St Brigid’s College Year Nine and Ten 2019 MYP Assessment

St Brigid’s College

Year Nine and Ten

2019

MYP Assessment Guide

Contents Page

Purpose of this Guide ............................................................................................................................... 1

The MYP Curriculum ............................................................................................................................... 1

Criteria Summary ...................................................................................................................................... 2

Criteria and Achievement Levels ............................................................................................................ 3

Religious Education .................................................................................................................................. 7

Criterion A Knowing and understanding ......................................................................................... 7

Arts – Visual & Performing Arts .......................................................................................................... 14

Individuals and Societies ....................................................................................................................... 21

Interdisciplinary Unit ............................................................................................................................. 28

Language and Literature ....................................................................................................................... 32

Language Acquisition: Year 9: French/Italian. Year 10: Japanese/French/Italian .......................... 39

Mathematics ............................................................................................................................................. 63

Personal Project ........................................................................................................................................ 69

Physical and Health Education ............................................................................................................. 74

Science ....................................................................................................................................................... 79

Design (Digital and Design Technologies) .......................................................................................... 87

Grade Descriptors and Boundaries ...................................................................................................... 95

Relationship of MYP Grades to the West Australian Curriculum ................................................... 96

Specific Grade Descriptors ..................................................................................................................... 97

1

Purpose of this Guide This guide is designed to act as a point of reference for parents of students involved in the International Baccalaureate Middle Years Programme (IBMYP) at St Brigid's College in understanding the assessment principles and practices associated with the IBMYP. Teaching methodologies and assessment employed at St Brigid's College have evolved in recent years to reflect the Western Australian Curriculum and International Baccalaureate Organisation (IBO) requirements and excellence in middle schooling. The emphasis on assessment in the Middle Years is on utilizing assessment as a tool to objectively and constructively give students information on their performance against a set criteria peculiar to the task and/or subject. The levels of achievement in each criterion provide a means of monitoring the student against internationally recognized standards and provides students with a scaffold on which to further develop their skills. The MYP Curriculum The MYP curriculum model is one based on a thorough involvement in each of the nine learning areas identified in the model below including the study of a second language. [Religious Education is not depicted on the model, however as a Catholic College, it is our first learning area]. The model is unique in that it encourages interdisciplinary interaction by means of the Global Contexts and identified Key Concepts. The Global Contexts (Identities and Relationships, Orientation in Space and Time, Personal and Cultural Expression, Scientific and Technical Innovation, Globalisation and Sustainability, Fairness and Development) form the basis for interdisciplinary teaching and give a special focus for the subjects throughout the MYP. Students in the final year of the MYP (Year Ten) complete a major self-directed project called the Personal Project, which is researched and developed in conjunction with a staff member acting as a mentor. The Personal Project carries the same weight as a full subject. All students in the MYP also undertake an Interdisciplinary Unit which is assessed and reported on in the End of Year College Report.

2

Criteria Summary The MYP assessment criteria across subject groups can be summarised as follows.

Subject A B C D Religious Education

Knowing and understanding

Investigating Communicating Thinking critically

Language and literature

Analysing Organizing Producing text Using language

Language acquisition

Comprehending spoken and visual text

Comprehending written and visual text

Communicating Using language

Individuals and societies


Investigating Communicating Thinking critically

Sciences Knowing and understanding

Inquiring and designing

Processing and evaluating

Reflecting on the impacts of science

Mathematics Knowing and understanding

Investigating patterns

Communicating Applying mathematics in real-world contexts

Arts Knowing and understanding

Developing skills Thinking creatively Responding

Physical and health education


Planning for performance

Applying and performing

Reflecting and improving performance

Design Inquiring and analysing

Developing ideas Creating the solution

Evaluating

Interdisciplinary Unit

Disciplinary grounding

Synthesizing and applying

Communicating Reflecting

3

Criteria and Achievement Levels Each of the nine learning areas detailed on the following pages have a four criteria specific to the subject, which form the basis of assessment in each subject. Each of these criteria has associated with it a level of achievement and associated descriptors by which the student's work is assessed. Teachers will set tasks to address one or more criteria and will assess students against the pertinent criteria by matching the student's performance against the descriptor that best reflects the performance of that student. Most criteria identify two levels against each descriptor to discriminate between higher and lower levels of attainment in each level. The student's final grade is established by totaling the levels for each subject and applying the IB grade boundaries. This grade is then cross referenced with the general grade descriptor to ensure it is an appropriate reflection of the student's achievement. Calculating a Grade Each of the nine learning areas will formally assess your child throughout the year. The number of assessments will differ for each area. However, throughout the year each criterion listed on the following pages will be assessed at least twice. This is not as daunting as it sounds, as some assessments might assess more than one or all of the particular criteria for a learning area. Below is an example from the area of Individuals and Societies.

Tasks Criterion Criterion A (8) Criterion B (8) Criterion C (8) Criterion D (8)

Project 8 8 4 Poster 7 7 Leaflet 8 7 8 Oral Presentation 7 5 Examination/Test 8 5 FINAL LEVEL 8 7 8 5

You will see above that the first assignment mentioned is a project. This particular project assessed only three criterion, A, B and D. You will also see that each of the four criterion were assessed 3 times throughout the year. Once a final level for each criterion is established, they are added together.

8 + 7 + 8 + 5 This equals a total of 28 out of a possible score of 32 for Individuals and Societies. Referring to the Grade boundaries on page 61 it can be seen that this equates to a final grade of 7. Referring to the Grade related descriptors on page 61, this student’s performance is interpreted as:

“Produces high-quality, frequently innovative work. Communicates 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.” (Grade descriptor p63)

4

Glossary of Command Terms in the MYP The command terms listed are used to define the thinking skills that MYP students are expected to demonstrate. The definitions may vary when used in other contexts.

Command Term Definition

Analyse Break down in order to bring out the essential elements or structure. To identify parts and relationships, and to interpret information to reach conclusions.

Annotate Add brief notes to a diagram or graph.

Apply Use knowledge and understanding in response to a given situation or real circumstances. Use an idea, equation, principle, theory or law in relation to a given problem or issue. (See also “Use”.)

Calculate Obtain a numerical answer showing the relevant stages in the working.

Classify Arrange or order by class or category.

Comment Give a judgment based on a given statement or result of a calculation.

Compare Give an account of the similarities between two (or more) items or situations, referring to both (all) of them throughout.

Compare and contrast

Give an account of the similarities and differences between two (or more) items or situations, referring to both (all) of them throughout.

Construct Display information in a diagrammatic or logical form.

Contrast Give an account of the differences between two (or more) items or situations, referring to both (all) of them throughout.

Create* To evolve from one’s own thought or imagination, as a work or an invention.

Critique* Provide a critical review or commentary, especially when dealing with works of art or literature. (See also “Evaluate”.)

Deduce Reach a conclusion from the information given.

Define Give the precise meaning of a word, phrase, concept or physical quantity.

Demonstrate Make clear by reasoning or evidence, illustrating with examples or practical application.

Derive Manipulate a mathematical relationship to give a new equation or relationship.

5

Command Term Definition Describe Give a detailed account or picture of a situation, event, pattern or process.

Design Produce a plan, simulation or model.

Determine Obtain the only possible answer.

Develop* To improve incrementally, elaborate or expand in detail. Evolve to a more advanced or effective state.

Differentiate Obtain the derivative of a function.

Discuss Offer a considered and balanced review that includes a range of arguments, factors or hypotheses. Opinions or conclusions should be presented clearly and supported by appropriate evidence.

Distinguish Make clear the differences between two or more concepts or items.

Document* Credit sources of information used by referencing (or citing) following a recognized referencing system. References should be included in the text and also at the end of the piece of work in a reference list or bibliography.

Draw Represent by means of a labelled, accurate diagram or graph, using a pencil. A ruler (straight edge) should be used for straight lines. Diagrams should be drawn to scale. Graphs should have points correctly plotted (if appropriate) and joined in a straight line or smooth curve.

Estimate Obtain an approximate value for an unknown quantity.

Evaluate Make an appraisal by weighing up the strengths and limitations. (See also “Critique”.)

Examine Consider an argument or concept in a way that uncovers the assumptions and interrelationships of the issue.

Explain Give a detailed account including reasons or causes. (See also “Justify”.)

Explore Undertake a systematic process of discovery.

Find Obtain an answer showing relevant stages in the working.

Formulate Express precisely and systematically the relevant concept(s) or argument(s).

Hence Use the preceding work to obtain the required result.

Otherwise It is suggested that the preceding work is used, but other methods could also receive credit.

Identify Provide an answer from a number of possibilities. Recognize and state briefly a distinguishing fact or feature.

Integrate Obtain the integral of a function.

Interpret Use knowledge and understanding to recognize trends and draw conclusions from given information.

Investigate Observe, study, or make a detailed and systematic examination, in order to establish facts and reach new conclusions.

6

Command Term Definition Justify Give valid reasons or evidence to support an answer or conclusion. (See also

“Explain”.)

Label Add a title, labels or brief explanation(s) to a diagram or graph.

List Give a sequence of brief answers with no explanation.

Measure Obtain a value for a quantity.

Organize* Put ideas and information into a proper or systematic order.

Outline Give a brief account or summary.

Plot Mark the position of points on a diagram.

Predict Give an expected result of an upcoming action or event.

Present Offer for display, observation, examination or consideration.

Prioritize* Give relative importance to, or put in an order of preference.

Prove Use a sequence of logical steps to obtain the required result in a formal way.

Select* Choose from a list or group.

Show Give the steps in a calculation or derivation.

Show that Obtain the required result (possibly using information given) without the formality of proof. “Show that” questions do not generally require the use of a calculator.

Sketch Represent by means of a diagram or graph (labelled as appropriate). The sketch should give a general idea of the required shape or relationship, and should include relevant features.

Solve Obtain the answer(s) using algebraic and/or numerical and/or graphical methods.

State Give a specific name, value or other brief answer without explanation or calculation.

Suggest Propose a solution, hypothesis or other possible answer.

Summarize* Abstract a general theme or major point(s).

Synthesize* Combine different ideas in order to create new understanding.

To what extent Consider the merit s or other wise of an argument or concept. Opinions and conclusions should be presented clearly and supported with appropriate evidence and sound argument.

Trace Follow and record the action of an algorithm.

Use Apply knowledge or rules to put theory into practice. (See also “Apply”.)

Verify Provide evidence that validates the result.

Write down Obtain the answer(s), usually by extracting information. Little or no calculation is required. Working does not need to be shown.

7

Religious Education Criterion A Knowing and understanding Maximum 8 At the end of year, students should be able to:

i. use a wide range of terminology in context ii. demonstrate knowledge and understanding of subject-specific content and

concepts through developed descriptions, explanations and examples.

Achievement Level Level Descriptor

0 The student does not reach a standard described by any of the descriptors below.

1–2

The student: i. uses limited relevant terminology ii. demonstrates basic knowledge and understanding of content

and concepts with minimal descriptions and/or examples.

3–4

The student: i. uses some terminology accurately and appropriately ii. demonstrates adequate knowledge and understanding of

content and concepts through satisfactory descriptions, explanations and examples.

5–6

The student: i. uses a range of terminology accurately and appropriately ii. demonstrates substantial knowledge and understanding of

content and concepts through accurate descriptions, explanations and examples.

7–8

The student: i. consistently uses a wide range of terminology effectively ii. demonstrates excellent knowledge and understanding of

content and concepts through thorough, accurate descriptions, explanations and examples.

8

Criterion B Investigating Maximum 8 At the end of year, students should be able to:

i. formulate a clear and focused research question and justify its relevance ii. formulate and follow an action plan to investigate a research question

iii. use research methods to collect and record appropriate, varied and relevant information

iv. evaluate the process and results of the investigation.


0

The student does not reach a standard described by any of the descriptors below.

1–2

The student: i. formulates a research question that is clear or focused and ii. describes its relevance iii. formulates a limited action plan to investigate a

research question or does not follow a plan iv. collects and records limited information, not

always consistent with the research question v. makes a limited evaluation of the process and results of

the investigation.

3–4

The student: i. formulates a research question that is clear and focused

and ii. describes its relevance in detail iii. formulates and somewhat follows a partial action plan

to investigate a research question iv. uses a research method(s) to collect and record

mostly relevant information v. evaluates some aspects of the process and results of

the investigation.

9


5–6

The student: i. formulates a clear and focused research question and ii. explains its relevance iii. formulates and follows a substantial action plan

to investigate a research question iv. uses research method(s) to collect and record

appropriate, relevant information v. evaluates the process and results of the investigation.

7–8

The student: i. formulates a clear and focused research question and ii. justifies its relevance iii. formulates and effectively follows a comprehensive iv. action plan to investigate a research question v. uses research methods to collect and record

appropriate, varied and relevant information vi. thoroughly evaluates the investigation process and results.

10

Criterion C Communicating Maximum 8 At the end of year, students should be able to:

i. communicate information and ideas effectively using an appropriate style for the audience and purpose

ii. structure information and ideas in a way that is appropriate to the specified format iii. document sources of information using a recognized convention.



1–2

The student: i. communicates information and ideas in a limited way, using

a style that is limited in its appropriateness to the audience and purpose

ii. structures information and ideas according to the specified format in a limited way

iii. documents sources of information in a limited way.

3–4

The student: i. communicates information and ideas satisfactorily by

using a style that is somewhat appropriate to the audience and purpose

ii. structures information and ideas in a way that is somewhat appropriate to the specified format

iii. sometimes documents sources of information using a recognized convention.

5–6

The student: i. communicates information and ideas accurately by using a

style that is mostly appropriate to the audience and purpose ii. structures information and ideas in a way that is mostly

appropriate to the specified format iii. often documents sources of information using a recognized

convention.

11


7–8

The student: i. communicates information and ideas effectively and

accurately by using a style that is completely appropriate to the audience and purpose

ii. structures information and ideas in a way that is completely appropriate to the specified format

iii. consistently documents sources of information using a recognized convention.

12

Criterion D Thinking critically Maximum 8 At the end of year, students should be able to:

i. discuss concepts, issues, models, visual representation and theories ii. synthesize information to make valid, well-supported arguments

iii. analyse and evaluate a range of sources/data in terms of origin and purpose, examining value and limitations

iv. interpret different perspectives and their implications. Achievement Level Level Descriptor


1–2

The student: i. analyses concepts, issues, models, visual representation and

theories to a limited extent ii. summarizes information to a limited extent to make

arguments iii. describes a limited number of sources/data in terms of

origin and purpose and recognizes nominal value and limitations

iv. identifies different perspectives and minimal implications.

3–4

The student: i. analyses concepts, issues, models, visual representation

and theories ii. summarizes information to make arguments iii. analyses and/or evaluates sources/data in terms of origin

and purpose, recognizing some value and limitations iv. interprets different perspectives and some of their

implications.

5–6

The student: i. discusses concepts, issues, models, visual representation

and theories ii. synthesizes information to make valid arguments iii. effectively analyses and evaluates a range of sources/data

in terms of origin and purpose, usually recognizing value and limitations

iv. interprets different perspectives and their implications.

13


7–8

The student: i. completes a detailed discussion of concepts,

issues, models, visual representation and theories ii. synthesizes information to make valid, well-supported

arguments iii. effectively analyses and evaluates a range of

sources/data in terms of origin and purpose, consistently recognizing value and limitations

iv. thoroughly interprets a range of different perspectives and their implications.

14

Arts – Visual & Performing Arts Criterion A Knowing and understanding Maximum 8 At the end of year, students should be able to: i. demonstrate knowledge and understanding of the art form studied, including

concepts, processes, and the use of subject-specific terminology ii. demonstrate understanding of the role of the art form in original or displaced

contexts iii. use acquired knowledge to purposefully inform artistic decisions in the process of

creating artwork.



1–2

The student: i. demonstrates limited knowledge and understanding of the

art form studied, including concepts, processes, and limited use of subject-specific terminology

ii. demonstrates limited understanding of the role of the art form in original or displaced contexts

iii. demonstrates limited use of acquired knowledge to purposefully inform artistic decisions in the process of creating artwork.

3–4

The student: i. demonstrates adequate knowledge and understanding of

the art form studied, including concepts, processes, and adequate use of subject-specific terminology

ii. demonstrates adequate understanding of the role of the art form in original or displaced contexts

iii. demonstrates adequate use of acquired knowledge to purposefully inform artistic decisions in the process of creating artwork.

5–6

The student: i. demonstrates substantial knowledge and understanding of

the art form studied, including concepts, processes, and substantial use of subject- specific terminology

ii. demonstrates substantial understanding of the role of the art form in original or displaced contexts

iii. demonstrates substantial use of acquired knowledge to purposefully inform artistic decisions.

15


7–8

The student: i. demonstrates excellent knowledge and understanding

of the art form studied, including concepts, processes, and excellent use of subject-specific terminology

ii. demonstrates excellent understanding of the role of the art form in original or displaced contexts

iii. demonstrates excellent use of acquired knowledge to purposefully inform artistic decisions in the process of creating artwork.

16

Criterion B Developing skills Maximum 8 At the end of year, students should be able to:

i. demonstrate the acquisition and development of the skills and techniques of the art form studied

ii. demonstrate the application of skills and techniques to create, perform and/or present art.



1–2

The student: i. demonstrates limited acquisition and development of the

skills and techniques of the art form studied ii. demonstrates limited application of skills and techniques to

create, perform and/or present art.

3–4

The student: i. demonstrates adequate acquisition and development of the

skills and techniques of the art form studied ii. demonstrates adequate application of skills and techniques

to create, perform and/or present art.

5–6

The student: i. demonstrates substantial acquisition and development of

the skills and techniques of the art form studied ii. demonstrates substantial application of skills and

techniques to create, perform and/or present art.

7–8

The student: i. demonstrates excellent acquisition and development of the

skills and techniques of the art form studied ii. demonstrates excellent application of skills and techniques

to create, perform and/or present art.

17

Criterion C Thinking creatively Maximum 8 At the end of year, students should be able to:

i. develop a feasible, clear, imaginative and coherent artistic intention ii. demonstrate a range and depth of creative-thinking behaviours

iii. demonstrate the exploration of ideas to shape artistic intention through to a point of realization.



1–2

The student: i. develops a limited artistic intention that is rarely ii. feasible, clear, imaginative or coherent iii. demonstrates a limited range or depth of creative-

thinking behaviours iv. demonstrates limited exploration of ideas to shape

artistic intention that may reach a point of realization.

3–4

The student: i. develops an adequate artistic intention that is ii. occasionally feasible, clear, imaginative and/or coherent iii. demonstrates an adequate range and depth

of creative-thinking behaviours iv. demonstrates adequate exploration of ideas to shape

artistic intention through to a point of realization.

5–6

The student: i. develops a substantial artistic intention that is often ii. feasible, clear, imaginative and coherent iii. demonstrates a substantial range and depth

of creative-thinking behaviours iv. demonstrates substantial exploration of ideas to

purposefully shape artistic intention through to a point of realization.

18


7–8

The student: i. develops an excellent artistic intention that is consistently ii. feasible, clear, imaginative and coherent iii. demonstrates an excellent range and depth

of creative-thinking behaviours iv. demonstrates excellent exploration of ideas to effectively

shape artistic intention through to a point of realization.

19

Criterion D Responding Maximum 8 At the end of year, students should be able to:

i. construct meaning and transfer learning to new settings ii. create an artistic response that intends to reflect or impact on the world around

them iii. critique the artwork of self and others.



1–2

The student: i. constructs limited meaning and may transfer learning to

new settings ii. creates a limited artistic response that may intend to reflect

or impact on the world around him or her iii. presents a limited critique of the artwork of self and others.

3–4

The student: i. constructs adequate meaning and occasionally transfers

learning to new settings ii. creates an adequate artistic response that intends to reflect

or impact on the world around him or her iii. presents an adequate critique of the artwork of self and

others.

5–6

The student: i. constructs appropriate meaning and regularly transfers

learning to new settings ii. creates a substantial artistic response that intends to reflect

or impact on the world around him or her iii. presents a substantial critique of the artwork of self and

others.

20


7–8

The student: i. constructs meaning with depth and insight and effectively

transfers learning to new settings ii. creates an excellent artistic response that intends to

effectively reflect or impact on the world around him or her iii. presents an excellent critique of the artwork of self and

others.

21

Individuals and Societies Criterion A Knowing and understanding Maximum 8 At the end of year, students should be able to:

i. use a wide range of terminology in context ii. demonstrate knowledge and understanding of subject-specific content and

concepts through developed descriptions, explanations and examples.



1–2

The student: i. uses limited relevant terminology ii. demonstrates basic knowledge and understanding of

content and concepts with minimal descriptions and/or examples.

3–4

The student: i. uses some terminology accurately and appropriately ii. demonstrates adequate knowledge and understanding of

content and concepts through satisfactory descriptions, explanations and examples.

5–6

The student: i. uses a range of terminology accurately and appropriately ii. demonstrates substantial knowledge and understanding of

content and concepts through accurate descriptions, explanations and examples.

7–8

The student: i. consistently uses a wide range of terminology effectively ii. demonstrates excellent knowledge and understanding of

content and concepts through thorough, accurate descriptions, explanations and examples.

22

Criterion B Investigating Maximum 8 At the end of year, students should be able to:

i. formulate a clear and focused research question and justify its relevance ii. formulate and follow an action plan to investigate a research question

iii. use research methods to collect and record appropriate, varied and relevant information

iv. evaluate the process and results of the investigation. Achievement Level Level Descriptor

0


1–2

The student: i. formulates a research question that is clear or focused and

describes its relevance ii. formulates a limited action plan to investigate a

research question or does not follow a plan iii. collects and records limited information, not

always consistent with the research question iv. makes a limited evaluation of the process and results of

the investigation.

3–4

The student: i. formulates a research question that is clear and focused

and describes its relevance in detail ii. formulates and somewhat follows a partial action plan

to investigate a research question iii. uses a research method(s) to collect and record

mostly relevant information iv. evaluates some aspects of the process and results of

the investigation.

23


5–6

The student: i. formulates a clear and focused research question and

explains its relevance ii. formulates and follows a substantial action plan

to investigate a research question iii. uses research method(s) to collect and record

appropriate, relevant information iv. evaluates the process and results of the investigation.

7–8

The student: i. formulates a clear and focused research question and

justifies its relevance ii. formulates and effectively follows a comprehensive action

plan to investigate a research question iii. uses research methods to collect and record

appropriate, varied and relevant information iv. thoroughly evaluates the investigation process and results.

24


i. communicate information and ideas effectively using an appropriate style for the audience and purpose

ii. structure information and ideas in a way that is appropriate to the specified format iii. document sources of information using a recognized convention.



1–2

The student: i. communicates information and ideas in a limited way, using

a style that is limited in its appropriateness to the audience and purpose

ii. structures information and ideas according to the specified format in a limited way

iii. documents sources of information in a limited way.

3–4

The student: i. communicates information and ideas satisfactorily by

using a style that is somewhat appropriate to the audience and purpose

ii. structures information and ideas in a way that is somewhat appropriate to the specified format

iii. sometimes documents sources of information using a recognized convention.

5–6

The student: i. communicates information and ideas accurately by using

a style that is mostly appropriate to the audience and purpose

ii. structures information and ideas in a way that is mostly appropriate to the specified format

iii. often documents sources of information using a recognized convention.

25


7–8

The student: i. communicates information and ideas effectively and

accurately by using a style that is completely appropriate to the audience and purpose

ii. structures information and ideas in a way that is completely appropriate to the specified format

iii. consistently documents sources of information using a recognized convention.

26

Criterion D Thinking critically Maximum 8 At the end of year, students should be able to:

i. discuss concepts, issues, models, visual representation and theories ii. synthesize information to make valid, well-supported arguments

iii. analyse and evaluate a range of sources/data in terms of origin and purpose, examining value and limitations

iv. interpret different perspectives and their implications. Achievement Level Level Descriptor


1–2

The student: i. analyses concepts, issues, models, visual representation and

theories to a limited extent ii. summarizes information to a limited extent to make

arguments iii. describes a limited number of sources/data in terms of

origin and purpose and recognizes nominal value and limitations

iv. identifies different perspectives and minimal implications.

3–4

The student: i. analyses concepts, issues, models, visual representation

and theories ii. summarizes information to make arguments iii. analyses and/or evaluates sources/data in terms of origin

and purpose, recognizing some value and limitations iv. interprets different perspectives and some of their

implications.

5–6

The student: i. discusses concepts, issues, models, visual representation

and theories ii. synthesizes information to make valid arguments iii. effectively analyses and evaluates a range of sources/data

in terms of origin and purpose, usually recognizing value and limitations

iv. interprets different perspectives and their implications.

27


7–8

The student: i. completes a detailed discussion of concepts, issues,

models, visual representation and theories ii. synthesizes information to make valid, well-supported

arguments iii. effectively analyses and evaluates a range of

sources/data in terms of origin and purpose, consistently recognizing value and limitations

iv. thoroughly interprets a range of different perspectives and their implications.

Interdisciplinary learning assessment criteria: Year 5

28

Interdisciplinary Unit Criterion A Disciplinary grounding Maximum 8 At the end of the programme, students should be able to:

i. demonstrate relevant disciplinary factual, conceptual and/or procedural knowledge.


0

The student does not achieve a standard described by any of the descriptors given below.

1–2

The student: i. demonstrates limited relevant disciplinary grounding.

3–4

The student: i. demonstrates some relevant disciplinary grounding.

5–6

The student: i. demonstrates most necessary disciplinary grounding.

7–8

The student: i. demonstrates extensive necessary disciplinary

grounding.

Interdisciplinary learning assessment criteria: Year 5

29

Criterion B Synthesizing Maximum 8 At the end of the programme, students should be able to: i. synthesize disciplinary knowledge to demonstrate interdisciplinary

understanding.



1–2

The student: i. identifies few and/or superficial connections between

disciplines.

3–4

The student: i. demonstrates disciplinary knowledge to achieve

adequate understanding.

5–6

The student: i. synthesizes disciplinary knowledge to demonstrate

consistent, thorough interdisciplinary understanding.

7–8

The student: i. synthesizes disciplinary knowledge to demonstrate

consistent, thorough and insightful interdisciplinary understanding.

30

Criterion C Communicating Maximum 8 At the end of the programme, students should be able to: i. use appropriate strategies to communicate interdisciplinary understanding

effectively ii. document sources using recognized conventions.



1–2

The student: i. applies communication skills in interdisciplinary

learning with little structure, clarity or coherence.

3–4


learning with some organization and coherence, recognizing appropriate forms or media

ii. lists sources.

5–6


learning that is generally organized, clear and coherent, beginning to use selected forms or media effectively

ii. documents relevant sources using a recognized convention.

7–8


learning that is consistently ii. well structured, clear and coherent, using selected forms

or media effectively iii. consistently documents well-chosen sources using a

recognized convention.

31

Criterion D Reflecting Maximum 8 At the end of the programme, students should be able to: i. reflect on the development of their own interdisciplinary understanding

ii. evaluate the benefits and limitations of disciplinary and interdisciplinary knowledge and ways of knowing in specific situations.



1–2

The student: i. demonstrates limited reflection on his or her

development of interdisciplinary understanding ii. describes the limitations or benefits of disciplinary

and interdisciplinary knowledge in specific situations.

3–4

The student: i. demonstrates adequate reflection on his or her

development of interdisciplinary understanding ii. describes some benefits and limitations of disciplinary

and interdisciplinary knowledge in specific situations.

5–6

The student: i. demonstrates significant reflection on his or her

development of interdisciplinary understanding ii. explains the limitations and benefits of disciplinary and

interdisciplinary knowledge in specific situations.

7–8

The student: i. demonstrates thorough and nuanced reflection on his

or her development of interdisciplinary understanding ii. evaluates thoroughly and with sophistication the

limitations and benefits of disciplinary and interdisciplinary knowledge and ways of knowing in specific situations.

32

Language and Literature Criterion A Analysing Maximum: 8 At the end of year, students should be able to:

i. analyse the content, context, language, structure, technique and style of text(s) and the relationship among texts

ii. analyse the effects of the creator’s choices on an audience iii. justify opinions and ideas, using examples, explanations and terminology iv. evaluate similarities and differences by connecting features across and within

genres and texts.

Achievement L l

Level descriptor


1–2

The student: i. provides limited analysis of the content, context,

language, structure, technique and style of text(s) and the relationship among texts

ii. provides limited analysis of the effects of the creator’s choices on an audience

iii. rarely justifies opinions and ideas with examples or explanations; uses little or no terminology

iv. evaluates few similarities and differences by making minimal connections in features across and within genres and texts.

3–4

The student: i. provides adequate analysis of the content, context,

language, structure, technique and style of text(s) and the relationship among texts

ii. provides adequate analysis of the effects of the creator’s choices on an audience

iii. justifies opinions and ideas with some examples and explanations, though this may not be consistent; uses some terminology

iv. evaluates some similarities and differences by making adequate connections in features across and within genres and texts.

33


5–6

The student: i. competently analyses the content, context,

language, structure, technique, style of text(s) and the relationship among texts

ii. competently analyses the effects of the creator’s choices on an audience

iii. sufficiently justifies opinions and ideas with examples and explanations uses accurate terminology

iv. evaluates similarities and differences by making substantial connections in features across and within genres and texts.

7–8 The student: i. provides perceptive analysis of the content, context,

language, structure, technique, style of text(s) and the relationship among texts

ii. perceptively analyses the effects of the creator’s choices on an audience

iii. gives detailed justification of opinions and ideas with a range of examples, and thorough explanations; uses accurate terminology

iv. perceptively compares and contrasts by making extensive connections in features across and within genres and texts.

34

Criterion B Organizing Maximum 8 At the end of year, students should be able to:

i. employ organizational structures that serve the context and intention ii. organize opinions and ideas in a sustained, coherent and logical manner

iii. use referencing and formatting tools to create a presentation style suitable to the context and intention.



1–2

The student: i. makes minimal use of organizational structures

though these may not always serve the context and intention

ii. organizes opinions and ideas with a minimal degree of coherence and logic

iii. makes minimal use of referencing and formatting tools to create a presentation style that may not always be suitable to the context and intention.

3–4

The student: i. makes adequate use of organizational structures that

serve the context and intention ii. organizes opinions and ideas with some degree of

coherence and logic iii. makes adequate use of referencing and formatting tools

to create a presentation style suitable to the context and intention.

5–6

The student: i. makes competent use of organizational structures that

serve the context and intention ii. organizes opinions and ideas in a coherent and logical

manner with ideas building on each other iii. makes competent use of referencing and formatting tools

to create a presentation style suitable to the context and intention.

7–8

The student: i. makes sophisticated use of organizational structures that

serve the context and intention effectively ii. effectively organizes opinions and ideas in a sustained,

coherent and logical manner with ideas building on each other in a sophisticated way

iii. makes excellent use of referencing and formatting tools to create an

35

Criterion C Producing text Maximum 8 At the end of year, students should be able to:

i. produce texts that demonstrate insight, imagination and sensitivity while exploring and reflecting critically on new perspectives and ideas arising from personal engagement with the creative process

ii. make stylistic choices in terms of linguistic, literary and visual devices, demonstrating awareness of impact on an audience

iii. select relevant details and examples to develop ideas. Achievement Level Level Descriptor


1–2

The student: i. produces texts that demonstrate limited personal

engagement with the creative process; demonstrates a limited degree of insight, imagination and sensitivity and minimal exploration of, and critical reflection on, new perspectives and ideas

ii. makes minimal stylistic choices in terms of linguistic, literary and visual devices, demonstrating limited awareness of impact on an audience

iii. selects few relevant details and examples to develop ideas.

3–4

The student: i. produces texts that demonstrate adequate personal

engagement with the creative process; demonstrates some insight, imagination and sensitivity and some exploration of, and critical reflection on, new perspectives and ideas

ii. makes some stylistic choices in terms of linguistic, literary and visual devices, demonstrating adequate awareness of impact on an audience

iii. selects some relevant details and examples to develop ideas.

36


5–6

The student: i. produces texts that demonstrate considerable personal

engagement with the creative process; demonstrates considerable insight, imagination and sensitivity and substantial exploration of, and critical reflection on, new perspectives and ideas

ii. makes thoughtful stylistic choices in terms of linguistic, literary and visual devices, demonstrating good awareness of impact on an audience

iii. selects sufficient relevant details and examples to develop ideas.

7–8

The student: i. produces texts that demonstrate a high degree of personal

engagement with the creative process; demonstrates a high degree of insight, imagination and sensitivity and perceptive exploration of, and critical reflection on, new perspectives and ideas

ii. makes perceptive stylistic choices in terms of linguistic, literary and visual devices, demonstrating good awareness of impact on an audience

iii. selects extensive relevant details and examples to develop ideas with precision.

37

Criterion D Using language Maximum 8 At the end of year, students should be able to:

i. use appropriate and varied vocabulary, sentence structures and forms of expression

ii. write and speak in a register and style that serve the context and intention iii. use correct grammar, syntax and punctuation iv. spell (alphabetic languages), write (character languages) and pronounce with

accuracy v. use appropriate non-verbal communication techniques.



1–2

The student: i. uses a limited range of appropriate vocabulary and

forms of expression ii. writes and speaks in an inappropriate register and style

that do not serve the context and intention iii. uses grammar, syntax and punctuation with limited

accuracy; errors often hinder communication iv. spells/writes and pronounces with limited accuracy; errors

often hinder communication v. makes limited and/or inappropriate use of non-

verbal communication techniques.

3–4

The student: i. uses an adequate range of appropriate

vocabulary, sentence structures and forms of expression

ii. sometimes writes and speaks in a register and style that serve the context and intention

iii. uses grammar, syntax and punctuation with some degree of accuracy; errors sometimes hinder communication

iv. spells/writes and pronounces with some degree of accuracy; errors sometimes hinder communication

v. makes some use of appropriate non-verbal communication techniques.

38


5–6

The student: i. uses a varied range of appropriate vocabulary,

sentence structures and forms of expression competently

ii. writes and speaks competently in a register and style that serve the context and intention

iii. uses grammar, syntax and punctuation with a considerable degree of accuracy; errors do not hinder effective communication

iv. spells/writes and pronounces with a considerable degree of accuracy; errors do not hinder effective communication

v. makes sufficient use of appropriate non-verbal communication techniques.

7–8

The student: i. effectively uses a range of appropriate vocabulary,

sentence structures and forms of expression ii. writes and speaks in a consistently appropriate register

and style that serve the context and intention iii. uses grammar, syntax and punctuation with a high

degree of accuracy; errors are minor and communication is effective

iv. spells/writes and pronounces with a high degree of accuracy; errors are minor and communication is effective

v. makes effective use of appropriate non-verbal communication techniques.

39

Language Acquisition: Year 9: French/Italian. Year 10: Japanese/French/Italian Phase 1 Criterion A Comprehending spoken and visual text Maximum 8 At the end of phase 1, students should be able to: i. identify basic facts, messages, main ideas and supporting details

ii. recognize basic conventions iii. engage with the spoken and visual text by identifying ideas, opinions and

attitudes and by making a personal response to the text.

Achievement Level Level Descriptor 0 The student does not reach a standard described by any of the

descriptors below.

1–2

The student: i. identifies minimal basic facts, messages, main ideas and

supporting details ii. has limited awareness of basic conventions iii. engages minimally with the spoken and visual text by

identifying few ideas, opinions and attitudes; has difficulty making a personal response to the text.

The student shows limited understanding of the content, context and concepts of the text as a whole.

3–4

The student: i. identifies some basic facts, messages, main ideas and

supporting details ii. has some awareness of basic conventions iii. engages adequately with the spoken and visual text by

identifying some ideas, opinions and attitudes and by making some personal response to the text.

The student shows some understanding of the content, context and concepts of the text as a whole.

5–6

The student: i. identifies most basic facts, messages, main ideas and

supporting details ii. has considerable awareness of basic conventions iii. engages considerably with the spoken and visual text by

identifying most ideas, opinions and attitudes and by making a personal response to the text.

The student shows considerable understanding of the content, context and concepts of the text as a whole.

40


7–8

The student: i. clearly identifies basic facts, messages, main ideas and

supporting details ii. has excellent awareness of basic conventions iii. engages thoroughly with the spoken and visual text by

identifying ideas, opinions and attitudes and by making a personal response to the text.

The student shows thorough understanding of the content, context and concepts of the text as a whole.

41

Criterion B Comprehending written and visual text Maximum 8 At the end of phase 1, students should be able to: i. identify basic facts, messages, main ideas and supporting details

ii. recognize basic aspects of format and style, and author’s purpose for writing iii. engage with the written and visual text by identifying ideas, opinions and




1–2

The student: i. identifies minimal basic facts, messages, main ideas and

supporting details ii. has limited awareness of basic aspects of format and

style, and author’s purpose for writing iii. engages minimally with the written and visual text by



3–4

The student: i. identifies some basic facts, messages, main ideas and

supporting details ii. has some awareness of basic aspects of format and

style, and author’s purpose for writing iii. engages adequately with the written and visual text by



42


5–6

The student: i. identifies most basic facts, messages, main ideas and

supporting details ii. has considerable awareness of basic aspects of format

and style, and author’s purpose for writing iii. engages considerably with the written and visual text by



7–8

The student: i. clearly identifies basic facts, messages, main ideas and

supporting details ii. has excellent awareness of basic aspects of format and

style, and author ’s purpose for writing iii. engages thoroughly with the writ ten and visual text by



43

Criterion C Communicating in response to spoken and/or written and/or visual text

Maximum 8 At the end of phase 1, students should be able to: i. respond appropriately to simple short phrases

ii. interact in simple and rehearsed exchanges, using verbal and non-verbal language

iii. use basic phrases to communicate ideas, feelings and information on a variety of aspects of everyday topics

iv. communicate with a sense of audience.


descriptors below.

1–2

The student: i. makes limited attempt to respond to simple short phrases and

basic information in spoken and/or written and/or visual text; responses are often inappropriate

ii. interacts minimally in simple and rehearsed exchanges, using verbal and non- verbal language

iii. uses minimal basic phrases to communicate ideas, feelings and information on a limited range of aspects of everyday topics

iv. communicates with a limited sense of audience.

3–4

The student: i. responds to simple short phrases and basic information in

spoken and/or written and/or visual text, though some responses may be inappropriate

ii. interacts to some degree in simple and rehearsed exchanges, using verbal and non-verbal language

iii. uses some basic phrases to communicate ideas, feelings and information on a limited range of aspects of everyday topics

iv. communicates with some sense of audience.

5–6

The student: i. responds appropriately to simple short phrases and basic

information in spoken and/or written and/or visual text ii. interacts considerably in simple and rehearsed

exchanges, using verbal and non- verbal language iii. uses basic phrases to communicate ideas, feelings and

information on some aspects of everyday topics` iv. communicates with a considerable sense of audience.

44


7–8

The student: i. responds in detail and appropriately to simple short

phrases an d basic information in spoken and/or written and/or visual text

ii. interacts confidently in simple and rehearsed exchanges, using verbal and non- verbal language

iii. uses basic phrases effectively to communicate ideas, feelings and information on a variety of aspects of everyday topics

iv. communicates with an excellent sense of audience.

45

Criterion D Using language in spoken and/or written form Maximum 8 At the end of phase 1, students should be able to: i. write and/or speak using a basic range of vocabulary, grammatical structures

and conventions; when speaking, use clear pronunciation and intonation ii. organize basic information and use a range of basic cohesive devices

iii. use language to suit the context. Achievement Level Level Descriptor


1–2

The student: i. has difficulty to write/speak using a basic range of

vocabulary, grammatical structures and conventions; when speaking, uses pronunciation and intonation with many errors, making understanding difficult

ii. organizes limited basic information, and basic cohesive devices are not used

iii. makes minimal use of language to suit the context.

3–4

The student: i. writes/speak s using a basic range of vocabulary,

grammatical structures and conventions, with some inappropriate choices; when speaking, uses pronunciation an d intonation with some errors, some of which make understanding difficult

ii. organizes some basic information and uses a limited range of basic cohesive devices, not always appropriately

iii. uses language to suit the context to some degree.

5–6

The student: i. writes/speak s making good use of a basic range of

vocabulary, grammatical structures and conventions, generally accurately; when speaking, uses pronunciation and intonation with some errors, though these do not interfere with comprehensibility

ii. organizes basic information and uses a limited range of basic cohesive devices accurately

iii. usually uses language to suit the context.

46


7–8

The student: i. writes/speaks effectively using a basic range of

vocabulary, grammatical structures and conventions ii. accurately; when speaking, uses clear pronunciation and

excellent intonation, making communication easy iii. organizes basic information clearly and uses a range of basic

cohesive devices accurately iv. uses language effectively to suit the context.

47

Phase 2 Criterion A Comprehending spoken and visual text Maximum 8 At the end of phase 2, students should be able to: i. show understanding of messages, main ideas and supporting details

ii. recognize basic conventions iii. engage with the spoken and visual text by identifying ideas, opinions and



descriptors below.

1–2

The student: i. shows minimal understanding of messages, main ideas and

supporting details ii. has limited awareness of basic conventions iii. engages minimally with the spoken and visual text by



3–4

The student: i. shows some understanding of messages, main ideas and

supporting details ii. has some awareness of basic conventions iii. engages adequately with the spoken and visual text by



48


5–6

The student: i. shows considerable understanding of messages, main ideas

and supporting details ii. has considerable awareness of basic conventions iii. engages considerably with the spoken and visual text by



7–8

The student: i. shows excellent understanding of messages, main ideas and

supporting details ii. has excellent awareness of basic conventions iii. engages thoroughly with the spoken and visual text by



49

Criterion B Comprehending written and visual text Maximum 8 At the end of phase 2, students should be able to:

i. identify basic facts, main ideas and supporting details, and draw conclusions ii. recognize basic conventions including aspects of format and style, and author’s

purpose for writing iii. engage with the written and visual text by identifying ideas, opinions and




1–2

The student: i. identifies minimal basic facts and main ideas but few

supporting details; is not able to draw conclusions ii. has limited awareness of basic conventions including

aspects of format and style, and author’s purpose for writing

iii. engages minimally with the written and visual text by identifying few ideas, opinions and attitudes; has difficulty making a personal response to the text.


3–4

The student: i. identifies some basic facts, main ideas and supporting

details; is not always able to draw conclusions ii. recognizes some basic conventions including aspects of

format and style, and author’s purpose for writing iii. engages adequately with the written and visual text by



50


5–6

The student: i. identifies most basic facts, main ideas and supporting

details, and draws conclusions ii. recognizes most basic conventions including aspects of

format and style, and author’s purpose for writing iii. engages considerably with the written and visual text by



7–8

The student:

i. clearly identifies basic facts, main ideas and supporting details, and draws conclusions

ii. clearly recognizes basic conventions including aspects of format and style, and author’s purpose for writing

iii. engages thoroughly with the written and visual text by identifying ideas, opinions and attitudes and by making a personal response to the text.


51


Maximum 8 At the end of phase 2, students should be able to:

i. respond appropriately to spoken and/or written and/or visual text ii. interact in basic structured exchanges

iii. use phrases to communicate ideas, feelings and information in familiar situations iv. communicate with a sense of audience.



1–2

The student: i. makes limited attempt to respond to simple short phrases or basic

information in spoken and/or written and/or visual text; responses are often inappropriate

ii. interacts minimally in basic structured exchanges iii. uses minimal phrases to communicate ideas, feelings and

information in a limited range of familiar situations iv. communicates with a limited sense of audience.

3–4

The student: i. responds to simple short phrases and some basic information in

spoken and/or written and/or visual text, though some responses may be inappropriate

ii. interacts to some degree in basic structured exchanges iii. uses some phrases to communicate ideas, feelings and information

in a limited range of familiar situations; ideas are not always relevant or detailed

iv. communicates with some sense of audience.

5–6

The student: i. responds appropriately to simple short phrases and basic

information in spoken and/or written and/or visual text ii. interacts considerably in basic structured exchanges iii. uses phrases to communicate ideas, feelings and information in

some familiar situations; ideas are relevant and detailed iv. communicates with a considerable sense of audience.

52


7–8

The student:

i. responds in detail and appropriately to simple short phrases and basic information in spoken and/or written and/or visual text

ii. interacts confidently in basic structured exchanges iii. uses phrases effectively to communicate ideas, feelings and

information in a variety of familiar situations; ideas are relevant, detailed and include examples

iv. communicates with an excellent sense of audience.

53

Criterion D Using language in spoken and/or written form Maximum 8 At the end of phase 2, students should be able to:

i. write and/or speak using a basic range of vocabulary, grammatical structures and conventions; when speaking, use clear pronunciation and intonation

ii. organize information and ideas and use a range of basic cohesive devices iii. use language to suit the context. Achievement Level Level Descriptor


1–2



ii. organizes limited basic information and ideas, and basic cohesive devices are not used


3–4

The student: i. writes /speaks using a basic range of vocabulary,

grammatical structures and conventions, with some inappropriate choices; when speaking, uses pronunciation and intonation with some errors, some of which make understanding difficult

ii. organizes some basic information and ideas, and uses a limited range of basic cohesive devices, not always appropriately


54


5–6

The student: i. writes/speaks making good use of a basic range of


ii. organizes basic information and ideas well, and uses a limited range of basic cohesive devices accurately


7–8

The student:

i. writes/speaks effectively using a basic range of vocabulary, grammatical structures and conventions accurately; occasional errors do not interfere with communication. When speaking, uses clear pronunciation and excellent intonation, making communication easy

ii. organizes basic information and ideas clearly, and uses a range of basic cohesive devices accurately; there is a logical structure and cohesive devices add clarity to the message

iii. uses language effectively to suit the context.

55

Phase 3 Criterion A Comprehending spoken and visual text Maximum: 8 At the end of phase 3, students should be able to:

i. show understanding of information, main ideas and supporting details, and draw conclusions

ii. understand conventions iii. engage with the spoken and visual text by identifying ideas, opinions and

attitudes and by making a response to the text based on personal experiences and opinions.



1–2

The student: i. shows minimal understanding of information, main ideas

and supporting details, and is not able to draw conclusions ii. has limited understanding of conventions iii. engages minimally with the spoken and visual text by

identifying few ideas, opinions and attitudes; has difficulty making a response to the text based on personal experiences and opinions.

The student shows limited understanding of the content, context

3–4

The student: i. shows some understanding of information, main ideas

and supporting details, and draws some conclusions ii. has some understanding of conventions iii. engages adequately with the spoken and visual text

by identifying some ideas, opinions and attitudes and by making some response to the text based on personal experiences and opinions.


56


5–6

The student: i. shows considerable understanding of information, main

ideas and supporting details, and draws conclusions ii. has considerable understanding of conventions iii. engages considerably with the spoken and visual text by

identifying most ideas, opinions and attitudes and by making a response to the text based on personal experiences and opinions.


7–8

The student: i. shows excellent understanding of information, main ideas

and supporting details, and draws conclusions ii. has excellent understanding of conventions iii. engages thoroughly with the spoken and visual text by

identifying ideas, opinions and attitudes and by making a response to the text based on personal experiences and opinions.


57

Criterion B Comprehending written and visual text Maximum 8 At the end of phase 3, students should be able to:

i. show understanding of information, main ideas and supporting details, and draw conclusions

ii. understand basic conventions including aspects of format and style, and author’s purpose for writing

iii. engage with the written and visual text by identifying ideas, opinions and attitudes and by making a response to the text based on personal experiences and opinions



1–2

The student: i. shows minimal understanding of information, main

ideas and supporting details, and is not able to draw conclusions

ii. has limited understanding of basic conventions including aspects of format and style, and author’s purpose for writing

iii. engages minimally with the written and visual text by identifying few ideas, opinions and attitudes; has difficulty making a response to the text based on personal experiences and opinions.


3–4

The student: i. shows some understanding of information, main ideas

and supporting details, and draws some conclusions ii. understands some basic conventions including aspects

of format and style, and author’s purpose for writing iii. engages adequately with the written and visual text

by identifying some ideas, opinions and attitudes and by making some response to the text based on personal experiences and opinions.


58


5–6

The student: i. shows considerable understanding of information,

main ideas and supporting details, and draws conclusions

ii. understands most basic conventions including aspects of format and style, and author’s purpose for writing

iii. engages considerably with the written and visual text by identifying most ideas, opinions and attitudes and by making a response to the text based on personal experiences and opinions.


7–8

The student:

i. shows excellent understanding of information, main ideas and supporting details, and draws conclusions

ii. clearly understands basic conventions including aspects of format and style, and author’s purpose for writing

iii. engages thoroughly with the written and visual text by identifying ideas, opinions and attitudes and by making a response to the text based on personal experiences and opinions.


59


Maximum 8 At the end of phase 3, students should be able to:

i. respond appropriately to spoken and/or written and/or visual text ii. interact in rehearsed and unrehearsed exchanges

iii. express ideas and feelings, and communicate information in familiar and some unfamiliar situations

iv. communicate with a sense of audience and purpose.



1–2

The student: i. makes limited attempt to respond to spoken and/or

written and/or visual text; responses are often inappropriate

ii. interacts minimally in rehearsed and unrehearsed exchanges

iii. expresses few ideas and feelings and communicates minimal information in familiar and some unfamiliar situations

iv. communicates with a limited sense of audience and purpose.

3–4

The student: i. responds to spoken and/or written and/or visual text,

though some responses may be inappropriate ii. interacts to some degree in rehearsed and unrehearsed

exchanges iii. expresses some ideas and feelings and communicates

some information in familiar and some unfamiliar situations; ideas are not always relevant or detailed

iv. communicates with some sense of audience and purpose.

60


5–6

The student: i. responds appropriately to spoken and/or written and/or

visual text ii. interacts considerably in rehearsed and unrehearsed

exchanges iii. expresses ideas and feelings and communicates

information in familiar and some unfamiliar situations; ideas are relevant and detailed

iv. communicates with a considerable sense of audience and purpose.

7–8

The student: i. responds in detail and appropriately to spoken and/or

written and/or visual text ii. interacts confidently in rehearsed and unrehearsed

exchanges iii. effectively expresses a wide range of ideas and feelings

and communicates information in familiar and some unfamiliar situations; ideas are relevant and opinions are supported by examples and illustrations

iv. communicates with an excellent sense of audience and purpose.

61

Criterion D Using language in spoken and/or written form Maximum 8 At the end of phase 3, students should be able to:

i. write and/or speak using a range of vocabulary, grammatical structures and conventions; when speaking, use clear pronunciation and intonation

ii. organize information and ideas and use a range of basic cohesive devices iii. use language to suit the context.


descriptors below.

1–2



ii. organizes limited information and ideas, and basic cohesive devices are not used


3–4

The student: i. writes/speaks using a basic range of vocabulary,

grammatical structures and conventions, with some inappropriate choices; when speaking, uses pronunciation an d intonation with some errors, some of which make understanding difficult

ii. organizes some information and ideas, and uses a limited range of basic cohesive devices, not always appropriately


62


5–6

The student: i. writes/speaks making good use of a basic range of


ii. organizes information and ideas well, and uses a limited range of basic cohesive devices accurately


7–8

The student: i. writes/speaks effectively using a basic range of

vocabulary, grammatical structures and conventions accurately; occasional errors do not interfere with communication. When speaking, uses clear pronunciation and excellent intonation, making communication easy

ii. organizes information and ideas clearly, and uses a range of basic cohesive devices accurately; there is a logical structure and cohesive devices add clarity to the message

iii. uses language effectively to suit the context.

63

Mathematics Criterion A Knowing and understanding Maximum 8 At the end of year, students should be able to:

i. select appropriate mathematics when solving problems in both familiar and unfamiliar situations

ii. apply the selected mathematics successfully when solving problems iii. solve problems correctly in a variety of contexts. Achievement Level Level Descriptor


1–2

The student is able to: i. select appropriate mathematics when solving simple

problems in familiar situations ii. apply the selected mathematics successfully when solving

these problems iii. generally solve these problems correctly in a variety of

contexts.

3–4

The student is able to: i. select appropriate mathematics when solving more complex



contexts.

5–6

The student is able to: i. select appropriate mathematics when solving challenging



contexts.

7–8

The student is able to: i. select appropriate mathematics when solving challenging

problems in both familiar and unfamiliar situations ii. apply the selected mathematics successfully when solving


contexts.

64

Criterion B Investigating patterns Maximum 8 At the end of year, students should be able to:

i. select and apply mathematical problem-solving techniques to discover complex patterns

ii. describe patterns as general rules consistent with findings iii. prove, or verify and justify, general rules.


descriptors below.

1–2

The student is able to: i. apply, with teacher support, mathematical problem-

solving techniques to discover simple patterns ii. state predictions consistent with patterns.

3–4

The student is able to: i. apply mathematical problem-solving techniques to

discover simple patterns ii. suggest general rules consistent with findings.

5–6

The student is able to: i. select and apply mathematical problem-solving techniques

to discover complex patterns ii. describe patterns as general rules consistent with findings iii. verify the validity of these general rules.

7–8

The student is able to: i. select and apply mathematical problem-solving techniques to

discover complex patterns ii. describe patterns as general rules consistent with correct

findings iii. prove, or verify and justify, these general rules.

65


i. use appropriate mathematical language (notation, symbols and terminology) in both oral and written explanations

ii. use appropriate forms of mathematical representation to present information iii. move between different forms of mathematical representation iv. communicate complete, coherent and concise mathematical lines of reasoning v. organize information using a logical structure.



1–2

The student is able to: i. use limited mathematical language ii. use limited forms of mathematical representation to present

information iii. communicate through lines of reasoning that are difficult to

interpret.

3–4

The student is able to: i. use some appropriate mathematical language ii. use appropriate forms of mathematical representation to

present information adequately iii. communicate through lines of reasoning that are complete iv. adequately organize information using a logical structure.

5–6

The student is able to: i. usually use appropriate mathematical language ii. usually use appropriate forms of mathematical

representation to present information correctly iii. usually move between different forms of mathematical

representation iv. communicate through lines of reasoning that are

complete and coherent v. present work that is usually organized using a logical

structure.

66


7–8

The student is able to: i. consistently use appropriate mathematical language ii. use appropriate forms of mathematical representation to iii. consistently present information correctly iv. move effectively between different forms of

mathematical representation v. communicate through lines of reasoning that are

complete, coherent and concise vi. present work that is consistently organized using a

logical structure.

67

Criterion D Applying mathematics in real-life contexts Maximum 8 At the end of year, students should be able to:

i. identify relevant elements of authentic real-life situations ii. select appropriate mathematical strategies when solving authentic real-

life situations iii. apply the selected mathematical strategies successfully to reach a solution iv. justify the degree of accuracy of a solution v. justify whether a solution makes sense in the context of the authentic real-life situation.



1–2

The student is able to: i. identify some of the elements of the authentic real-life

situation ii. apply mathematical strategies to find a solution to the

authentic real-life situation, with limited success.

3–4

The student is able to: i. identify the relevant elements of the authentic real-life

situation ii. select, with some success, adequate mathematical

strategies to model the authentic real-life situation iii. apply mathematical strategies to reach a solution to the

authentic real-life situation iv. discuss whether the solution makes sense in the context of

the authentic real-life situation.

5–6


situation ii. select adequate mathematical strategies to model the

authentic real- life situation iii. apply the selected mathematical strategies to reach a valid

solution to the authentic real-life situation iv. explain the degree of accuracy of the solution v. explain whether the solution makes sense in the context of


68


7–8


situation ii. select appropriate mathematical strategies to model the

authentic real-life situation iii. apply the selected mathematical strategies to reach a correct

solution to the authentic real-life situation iv. justify the degree of accuracy of the solution v. justify whether the solution makes sense in the context of


69

Personal Project Criterion A Investigating Maximum 8 In the personal project, students should: i. define a clear goal and global context for the project, based on personal interests

ii. identify prior learning and subject-specific knowledge relevant to the project iii. demonstrate research skills.


0 The student does not achieve a standard described by any of the descriptors below.

1–2

The student is able to: i. state a goal and context for the project, based on

personal interests, but this may be limited in depth or accessibility

ii. identify prior learning and subject-specific knowledge, but this may be limited in occurrence or relevance

iii. demonstrate limited research skills.

3–4

The student is able to: i. outline a basic and appropriate goal and context for the

project, based on personal interests ii. identify basic prior learning and subject-specific

knowledge relevant to some areas of the project iii. demonstrate adequate research skills.

5–6

The student is able to: i. define a clear and challenging goal and context for the

project, based on personal interests ii. identify prior learning and subject-specific knowledge

generally relevant to the project iii. demonstrate substantial research skills.

7–8

The student is able to: i. define a clear and highly challenging goal and context

for the project, based on personal interests ii. identify prior learning and subject-specific knowledge that

is consistently highly relevant to the project iii. demonstrate excellent research skills.

70

Criterion B Planning Maximum 8 In the personal project, students should: i. develop criteria for the product/outcome

ii. plan and record the development process of the project iii. demonstrate self-management skills.


0

The student does not achieve a standard described by any of the descriptors below.

1–2

The student is able to: i. develop limited criteria for the product/outcome ii. present a limited or partial plan and record of the

development process of the project iii. demonstrate limited self-management skills.

3–4

The student is able to: i. develop adequate criteria for the product/outcome ii. present an adequate plan and record of the

development process of the project iii. demonstrate adequate self-management skills.

5–6

The student is able to: i. develop substantial and appropriate criteria

for the product/outcome ii. present a substantial plan and record of the

development process of the project iii. demonstrate substantial self-management skills.

7–8

The student is able to: i. develop rigorous criteria for the product/outcome ii. present a detailed and accurate plan and record

of the development process of the project iii. demonstrate excellent self-management skills.

71

Criterion C Taking action Maximum 8 In the personal project, students should: i. create a product/outcome in response to the goal, global context and criteria

ii. demonstrate thinking skills iii. demonstrate communication and social skills.


0


1–2

The student is able to: i. create a limited product/outcome in response to the goal,

global context and criteria ii. demonstrate limited thinking skills iii. demonstrate limited communication and social skills.

3–4

The student is able to: i. create a basic product/outcome in response to the goal,

global context and criteria ii. demonstrate adequate thinking skills iii. demonstrate adequate communication and social skills.

5–6

The student is able to: i. create a substantial product/outcome in response to the

goal, global context and criteria ii. demonstrate substantial thinking skills iii. demonstrate substantial communication and social skills.

7–8

The student is able to: i. create an excellent product/outcome in response to the

goal, global context and criteria ii. demonstrate excellent thinking skills iii. demonstrate excellent communication and social skills.

72

Criterion D Reflecting Maximum 8 In the personal project, students should: i. evaluate the quality of the product/outcome against their criteria

ii. reflect on how completing the project has extended their knowledge and understanding of the topic and the global context

iii. reflect on their development as IB learners through the project.


0


1–2

The student is able to: i. present a limited evaluation of the quality

of the product/outcome against his or her criteria

ii. present limited reflection on how completing the project has extended his or her knowledge and understanding of the topic and the global context

iii. present limited reflection on his or her development as an IB learner through the project.

3–4

The student is able to: i. present a basic evaluation of the quality of the

product/outcome against his or her criteria ii. present adequate reflection on how completing the project

has extended his or her knowledge and understanding of the topic and the global context

iii. present adequate reflection on his or her development as an IB learner through the project.

5–6

The student is able to: i. present a substantial evaluation of the quality


ii. present substantial reflection on how completing the project has extended his or her knowledge and understanding of the topic and the global context

iii. present substantial reflection on his or her development as an IB learner through the project.

73


7–8

The student is able to: i. present an excellent evaluation of the quality


ii. present excellent reflection on how completing the project has extended his or her knowledge and understanding of the topic and the global context

iii. present excellent reflection on his or her development as an IB learner through the project.

74

Physical and Health Education Criterion A Knowing and understanding Maximum 8 At the end of year 5, students should be able to:

i. explain physical and health education factual, procedural and conceptual knowledge

ii. apply physical and health education knowledge to analyse issues and solve problems set in familiar and unfamiliar situations

iii. apply physical and health terminology effectively to communicate understanding.



1–2

The student: i. states physical and health education factual, procedural

and conceptual knowledge ii. applies physical and health education knowledge to

investigate issues and suggest solutions to problems set in familiar situations

iii. applies physical and health terminology to communicate understanding with limited success.

3–4

The student: i. outlines physical and health education factual,

procedural and conceptual knowledge ii. applies physical and health education knowledge to

analyse issues and to solve problems set in familiar situations

iii. applies physical and health terminology to communicate understanding.

5–6

The student: i. identifies physical and health education factual,


analyse issues and to solve problems set in familiar and unfamiliar situations

iii. applies physical and health terminology consistently to communicate understanding.

75


7–8

The student: i. explains physical and health education factual,


analyse complex issues and to solve complex problems set in familiar and unfamiliar situations

iii. applies physical and health terminology consistently and effectively to communicate understanding.

•

• Criterion A can be assessed only through written or oral tasks.

76

Criterion B Planning for performance Maximum 8 At the end of year 5, students should be able to: i. develop goals to enhance performance

ii. design, explain and justify a plan to improve physical performance and health.



1–2

The student: i. identifies goals to enhance performance ii. constructs a plan to improve physical performance and health.

3–4

The student: i. outlines goals to enhance performance ii. constructs and describes a plan to improve physical

performance and health.

5–6

The student: i. explains goals to enhance performance ii. designs and explains a plan to improve physical performance

and health.

7–8

The student: i. develops goals to enhance performance ii. designs, explains and justifies a plan to improve physical

performance and health.

•

77

Criterion C Applying and performing Maximum 8 At the end of year 5, students should be able to: i. demonstrate and apply a range of skills and techniques effectively

ii. demonstrate and apply a range of strategies and movement concepts effectively iii. analyse and apply information to perform effectively


0


1–2

The student: i. demonstrates and applies skills and techniques with limited

success ii. demonstrates and applies strategies and movement concepts

with limited success iii. recalls information to perform.

3–4

The student: i. demonstrates and applies skills and techniques ii. demonstrates and applies strategies and movement concepts iii. identifies and applies information to perform.

5–6

The student: i. demonstrates and applies a range of skills and techniques ii. demonstrates and applies a range of strategies and movement

concepts iii. analyses and applies information to perform.

7–8

The student: i. demonstrates and applies a range of skills and techniques

effectively ii. demonstrates and applies a range of strategies and movement

concepts effectively iii. analyses and applies information to perform effectively.

78

Criterion D Reflecting and improving performance Maximum 8 At the end of year 5, students should be able to: i. explain and demonstrate strategies to enhance interpersonal skills

ii. analyse and evaluate the effectiveness of a plan based on the outcome iii. analyse and evaluate performance.


0


1–2

The student: i. identifies and demonstrates strategies to enhance interpersonal

skills ii. outlines the effectiveness of a plan based on the outcome iii. outlines and summarizes performance.

3–4

The student: i. outlines and demonstrates strategies to enhance interpersonal

skills ii. explains the effectiveness of a plan based on the outcome iii. describes and summarizes performance.

5–6

The student: i. describes and demonstrates strategies to enhance interpersonal

skills ii. analyses the effectiveness of a plan based on the outcome iii. explains and evaluates performance.

7–8

The student: i. explains and demonstrates strategies to enhance interpersonal

skills ii. analyses and evaluates the effectiveness of a plan based on the

outcome iii. analyses and evaluates performance.

79

Science Criterion A Knowing and understanding Maximum: 8 At the end of year 5, students should be able to: i. explain scientific knowledge

ii. apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar situations

iii. analyse and evaluate information to make scientifically supported judgments.


0 The student does not reach a standard identified by any of the

1–2

The student is able to: i. state scientific knowledge ii. apply scientific knowledge and understanding to suggest

solutions to problems set in familiar situations iii. interpret information to make judgments.

3–4

The student is able to: i. outline scientific knowledge ii. apply scientific knowledge and understanding to solve

problems set in familiar situations iii. interpret information to make scientifically supported

judgments.

5–6

The student is able to: i. describe scientific knowledge ii. apply scientific knowledge and understanding to solve

problems set in familiar situations and suggest solutions to problems set in unfamiliar situations

iii. analyse information to make scientifically supported judgments.

80


7–8

The student is able to: i. explain scientific knowledge ii. apply scientific knowledge and understanding to solve

problems set in familiar and unfamiliar situations iii. analyse and evaluate information to make scientifically

supported judgments.

81

Criterion B Inquiring and designing Maximum 8 At the end of year, students should be able to:

i. explain a problem or question to be tested by a scientific investigation ii. formulate a testable hypothesis and explain it using scientific reasoning

iii. explain how to manipulate the variables, and explain how data will be collected

iv. design scientific investigations.



1–2

The student is able to: i. state a problem or question to be tested by a scientific

investigation ii. outline a testable hypothesis iii. outline the variables iv. design a method, with limited success.

3–4

The student is able to: i. outline a problem or question to be tested by a scientific

investigation ii. formulate a testable hypothesis using scientific reasoning iii. outline how to manipulate the variables, and outline how relevant

data will be collected iv. design a safe method in which she selects materials and

equipment.

5–6

The student is able to: i. describe a problem or question to be tested by a scientific

investigation ii. formulate and explain a testable hypothesis using scientific

reasoning iii. describe how to manipulate the variables, and describe how

sufficient, relevant data will be collected iv. design a complete and safe method in which she selects

appropriate materials and equipment.

82


7–8

The student is able to: i. explain a problem or question to be tested by a scientific

investigation ii. formulate and explain a testable hypothesis using correct

scientific reasoning iii. explain how to manipulate the variables, and explain how

sufficient, relevant data will be collected iv. design a logical, complete and safe method in which she

selects appropriate materials and equipment.

83

Criterion C Processing and evaluating Maximum 8 At the end of year, students should be able to:

i. present collected and transformed data ii. interpret data and explain results using scientific reasoning

iii. evaluate the validity of a hypothesis based on the outcome of the scientific investigation

iv. evaluate the validity of the method v. explain improvements or extensions to the method.



1–2

The student is able to: i. collect and present data in numerical and/or visual forms ii. interpret data iii. state the validity of a hypothesis based on the outcome of

a scientific investigation iv. state the validity of the method based on the outcome of

a scientific investigation v. state improvements or extensions to the method.

3–4

The student is able to: i. correctly collect and present data in numerical and/or

visual forms ii. accurately interpret data and explain results iii. outline the validity of a hypothesis based on the outcome

of a scientific investigation iv. outline the validity of the method based on the outcome of

a scientific investigation v. outline improvements or extensions to the method that

would benefit the scientific investigation.

84


5–6

The student is able to: i. correctly collect, organize and present data in

numerical and/or visual forms ii. accurately interpret data and explain results using

scientific reasoning iii. discuss the validity of a hypothesis based on the

outcome of a scientific investigation iv. discuss the validity of the method based on the outcome

of a scientific investigation v. describe improvements or extensions to the method

that would benefit the scientific investigation.

7-8

The student is able to: i. correctly collect, organize, transform and present data

in numerical and/or visual forms ii. accurately interpret data and explain results using

correct scientific reasoning iii. evaluate the validity of a hypothesis based on the

outcome of a scientific investigation iv. evaluate the validity of the method based on the

outcome of a scientific investigation v. explain improvements or extensions to the method

that would benefit the scientific investigation.

85

Criterion D Reflecting on the impacts of science Maximum 8 At the end of year, students should be able to:

i. explain the ways in which science is applied and used to address a specific problem or issue

ii. discuss and evaluate the various implications of using science and its application to solve a specific problem or issue

iii. apply scientific language effectively iv. document the work of others and sources of information used.



1–2

The student is able to: i. outline the ways in which science is used to address

a specific problem or issue ii. outline the implications of using science to solve a

specific problem or issue, interacting with a factor iii. apply scientific language to communicate understanding

but does so with limited success iv. document sources, with limited success.

3–4

The student is able to: i. summarize the ways in which science is applied and

used to address a specific problem or issue ii. describe the implications of using science and its

application to solve a specific problem or issue, interacting with a factor

iii. sometimes apply scientific language to communicate understanding

iv. sometimes document sources correctly

86


5–6

The student is able to: i. describe the ways in which science is applied and used

to address a specific problem or issue ii. discuss the implications of using science and its application

to solve a specific problem or issue, interacting with a factor iii. usually apply scientific language to

communicate understanding clearly and precisely

iv. usually document sources correctly.

7–8

The student is able to: i. explain the ways in which science is applied and used

to address a specific problem or issue ii. discuss and evaluate the implications of using science and

its application to solve a specific problem or issue, interacting with a factor

iii. consistently apply scientific language to communicate understanding clearly and precisely

iv. document sources completely.

87

Design (Digital and Design Technologies) Criterion A Inquiring and analysing Maximum 8 At the end of year, students should be able to:

i. explain and justify the need for a solution to a problem for a specified client/target audience

ii. identify and prioritize primary and secondary research needed to develop a solution to the problem

iii. analyse a range of existing products that inspire a solution to the problem iv. develop a detailed design brief, which summarizes the analysis of relevant research. Achievement Level Level Descriptor


1–2

The student: i. states the need for a solution to a problem for a specified

client/target audience ii. develops a basic design brief, which states the findings of

relevant research.

3–4

The student: i. outlines the need for a solution to a problem for a specified

client/target audience ii. outlines a research plan, which identifies primary and

secondary research needed to develop a solution to the problem, with some guidance

iii. analyses one existing product that inspires a solution to the problem

iv. develops a design brief, which outlines the analysis of relevant research.

88


5–6

The student: i. explains the need for a solution to a problem for a specified

client/target audience ii. constructs a research plan, which identifies and prioritizes

primary and secondary research needed to develop a solution to the problem, with some guidance

iii. analyses a range of existing products that inspire a solution to the problem

iv. develops a design brief, which explains the analysis of relevant research.

7–8

The student: i. explains and justifies the need for a solution to a problem for a

client/target audience ii. constructs a detailed research plan, which identifies and

prioritizes the primary and secondary research needed to develop a solution to the problem independently

iii. analyses a range of existing products that inspire a solution to the problem in detail

iv. develops a detailed design brief, which summarizes the analysis of relevant research.

89

Criterion B Developing ideas Maximum 8 At the end of year, students should be able to:

i. develop design specifications, which clearly states the success criteria for the design of a solution

ii. develop a range of feasible design ideas, which can be correctly interpreted by others

iii. present the chosen design and justify its selection iv. develop accurate and detailed planning drawings/diagrams and outline the

requirements for the creation of the chosen solution. Achievement Level Level Descriptor


1–2

The student is able to: i. lists some basic design specifications for the design

of a solution ii. presents one design, which can be interpreted by

others iii. creates incomplete planning drawings/diagrams.

3–4

The Student: i. lists some design specifications, which relate to the

success criteria for the design of a solution ii. presents a few feasible designs, using an appropriate

medium(s) or annotation, which can be interpreted by others

iii. justifies the selection of the chosen design with reference to the design specification

iv. creates planning drawings/diagrams or lists requirements for the creation of the chosen solution.

90


5–6

The student: i. develops design specifications, which outline the

success criteria for the design of a solution ii. develops a range of feasible design ideas, using

an appropriate medium(s) and annotation, which can be interpreted by others

iii. presents the chosen design and justifies its selection with reference to the design specification

iv. develops accurate planning drawings/diagrams and lists requirements for the creation of the chosen solution.

7–8

The student: i. develops detailed design specifications, which explain

the success criteria for the design of a solution based on the analysis of the research

ii. develops a range of feasible design ideas, using an appropriate medium(s) and detailed annotation, which can be correctly interpreted by others

iii. presents the chosen design and justifies fully and critically its selection with detailed reference to the design specification

91

Criterion C Creating the solution Maximum 8 At the end of year, students should be able to:

i. construct a logical plan, which describes the efficient use of time and resources, sufficient for peers to be able to follow to create the solution

ii. demonstrate excellent technical skills when making the solution iii. follow the plan to create the solution, which functions as intended iv. fully justify changes made to the chosen design and plan when making

the solution



1–2

The student: i. demonstrates minimal technical skills when making the

solution ii. creates the solution, which functions poorly and is

presented in an incomplete form.

3–4

The student: i. constructs a plan that contains some production

details, resulting in peers having difficulty following the plan

ii. demonstrates satisfactory technical skills when making the solution

iii. creates the solution, which partially functions and is adequately presented

iv. outlines changes made to the chosen design and plan when making the solution.

92


5–6

The student: i. constructs a logical plan, which considers time and

resources, sufficient for peers to be able to follow to create the solution

ii. demonstrates competent technical skills when making the solution

iii. creates the solution, which functions as intended and is presented appropriately

iv. describes changes made to the chosen design and plan when making the solution.

7–8

The student: i. constructs a detailed and logical plan, which describes

the efficient use of time and resources, sufficient for peers to be able to follow to create the solution

ii. demonstrates excellent technical skills when making the solution.

iii. follows the plan to create the solution, which functions as intended and is presented appropriately

iv. fully justifies changes made to the chosen design and plan when making the solution.

93

Criterion D Evaluating Maximum 8 At the end of year, students should be able to:

i. design detailed and relevant testing methods, which generate data, to measure the success of the solution

ii. critically evaluate the success of the solution against the design specification iii. explain how the solution could be improved iv. explain the impact of the solution on the client/target audience.


descriptors below.

1–2

The student: i. designs a testing method, which is used to measure the

success of the solution ii. states the success of the solution.

3–4

The student: i. designs a relevant testing method, which generates data,

to measure the success of the solution ii. outlines the success of the solution against the design

specification based on relevant product testing iii. outlines how the solution could be improved iv. outlines the impact of the solution on the client/target

audience.

5–6

The student: i. designs relevant testing methods, which generate data, to

measure the success of the solution ii. explains the success of the solution against the design

specification based on relevant product testing iii. describes how the solution could be improved iv. explains the impact of the solution on the client/target

audience, with guidance.

94

Achievement Level Level Descriptor 7–8 The student:

i. designs detailed and relevant testing methods, which generate data, to measure the success of the solution

ii. critically evaluates the success of the solution against the design specification based on authentic product testing

iii. explains how the solution could be improved iv. explains the impact of the product on the client/target

audience.

95

Grade Descriptors and Boundaries To arrive at a criterion levels total for each student, teachers add together the student’s final achievement levels in all criteria of the subject group. This total is then compared against the boundary guidelines to assign a final grade. The grade descriptor is used as a check to ensure that the numerical value awarded reflects the qualities of the student’s work. The table provides a means of converting the criterion levels total into a grade based on a scale of 1 – 7.

Grade Boundary guidelines

Descriptor

1

1–5

Produces work of very limited quality. Conveys many significant misunderstandings or lacks understanding of most concepts and contexts. Very rarely demonstrates critical or creative thinking. Very inflexible, rarely using knowledge or skills.

2

6–9

Produces work of limited quality. Expresses misunderstandings or significant gaps in understanding for many concepts and contexts. Infrequently demonstrates critical or creative thinking. Generally inflexible in the use of knowledge and skills, infrequently applying knowledge and skills.

3

10–14

Produces work of an acceptable quality. Communicates basic understanding of many concepts and contexts, with occasionally significant misunderstandings or gaps. Begins to demonstrate some basic critical and creative thinking. Is often inflexible in the use of knowledge and skills, requiring support even in familiar classroom situations.

4

15–18

Produces good-quality work. Communicates basic understanding of most 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

19–23

Produces generally high-quality work. Communicates secure understanding of 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

24–27

Produces high-quality, occasionally innovative work. Communicates extensive 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

28–32

Produces high-quality, frequently innovative work. Communicates 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.

96

Relationship of MYP Grades to the West Australian Curriculum St Brigid’s College, like all schools in Western Australia, is mandated to teach the Western Australian curriculum. The curriculum outlines a series of Achievement Grades for reporting. To help staff, students and parents understand the relationship between the MYP and the Western Australian Grades, a table has been produced below. This information will also appear on semester reports.

State Grade MYP Grade Range

A 6 – 7

B 5

C 3 - 4

D 2

E 1

97

Specific Grade Descriptors Language and Literature

Grade Subject Specific Descriptor

1 The student:

• analyses texts in a very limited way, rarely justifying opinions and ideas with examples or relevant terminology; provides very little comparison and contrast of works

• produces texts with little imagination, sensitivity and creativity, offering no new perspectives; demonstrates no sensitivity to context and intention; rarely makes stylistic choices

• demonstrates limited accuracy in spelling/writing, pronunciation, grammar, syntax and punctuation, which frequently hinders communication; demonstrates very limited organization of opinions and ideas, often incoherent; demonstrates very limited or inappropriate use of language-specific conventions.

2 The student:

• analyses texts at a basic level, occasionally justifying opinions and ideas with few examples or relevant terminology; provides little comparison and contrast of works

• produces texts with limited imagination, sensitivity and creativity, offering few new perspectives; demonstrates minimal sensitivity to context and intention; makes few stylistic choices

• demonstrates limited accuracy in spelling/writing, pronunciation, grammar, syntax and punctuation, which frequently hinders communication; demonstrates limited organization of opinions and ideas with little coherence and logic; demonstrates limited or inappropriate use of language-specific conventions.

3 The student:

• analyses texts at a basic level, occasionally justifying opinions and ideas with basic examples and relevant terminology; superficially compares and contrasts works

• produces texts with some imagination, sensitivity and creativity, offering new perspectives; demonstrates limited sensitivity to context and intention; makes some stylistic choices

• demonstrates adequate accuracy in spelling/writing, pronunciation, grammar, syntax and punctuation but with errors that sometimes hinder communication; organizes opinions and ideas with some coherence and logic; accurately uses language-specific conventions.

98

4 The student:

• analyses texts satisfactorily, inconsistently justifying opinions and ideas with examples and relevant terminology; satisfactorily compares and contrasts works

• produces texts with a satisfactory degree of imagination, sensitivity and creativity, offering new perspectives; demonstrates some sensitivity to context and intention; makes stylistic choices

• demonstrates generally good accuracy in spelling/writing, pronunciation, grammar, syntax and punctuation, although some errors may hinder communication; organizes opinions and ideas with satisfactory coherence and logic; accurately uses language-specific conventions.

5 The student:

• analyses texts competently, justifying opinions and ideas with sufficient examples, explanations and terminology; competently compares and contrasts works

• produces texts with a considerable degree of imagination, sensitivity and creativity, offering new perspectives; demonstrates some sensitivity to context and intention; makes stylistic choices that reflect appreciation for the ways in which language, structure, technique and style shape meaning and impact an audience

• demonstrates accuracy in spelling/writing, pronunciation, grammar, syntax and punctuation so communication is not hindered; organizes opinions and ideas coherently and logically; accurately uses language- specific conventions.

6 The student:

• analyses texts thoughtfully, justifying opinions and ideas with appropriate examples, explanations and terminology; thoughtfully compares and contrasts works

• produces texts with a substantial degree of imagination, sensitivity and creativity, offering new perspectives; demonstrates considerable sensitivity to context and intention; makes stylistic choices that reflect considerable appreciation for the ways in which language, structure, technique and style shape meaning and impact an audience

• communicates appropriately and with a substantial degree of accuracy in spelling/writing, pronunciation, grammar, syntax and punctuation; organizes opinions and ideas effectively; consistently and effectively uses language-specific conventions.

99

7 The student:

• analyses texts perceptively, justifying opinions and ideas thoroughly with effective examples, explanations and terminology; perceptively compares and contrasts texts

• produces texts with a high degree of imagination, sensitivity and creativity, consistently offering new perspectives; demonstrates considerable sensitivity to context and intention; makes stylistic choices that reflect considerable appreciation of the ways in which language, structure, technique and style shape meaning and impact an audience

• communicates effectively and with a high degree of accuracy in spelling/writing, pronunciation, grammar, syntax and punctuation; organizes opinions and ideas coherently, logically and with sophistication; consistently and effectively uses language-specific conventions.

100

Language Acquisition – Emergent


1 The student:

• demonstrates very limited understanding of messages, facts and ideas across spoken, visual and written texts

• demonstrates very limited understanding of aspects of format and style, and author’s purpose for writing

• rarely interacts to share basic information on everyday topics and exchanges very few ideas and minimal information

• lacks organization of basic information and ideas. Writes and speaks with very limited command of vocabulary and grammatical accuracy.

2 The student:

• demonstrates limited understanding of messages, facts and ideas across spoken, visual and written texts

• demonstrates limited understanding of aspects of format and style, and author’s purpose for writing

• interacts occasionally to share basic information on some everyday topics and in some familiar situations by exchanging few ideas and minimal information

• organizes basic information and ideas on some topics of personal interest. Writes and speaks with a basic command of vocabulary and grammar.

3 The student:

• demonstrates some understanding of messages, facts and ideas across spoken, visual and written texts

• demonstrates some understanding of conventions including aspects of format and style, and author’s purpose for writing

• interacts to share basic information on some everyday topics and in some familiar situations

• organizes messages, facts and ideas occasionally. Writes and speaks with a basic command of vocabulary and grammar.

4 The student: • demonstrates satisfactory understanding of messages, facts, opinions,

feelings and ideas across spoken, visual and written texts

• demonstrates satisfactory understanding and ability to interpret conventions including aspects of format and style, and author’s purpose for writing

• interacts adequately to share basic information on everyday topics, in a range of familiar situations

• organizes simple text adequately to communicate some ideas and feelings. Writes and speaks using some basic language conventions; demonstrates inconsistent command of a basic range of vocabulary and grammatical accuracy.

101

5 The student:

• demonstrates good understanding of messages, facts, opinions, feelings and ideas across spoken, visual and written texts

• demonstrates good understanding and ability to interpret conventions including aspects of format and style, and author’s purpose for writing

• interacts sufficiently to share information on everyday topics, in a range of familiar situations

• organizes simple text well to communicate some ideas and feelings. Writes and speaks using some basic language conventions accurately; demonstrates sufficient command of a basic range of vocabulary and grammatical accuracy.

6 The student:

• demonstrates very good understanding of messages, facts, opinions, feelings and ideas across spoken, visual and written texts

• demonstrates very good understanding and ability to analyse conventions including aspects of format and style, and author’s purpose for writing

• interacts substantially to share information on everyday topics, in a range of familiar situations

• organizes simple text very well to communicate some ideas and feelings. Writes and speaks using basic language conventions accurately; demonstrates a considerable command of a basic range of vocabulary and grammatical accuracy.

7 The student:

• demonstrates excellent understanding of messages, facts, opinions, feelings and ideas across spoken, visual and written texts

• demonstrates excellent understanding and ability to interpret the author’s choice of style, format and ideas to suit an intended audience and purpose

• interacts confidently to share information on everyday topics, in a range of familiar situations

• organizes simple text effectively to communicate ideas and feelings. Writes and speaks using basic language conventions accurately; demonstrates an excellent command of a basic range of vocabulary and grammatical accuracy.

102

Language Acquisition - Capable Grade Subject Specific Descriptor

1 The student:

• demonstrates very limited understanding of information and ideas across spoken, visual and written texts


• rarely engages in basic conversations about topics of personal interest and exchanges very few ideas and minimal information


2 The student:

• demonstrates limited understanding of information and ideas and rarely interprets them across spoken, visual and written texts


• engages in basic conversations about topics of personal interest by exchanging few ideas and minimal information

• organizes basic information and ideas on some topics of personal interest. Writes and speaks with a basic command of vocabulary and grammar.

3 The student:

• demonstrates some understanding of information and ideas and interprets them to a limited degree across spoken, visual and written texts


• engages occasionally in conversations about topics of personal interest and some topics of global significance by exchanging basic relevant information and ideas

• organizes information and ideas occasionally. Writes and speaks with a basic command of vocabulary and grammar.

4 The student:

• demonstrates satisfactory understanding of a range of information and ideas and interprets them to a limited degree, across spoken, visual and written texts


• engages adequately in conversations about topics of personal interest and some topics of global significance by exchanging some relevant information and ideas

• organizes information and ideas adequately in a structured text on topics of personal interest in a range of interpersonal and cultural contexts. Writes and speaks with an inconsistent command of vocabulary and grammar.

103

5 The student:

• demonstrates good understanding of a range of information and ideas and interprets them to some degree across spoken, visual and written texts


• engages sufficiently in conversations about topics of personal interest and some topics of global significance by exchanging relevant information and ideas with adequate detail

• organizes information and ideas well in a structured text in a range of interpersonal and cultural contexts. Writes and speaks with a sufficient command of vocabulary and grammatical accuracy.

6 The student:

• demonstrates very good understanding of a range of information and ideas and interprets them to a considerable degree across spoken, visual and written texts

• demonstrates very good understanding and ability to analyse conventions including aspects of format and style, and author’s purpose for writing

• engages substantially in conversations about topics of personal interest and some topics of global significance by exchanging relevant and detailed information and ideas

• organizes information and ideas very well in a structured text in a range of interpersonal and cultural contexts. Writes and speaks with a considerable command of vocabulary and grammatical accuracy.

7 The student:

• demonstrates excellent understanding of a range of information and ideas and interprets them thoroughly across spoken, visual and written texts


• engages actively in conversations about topics of personal interest and some topics of global significance by initiating and maintaining an effective exchange of information and ideas.

• organizes information and ideas effectively in a structured text in a range of interpersonal and cultural contexts. Writes and speaks with a clear sense of audience and purpose; demonstrates a sophisticated command of vocabulary and grammatical accuracy.

104

Language Acquisition – Proficient


1 The student:

• demonstrates very limited understanding of information and ideas across spoken, visual and written texts


• rarely engages in basic conversations in social and some academic situations and exchanges very few ideas and minimal information


2 The student:

• demonstrates limited understanding of information and ideas and rarely evaluates them across spoken, visual and written texts


• engages in basic conversations in some social and some academic situations by exchanging few ideas and minimal information

• organizes basic information and ideas, for a limited range of audiences and purposes. Writes and speaks with a basic command of vocabulary and grammar.

3 The student:

• demonstrates some understanding of information and ideas and evaluates them to a limited degree across spoken, visual and written texts


• engages occasionally in conversations in social and some academic situations by exchanging basic relevant information and ideas

• organizes information and ideas occasionally, sometimes communicating an opinion or perspective for a range of audiences and purposes. Writes and speaks with a basic command of vocabulary and grammar.

4 The student:

• demonstrates satisfactory understanding of a range of information and ideas and evaluates them to a limited degree across spoken, visual and written texts


• engages adequately in conversations in social and some academic situations by exchanging some relevant information and ideas

• organizes information and ideas adequately, sometimes communicating an opinion or perspective for a range of audiences and purposes. Writes and speaks with an inconsistent command of vocabulary and grammar.

105

5 The student:

• demonstrates good understanding of a range of information and ideas and evaluates them to some degree across spoken, visual and written texts

• demonstrates understanding and ability to interpret conventions including aspects of format and style, and author’s purpose for writing

• engages sufficiently in conversations in social and some academic situations by exchanging relevant information and ideas with adequate detail

• organizes information and ideas well to communicate opinions and perspectives for a range of audiences and purposes. Writes and speaks coherently with a sufficient command of vocabulary and grammatical accuracy.

6 The student:

• demonstrates very good understanding of a wide range of information and ideas and evaluates them to a considerable degree across spoken, visual and written texts


• engages substantially in conversations in social and some academic situations by exchanging relevant and detailed information and ideas

• organizes information and ideas very well to communicate thoughtful opinions and perspectives for a wide range of audiences and purposes. Writes and speaks with a considerable command of vocabulary and grammatical accuracy.

7 The student:

• demonstrates excellent understanding of a wide range of information and ideas and evaluates them across spoken, visual and written texts


• engages actively in conversations in social and some academic situations by initiating and maintaining an effective exchange of information and ideas

• organizes information and ideas logically and effectively to communicate understanding, opinions and perspectives for a wide range of audiences and purposes. Writes and speaks with clarity and fluency; demonstrates a sophisticated command of vocabulary and grammatical accuracy.

106

Individuals and Societies Grade Subject Specific Descriptor

1 The student:

• demonstrates very limited knowledge and understanding of subject- specific content and concepts

• formulates very limited research questions, which may lead to very limited action plans; collects and records very limited information; evaluates very little of the process and/or results of the investigation

• communicates very limited information and ideas; may document limited sources of information, if any.

2 The student:

• demonstrates limited knowledge and understanding of subject-specific content and concepts

• formulates limited research questions, which may lead to limited action plans; collects and records limited information; evaluates little of the process and results of the investigation

• communicates limited information and ideas, using a style and/or format that are very occasionally appropriate to the audience and purpose; documents limited sources of information in an unstructured way.

3 The student:

• demonstrates some basic knowledge and understanding of subject- specific content and concepts

• formulates basic research questions, which lead to limited action plans; collects and records basic information; evaluates some of the process and results of the investigation

• communicates basic information and ideas, using a style and/or format that are sometimes appropriate to the audience and purpose; documents sources of information in a confusing or illogical way.

4 The student:

• demonstrates adequate knowledge and understanding of subject- specific content and concepts, occasionally using terminology in context

• formulates adequate research questions, which lead to suitable action plans; uses adequate research methods to collect and record information; evaluates the process and results of the investigation, but may lack depth or insight

• communicates information and ideas, using a style and/or format that are appropriate to the audience and purpose; documents sources of information

• analyses some sources with reference to terms of origin, purpose, value and limitation.

107

5 The student:

• demonstrates substantial knowledge and understanding, often using terminology in context

• formulates and follows clear and focused research questions and clear action plans; uses a range of research methods to collect and record relevant information; evaluates the process and results of the investigation

• communicates information and ideas effectively, accurately and appropriately; regularly documents sources of information using a recognized convention; discusses concepts, issues, models, visual representation and theories, and synthesizes information to make valid arguments

• analyses and evaluates a range of sources/data in terms of origin, purpose, value and limitation; interprets different perspectives and some of their implications.

6 The student:

• demonstrates clear and detailed knowledge and understanding, regularly using a wide range of terminology in context

• formulates and justifies clear and focused research questions and follows comprehensive action plans; uses a range of research methods to collect and record relevant information; evaluates the process and results of the investigation in detail

• communicates information and ideas effectively, accurately and appropriately; clearly documents sources of information using a recognized convention; discusses concepts, issues, models, visual representation and theories, and synthesizes information to make valid arguments

• analyses and evaluates a range of sources/data in terms of origin, purpose, value and limitation; interprets different perspectives and their implications in some depth.

7 The student:

• demonstrates a wide range of knowledge and deep understanding, consistently and effectively using terminology in context

• formulates and justifies clear and focused research questions and follows detailed comprehensive action plans; uses a wide range of research methods to effectively collect and record relevant information; thoroughly evaluates the process and results of the investigation

• communicates information and ideas effectively, accurately and appropriately; consistently and correctly uses recognized conventions to document sources; discusses concepts, issues, models, visual representation and theories in detail, synthesizing information to make valid, well-supported arguments

• thoroughly analyses and evaluates a range of sources/data in terms of origin, purpose, value and limitation; interprets different perspectives and their implications effectively and thoroughly.

108

Science

Grade Subject-specific descriptor

1 The student:

• has a very limited understanding of scientific concepts; rarely selects or applies knowledge to solve simple familiar problems

• incorrectly states a problem or question; cannot identify variables or hypotheses; attempts to design experimental methods, incomplete and of limited quality

• presents or interprets data incorrectly; cannot comment on outcomes of investigations; states no improvements or extensions to experiments

• very occasionally outlines basic understanding to address how science is used to solve problems or issues; applies scientific language with very limited success.

2 The student:

• has a limited understanding of scientific concepts; sometimes selects or applies knowledge to solve problems in familiar situations; makes simple judgments, without scientific support

• states a problem or question simply; outlines hypotheses and variables in a limited simple way; designs experimental methods with limited success

• collects, presents and interprets data in a very simple way; comments simply on methods or outcomes of investigation; occasionally states irrelevant or incorrect improvements or extensions to experiments

• outlines simple understanding to address how science is used to address problems or issues, with little or no reference to the implications; occasionally applies scientific language to communicate understanding but does so with limited success.

3 The student:

• has a basic understanding of scientific concepts; selects and applies knowledge to solve problems in familiar situations; interprets information to make simple scientific judgments

• outlines a problem or question with some misunderstandings; formulates simple hypotheses; designs simple experimental methods to collect data, with materials and equipment clearly chosen

• sometimes collects, presents and interprets data; comments on methods, hypotheses or outcomes of experiments, occasionally with significant misunderstandings; outlines basic improvements or extensions to experiments, with increasing relevance

• uses basic understanding to address how science is applied and used to address problems or issues; simply describes the implications, with significant gaps; sometimes applies scientific language to communicate understanding, although frequently incorrect.

109

4 The student:

• has a good understanding of scientific concepts; selects and applies scientific knowledge to solve problems in familiar situations; interprets information to make scientifically supported judgments

• outlines problems or questions, with minor gaps; formulates hypotheses using scientific reasoning; designs safe experimental methods to collect relevant data with materials and equipment clearly chosen

• collects, presents and interprets data, although frequently disorganized; correctly discusses hypotheses and methods based on the outcomes; describes simple relevant improvements or extensions to experiments

• summarizes the ways in which science is applied and used to address problems or issues with success; attempts to discuss the implications of using science; sometimes applies scientific language to communicate understanding correctly.

5 The student:

• consistently understands scientific concepts; selects and applies scientific knowledge to solve problems in familiar situations, requiring support in unfamiliar situations; analyses information to make scientifically supported judgments

• describes problems or questions in detail; explains hypotheses using scientific reasoning; designs safe experimental methods with appropriate materials and equipment to collect sufficient relevant data

• correctly generates relevant data to transform and interpret in a useful way; discusses validity of hypotheses and methods in detail; describes beneficial improvements or extensions to experiments

• describes the ways in which science is applied and used to address problems or issues including its implications; usually applies scientific language to communicate understanding clearly and precisely.

6 The student:

• demonstrates a broad and extensive understanding of scientific concepts; regularly selects and applies scientific knowledge to solve problems in both familiar and unfamiliar situations; evaluates information to make scientifically supported judgments

• explains problems or questions clearly; explains hypotheses using correct scientific reasoning; designs complete and safe methods with appropriate materials and equipment to collect sufficient relevant data

• correctly generates relevant data to transform and interpret in a correct and useful way, with scientific reasoning; evaluates validity of hypotheses and methods in depth and in detail; describes detailed beneficial improvements or extensions to experiments

• explains the ways in which science is applied and used to address specific problems or issues with its correct implications; consistently applies scientific language to communicate understanding clearly and precisely.

110

7 The student:

• thoroughly understands scientific concepts; independently selects and applies sophisticated scientific knowledge to solve a variety of problems, with independence and expertise; evaluates information to make complex scientifically supported judgments

• explains problems or questions in a comprehensive way; explains hypotheses using high-quality correct scientific reasoning; designs a logical, complete and safe method with appropriate materials and equipment to collect relevant sufficient data for sophisticated analysis

• correctly and clearly generates relevant data; accurately interprets data and explains results using sophisticated scientific reasoning; clearly evaluates the validity of hypotheses or methods; provides detailed valid and beneficial improvements and extensions to the method

• clearly explains the ways in which science is applied and used to address problems or issues; discusses the implications in a sophisticated way; consistently applies complex scientific language to communicate understanding clearly and precisely.

111

Mathematics Grade Subject-specific descriptor

1 The student:

• has a very limited understanding of mathematical concepts; rarely selects or applies appropriate mathematics to solve simple familiar problems

• recognizes simple mathematical patterns but does not investigate

• very rarely uses appropriate mathematical language or notation; cannot construct arguments or draw conclusions

• attempts to create simple models to solve real-life problems, with very limited success.

2 The student:

• has a limited understanding of mathematical concepts; sometimes selects and applies appropriate mathematics to solve simple familiar problems

• uses limited strategies to investigate simple mathematical patterns

• occasionally uses appropriate mathematical language and moves between forms of notation and representation; draws conclusions that are difficult to interpret

• creates models to solve real-life problems, with limited success.

3 The student:

• has a basic understanding of mathematical concepts; selects and applies appropriate mathematics to solve simple familiar problems, with frequent mistakes

• selects and uses strategies to investigate simple mathematical patterns

• uses some appropriate mathematical language and begins to move between forms of notation and representation; constructs incomplete arguments and occasionally draws conclusions

• creates and explains models to solve real-life problems, with some success.

4 The student:

• has a good understanding of mathematical concepts; selects and applies appropriate mathematics to solve simple familiar problems, requires support for challenging problems

• selects and uses appropriate strategies to investigate mathematical patterns

• usually uses appropriate mathematical language and moves between forms of notation and representation

• constructs basic logical arguments and draws conclusions; creates and explains relevant models to solve real-life problems.

112

5 The student:

• consistently understands mathematical concepts well; selects and applies appropriate mathematics to solve challenging familiar problems; requires support for unfamiliar problems

• develops and uses a range of strategies to investigate mathematical patterns

• uses appropriate mathematical language and frequently moves between forms of notation and representation

• constructs arguments and draws conclusions, sometimes containing mistakes; creates and explains relevant models to solve real-life problems.

6 The student:

• demonstrates a broad and extensive understanding of mathematical concepts; regularly selects and applies appropriate mathematics to solve challenging familiar and unfamiliar problems, often with independence

• develops and uses a range of strategies to investigate complex mathematical patterns

• consistently uses appropriate mathematical language and frequently moves between forms of notation and representation; constructs detailed arguments and draws conclusions

• creates and justifies sophisticated models to solve real-life problems.

7 The student:

• thoroughly understands mathematical concepts; independently selects and applies appropriate mathematics to solve challenging familiar and unfamiliar problems

• develops and uses a wide range of strategies to investigate complex mathematical patterns

• consistently uses appropriate mathematical language and flexibly moves between forms of notation and representation; constructs rigorous arguments and draws sensible conclusions

• creates and justifies sophisticated models to solve real-life problems.

113

Arts Grade Subject-specific descriptor

1 The student:

• demonstrates very limited knowledge or understanding of the art form; develops limited and superficial critical appreciation of artworks; rarely identifies links between knowledge and artistic decisions.

• states a very limited artistic intention; practical work is minimal or disengaged, and in most cases does not reach a point of realization; skills and techniques are very limited, and rarely developed or applied to create or present artworks

• constructs limited meaning but rarely transfers learning; creates disconnected responses.

2 The student:

• demonstrates limited knowledge or understanding of the art form; develops confused or oversimplified critiques of artwork; only occasionally uses knowledge to inform artistic decisions

• develops a very basic artistic intention; demonstrates limited creative thinking behaviours and limited practical explorations of ideas, which may not reach a point of realization; acquires, develops and/or applies limited skills and techniques to create or present artworks

• constructs limited meaning and occasionally transfers learning; creates limited artistic responses.

3 The student:

• demonstrates areas of knowledge and understanding of the role of the art form in one context; develops clear, but oversimplified, critiques of artwork; sometimes uses knowledge to inform artistic decisions

• develops an artistic intention which is sometimes clear; demonstrates some creative thinking behaviours and practically explores some ideas through to a point of realization; acquires, develops and applies some skills and techniques to create or present artworks

• constructs some meaning and is sometimes able to transfer learning; creates basic artistic responses.

4 The student:

• demonstrates general knowledge and understanding of the role of the art form in various contexts; develops clear and adequate critiques of artwork; uses knowledge to inform artistic decisions

• develops an artistic intention, which is clear but predictable or infeasible; demonstrates several creative thinking behaviours and often demonstrates a practical exploration of ideas through to a point of realization; acquires, develops and applies some skills and techniques to create or present artworks

• constructs meaning and is often able to transfer learning to new settings; creates artistic responses which often intend to reflect or impact the world.

114

5 The student:

• demonstrates substantial knowledge and understanding of the role of the art form in original and displaced contexts; develops focused and accurate critiques of artwork; uses knowledge to accurately inform artistic decisions

• develops a clear and consistent artistic intention which may not be fully developed or feasible; demonstrates substantial creative thinking behaviours and demonstrates a suitable practical exploration of ideas to shape artistic intention through to a point of realization; acquires, develops and applies substantial skills and techniques to create or present artworks

• constructs meaning and regularly transfers learning to new settings; creates artistic responses which suitably intend to reflect or impact the world.

6 The student:

• demonstrates very good knowledge and understanding of the role of the art form in original and displaced contexts; develops critiques of artwork which often show depth and insight; uses knowledge to purposefully inform artistic decisions

• develops a clear, imaginative and coherent artistic intention; demonstrates a range and depth of creative thinking behaviours and demonstrates a full practical exploration of ideas to purposefully shape artistic intention through to a point of realization; acquires, develops and applies a range of skills and techniques to create or present artworks

• constructs meaning with clarity and purposefully transfers learning to new settings; creates very good artistic responses which purposefully intend to reflect or impact the world.

7 The student:

• demonstrates excellent knowledge and understanding of the role of the art form in original and displaced contexts; develops insightful critiques of artwork; uses knowledge to purposefully and effectively inform artistic decisions

• consistently demonstrates a clear, imaginative and coherent artistic intention; demonstrates a range and depth of creative thinking behaviours and demonstrates a full and extensive practical exploration of ideas; acquires, develops and applies a range of skills and techniques effectively to create or present artworks

• constructs meaning with depth and insight, and effectively transfers learning to new settings; creates excellent artistic responses which purposefully intend to reflect or impact the world.

115

Physical and health education Grade Subject-specific descriptor

1 The student:

• produces work of very limited quality; conveys many significant misunderstandings or lacks understanding of most concepts and rarely uses knowledge or skills.

2 The student:

• states physical and health education factual, procedural and conceptual knowledge; applies physical and health education knowledge to investigate issues and suggest solutions to problems set in familiar situations; applies physical and health terminology to communicate understanding with limited success

• constructs and outlines a plan to improve physical performance or health; outlines the effectiveness of a plan based on the outcome

• demonstrates and applies skills and techniques with limited success; demonstrates and applies strategies and movement concepts with limited success; recalls information to perform

• identifies and demonstrates strategies to enhance interpersonal skills. Identifies goals to enhance performance; outlines and summarizes performance.

3 The student:

• lists physical and health education factual, procedural and conceptual knowledge; applies physical and health education knowledge to investigate issues and to solve problems set in familiar situations; applies physical and health terminology to communicate understanding with some success

• constructs and describes a plan to improve physical performance or health, with limited guidance; describes the effectiveness of a plan based on the outcome

• demonstrates and applies skills and techniques with some success; demonstrates and applies strategies and movement concepts with some success; recalls and applies information to perform

• outlines and demonstrates strategies to enhance interpersonal skills with some success; outlines goals and demonstrates strategies to enhance performance; describes and summarizes performance with limited guidance.

4 The student:

• outlines physical and health education factual, procedural and conceptual knowledge; applies physical and health education knowledge to analyse issues and to solve problems set in familiar situations; applies physical and health terminology to communicate understanding

• constructs and describes a plan to improve physical performance or health; explains the effectiveness of a plan based on the outcome; demonstrates and applies skills and techniques

• demonstrates and applies strategies and movement concepts; identifies and applies information to perform

• outlines and demonstrates strategies to enhance interpersonal skills; outlines goals and applies strategies to enhance performance; describes and summarizes performance.

116

5 The student:

• identifies physical and health education factual, procedural and conceptual knowledge with limited guidance; applies physical and health education knowledge to analyse issues to solve problems set in familiar and unfamiliar situations with limited guidance; applies physical and health terminology to communicate understanding with some consistency

• constructs and explains a plan to improve physical performance or health; analyses the effectiveness of a plan based on the outcome with some success

• demonstrates and applies several skills and techniques; demonstrates and applies several strategies and movement concepts; analyses and applies information to perform with some success

• describes and demonstrates strategies to enhance interpersonal skills with some success; describes goals and applies strategies to enhance performance; describes and evaluates performance.

6 The student:

• identifies physical and health education factual, procedural and conceptual knowledge; applies physical and health education knowledge to analyse issues to solve problems set in familiar and unfamiliar situations; applies physical and health terminology consistently to communicate understanding

• designs and explains a plan to improve physical performance or health; analyses the effectiveness of a plan based on the outcome

• demonstrates and applies a range of skills and techniques; demonstrates and applies a range of strategies and movement concepts; analyses and applies information to perform

• describes and demonstrates strategies to enhance interpersonal skills; explains goals and applies strategies to enhance performance; explains and evaluates performance.

7 The student:

• explains physical and health education factual, procedural and conceptual knowledge; applies physical and health education knowledge to analyse complex issues to solve complex problems set in familiar and unfamiliar situations; applies physical and health terminology consistently and effectively to communicate understanding

• designs, explains and justifies a plan to improve physical performance or health; analyses and evaluates the effectiveness of a plan based on the outcome

• demonstrates and applies a range of complex skills and techniques; demonstrates and applies a range of complex strategies and movement concepts; analyses and applies information to perform effectively

• explains and demonstrates strategies to enhance interpersonal skills; develops goals and applies strategies to enhance performance; analyses and evaluates performance.

117

Design Grade Subject-specific descriptor

1 The student:

• produces work of very limited quality; conveys many significant misunderstandings or lacks understanding of most concepts and rarely uses knowledge or skills.

2 The student:

• states the need for solutions; develops basic design briefs, which states the findings of relevant research

• lists some basic design specifications for the design of a solution; presents one design, which can be interpreted

• creates incomplete planning drawings/diagrams; demonstrates minimal technical skills when making the solution; creates solutions, which function poorly and are presented in an incomplete form

• designs at least one testing method; states the success of solutions.

3 The student:

• identifies the need for solutions; outlines research plans, stating primary and secondary research, with some guidance; highlights main features of existing products; develops basic design briefs, based on relevant research

• lists some design specifications, relating to a solution’s success criteria; presents one feasible design, using appropriate mediums or annotation, which can be interpreted; selects designs, referencing design specifications; lists manufacturing requirements for solutions

• constructs plans that are difficult to follow; demonstrates satisfactory technical skills when creating solutions; states changes made to designs and plans

• designs at least one relevant testing method; states the success of a solution against design specifications; identifies improvements and states the impact of solutions.

4 The student:

• describes the need for solutions; constructs research plans, stating and ordering primary and secondary research, with some guidance; analyses existing products; develops design briefs, listing the relevant research findings

• develops design specifications, stating a solution’s success criteria; develops feasible designs, using appropriate mediums and annotation, which can be interpreted; presents selected designs, referencing design specifications; develops planning drawings/diagrams and lists manufacturing requirements

• constructs plans that consider resources; demonstrates some competent technical skills when creating generally functional solutions; outlines changes to designs and plans

• designs at least one relevant testing method; outlines the success of solutions against design specifications; outlines improvements and describes the impact of solutions with guidance.

118

5 The student:

• explains the need for solutions; constructs research plans, identifying and prioritizing primary and secondary research, with some guidance; analyses ranges of existing products; develops design briefs, explaining analysis of relevant research

• develops design specifications, outlining success criteria for solutions; develops ranges of feasible designs, using appropriate mediums and annotation, which can be interpreted; presents designs, justifying their selection; develops accurate planning drawings/diagrams and lists manufacturing requirements

• constructs logical plans that consider resources; demonstrates competent technical skills when creating functioning solutions; describes changes made to designs and plans

• designs relevant testing methods; explains the success of solutions against design specifications; describes improvements and explains the impact of solutions with guidance.

6 The student:

• explains fully the need for solutions; constructs detailed research plans, identifying and prioritizing primary and secondary research; analyses ranges of existing products, highlighting key features; develops detailed design briefs that explain the analysis of relevant research

• develops design specifications, outlining success criteria for solutions; develops ranges of feasible designs, using appropriate mediums and annotation, which are generally interpreted correctly; presents designs, critically justifying their selection; develops accurate planning drawings/diagrams, and identifies manufacturing requirements

• constructs logical plans that identify the efficient use of resources; demonstrates some excellent technical skills; generally follows plans to create functioning solutions; explains changes to designs and plans

• designs ranges of relevant testing methods; evaluates the success of solutions against design specifications; suggests improvements and explains the impact of solutions with limited guidance.

7 The student:

• explains and justifies the need for solutions; independently constructs detailed research plans, identifying and prioritizing primary and secondary research; analyses ranges of existing products in detail; develops detailed design briefs that summarize the analysis of relevant research

• develops detailed design specifications, explaining success criteria for solutions; develops ranges of feasible designs, using appropriate media and detailed annotation, which are interpreted correctly; presents designs, justifying fully and critically their selection; develops accurate, detailed planning drawings/diagrams and outlines manufacturing requirements

• constructs detailed, logical plans that describe the efficient use of resources; demonstrates excellent technical skills when following plans and creating solutions that function as intended; fully justifies any changes to designs or plans

• designs ranges of detailed, relevant testing methods; critically evaluates the success of solutions against design specifications; explains improvements and the impact of solutions independently.

119

Interdisciplinary learning Grade Subject-specific descriptor

1 The student:

• demonstrates very limited disciplinary grounding

• suggests few or superficial connections between disciplines

• communicates interdisciplinary understanding with little structure, clarity or coherence

• demonstrates limited reflection on personal development of interdisciplinary understanding.

2 The student:

• demonstrates limited disciplinary grounding

• suggests connections between disciplines

• communicates interdisciplinary understanding with some structure, clarity and coherence

• demonstrates limited reflection on personal development of interdisciplinary understanding, superficially describing the limitations or benefits of disciplinary and interdisciplinary knowledge in specific situations.

3 The student:

• demonstrates some disciplinary grounding

• describes connections between disciplines

• communicates interdisciplinary understanding with some organization and coherence, listing sources

• demonstrates some reflection on personal development of interdisciplinary understanding, superficially describing the limitations and benefits of disciplinary and interdisciplinary knowledge in specific situations.

4 The student:

• demonstrates some relevant disciplinary grounding

• describes significant connections between disciplines

• communicates interdisciplinary understanding with some organization and coherence, listing sources and recognizing appropriate forms or media

• demonstrates adequate reflection on personal development of interdisciplinary understanding, describing some benefits and limitations of disciplinary and interdisciplinary knowledge in specific situations.

120

5 The student:

• demonstrates most necessary disciplinary grounding

• synthesizes disciplinary knowledge to demonstrate interdisciplinary understanding

• communicates interdisciplinary understanding that is generally organized, clear and coherent, documenting sources and using appropriate forms or media

• demonstrates significant reflection on personal development of interdisciplinary understanding, explaining some benefits and limitations of disciplinary and interdisciplinary knowledge in specific situations.

6 The student:

• demonstrates all necessary disciplinary grounding

• synthesizes disciplinary knowledge to demonstrate consistent and thorough interdisciplinary understanding

• communicates interdisciplinary understanding that is organized, clear and coherent, documenting relevant sources using a recognized convention and beginning to use selected forms or media effectively

• demonstrates thorough reflection on personal development of interdisciplinary understanding, evaluating benefits and limitations of disciplinary and interdisciplinary knowledge and ways of knowing in specific situations.

7 The student:

• demonstrates extensive disciplinary grounding

• synthesizes disciplinary knowledge to demonstrate consistent, thorough and insightful interdisciplinary understanding

• communicates interdisciplinary understanding that is consistently well structured, clear and coherent, documenting relevant sources using a recognized convention and consistently using selected forms or media effectively

• demonstrates thorough and nuanced reflection on personal development of interdisciplinary understanding, evaluating thoroughly and with sophistication the limitations and benefits of disciplinary and interdisciplinary knowledge and ways of knowing in specific situations.

121

Personal Project Grade Subject-specific descriptor

1 • The personal project report states a very limited personal goal for the project, within a global context. Subject-specific knowledge is rarely identified and may lack relevance to the project.

• The report states very limited recording of research, thinking, communication and social skills and/or self-management skills. The criteria created by the student are very limited or inappropriate, and may have very little relevance to the product/outcome. The project outcome/product may be incomplete or greatly oversimplified.

• The report presents very limited reflection on the student’s knowledge, understanding, and development as an IB learner through the project.

• The report is largely incomplete.

2 • The personal project report states a limited personal goal for the project, within a global context. Limited subject-specific knowledge is identified and occasionally applied to aspects of the project.

• The report states limited evidence of research, thinking, communication, social, and self- management skills. Student-created criteria are cursory and have limited relevance to the product/outcome. The project outcome/product may be limited or incomplete.

• The report presents limited reflection on the student’s knowledge, understanding, and development as an IB learner through the project.

• The report has limited coherence.

3 • The personal project report outlines a basic personal goal for the project, within a relevant global context. Some basic subject-specific knowledge is identified and is superficially applied to the project.

• The report demonstrates some evidence of appropriate research, thinking, communication, social and self-management skills. Student-created criteria are basic and imprecise. The product/outcome is basically complete (realized).

• The report presents basic reflections on the student’s knowledge, understanding, and development as an IB learner through the project.

• The report follows a logical order but needs further development in order to describe the project effectively.

4 • The personal project report outlines a clear and appropriate personal goal for the project, within a relevant global context. Subject-specific knowledge is identified and applied broadly throughout the project.

• The report demonstrates general research, thinking, communication, social and self- management skills. Student-created criteria are appropriate and have been applied to the development of a product/outcome. The product/outcome is of reasonable quality.

• The report presents reflections on the student’s knowledge and understanding, and development as an IB learner through the project, although these may be overly broad and general.

• The report is adequately developed and organized.

122

5 • The personal project report defines a clear and challenging personal goal for the project, within a relevant global context. Relevant subject-specific knowledge is identified to support and inform the project.

• The report demonstrates specific research, thinking, communication, social and self- management skills. Student-created criteria are clearly defined and have been applied to the development of a product/outcome. The product/outcome is of good quality.

• The report presents specific reflections on the student’s knowledge and understanding, and development as an IB learner through the project, demonstrating the student’s self- awareness of strengths and limitations.

• The report is organized and coherent.

6 • The personal project report defines a clear and challenging personal goal for the project, within a relevant global context. Relevant prior learning and subject-specific knowledge support and inform the project.

• The report details systematic research, thinking, communication and social skills as well as self-management skills. The criteria created by the student are detailed and exact, and have been applied to the development of a product/outcome. The product/outcome is of very good quality.

• The report presents detailed reflections on the student’s knowledge and understanding, and development as an IB learner through the project.

• The report is organized, detailed and carefully reasoned.

7 • The personal project report defines a clear and highly challenging personal goal for the project, within a relevant global context. The goal consistently remains the focus during the development of the project. Relevant prior learning and subject-specific knowledge effectively support and inform the project.

• The report details systematic and effective research, thinking, communication, social and self-management skills. Student-created criteria are detailed and rigorous, and have been applied to the development of a product/outcome. The product/outcome is of high quality.

• The report presents thorough reflections on the student’s knowledge and understanding, and development as an IB learner through the project.

• The report is clearly structured, logically sequenced, carefully presented, and compelling

Documents

St Brigid’s College Year Nine and Ten 2019 MYP Assessment