Grade 9 RC

Pathways World School, Aravali
End of Semester 2 Report

May 2016
Student Name: Sankalp Varshney Student ID: PWS07388
Grade: Grade 9
Form Tutor: Achla Kakria
Dear Parents,
The Academic Year of 2015-2016 brings forth a full representation of the MYP – next chapter in all its colour and
flavour energising the learning opportunities like never before.
The days, weeks and months of being at school – going through myriad assessments – which are documented in
this Report are soon going to be memories, but the learning they have imparted – will hopefully be worth the efforts
put in by each learner.
At Pathways World School, it has been our constant endeavour that we take our learning beyond the classroom
and allow the curricula to be road-map which has scope for reflection and review.
This year too, we have evolved as we progressed during the year and will continue with our reflections, as we are
sure our young learners did too and we will take the next step forward in the continuum – committed to have
inquiry centric learners with responsible global citizenship understanding as their hallmark.
This Report captures the on-going Formative and Summative Assessments in both domains – subjects which are
assessed through ‘formal sit-down’ assessments and those through detailed Portfolio submissions. They all cover
a range of criterion and an overall teacher’s judgement to arrive at a final Grade on a scale of 1 to 7.
This Academic Report is a summation of the assessed and the un-assessed subjects that have been pursued by
your child and will enable you to get a detailed overview of the learning outcomes in this pursuit.
This Semester, all students have also experienced the Inter Disciplinary Unit, which has been formally assessed
and reported.
Wishing you and your family a restful summer break ahead and look forward to the next academic session in
August, 2016.
Dr. Sarvesh Naidu Monika Bajaj Sumit M. Dargan

School Director Deputy Principal-Middle School Principal, Middle School
and IBMYP Coordinator
IB Learner Profile
Inquirers We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and
with others. We learn with enthusiasm and sustain our love of learning throughout life.
Knowledgeable We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We
engage with issues and ideas that have local and global significance.
Thinkers We use critical and creative thinking skills to analyse and take responsible action on complex problems. We
exercise initiative in making reasoned, ethical decisions.
Communicators We express ourselves confidently and creatively in more than one language and in many ways. We collaborate
effectively, listening carefully to the perspectives of other individuals and groups.
Principled We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity
and rights of people everywhere. We take responsibility for our actions and their consequences.
Open-minded We critically appreciate our own cultures and personal histories, as well as the values and traditions of others.
We seek and evaluate a range of points of view, and we are willing to grow from the experience.
Caring We show empathy, compassion and respect. We have a commitment to service, and we act to make a
positive difference in the lives of others and in the world around us.
Risk-takers We approach uncertainty with forethought and determination; we work independently and cooperatively to
explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and
change.
Balanced We understand the importance of balancing different aspects of our lives — intellectual, physical, (spiritual)
and emotional — to achieve well-being for ourselves and others. We recognize our interdependence with
other people and with the world in which we live.
Reflective We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths
and weaknesses in order to support our learning and personal development.
Sankalp Varshney
Pathways World School, Aravali — End of Semester 2 Report May 2016
Page 2 of 15
Aravali Retreat - Off Gurgaon Sohna Road, New Delhi, Gurgaon, India
Summary of Achievement
Achievement Final
Levels Grade
Language and literature: Grade 9B1 MYP Language & Literature Group 4 A B C D
6 6 6 6 6
Supratim Basu
Your general perception of the units was good, however, at times, you lacked that confident approach in your analysis and
interpretation. Commentaries are not always supported and substantiated by textual evidences. Command over language is good
and ideas are generally coherent. Presentation has to be neat and effective.
Language acquisition: Grade 9B3 MYP Language Acquisition Hindi Group 1 Phase 4 A B C D
6 6 6 6 6
Rupa Bhowmick
Sankalp is a conscientious student. He demonstrates his communication skills by effectively utilizing gramatically correct
sentence structures. He can read fluently, pronouncing each word properly as well as adding appropriate expressions. He also
depicts immense interest and proactive approach for learning new vocabulary and can use them in his writings effectively.He
enjoys writing informal letter and diary entry. He always submits his work on time. His presentation skills are worth commending
wherein he displays a thorough understanding of the subject. I recommend that he listens to interviews or discussions in Hindi to
broaden his language skills.
Individuals and societies: Grade 9B6 MYP Individuals & Societies Int.Humanities Group 1 A B C D 5
Radhika Gahlaut 5 5 5 5
Sankalp is an enthusiastic learner and an active participant in classroom discussions.He has shown a lot of improvement in his
over all performance. He submits his work on time. He can improve his academic performance by reading beyond prescribed
texts to widen his horizons further. I wish him all the very best for the coming Academic year.
Sciences: Grade 9B5 MYP Science Chemistry Group 1 A B C D

7 5 6 7 6
Rituka Parashar
Sankalp is a courteous and respectful student. He takes great interest in the subject and promptly clarify the doubts. He actively
participates in class discussions. . He is able to recall scientific laws, facts and definitions with great degree of accuracy. He can
apply the scientific knowledge in the interpretation of data and can draw valid conclusion.
Sciences: Grade 9B8 MYP Science Physics Group 1 A B C D

6 6 6 7 6
Babita Yadav
Sankalp is an active learner. He has achieved most of the learning outcomes this term. He listens attentively and is able to pick
out the main ideas and key points from a discussion. He has demonstrated good improvement in applying scientific knowledge
and understanding to solve problems set in familiar situations and suggesting solutions to problems set in unfamiliar situations.
He has shown improvement in correctly collecting, organizing, transforming and presenting data in numerical and/or visual forms.
He requires additional effort in describing improvements or extensions to the method that would benefit the scientific
investigation.
Mathematics: Grade 9B2 MYP Mathematics Group 2 A B C D

5 5 5 4 5
Dr. Namita Agrawal Coordinator Group 5
Sankalp has always been an energetic and intelligent student. He has the ability to grasp a concept quickly and apply it to new
situations. However what has been found wanting is consistent hard work in the correct direction.He needs to work harder in
important areas like GDC,trigonometry and percentages.More practise is needed in problems in criteria C and D wherein one is
expected to present answers in various forms and comment on how a model functions in other real life situations . His
discussions must be clear and organised and must be concise and more specific taking other perspectives into consideration.
Sankalp Varshney
Page 3 of 15
Achievement Final
Levels Grade
Arts: Grade 9B7 MYP Performing Arts Drama Group 1 A B C D

6 7 7 7 6
Harshita Guha
Sankalp can analyse how plots and characters are portrayed using appropriate terminology while reading, writing and devising a
play. He can combine his skills and knowledge of drama to devise plays of different types for different purposes. He can analyse
how plots and characters are portrayed in different dramas using appropriate terminology. He writes and performs his own simple
scripts, demonstrating an understanding of some correct theatre conventions. Sankalp should aim to maintain the high quality of
his work next semester. An excellent semester! Keep up the good work Sankalp.
Design: Grade 9B4 MYP Digital Design Group 1 A B C D

6 5 6 6 5
Sujata Raina
Sankalp is a very focussed, intelligent and hard working student. He has a very clear understanding of the subject and is very
responsible and respects all the deadlines. His performance has been good throughout the semester. It was a pleasure to teach
Sankalp. Wishing him all the luck for his future endeavors.
MS classes
Grade 9 Pulse
Geetanjali Naroia
Form Tutor Comments

Sankalp is a friendly and cheerful student who is very popular among-st his peer group. He is an enthusiastic,
talkative and energetic student who needs to channelize his energy in a productive way. When given a task he
performs it with diligence. He is an active participant in class and is always enthusiastic about answering. He is
extremely social and has the ability to mingle and make friends easily. In sports his passion lies in Cricket and is a
strong member of school cricket team. He participated in the Inter-school Cricket tournament. He is an IT freak and
has participated in Inter School –IT Competition, for the event APP Development and grabbed the 4th position.
Academically he needs to push himself for better grades, the first step should be more regularity in doing his daily
home work.
IDU Score -5
Achla Kakria
Form Tutor
Sankalp Varshney
Page 4 of 15
Description of Curriculum Transacted
HOW THE STUDENT AND THE WORK ARE ASSESSED
The IBO has developed assessment criteria against which the student’s work will be assessed.
The student will not be judged against the work of other students, but against assessment criteria which the
teacher will show and explain to the student. This will help the student to keep an eye on her/his progress and to
see where she/he needs to improve.
The criteria may be modified to suit the work the student is working with. However, for the final assessment in
year 5, teachers must use unaltered IBO criteria and descriptors, basing their assessment on a range of activities
the student has done towards the end of the course. The descriptors help the student and the teacher to find the
student’s level of achievement for each criterion.
Final assessment
Final assessment takes place at the end of the programme in order to determine the levels individual students have
achieved in relation to the stated objectives for each subject group and for the personal project.
Grades from 1 (lowest) and 7 (highest) are awarded to the students, for each subject and for the personal project,
according to predefined grade boundaries based on the levels students have achieved.
How the final grade is achieved in the IBO grading system
1. There are a set of objectives for each subject to match the assessment criteria.
2. Every subject has four different criteria with numerical bands of 1-8.
3. Grading is based on the level of achievements for each criterion.
4. The final achievement level for all the different criteria is based on the year’s assessed formative and
summative work and the teacher’s professional judgment. The so called "best-fit approach" allows the
teacher to select the achievement level that best describes the student’s work in all.
5. After having worked out the achievement levels for the different criteria for each subject, the achievement
levels are added up. The teacher then applies the grade boundaries to determine the final grade for each
specific subject.
Grade Descriptors
Final Grade Descriptor
Consistent and thorough understanding of the required knowledge and skills, and the ability to apply them almost
7 faultlessly in a wide variety of situations. The student consistently demonstrates originality, insight, and analytical
thinking. The student produces work of high quality.
Consistent and thorough understanding of the required knowledge and skills, and the ability to apply them in a
6
wide variety of situations. The student consistently demonstrates originality, insight, and analytical thinking.
Thorough understanding of the required knowledge and skills, and the ability to apply them in a variety of
5
situations. The student occasionally demonstrates originality, insight, and analytical thinking.
General understanding of the required knowledge and skills, and the ability to apply them effectively in normal
4
situations. There is occasional evidence of analytical thinking.
Limited achievement against most of the objectives, or clear difficulties in some areas. The student demonstrates
3 a limited understanding of the required knowledge and skills and is only able to apply them fully to normal
situations with support.
Very limited achievement in terms of the objectives. The student has difficulty in understanding the required
2
knowledge and skills and is unable to apply them fully to normal situations, even with support.
1 Minimal achievement in terms of the objectives.
Sankalp Varshney
Page 5 of 15
Final Grade Descriptor
N/A Not Yet Assessed.
Sankalp Varshney
Page 6 of 15
Class Reports
Language and literature: Grade 9B1 MYP Language & Grade 9 — Supratim Basu
Literature Group 4
Units Covered
Style and Structure
Key Concepts: Connections
Global Contexts: Personal and cultural expression
Statement of Inquiry: Author’s choice of style and structure builds connection with the readers.
An Astrologer's Day
Key Concepts: Communication
Statement of Inquiry: Effective communication enhances self-expression in a given setting.
An Astrologer's Day
Statement of Inquiry: Effective communication enhances self-expression in a given setting
Understanding the Construction: Style and Structure

Statement of Inquiry: Author’s choice of style and structure builds connection with the readers.
MYP Assessment Criteria Achievement Level Maximum
A: Analysing
Sankalp: competently analyses the content, context, language, structure, technique, style of
text(s) and the relationship among texts, competently analyses the effects of the creator’s 6 8
choices on an audience, sufficiently justifies opinions and ideas with examples and
explanations; uses accurate terminology, evaluates similarities and differences by making
substantial connections in features across and within genres and texts.
B: Organizing
Sankalp: makes competent use of organizational structures that serve the context and intention,
organizes opinions and ideas in a coherent and logical manner with ideas building on each 6 8
other, makes competent use of referencing and formatting tools to create a presentation style
suitable to the context and intention.
C: Producing text
Sankalp: produces texts that demonstrate considerable personal engagement with the creative
process; demonstrates considerable insight, imagination and sensitivity and substantial 6 8
exploration of, and critical reflection on, new perspectives and ideas, makes thoughtful stylistic
choices in terms of linguistic, literary and visual devices, demonstrating good awareness of
impact on an audience, selects sufficient relevant details and examples to develop ideas.
D: Using language
Sankalp: uses a varied range of appropriate vocabulary, sentence structures and forms of
expression competently, writes and speaks competently in a register and style that serve the
context and intention, uses grammar, syntax and punctuation with a considerable degree of 6 8
accuracy; errors do not hinder effective communication, spells/writes and pronounces with a
considerable degree of accuracy; errors do not hinder effective communication, makes sufficient
use of appropriate non-verbal communication techniques.
Totals: 24 32
Sankalp Varshney
Page 7 of 15
Final Grade
6
Grade 1 2 3 4 5 6 7
Boundaries 0–5 6–9 10 – 14 15 – 18 19 – 23 24 – 27 28 – 32
Language acquisition: Grade 9B3 MYP Language Grade 9 — Rupa Bhowmick

Acquisition Hindi Group 1 Phase 4
Units Covered
Descriptive Writing
Key Concepts: Communication, Creativity
Statement of Inquiry: Descriptive writing provides a platform for communication through which writers can
articulate and express their feelings and perceptions of the world around them.
Ways of communication
A: Comprehending spoken and visual text

Sankalp: constructs considerable meaning and draws conclusions from information, main ideas
and supporting details, interprets most conventions, engages considerably with the spoken and 6 8
visual text by identifying most ideas, opinions and attitudes and by making a response to the
text based on personal experiences and opinions. Sankalp shows considerable understanding
of the content, context and concepts of the text as a whole.
B: Comprehending written and visual text

Sankalp: constructs considerable meaning by identifying stated and implied information, main
ideas and supporting details, and draws conclusions, interprets most basic conventions
including aspects of format and style, and author’s purpose for writing, engages considerably 6 8
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. Sankalp shows
considerable understanding of the content, context and concepts of the text as a whole.
C: Communicating in response to spoken and/or written and/or visual text

Sankalp: responds appropriately to spoken and/or written and/or visual text, engages
considerably in rehearsed and unrehearsed exchanges to share ideas on topics of personal and 6 8
global significance, expresses ideas and feelings, and communicates information in simple and
complex texts; ideas are relevant and detailed, communicates with a considerable sense of
audience and purpose.
D: Using language in spoken and/or written form

Sankalp: writes/speaks making good use of a range of vocabulary, grammatical structures and
conventions, generally accurately; when speaking, uses pronunciation and intonation with some 6 8
errors, though these do not interfere with comprehensibility, organizes information and ideas
well, and uses a limited range of cohesive devices accurately, usually uses language to suit the
context.
Totals: 24 32
Final Grade
6
Grade 1 2 3 4 5 6 7
Boundaries 0–5 6–9 10 – 14 15 – 18 19 – 23 24 – 27 28 – 32
Sankalp Varshney
Page 8 of 15
Individuals and societies: Grade 9B6 MYP Individuals & Grade 9 — Radhika Gahlaut
Societies Int.Humanities Group 1
Units Covered
Living On The Edge
Key Concepts: Systems
Global Contexts: Globalization and sustainability
Statement of Inquiry: Humans must develop systems for sustainable management of natural hazards and resources
Hydrosphere
Key Concepts: Relationships
Global Contexts: Identities and relationships, Globalization and sustainability
Statement of Inquiry: The functioning of the Earth’s natural, geophysical and ecological systems in the hydrosphere
Be the Change you want to see ..

Key Concepts: Global interaction
Global Contexts: Fairness and development
Statement of Inquiry: Different perspectives on fairness defines choice in the process of development.
A: Knowing and understanding

Sankalp uses a range of terminology accurately and appropriately, demonstrates substantial 5 8
knowledge and understanding of content and concepts through accurate descriptions,
explanations and examples.
B: Investigating
Sankalp formulates a clear and focused research question and explains its relevance, formulates
and follows a substantial action plan to investigate a research question, uses research method(s) 5 8
to collect and record appropriate relevant information, evaluates the process and results of the
investigation.
C: Communicating
Sankalp communicates information and ideas accurately by using a style that is mostly
appropriate to the audience and purpose, structures information and ideas in a way that is 5 8
mostly appropriate to the specified format, often documents sources of information using a
recognized convention.
D: Thinking critically
Sankalp discusses concepts, issues, models, visual representation and theories, synthesizes
information to make valid arguments, effectively analyses and evaluates a range of sources/data 5 8
in terms of origin and purpose, recognizing values and limitations, interprets different
perspectives and their implications.
Totals: 20 32
Final Grade
5
Grade 1 2 3 4 5 6 7
Boundaries 0–5 6–9 10 – 14 15 – 18 19 – 23 24 – 27 28 – 32
Sankalp Varshney
Page 9 of 15
Sciences: Grade 9B5 MYP Science Chemistry Group 1 Grade 9 — Rituka Parashar
Units Covered
Get Electric!
Statement of Inquiry: Harmful impact on the environment can be reduced by using green chemistry and so having
sustainable globalization.
Action Reaction
Global Contexts: Identities and relationships
Statement of Inquiry: Having knowledge about certain substances and their identities can help in solving many
problems

Sankalp is able to explain scientific knowledge, apply scientific knowledge and understanding to 7 8
solve problems set in familiar and unfamiliar situations, analyse and evaluate information to
make scientifically supported judgments.
B: Inquiring and designing

Sankalp is able to describe a problem or question to be tested by a scientific investigation,
formulate and explain a testable hypothesis using scientific reasoning, describe how to 5 8
manipulate the variables, and describe how sufficient, relevant data will be collected, design a
complete and safe method in which he or she selects appropriate materials and equipment.
C: Processing and evaluating

Sankalp is able to correctly collect, organize and present data in numerical and/or visual forms,
accurately interpret data and explain results using scientific reasoning, discuss the validity of a 6 8
hypothesis based on the outcome of a scientific investigation, discuss the validity of the method
based on the outcome of a scientific investigation, describe improvements or extensions to the
method that would benefit the scientific investigation.
D: Reflecting on the impacts of science

Sankalp is able to explain the ways in which science is applied and used to address a specific
problem or issue, discuss and evaluate the implications of using science and its application to 7 8
solve a specific problem or issue, interacting with a factor, consistently apply scientific language
to communicate understanding clearly and precisely, and document sources completely.
Totals: 25 32
Final Grade
6
Grade 1 2 3 4 5 6 7
Boundaries 0–5 6–9 10 – 14 15 – 18 19 – 23 24 – 27 28 – 32
Sankalp Varshney
Page 10 of 15
Sciences: Grade 9B8 MYP Science Physics Group 1 Grade 9 — Babita Yadav
Units Covered
light, sound and waves
Global Contexts: Scientific and technical innovation
Statement of Inquiry: Wave theory demonstrates the interaction of energy with the environment through modelling a
law of the natural world.
Atoms and radioactivity

Global Contexts: Orientation in space and time
Statement of Inquiry: Scientists realized more than 100 years ago that if the sun’s energy was due to chemical
transformation, it would long ago have burned out. This evidence led us in the direction of nuclear transformation
and the discovery of the mass/energy relationship.

Sankalp is able to describe scientific knowledge, apply scientific knowledge and understanding 6 8
to solve problems set in familiar situations and suggest solutions to problems set in unfamiliar
situations, analyse information to make scientifically supported judgments.
B: Inquiring and designing

Sankalp is able to describe a problem or question to be tested by a scientific investigation,
formulate and explain a testable hypothesis using scientific reasoning, describe how to 6 8
manipulate the variables, and describe how sufficient, relevant data will be collected, design a
complete and safe method in which he or she selects appropriate materials and equipment.
C: Processing and evaluating

Sankalp is able to correctly collect, organize and present data in numerical and/or visual forms,
accurately interpret data and explain results using scientific reasoning, discuss the validity of a 6 8
hypothesis based on the outcome of a scientific investigation, discuss the validity of the method
based on the outcome of a scientific investigation, describe improvements or extensions to the
method that would benefit the scientific investigation.
D: Reflecting on the impacts of science

Sankalp is able to explain the ways in which science is applied and used to address a specific
problem or issue, discuss and evaluate the implications of using science and its application to 7 8
solve a specific problem or issue, interacting with a factor, consistently apply scientific language
to communicate understanding clearly and precisely, and document sources completely.
Totals: 25 32
Final Grade
6
Grade 1 2 3 4 5 6 7
Boundaries 0–5 6–9 10 – 14 15 – 18 19 – 23 24 – 27 28 – 32
Sankalp Varshney
Page 11 of 15
Mathematics: Grade 9B2 MYP Grade 9 — Dr. Namita Agrawal Coordinator Group 5
Mathematics Group 2
Units Covered
Sets and Venn diagram (2015-16)
Statement of Inquiry: To sustain relationships in any system, interconnections are needed.
Sequences (2015-2016)
Key Concepts: Logic
Statement of Inquiry: Identify the pattern logically helps in Generalisation and Justification.
Percentages & Ratio & Proportion - 2015-16

Statement of Inquiry: Scientistis accros the globe are using Mathematical systems to study Natural behaviour of
available resources- identifying their relationships within the system, for better sustainable living with the scarce
resources.

Sankalp is able to select appropriate mathematics when solving challenging problems in familiar 5 8
situations, apply the selected mathematics successfully when solving these problems, generally
solve these problems correctly.
B: Investigating patterns
Sankalp is able to select and apply mathematical problem-solving techniques to discover 5 8
complex patterns, describe patterns as general rules consistent with findings, verify the validity
of these general rules.
C: Communicating
Sankalp is able to usually use appropriate mathematical language, usually use appropriate forms
of mathematical representation to present information correctly, usually move between different 5 8
forms of mathematical representation, communicate through lines of reasoning that are
complete and coherent, present work that is usually organized using a logical structure.
D: Applying mathematics in real-life contexts

Sankalp is able to identify the relevant elements of the authentic real-life situation, select, with
some success, adequate mathematical strategies to model the authentic real-life situation, apply 4 8
mathematical strategies to reach a solution to the authentic real-life situation, discuss whether
the solution makes sense in the context of the authentic real-life situation.
Totals: 19 32
Final Grade
5
Grade 1 2 3 4 5 6 7
Boundaries 0–5 6–9 10 – 14 15 – 18 19 – 23 24 – 27 28 – 32
Sankalp Varshney
Page 12 of 15
Arts: Grade 9B7 MYP Performing Arts Drama Group 1 Grade 9 — Harshita Guha
Units Covered
Devising plays - The Theatre of the oppressed
Key Concepts: Change, Communication, Connections, Creativity, Time, place and space
Global Contexts: Identities and relationships
Statement of Inquiry: Limitless imagination and creativity can enrich a creative art engaging the audience in a
thought for change, as well as lead the artist to artistic fulfillment

Sankalp demonstrates substantial knowledge and understanding of the art form studied,
including concepts, processes and substantial use of subject-specific terminology, 6 8
demonstrates substantial understanding of the role of the art form in original or displaced
contexts, demonstrates substantial use of acquired knowledge to purposefully inform artistic
decisions.
B: Developing skills
Sankalp demonstrates excellent acquisition and development of the skills and techniques of the 7 8
art form studied, demonstrates excellent application of skills and techniques to create, perform
and/or present art.
C: Thinking creatively
Sankalp develops an excellent artistic intention, which is consistently feasible, clear, imaginative
and coherent, demonstrates an excellent range and depth of creative-thinking behaviours, 7 8
demonstrates excellent exploration of ideas to effectively shape artistic intention through to a
point of realization.
D: Responding
Sankalp constructs meaning with depth and insight and effectively transfers learning to new 7 8
settings, creates an excellent artistic response which intends to effectively reflect or impact on
the world around him or her, presents an excellent critique of the artwork of self and others.
Totals: 27 32
Final Grade
6
Grade 1 2 3 4 5 6 7
Boundaries 0–5 6–9 10 – 14 15 – 18 19 – 23 24 – 27 28 – 32
Sankalp Varshney
Page 13 of 15
Design: Grade 9B4 MYP Digital Design Group 1 Grade 9 — Sujata Raina
Units Covered
Game Creation
Statement of Inquiry: The design of learning games needs to consider the requirements of the teacher and the
perspective of the student, while creating interesting and innovative interactions.
Tell to Sell
Statement of Inquiry: An individual’s perspective about an idea is a powerful means to express and communicate
with the world.
A: Inquiring and analysing

Sankalp explains the need for a solution to a problem for a specified client/target audience,
constructs a research plan, which identifies and prioritizes primary and secondary research 6 8
needed to develop a solution to the problem, with some guidance, analyses a range of existing
products that inspire a solution to the problem, develops a design brief, which explains the
analysis of relevant research.
B: Developing ideas
Sankalp develops design specifications, which outline the success criteria for the design of a
solution, develops a range of feasible design ideas, using an appropriate medium(s) and 5 8
annotation, which can be interpreted by others, presents the chosen design and justifies its
selection with reference to the design specification, develops accurate planning drawings/
diagrams and lists requirements for the creation of the chosen solution.
C: Creating the solution

Sankalp constructs a logical plan, which considers time and resources, sufficient for peers to be
able to follow to create the solution, demonstrates competent technical skills when making the 6 8
solution, creates the solution, which functions as intended and is presented appropriately,
describes changes made to the chosen design and plan when making the solution.
D: Evaluating
Sankalp designs relevant testing methods, which generate data, to measure the success of the
solution, explains the success of the solution against the design specification based on relevant 6 8
product testing, describes how the solution could be improved, explains the impact of the
solution on the client/target audience, with guidance.
Totals: 23 32
Final Grade
5
Grade 1 2 3 4 5 6 7
Boundaries 0–5 6–9 10 – 14 15 – 18 19 – 23 24 – 27 28 – 32
Sankalp Varshney
Page 14 of 15
Grade 9 Pulse Geetanjali Naroia
In January, the P.U.L.S.E. class started with Sri M’s message of Peace & Harmony through his tag line, ‘Born
Human, Be Human, Every Step for Humanity’, during the Walk of Hope from Kanyakumari to Kashmir, which he
initiated in January 2015. A ‘Creative Expression’ activity was introduced in Middle School through which our
students were given an opportunity to demonstrate their alignment to this powerful concept of bringing humanity
together. . All of this certainly ensured their further growth as Global Citizens.
As February is referred to as the ‘the Month of Heart’, this year it was really special as Sri M visited P.W.S. during
this month, giving us the opportunity to host him and his Padyatris for three days.
Further to this, there was a whole school Assembly, organised by Middle School. The Student Presidents from each
of the 3 schools, also presented cheques to Sri M, to further demonstrate their support to the movement. Just prior
to this assembly, our students had participated in ‘The Jogathon of Hope’ & ‘The Walkathon of Hope’, which are
annual events in P.W.S. to focus on fitness as well as to raise some funds for a good cause. The Middle & Senior
School students voluntarily participated in the Walk of Hope with Sri M, spreading the message of Peace &
Harmony, as the walk meandered through various parts of Gurgaon.
Continuing with this, students were asked to reflect upon their experiences about ‘The Annual Camp’, ‘Shri M’s
visit to P.W.S.’ and the mid-term break.
During the next couple of weeks, we discussed other issues that affect each of us as members of a community. We
addressed problems associated with being Over-weight, the importance of Healthy Dietary Habits, and the ill
effects of over consumption of non-veg foods & deserts in particular.
Earth day’ (22nd April) is always commemorated at PWS and this year, the focus was on food wastage, fuel
consumption, water conservation, littering etc.
Prior to this, we reminded our students of the Earth Hour & World Water Day, through Power Point presentations
sent through e-mails. World Health Day was also commemorated in early April.
The concept of P.U.L.S.E. and its objectives were reiterated again to the students. The Acronym ‘RED FLAGS’ was
explained with the help of pictorial Power point presentation.
The P.U.L.S.E. Team has made a commitment with the students to empower everyone in PWS to become a
responsible Global Citizen. Many students have now received their Bronze & Silver Awards, Certificates & Badges
and are all set to record their growth and development further, as they journey through the IGCA program.
Students were introduced to a new programme called the ‘P.U.L.S.E. Award’ Programme. This programme enables
the students to capture their journey through the Middle Years Programme, as they complete various components
of this new programme.
Through all of this, we are confident that a Pathwaysian Culture is definitely being developed and instilled in the
minds of all our students, as they grow into Global Citizens who will continue to make a difference.
Sankalp Varshney
Page 15 of 15

Grade 9 RC

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Grade 9 RC

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Pathways World School, Aravali

End of Semester 2 Report

Student Name: Sankalp Varshney Student ID: PWS07388

Form Tutor: Achla Kakria

Dr. Sarvesh Naidu Monika Bajaj Sumit M. Dargan

Sciences: Grade 9B5 MYP Science Chemistry Group 1 A B C D

Sciences: Grade 9B8 MYP Science Physics Group 1 A B C D

Mathematics: Grade 9B2 MYP Mathematics Group 2 A B C D

Arts: Grade 9B7 MYP Performing Arts Drama Group 1 A B C D

Design: Grade 9B4 MYP Digital Design Group 1 A B C D

Form Tutor Comments

1 Minimal achievement in terms of the objectives.

N/A Not Yet Assessed.

Understanding the Construction: Style and Structure

MYP Assessment Criteria Achievement Level Maximum

Boundaries 0–5 6–9 10 – 14 15 – 18 19 – 23 24 – 27 28 – 32

Language acquisition: Grade 9B3 MYP Language Grade 9 — Rupa Bhowmick

MYP Assessment Criteria Achievement Level Maximum

A: Comprehending spoken and visual text

B: Comprehending written and visual text

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

D: Using language in spoken and/or written form

Boundaries 0–5 6–9 10 – 14 15 – 18 19 – 23 24 – 27 28 – 32

Be the Change you want to see ..

MYP Assessment Criteria Achievement Level Maximum

A: Knowing and understanding

Boundaries 0–5 6–9 10 – 14 15 – 18 19 – 23 24 – 27 28 – 32

MYP Assessment Criteria Achievement Level Maximum

A: Knowing and understanding

B: Inquiring and designing

C: Processing and evaluating

D: Reflecting on the impacts of science

Boundaries 0–5 6–9 10 – 14 15 – 18 19 – 23 24 – 27 28 – 32

Atoms and radioactivity

MYP Assessment Criteria Achievement Level Maximum

A: Knowing and understanding

B: Inquiring and designing

C: Processing and evaluating

D: Reflecting on the impacts of science

Boundaries 0–5 6–9 10 – 14 15 – 18 19 – 23 24 – 27 28 – 32

Percentages & Ratio & Proportion - 2015-16

MYP Assessment Criteria Achievement Level Maximum

A: Knowing and understanding

D: Applying mathematics in real-life contexts

Boundaries 0–5 6–9 10 – 14 15 – 18 19 – 23 24 – 27 28 – 32

MYP Assessment Criteria Achievement Level Maximum

A: Knowing and understanding

Boundaries 0–5 6–9 10 – 14 15 – 18 19 – 23 24 – 27 28 – 32

MYP Assessment Criteria Achievement Level Maximum

A: Inquiring and analysing

C: Creating the solution

Boundaries 0–5 6–9 10 – 14 15 – 18 19 – 23 24 – 27 28 – 32

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