YING, Tin Sum

S03 Y08

February 2018

Semester 1 Report

Attendance Record

Date Range 20/11/2017 - 19/01/2018

Absent 0 / 30 day(s)

Late 0 / 30 day(s)

Assessment A B C D
Criteria
Language and Analysing Organizing Producing Text Using Language
Literature
Language Comprehending Comprehending Communicating Using Language
Acquisition Spoken and Visual Written and Visual
Text Text
Individuals and Knowing and Investigating Communicating Thinking Critically
Societies Understanding
Sciences Knowing and Inquiring and Processing and Reflecting on the
Understanding Designing Evaluating Impacts of Sciences
Mathematics Knowing and Investigating Communicating Applying
Understanding Patterns Mathematics in
Real-World
Contexts
Arts Knowing and Developing Skills Thinking Creatively Responding
Understanding
Physical and Knowing and Planning for Applying and Reflecting and
Health Education Understanding Performance Performing Improving
Performance
Design Inquiring and Developing Ideas Creating the Evaluating
Analysing Solution
Renaissance College YING, Tin Sum S03

Chinese Language Acquisition - Phase 3 (Ms. LIU, Jane)

Semester 1

In the second quarter, students in Year 8 Chinese B Phase 3 have studied the Unit “ School Facility” with a
focus on the MYP Areas of Interaction Community and Service . The unit question was “What makes a great
school? ”. During this time, the students have explored school buildings, directions and other related issues.
Students have studied texts of different types and for different communication purposes, and been engaged in
a range of speaking practices. The students were assessed on Criterion A Speaking and Criterion B Visual
Interpretation. The next unit will be “Self and others: appearance”, the unit question is “How do we live in
relation to each other? ” and the AOI focus is Communities and Service.

Criterion A: 8
Comprehending Spoken
and Visual Text (8)

Criterion B: 7
Comprehending Written
and Visual Text (8)

Criterion C: 7
Communicating (8)

Criterion D: 7
Using Language (8)

OAG (7) 7

Self Management A - Consistently meets expectations

Collaboration A - Consistently meets expectations

Self Improvement A - Consistently meets expectations

Semester 1 Report
Renaissance College YING, Tin Sum S03

Design (Mr. JERMAN, Boyd)

In year 8 Design, the students have been developing their understanding of the key concepts of development,
community and communication. Through statements of inquiry, they have investigated and analysed a
problem of social significance and have gradually generated ideas to solve this problem. Each student is
strengthening their understanding and use of the design cycle to create novel and unique solutions. This work
builds upon their learning from year 7 and allows them to use the design cycle in new and different learning
contexts such as personal expression and globalisation. As their learning progresses, they develop their use
of some important learning skills such as thinking and communicating. These skills allow students to create
design work of increasing complexity, detail and depth.

Criterion A:Inquiry & 5

Analysing (8)

Criterion B: Developing 7
Ideas (8)

Criterion C: Creating the 5

Solution (8)

Criterion D: Evaluation 8
(8)

OAG (7) 7

Self Management A - Consistently meets expectations

Collaboration A - Consistently meets expectations

Self Improvement A - Consistently meets expectations

Semester 1 Report
Renaissance College YING, Tin Sum S03

English Language and Literature (Ms. LODDERS, Birdie)

The MYP Year 8 English Language and Literature course aims to develop students’ communication and
analytical skills through the study of language and literature. Units are organized by key and related concepts
and students study a range of texts for different purposes, developing the five key skills required for the study
of language and literature: reading, writing, speaking, listening and viewing. In semester one, students studied
the concepts of communication and perspective while focusing on the global context of identities and
relationships. Both formative and summative assessments were used to award marks. Formative work
included journals, practice paragraph writing, peer feedback, brainstorming, and speech rehearsing. The two
summative marks were a literary essay and a persuasive speech. Following the school’s initiatives in positive
education, the department has shifted attention away from numerical marks and focused its feedback on skills
and approaches to learning.

Language and Literature

Criterion A: 7
Analysing (8)

Criterion B: 6
Organizing (8)

Criterion C: 8
Producing Text (8)

Criterion D: 7
Using Language (8)

Overall Achievement Grade

OAG (7) 7

Approaches to Learning

Self Management A - Consistently meets expectations

Collaboration B - Usually meets expectations

Self Improvement A - Consistently meets expectations

Semester 1 Report
Renaissance College YING, Tin Sum S03

Individuals and Societies (Ms. COGLIANO, MaryLynn)

This semester, students completed the 'Understanding the Media' unit as well as a historical unit entitled 'The
Renaissance'. The key concept of 'Change' and the global context of 'Scientific and Technical Innovation' were
examined through assessments including a debate and the development of a comic book that predicted what
famous historical Renaissance figures would do if they were transported into the future. Our third unit under
study is 'World Beliefs', a contemporary unit that examines the purpose and value of religious and secular
belief systems through the key concept of 'Culture' and the global context of 'Identities and Relationships'. The
summative assessment for this unit will be a comparative essay on a selection of Western and Eastern
religions.

Individuals and Societies

Criterion A: 8
Knowing &
Understanding (8)

Criterion B: 8
Investigating (8)

Criterion C: 7
Communicating (8)

Criterion D: 6
Thinking Critically (8)

Overall Achievement Grade

OAG (7) 7

Approaches to Learning

Self Management A - Consistently meets expectations

Collaboration A - Consistently meets expectations

Self Improvement A - Consistently meets expectations

Semester 1 Report
Renaissance College YING, Tin Sum S03

Sciences (Mr. DIAMOND, James)

During semester 1, students studied Unit 1: Chemical Changes (Key Concept: Change; Global Context:
Scientific and Technical Innovation). They learned about how the interaction between substances can lead to
a change in form. Students completed an assessed lab on Gas Production (criterion B & C) and wrote a topic
test (criterion A). They next studied Unit 2: Body Systems (Key Concept: Systems; Global Context: Identities
and Relationships). They learned about how the interactions between systems allow our bodies to be efficient
and balanced. They focused on the digestive, respiratory, and circulatory systems. Students wrote an
assessed essay on the treatment of a disease (criterion D) and will; soon complete a topic test (criterion A).
Grades have been formulated using the published MYP assessment criteria and RCHK task specific
clarifications for this year group.

Sciences

Criterion A: 7
Knowing &
Understanding (8)

Criterion B: 6
Inquiring & Designing
(8)

Criterion C: 6
Processing & Evaluating
(8)

Criterion D: 6
Reflecting on the
Impacts of Science (8)

Overall Achievement Grade

OAG (7) 6

Approaches to Learning

Self Management A - Consistently meets expectations

Collaboration B - Usually meets expectations

Self Improvement A - Consistently meets expectations

Semester 1 Report
Renaissance College YING, Tin Sum S03

Mathematics (Ms. TOWNSEND, Cat; Ms. MORE, Julie)

Assessed by TOWNSEND, Cat

Current Unit Title: The problem or the solution?

Global Context: Scientific and technical innovation
Key Concept: Relationships
ATL focus: Collaboration

Year 8 are currently spending the second half of Semester 1 exploring an array of algebraic concepts. This is
providing students with the opportunity to develop their ability in using a wide range of algebraic skills,
beginning with manipulation and ending with them solving linear equations and inequalities. Assessment so
far has consisted of a real-life application task, involving a cycling competition and a unit test assessing
student knowledge and understanding. Over the next few weeks, students will finish work on the unit and will
move onto the short Unit 3 which builds upon their existing knowledge of fractions, decimals and percentages.
Following this, they will focus on the concept of probability. They will be introduced to skills and techniques
which will help them to logically analyse scenarios involving chance.

Mathematics

Criterion A: 8
Knowing &
Understanding (8)

Criterion B: 7
Investigating Patterns
(8)

Criterion C: 7
Communicating (8)

Criterion D: 7
Applying Maths in
Real-World Contexts (8)

Overall Achievement Grade

OAG (7) 7

Approaches to Learning

Self Management A - Consistently meets expectations

Collaboration A - Consistently meets expectations

Self Improvement A - Consistently meets expectations

Semester 1 Report
Renaissance College YING, Tin Sum S03

Arts - Visual Arts (Ms. AHMAD, Sameera Pelham)

With an ATL focus on research and information literacy, students investigated the key concepts of
representation and interpretation. They will explore these concepts through the inquiry statement, "Artifacts
are the expression of culture". Through researching artists Michael Craig Martin and Jim Golden, students
explore how objects and artifacts represent cultures and times. They improved their drawing skills though
observational studies, and gained more knowledge of composition and colour theory. The outcome for the unit
was a 3D artifact made mainly from recycled materials, derived from an exploration into objects and artifacts
from a culture of their choice.

Arts

Criterion A: 5
Knowing and
Understanding (8)

Criterion B: 5
Developing Skills (8)

Criterion C: 6
Thinking Creatively (8)

Criterion D: 6
Responding (8)

Overall Achievement Grade

OAG (7) 5

Approaches to Learning

Self Management B - Usually meets expectations

Collaboration A - Consistently meets expectations

Self Improvement A - Consistently meets expectations

Semester 1 Report
Renaissance College YING, Tin Sum S03

Arts - Drama (Ms. COLAROSSI, Giuliana)

In the Performing Arts, students gain factual, conceptual, and procedural understandings related to the
disciplines and specific art forms they study, and develop both subject-specific and their lifelong learning
‘Approaches to Learning’ (ATL) skills. Students develop skills related to such areas as ‘collaboration’,
‘creative thinking’, and ‘communication’ through their Performing Arts studies and are able to transfer these
skills for use in other subject areas. This skills development helps provide a solid foundation for learning
independently and with others. ATL skills help students prepare for, and demonstrate learning through,
meaningful tasks. They provide a common language that students use to reflect on, and articulate on, the
process of learning.

In Year 8 students enjoy two units. The first looks at Commedia Dell’Arte. Our Statement of Inquiry is ‘A form
can be expressed through different types of role’ and our main ATL focus is collaboration, as students have to
work together to complete the assessment. Students experiment with the physical elements of stock
characters and learn about other techniques specific to this theatre, such as improvisation, grumalot and
slapstick. Students are assessed on a performance piece that should showcase their knowledge.
The second unit builds on the students’ understanding of the importance of physicality in theatre, and
focusses on the use of Trestle Masks. Our Statement of Inquiry is ‘ Physical and Visual language can
effectively communicate narrative and our ATL focus is communication, as students must plan their
performance very carefully as a group. Students are guided through activities aimed at developing an
awareness of status, tension states and focus, and are ultimately assessed on a group performance.

Arts

Criterion A: 7
Knowing and
Understanding (8)

Criterion B: 7
Developing Skills (8)

Criterion C: 7
Thinking Creatively (8)

Criterion D: 7
Responding (8)

Overall Achievement Grade

OAG (7) 7

Approaches to Learning

Self Management A - Consistently meets expectations

Collaboration B - Usually meets expectations

Self Improvement B - Usually meets expectations

Semester 1 Report
Renaissance College YING, Tin Sum S03

Physical and Health Education (Mrs. BROOME, Catherine)

Since the Interim report, Year 8 students have participated in a rotation of 3 units. The rotation includes, Feel
the Beat, Peer Coaching and Dance for a Cause. At the time of reporting, they are currently halfway through
the 3rd of these units.

Feel the Beat focuses on the students understanding of how the body responds to exercise. The unit is
divided into swimming and gym based activities. The students conducted experiments and fitness tests as a
way to produce data from which they could interpret and make conclusions from. The students also set
themselves swimming goals from which they worked toward achieving by the end of the unit.

Peer Coaching is a basketball based unit in which the students not only develop their core basketball skills,
but assume a peer coaching role for someone in their class. Students looked at areas that their partner could
develop and in turn designed coaching sessions to assist in their development.

Dance for a Cause is a movement expression unit where the key concept explored is communication.
Students compose a dance routine of timed and sequenced movements in small groups to promote
awareness of a cause or charity within the personal and cultural expression global context. Each composition
must highlight different aspects of choreography that was taught during the unit.

Depending on the order of the units studied, students will either have been assessed in all 4 criterion or just 3
at the time of reporting. If the latter, a modified grade boundary for an OAG has been used.

In addition to the above, the focus in PHE has continued to be very much about developing the ATL skills of
self-management, collaboration and self-improvement.

Physical and Health Education

Criterion B: 6
Planning for
Performance (8)

Criterion C: 6
Applying and Performing
(8)

Criterion D: 7
Reflecting and
Improving Performance
(8)

Overall Achievement Grade

OAG (7) 6

Approaches to Learning

Self Management A - Consistently meets expectations

Collaboration A - Consistently meets expectations

Self Improvement A - Consistently meets expectations

Semester 1 Report
Renaissance College YING, Tin Sum S03

Understanding the RCHK Report Card

The MYP report card is designed to provide a range of information to indicate students’ overall
progress. This includes numerical data of academic achievement, the Overall Achievement
Grade and an ATL Grade which is used to describe students’ Approaches To Learning.
The interim report (RP1) provides an Overall Achievement Grade from levels 1-7 for each subject
and an ATL descriptor. The end of semester report card provides achievement levels for
assessment criteria for each subject.
Reporting for Year 7 differs slightly with an ATL grade only for the RP1 report card.

Overall Achievement Grades:

The document below shows the grade boundaries published by the International Baccalaureate
(IB) used to determine the Overall Achievement Grade on a 1-7 scale. These descriptors and the
grade boundaries are used for all subject areas. The grade boundaries below are for the MYP
only. Each of the four MYP criteria is graded out of 8. The highest a student can score per subject
is therefore 32.

Grade Descriptor MYP Grade

Boundary
1 Produces work of a very limited quality. Conveys many significant 1-5
misunderstandings or lacks understanding of most concepts and contexts. Very
rarely demonstrates critical or creative thinking. Very inflexible, rarely using
knowledge or skills.
2 Produces work of a limited quality. Expresses misunderstandings or significant 6-9
gaps in understanding for many concepts and contexts. Infrequently
demonstrates critical and creative thinking. Generally inflexible in the use of
knowledge and skills, infrequently applying knowledge and skills.
3 Produces work of an acceptable quality. Communicates basic understanding of 10-14
many concepts and contexts with occasional significant misunderstandings or
gaps. Begins to demonstrate some creative and critical thinking. Is often inflexible
in the use of knowledge and skills, requiring support even in familiar classroom
situations.
4 Produces good quality work. Communicates basic understanding of most 15-18
concepts and contexts with few misunderstandings and minor gaps. Often
demonstrates basic critical and creative thinking. Uses knowledge and skills with
some flexibility in familiar classroom situations, but requires support in unfamiliar
situations.
5 Produces generally high quality work. Communicates secure understanding of 19-23
concepts and contexts. Demonstrates critical and creative thinking, sometimes
with sophistication. Uses knowledge and skills in familiar classroom and real
world situations and, with support, some unfamiliar real world situations.
6 Produces high quality, occasionally innovative work. Communicates extensive 24-27
understanding of concepts and contexts. Demonstrates critical and creative
thinking, frequently with sophistication. Uses knowledge and skills in familiar and
unfamiliar classroom and real world situations, often with independence.
7 Produces high quality, frequently innovative work. Communicates 28-32
comprehensive, nuanced understanding of concepts and contexts. Consistently
demonstrates sophisticated critical and creative thinking. Frequently transfers
knowledge and skills with independence and expertise in a variety of complex
classroom and real world situations.

Semester 1 Report
 Renaissance College YING, Tin Sum S03

Approaches To Learning (ATL)

The student report contains an ATL descriptor from A-D for each of three specific learning skills.
These provide a profile of the student’s level of self-management, collaboration and
self-improvement. When selecting the appropriate ATL descriptor, the teacher has taken into
consideration the factors listed below:

SELF Organisational The student:

MANAGEMENT Skills Is punctual to class
Meets deadlines
Brings necessary equipment and supplies to class
Creates strategic plans in order to meet deadlines
Organises information in a logical and appropriate manner
Behaves safely and responsibly
Meets RCHK's Academic Honesty Expectations
COLLABORATION Working Effectively The student:
with Others Takes responsibility for their own actions
Helps others to succeed by encouraging others to contribute.
Listens to and negotiates with other ideas and perspectives.
Delegates and shares responsibility for decision making.
Participates effectively in a group by giving and receiving
meaningful feedback.
SELF Motivational Skills The student:
IMPROVEMENT Demonstrates a positive and participatory attitude towards
learning in class
Is an independent learner
Takes action to achieve personal and academic goals
Responds actively to guidance to become a more efficient and
effective learner
Resilience Demonstrates resilience through ‘bouncing back’ when
confronted with a problem or mistakes
Demonstrates persistence and perseverance
Willingly takes risks to enhance their own learning goals
ATL criteria descriptors:
A Consistently The student consistently meets the listed ATL expectations with few or no lapses.
The student meets expectations always or nearly always.
The student meets expectations to a high standard.
B Usually The student usually meets the listed ATL expectations with some lapses.
The student meets expectations on most occasions.
The student meets expectations to a good standard.
C Occasionally The student occasionally meets the listed ATL expectations with significant lapses.
The student meets expectations on some occasions.
The student meets expectations to a fair standard.
D Rarely The student rarely meets the listed ATL expectations with many or frequent lapses.
The student fails to meet the expectations on most occasions.
The student meets expectations to a low standard.

Semester 1 Report

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