not Yet Assessed.

Approaches to Learning
Grade Descriptor
EE

Exceeding Expectations: The students progress against the ATL is exceeding expectations.

ME

Meeting Expectations: The students progress against the ATL is meeting expectations.

AE

Approaching Expectations: The students progress against the ATL is approaching expectations.

BE

Below Expectations: The students progress against the ATL is below expectations.

Rachel Epelbaum
Faria International School Sample MYP Report

Page 13 of 13