Professional Documents
Culture Documents
Inquirer: Natural curiosity is being nurtured. The skills necessary to conduct purposeful, constructive research are
being acquired. Learning is actively enjoyed and this love of learning will be sustained throughout life.
Thinker: Displays initiative in applying thinking skills critically and creatively to make sound decisions and to solve
complex problems.
Communicator: Receives and expresses ideas and information confidently in more than one language, including
the language of mathematical symbols.
Risk-taker: Approaches unfamiliar situations without anxiety and has the confidence and independence of spirit to
explore new roles, ideas and strategies. Courageous and articulate in defending beliefs.
Knowledge Seeker: Has spent time exploring themes which have global relevance and importance. In so doing,
has acquired a critical mass of significant knowledge.
Principled: Has a sound grasp of the principles of moral reasoning; integrity, honesty and a sense of fairness and
justice.
Caring: Shows sensitivity towards the needs and feelings of others. Has a sense of personal commitment to action
and service.
Open-Minded: Respects the views, values and traditions of other individuals and cultures and is accustomed to
seeking and considering of a range of points of view.
Balanced: Understands the importance of physical and mental balance and personal well-being.
Reflective: Gives thoughtful consideration to learning and analyses personal strengths and weaknesses in a
constructive manner.
Attendance
Absent Late Excused Comments
2 days 0 days 0 days N/A
Richard Chandler
Tutor
B: Organization
Rachel consistently employs sophisticated organizational structures and language-specific
conventions that serve the context and intention. The work is consistently well-organized, clear and 10 10
coherent and the ideas being expressed build on each other in a sophisticated manner. Rachel
integrates critical apparatus correctly and effectively.
Comments
Rachel has been focused on her work over the past year. She participates actively in class discussions
communicating her thoughts and ideas clearly and with conviction. Well done!
Grade 1 2 3 4 5 6 7
Boundaries 0–4 5–9 10 – 14 15 – 19 20 – 23 24 – 27 28 – 30
B: Oral communication—language
Rachel’s pronunciation and/or intonation have occasional mistakes, but these do not interfere with
8 8
comprehensibility. Rachel uses a wide range of vocabulary and varied structures appropriately,
including idiom and register appropriate to context. Errors do not interfere.
D: Writing—language
Rachel uses a range of vocabulary and structures appropriately; and attempts to use idiom
appropriate to the context. Errors rarely interfere. There are occasional mistakes in spelling/writing 6 8
but these do not interfere with communication. Rachel shows a sense of audience, though there
may be some lapses in using the appropriate register.
E: Reading comprehension
Rachel identifies stated and implied information, main ideas and supporting details in texts with
familiar and unfamiliar language and/or complex ideas. Rachel draws conclusions and recognizes 14 16
opinions and attitudes implied within the text. Rachel identifies some aspects of format and style
where appropriate. Rachel shows a good understanding of the text(s) overall.
Criterion Totals: 42 48
Comments
Rachel has done a good job developing her writing skills and reading proficiency. Her pronunciation has also
improved.
Grade 1 2 3 4 5 6 7
Boundaries 0–8 9 – 16 17 – 23 24 – 30 31 – 36 37 – 42 43 – 48
B: Concepts
Application of concepts is appropriate and sophisticated. Rachel demonstrates conceptual
9 10
awareness and understanding by explaining in detail connections to the subject matter. Rachel
applies concepts effectively to other situations.
C: Skills
Rachel selects and uses a range of relevant information. Work shows a good level of critical
8 10
analysis. Arguments, decisions and judgments are well supported and balanced. Rachel
demonstrates effective investigative skills.
Comments
Good analysis. Participates actively in class discussions.
Grade 1 2 3 4 5 6 7
Boundaries 0–7 8 – 12 13 – 18 19 – 23 24 – 28 29 – 33 34 – 38
B: Communication in science
Rachel uses some scientific language correctly. Rachel communicates scientific information with
4 6
some effectiveness. When appropriate to the task, Rachel partially documents sources of
information.
D: Scientific inquiry
Rachel states a clear focused problem or research question, formulates a testable hypothesis and
explains the hypothesis using scientific reasoning. Rachel selects appropriate materials and
equipment and writes a clear, logical method, mentioning all of the relevant variables involved and
6 6
how to control and manipulate them, and describing how the data will be collected and processed.
Rachel evaluates the method, commenting on its reliability and validity. Rachel comments on the
validity of the hypothesis based on the outcome of the investigation. Rachel suggests realistic
improvements to the method and makes suggestions for further inquiry when relevant.
E: Processing data
Rachel collects sufficient relevant data and records it in a suitable format. Rachel organizes,
transforms and presents data in numerical and/or visual forms logically and correctly. Rachel
6 6
describes a trend, pattern or relationship in the data and comments on the reliability of the data.
Rachel draws a clear conclusion based on the correct interpretation of the data and explains it
using scientific reasoning.
F: Attitudes in science
Rachel requires no guidance to work safely and uses material and equipment competently. Rachel
5 6
works responsibly with regards to the living and non-living environment. When working as part of a
group, Rachel cooperates with others.
Criterion Totals: 30 36
Comments
Well done with the labwork! Careful and methodical.
Grade 1 2 3 4 5 6 7
Boundaries 0–5 6 – 11 12 – 18 19 – 24 25 – 28 29 – 32 33 – 36
B: Investigating patterns
Rachel selects and applies mathematical problem-solving techniques to recognize patterns,
8 8
describes them as relationships or general rules, draws conclusions consistent with findings, and
provides justifications or proofs.
C: Communication in mathematics
Rachel shows sufficient use of mathematical language and forms of mathematical representation.
4 6
The lines of reasoning are clear though not always logical or complete. Rachel moves between
different forms of representation with some success.
D: Reflection in mathematics
Rachel correctly but briefly explains whether his or her results make sense in the context of the
4 6
problem and describes the importance of his or her findings in connection to real life. Rachel
attempts to justify the degree of accuracy of his or her results where appropriate.
Criterion Totals: 23 28
Comments
Excellent grasp of mathematics.
Grade 1 2 3 4 5 6 7
Boundaries 0–4 5–8 9 – 12 13 – 17 18 – 21 22 – 25 26 – 28
B: Application
Rachel is able to elaborate an idea, a theme or a personal interpretation to a point of realization.
There is evidence of purposeful expression and effective communication of artistic intentions. Skills 9 10
and techniques are applied at a high level of proficiency. Rachel shows an excellent ability to apply
the artistic processes involved in creating art.
D: Personal engagement
Rachel shows excellent commitment in using his or her own artistic processes. Rachel actively
demonstrates curiosity, self-motivation, initiative and a willingness to take informed risks. Rachel 7 8
actively supports, encourages and works with his or her peers in a positive way. Rachel is actively
receptive to art practices and artworks from various cultures, including his or her own.
Criterion Totals: 31 34
Comments
Well done! Excellent use of lighting in your short film. Looking forward to seeing your full portfolio.
Grade 1 2 3 4 5 6 7
Boundaries 0–3 4–8 9 – 13 14 – 20 21 – 25 26 – 30 31 – 34
B: Design
Rachel generates a few designs, justifying the choice of one design and fully evaluating this against 4 6
the design specification.
C: Plan
Rachel produces a plan that contains a number of detailed, logical steps that describe the use of 5 6
resources and time. Rachel critically evaluates the plan and justifies any modifications to the design.
D: Create
Rachel produces a plan that contains a number of detailed, logical steps that describe the use of 6 6
resources and time. Rachel critically evaluates the plan and justifies any modifications to the design.
E: Evaluate
Rachel competently uses appropriate techniques and equipment. Rachel follows the plan and
5 6
justifies any modifications made, resulting in a product/solution of appropriate quality using the
resources available.
F: Attitudes in technology
5 6
Rachel consistently displays a satisfactory standard in both of the aspects listed above.
Criterion Totals: 31 36
Comments
Rachel has intuitive design sense. Her product serves a real need.
Grade 1 2 3 4 5 6 7
Boundaries 0–5 6–9 10 – 15 16 – 21 22 – 26 27 – 31 32 – 36
B: Movement composition
Rachel selects, adapts and creates aesthetic moves that are appropriate to the requirements of the
4 6
task. The sequence shows a competent use of space, time, level, force and flow. The composition
is mostly coherent, and shows some aspects of imagination and creativity.
C: Performance
Rachel shows a high level of competence in both basic and complex moves, skills and techniques
in the performance or playing situation. Rachel applies movement concepts, tactics, strategies and 9 10
rules in a critical and effective manner. Rachel performs with a high degree of precision,
synchronization, energy, style and flair.
Comments
A team player!
Grade 1 2 3 4 5 6 7
Boundaries 0–5 6 – 10 11 – 15 16 – 20 21 – 24 25 – 38 29 – 32