PARK, Eugene

T10 Y11

February 2018

Semester 1 Report

Attendance Record

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

Absent 0 / 30 day(s)

Late 0 / 30 day(s)

Assessment A B C D
Criteria
Language and Analysing Organizing Producing Text Using Language
Literature
Language Comprehending Comprehending Communicating Using Language
Acquisition Spoken and Visual Written and Visual
Text Text
Individuals and Knowing and Investigating Communicating Thinking Critically
Societies Understanding
Sciences Knowing and Inquiring and Processing and Reflecting on the
Understanding Designing Evaluating Impacts of Sciences
Mathematics Knowing and Investigating Communicating Applying
Understanding Patterns Mathematics in
Real-World
Contexts
Arts Knowing and Developing Skills Thinking Creatively Responding
Understanding
Physical and Knowing and Planning for Applying and Reflecting and
Health Education Understanding Performance Performing Improving
Performance
Design Inquiring and Developing Ideas Creating the Evaluating
Analysing Solution
Renaissance College PARK, Eugene T10

Chinese Language Acquisition - Phase 6 (Ms. LAI, Jenny)

In Semester 1, students in Year 11 Chinese Language Acquisition Phase 6 class have studied the Unit
“Literature and Society” with a focus on the Key Concept " Communication". Students have explored the topic
and related issues in the Global Context "Identities and relationships" guided by the Key Concept. They have
studied texts of different types and for different communication purposes, and been engaged in a range of
speaking and writing practices. Thinking and communication skills as the Approaches to Learning skills were
an integral part of the unit study. Students were assessed on Criterion A, B, C and D. The task taken was
writing, reading comprehension and comprehending spoken & visual text. The next unit will be “Human
Ingenuity", the Key Concept is also “Creativity”.

Language Acquisition

Criterion A: 6
Comprehending Spoken
and Visual Text (8)

Criterion B: 5
Comprehending Written
and Visual Text (8)

Criterion C: 6
Communicating (8)

Criterion D: 4
Using Language (8)

Overall Achievement Grade

OAG (7) 5

Approaches to Learning

Self Management A - Consistently meets expectations

Collaboration A - Consistently meets expectations

Self Improvement B - Usually meets expectations

Semester 1 Report
Renaissance College PARK, Eugene T10

Design (Mr. EDWARDS, Mark)

In Design year 11 students are using the design cycle to create a solution to an independently researched
problem experienced by a particular target market group. This unit builds upon students use of the design
cycle to support the needs of others or encourages them to use resources wisely. The unit that they select to
learn about allows inquiry through one of the following statements: ‘‘By understanding the perspective of
others we can empower their full participation in their community’ or ‘ Consideration must be given to
available resources as solutions to a problem in one community may create problems for another’. The
concepts explored through the learning are a combination of communities, communication, perspective and
resources.
This year is the culmination of students use of the design cycle and are encouraged to be as independant as
possible with their use of it to solve a real-world design situation. The focused ATL for this unit will allow
students to improve their researching skills. Their next steps are to explore another real-world problem in
greater depth and seek a solution for it completely independently.

Criterion A:Inquiry & 8

Analysing (8)

Criterion B: Developing 7
Ideas (8)

Criterion C: Creating the 6

Solution (8)

Criterion D: Evaluation 8
(8)

OAG (7) 7

Self Management A - Consistently meets expectations

Collaboration A - Consistently meets expectations

Self Improvement A - Consistently meets expectations

Semester 1 Report
Renaissance College PARK, Eugene T10

English Language and Literature (Ms. ADAMS, Jenni)

In Year 11 English this semester, the students have been working on two units.

The first was a study of short fiction focusing on the depiction of women in the late nineteenth and early
twentieth century called “To Cut a Long Story Short”. The inquiry statement was “The depiction of women in
short fiction reflects changing conceptions of the place of women in society” and the key concept was
Perspective.

The second unit was a study of Shakespeare’s “Macbeth”, called ‘A Tale Told by an Idiot’ for which the
inquiry statement was “The presentation of character in drama demonstrates how circumstances affect moral
choices” and the key concept was Connections.

Student assessment has included written pastiche and a literary essay.

For the next unit students will take part in a media studies unit called “Who Watches the Watchmen” which
will introduce students to elements of the Diploma Programme Language and Literature course.

Language and Literature

Criterion A: 6
Analysing (8)

Criterion B: 7
Organizing (8)

Criterion C: 7
Producing Text (8)

Criterion D: 7
Using Language (8)

Overall Achievement Grade

OAG (7) 7

Approaches to Learning

Self Management A - Consistently meets expectations

Collaboration A - Consistently meets expectations

Self Improvement A - Consistently meets expectations

Semester 1 Report
Renaissance College PARK, Eugene T10

Individuals and Societies (Mr. GRACE, Paul)

Since the interim report students in Year 11 have moved into their next unit about colonialism. This is looked
at through the key concept of Global Interactions examining the colonization of the Americas, Africa and Asia.
Naturally this requires a review of a number of historical sources that fit the unit’s statement of inquiry: "Global
interactions have and continue to shape the world and its development; interactions based on power can bring
about a variety of consequences". Having investigated the colonization of the Americas, students were
introduced to “The Scramble for Africa”, before investigating a key consequence of Belgium’s impact on
Rwanda, the genocide in 1994, and finally studied the colonization of Asia. The summative task was an essay
in which students explored a case study of colonization, creating a research question and writing an essay in
response. The upcoming third unit of the year will focus on the issues of population growth including detailed
studies of countries with youthful populations, as well as aging societies such as Hong Kong.

Individuals and Societies

Criterion A: 7
Knowing &
Understanding (8)

Criterion B: 6
Investigating (8)

Criterion C: 7
Communicating (8)

Criterion D: 6
Thinking Critically (8)

Overall Achievement Grade

OAG (7) 6

Approaches to Learning

Self Management A - Consistently meets expectations

Collaboration A - Consistently meets expectations

Self Improvement A - Consistently meets expectations

Semester 1 Report
Renaissance College PARK, Eugene T10

Sciences - Biology (Mr. SMITH, Nick)

During this reporting period students in 11:2 have studied two units. The first was Rates, Equilibrium,
Electrochemistry & Moles. The students have learned about speeds of reactions, reversible reactions, and
obtaining metals via electrolysis. Students wrote an assessed article on Le Chatelier's Principle (criterion D),
an assessed investigation report on the electrolysis of copper sulphate (criteria B and C) and a test over the
unit topic (criterion A).

During this reporting period students in 11:4 have studied two units. The first was Energy, Power and Climate
Change (Key Concept: Change; Global Context: Globalization and Sustainability; main ATL focus: Thinking).
They learned about the greenhouse effect and global warming, renewable and non-renewable energy
sources, electric circuits, electromagnetism and the generation of electricity and nuclear physics, all within the
context of how power generation impacts upon the environment. Students wrote an assessed essay on
Alternative Energy (criterion D), an assessed investigation report on Resistance of a Wire (criteria B and C)
and a test on Energy Sources, Climate Change, Electricity and Electromagnetism (criterion A).

Recently, both classes are studying a unit called Inheritance and Adaptation (Key Concept: Change; Global
Context: Orientation in Time and Space). They have learnt about the structure of DNA, protein synthesis,
simple Mendelian inheritance and will soon be studying Darwinian evolution.
Students wrote an assessed essay on one aspect of Genetic Engineering (criterion D) and will soon be
working on an assessed investigation into Variation (criteria B and C).

Grades have been formulated using the published MYP assessment criteria for this year group.

Sciences

Criterion A: 8
Knowing &
Understanding (8)

Criterion B: 8
Inquiring & Designing
(8)

Criterion C: 7
Processing & Evaluating
(8)

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

Overall Achievement Grade

OAG (7) 7

Approaches to Learning

Self Management A - Consistently meets expectations

Collaboration A - Consistently meets expectations

Self Improvement A - Consistently meets expectations

Semester 1 Report
Renaissance College PARK, Eugene T10

Extended Mathematics (Ms. SANKER, Shobha)

Previous Unit Title: The Return of Pascal

Global Context: Personal and cultural expression

Current Unit Title: A Series of Sequential Patterns

Global Context: Scientific and technical innovation

Year 11 Extended spent the past few months studying binomial expansion as well as arithmetic and geometric
sequences. Through the last unit students were able to bridge the relationship between the Pascal’s triangle
and the binomial theorem. In addition to the summative assessment, students had the opportunity to complete
an investigative task where they applied their skills from the current unit on arithmetic and geometric
sequences and series. We will delve into functions and transformations shortly after this semester.

Mathematics

Criterion A: 8
Knowing &
Understanding (8)

Criterion B: 7
Investigating Patterns
(8)

Criterion C: 8
Communicating (8)

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

Overall Achievement Grade

OAG (7) 7

Approaches to Learning

Self Management A - Consistently meets expectations

Collaboration A - Consistently meets expectations

Self Improvement A - Consistently meets expectations

Semester 1 Report
Renaissance College PARK, Eugene T10

Arts - Drama (Ms. LA BROOY, Kathy)

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

In Year 11, Drama students have been working on the unit “Movement and Physical Theatre: Stage fighting
and the Principles of Lifting.” The statement of inquiry is “Movement creates expression and forms meaning.”
Our ATL focus has been on collaborative and affective skills.
Students have been working collaboratively to create an original piece of theatre to a particular piece of music
using the stage fighting skills and principles of lifting that we have explored in class. We have then extended
this further by introducing a piece of text from William Shakespeare’s “A Midsummer Night’s Dream.” This
time the focus is on vocals as well as still incorporating some stage fighting techniques. Students are also
required to change the context of the piece thereby demonstrating an understanding of the text and the idea of
interpretation of a script.

Arts

Criterion A: 8
Knowing and
Understanding (8)

Criterion B: 8
Developing Skills (8)

Criterion C: 8
Thinking Creatively (8)

Criterion D: 8
Responding (8)

Overall Achievement Grade

OAG (7) 7

Approaches to Learning

Self Management A - Consistently meets expectations

Collaboration A - Consistently meets expectations

Self Improvement A - Consistently meets expectations

Semester 1 Report
Renaissance College PARK, Eugene T10

Physical and Health Education (Mr. BURNS, Lee)

Students in year 11 began the year with a dance unit entitled “Creative Movement”. The Key Concept of the
unit was Communication, as students were asked to express a theme through their movement to music. The
Global context of Personal and Cultural expression was the focus of the unit, as individuals and groups can
express ideas, beliefs and values through dance and other forms of artistic performance. Students were able
to develop a creative movement plan using the concepts of choreography and perform their routines in front of
their peers. A reflection on their selection of movements and their individual performance, through the use of a
vodcast, gave insight into their challenges and development within the unit.

Within our within our “Game Sense” unit our students were given the option of three sporting opportunities;
modified street hockey, softball, or badminton to participate in. Students had the opportunity to select and play
a sport they were familiar with, or use it as an opportunity for growth within an option they have limited
experience in but were interested in learning. The Key Concept of this unit was Choice and the Related
Concept of Balance were both explored. These option choices focussed on tactical play and player
development through invasion, striking and fielding, and net games. Throughout this unit, we aimed to
encourage students to develop their fundamental skills and game awareness within their choices.

Students are currently undertaking the Personal Training Fitness Plans unit of inquiry. The classes have
rotated into swimming, running, strength and flexibility sessions. Students will be asked to use fitness
knowledge and concepts to develop a fitness plan to meet their own fitness needs and wellbeing goals. The
Key Concept of Change will be explored through the implementation of a student-designed fitness plan and
our students will be challenged to apply principles of fitness training to initiate change in their levels of
personal fitness. The Global context of Orientation in Space and Time will be the focus of the unit.

Physical and Health Education

Criterion A: 7
Knowing &
Understanding (8)

Criterion B: 7
Planning for
Performance (8)

Criterion C: 7
Applying and Performing
(8)

Criterion D: 8
Reflecting and
Improving Performance
(8)

Overall Achievement Grade

OAG (7) 7

Approaches to Learning

Self Management A - Consistently meets expectations

Collaboration A - Consistently meets expectations

Self Improvement A - Consistently meets expectations

Semester 1 Report
Renaissance College PARK, Eugene T10

Understanding the RCHK Report Card

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

Overall Achievement Grades:

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

Grade Descriptor MYP Grade

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

Semester 1 Report
 Renaissance College PARK, Eugene T10

Approaches To Learning (ATL)

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

SELF Organisational The student:

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

Semester 1 Report

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