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Arnav Grover

Self skills

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0% found this document useful (0 votes)
12 views11 pages

Arnav Grover

Self skills

Uploaded by

kbaljeet.2025
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Middle Years 1 Programme

Interim Report 1
(August 2022 to September 2022)
Name of the Student: Arnav Grover Grade: 6

Dear Parent,
We are delighted to present your child’s first Interim Report. It summarises your child’s learning and development journey at The Shri
Ram Academy. At The Shri Ram Academy, teachers assess our learners daily through observation, documentation, reflection,
presentations, and group & individual projects. Assessment is a tool for teachers and parents to understand a child’s overall progress
and, more specifically, a child’s strengths and developmental needs. These different types of assessments are done year-long and form
the cornerstone of our teaching and learning methodology. Our students have transitioned from Primary to Middle Years, and we are
proud of how well they have adjusted to the rigour of the Middle Years 1 Programme. We are committed to involving parents in their
child’s learning journey, and this report is one of the many ways we strive to keep you informed about your child’s progress and needs.
In this Interim Report, we have included narrative comments that describe the specifics of your child’s learning and provide a complete
picture of their progress.

We know this report will be informative and helpful as we partner to educate our young Shriites.

Mr Mohamed Rizwan
Head of School
School Vision

To create an inclusive and nurturing environment that inspires young hearts and minds to pursue beautiful dreams

School Mission

The Shri Ram Academy aims to be the cornerstone of lifelong learning, ever engaged in the pursuit of excellence.
The school aims to nurture the inherent abilities of each student by honoring their differences and uniqueness, thereby promoting the
culture of inclusivity and compassion towards self and others.
It is the school’s mission to give to the world courageous young people who can stand up to create a difference, thus making them
conscious global citizens for a better tomorrow.

School Core Values

Integrity
Joyful Pursuit of Excellence
Sensitivity
Pride in One’s Heritage
Courage
Summary of Achievement
Criteria Criterion A Criterion B Criterion C Criterion D
(Max. 8) (Max. 8) (Max. 8) (Max. 8)
Achievement 7 7 Not Applicable Not Applicable
Level
Arnav Grover is a thinker, inquirer, knowledgeable, and open-minded. He participates in the
Teacher classroom and outside with unwavering commitment. He adds value to every task undertaken
Comments and puts across his suggestions and opinions coherently. Arnav is the people’s leader. Many
Shriites had Arnav as their preference during the School Council election. Arnav has been doing
well in academics as well as co-curricular. He needs to be more focused when it comes to
prioritizing tasks. He has the potential to contribute to peer capacity building, and it will help
him go a long way both as an individual and a leader. We are delighted to have him as our
English Language School President.
& Literature
(Mr Parash Moni Arnav is an active learner, and he never says no when it comes to classroom participation. He
Dutta) works well more as a leader than a follower. Although he has been significantly contributing
to the classroom inquiry engagements, he could work more on drafting ideas in a structured
manner. He is more of a global learner and works well with limited instructions and greater
creative freedom. Arnav takes immense interest in the subject and completes his tasks on time.

In FA1&2, Arnav performed quite well. His responses to the analytical questions were
significantly better than the characterization. He has an impressive grasp of the language and
thinks out of the box during discussions on various issues. Arnav needs to spend some time
regularly on reflections. He has many ideas and does not hesitate to share those with his peers
or teachers. With more reflections, he would be able to streamline his thoughts better and
categorize them well to make his expressions more coherent. I see Arnav as a celebrated leader
and someone who makes a difference in society. I am sure he will realize his potential to achieve
constructive milestones.
Criteria Criterion A Criterion B Criterion C Criterion D
(Max. 8) (Max. 8) (Max. 8) (Max. 8)
Achievement Not Applicable Not Applicable 7 Not Applicable
Level
Arnav is an enthusiastic learner. He is eager to learn new things and can make connections to
Teacher his personal life. He is always polite and courteous; his manners are impeccable. He has a
French Comments wonderfully positive outlook toward learning and a great range of strategies to help him
(Ms Rishita Rani) become a successful learner.

During Formative Assessment 1, Arnav was expressive and followed voice intonation while
presenting. He was able to use most of the vocabulary to talk about the given topic. Also, he
was able to frame meaningful sentences using appropriate grade-level grammar. He can be
more principled in submitting his homework on time, and I would recommend that Arnav start
reflecting on his writing skills.

Criteria Criterion A Criterion B Criterion C Criterion D


(Max. 8) (Max. 8) (Max. 8) (Max. 8)
Achievement 8 Not Applicable 8 Not Applicable
Level
Arnav is a confident learner who always expresses his views in class. He is very attentive and
Teacher takes active participation in classroom discussions. I am impressed with how well he is able to
Mathematics Comments grasp the concepts taught in the class. He has maintained his notes neatly and has taken down
everything taught so far. I have also observed him taking the lead during collaborative
(Mr Mohamed activities.
Rizwan)
In the formative assessment, Arnav has performed exceedingly well. He secured 8 each in
Criterion A & C. He was able to select appropriate mathematics when solving problems in both
familiar and unfamiliar situations. He applied the selected mathematics successfully when
solving these problems. He also used appropriate mathematical representation to present
information in his answer script. Arnav is encouraged to be mindful while solving problems.
He needs to revisit the problems he solved to ensure that there is no error.
Criteria Criterion A Criterion B Criterion C Criterion D
(Max. 8) (Max. 8) (Max. 8) (Max. 8)
Achievement Not Applicable 6 6 Not Applicable
Level
Arnav is an open-minded learner who enthusiastically inquired into the unit, ‘What do scientists
Teacher do’ and has attempted to create a product on an inquiry question to hone his thinking and
Sciences Comments problem-solving skills. He is working towards gathering research facts to make meaningful
connections to real-life situations with assistance. He showcased his communication skills,
(Ms Sunitha where he communicated his arguments towards the claim of different ideas presented by his
Gujjula) peers.

Arnav is an enthusiastic learner with a pleasant disposition. His subject knowledge and the use
of technology are expanding, which are evident from his participation during class discussions
and written tasks on lab safety measures, open-ended and closed-ended questions, use of
primary and secondary resources and scientific inquiry method. He is also making an effort to
be reflective of the feedback he receives. The ideation and creation of the prototype design of
the product are highly commendable.

Criteria Criterion A Criterion B Criterion C Criterion D


(Max. 8) (Max. 8) (Max. 8) (Max. 8)
Achievement 6 5 6 Not Applicable
Level
Individuals &
Societies Teacher Arnav is knowledgeable, open-minded and a good communicator. He responds to instructions
Comments very well, actively participates in class transactions, and takes initiative to come up with
(Ms Manali interesting answers. He is caring and collaborates well with his peers. He needs to work on
Laskar) building clarity of assigned tasks so that he can improve the quality of his work. He should also
focus more on time management which will make it easy for him to fulfil his responsibilities.
I suggest that he starts reflecting on his own learning journey to be able to become a true IB
learner.
In his I&S FA, Arnav demonstrated substantial knowledge and understanding of the unit
through his investigation and presentation tasks, used vocabulary mostly relevant to the unit,
and collected and recorded mostly relevant information on the Intangible Cultural Heritage that
he chose – “Kimchi-making in Korea” – using secondary research methods. Due to his struggle
with self-management skills, he could not come up with enough information on the topic that
would address the inquiry. Nevertheless, he clearly communicated the information on the topic
during the presentation and in his answers. The reflection on the research process and results
was quite thorough. His slides were well-designed and completely organized, and he presented
his understanding of the topic, mostly following the guidelines given for the task. He has listed
and given credit to all the sources of information.

Criteria Criterion A Criterion B Criterion C Criterion D


(Max. 8) (Max. 8) (Max. 8) (Max. 8)
Achievement 7 Not Applicable Not Applicable 7
Level
Visual Arts Arnav is a capable and responsible team member who exhibits a genuine interest in art and
Teacher seems to love every aspect of the work. He participates actively in class and has exceptional
(Ms Nishi Prasad) Comments research skills, both of which are vividly reflected in his artwork.

In Visual Art Formative Assessment, Arnav described the design principles very well. In order
to complete his art analysis, he very successfully investigated the artist during his inquiry of
the work of two artists. He needs to concentrate harder on his work at times.
Criteria Criterion A Criterion B Criterion C Criterion D
(Max. 8) (Max. 8) (Max. 8) (Max. 8)
Achievement 6 Not Applicable Not Applicable Not Applicable
Level
Arnav Grover responds to the instructions very well. His participation in the class is excellent,
Teacher and he sometimes gives interesting answers. He collaborates well in group activities. He is kind
Digital Design Comments and helpful to everyone in the classroom and is able to cooperate and work well with any of the
other students in the class.
(Ms Baljeet Kaur)
In the Formative Assessment, Arnav exhibited his analytical and thinking skills very nicely. He
explained the problem and justified the need for the solution very effectively. He used empathy
while defining the problem. He has described the main features of the existing solution and
presented the main findings using diagrams. He is very active but can analyze the question
more before answering. While analyzing existing solutions, he can be more precise and
accurate, which can be achieved with more practice.

Music Arnav is a well-mannered student and a willing learner with the right attitude. His performance
(Mr Yogesh Teacher has been fair in the classroom tasks. He shows good understanding of the concepts taught.
Chandrashekhar) Comments Would encourage Arnav to apply himself more whole heartedly during classroom practice
sessions. Keep up the good work.

Mr Mohamed Rizwan
Head of School

Date: 26/09/2022
Subject Criteria Assessed
Subject Criteria
Criterion A: Analysing

Through the study of language and literature, students are enabled to deconstruct
texts in order to identify their essential elements and their meaning. Analysing
involves demonstrating an understanding of the creator’s choices, the relationship
between the various components of a text and between texts, and making inferences
about how an audience responds to a text, as well as the creator’s purpose for
producing text. Students should be able to use the text to support their personal
responses and ideas. Literacy and critical literacy are essential lifelong skills;
English engaging with texts requires students to think critically and show awareness of and
an ability to reflect on different perspectives through their interpretations of the text.

Criterion B: Organising

Students should understand and be able to organize their ideas and opinions using a
range of appropriate conventions for different forms and purposes of
communication. Students should also recognize the importance of maintaining
academic honesty by respecting intellectual property rights and referencing all
sources accurately.
Criterion C: Speaking

In the language acquisition classroom, students will have opportunities to develop


their communication skills by interacting on a range of topics of personal, local and
Hindi/French/Spanish global interest and significance, with the support of spoken, written and visual texts
in the target language (multimodal texts). When speaking in the target language,
students apply their understanding of linguistic and literary concepts to develop a
variety of structures, strategies and techniques with increasing skill and
effectiveness. This is the use of the language system, including their use of grammar,
pronunciation and vocabulary.
Criterion A: Knowing and Understanding

Knowledge and understanding are fundamental to studying mathematics and form


the base from which to explore concepts and develop skills. This objective assesses
the extent to which students can select and apply mathematics to solve problems in
both familiar and unfamiliar situations in a variety of contexts. This objective
requires students to demonstrate knowledge and understanding of the concepts and
Mathematics skills of the four branches in the prescribed framework (numerical and abstract
reasoning, thinking with models, spatial reasoning, and reasoning with data).

Criterion C: Communicating

Mathematics provides a powerful and universal language. Students are expected to


use appropriate mathematical language and different forms of representation when
communicating mathematical ideas, reasoning and findings, both orally and in
writing.
Criterion B: Inquiring and Designing

Intellectual and practical skills are developed through designing, analysing and
performing scientific investigations. Although the scientific method involves a wide
variety of approaches, the MYP emphasizes experimental work and scientific
inquiry. When students design a scientific investigation they should develop a
method that will allow them to collect sufficient data so that the problem or question
can be answered. To enable students to design scientific investigations
Sciences independently, teachers must provide an open-ended problem to investigate. An
open-ended problem is one that has several independent variables appropriate for
the investigation and has sufficient scope to identify both independent and
controlled variables. In order to achieve the highest level for the strand in which
students are asked to design a logical, complete and safe method, the student would
include only the relevant information, correctly sequenced.
Criterion C: Processing and Evaluating

Students collect, process and interpret qualitative and/or quantitative data, and
explain conclusions that have been appropriately reached. MYP sciences helps
students to develop analytical thinking skills, which they can use to evaluate the
method and discuss possible improvements or extensions.

Criterion A: Knowing and Understanding

Students develop factual and conceptual knowledge about individuals and societies.

Criterion B: Investigating

Students develop systematic research skills and processes associated with


Individuals & Societies disciplines in the humanities and social sciences. Students develop successful
strategies for investigating independently and in collaboration with others.

Criterion C: Communicating

Students develop skills to organize, document and communicate their learning using
a variety of media and presentation formats.

Criterion A: Investigating

Through the study of art movements or genres and artworks/performances, students


come to understand and appreciate the arts. They use and further develop their
Visual Arts research skills to draw on a range of sources, understanding that, in the arts, sources
are not limited to texts; they can also include audio and video recordings, images
and musical notation. All sources used must be referenced in accordance with the
school’s academic integrity policy.
Students use and further develop information literacy skills to evaluate and select
relevant information about the art movement or genre and artworks/performances.
While contextual information should be included, the focus of the investigation is
the art genre or movement and artworks/performances, not extensive biographical
information about artists. Students learn how to critique the artworks/performances
of others and to communicate in subject-specific language or terminology; this will
be important in order to access the higher levels in criterion A ii. Using knowledge
and understanding of the role of the arts in context, students inform their own work
and artistic perspectives.

Criterion D: Evaluating

MYP arts promote the development and application of reflection and critical-
thinking skills so that students become reflective practitioners. Through reflecting
on their work and on themselves, students become more aware of their own artistic
development and the role that the arts play in their lives and in the world. When
evaluating their own artwork or performance, students should consider elements,
techniques and context. The arts process journal should be used throughout the
process stage to keep a record of reflections that students can refer to when
developing the final reflection. Development as an artist includes development of
personal skills, such as affective skills and problem-solving skills, as well as
development of artistic skills and techniques. Students’ reflections should answer
the questions: “What have I learned that can be taken forward and applied to other
projects?” and “What would I do differently if I did this project again?”
Criterion A: Inquiring and Analysing
Digital Design
Students are presented with a design situation, from which they identify a problem
that needs to be solved. They analyse the need for a solution and conduct an inquiry
into the nature of the problem.

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