I-Shou International School, Taiwan

End of Semester Report

Prepared: July 3, 2024

Student Name: Bo-Chuan (楊博全/Brian) YANG

Grade: Grade 7

Advisor: Collin Maplethorpe

Dear Parents,
Here is your child's End of Semester report for Semester One 2023-2024. This report aims to provide a summary of
your child's achievement in the eight subject areas in the IB Middle Years Programme. Each subject includes 4
achievement levels and a final grade. This report also contains subject-specific comments from each teacher which
indicate the progress your child has made and how they can continue to improve.
We invite you to contact us if you have any questions about your child's report. Please note that this report is
available for you to view in ManageBac at any time.
Best wishes for the Winter break,
Dan Powell
Director of International Secondary Department
親愛的家長:
我們很高興提供您貴子弟2023-2024第一學期的成績單，成績單包含IB中學階段各科成績表現。
每個科目皆包含四項評量準則的分數及學期總成績，且包含各科評語，此評語將顯示貴子弟在該項任務中所付出的努
力以及未來可再進步的方向。
若您對成績報告有任何疑問，歡迎與我們聯繫。您隨時可在ManageBac網站上瀏覽此成績報告。
祝福貴子弟有個愉快的寒假，
Dan Powell
國際中學部主任

Roger Lee Matthew Lennon Dan Powell

Principal International Headmaster Director - International
Secondary Department
Summary of Achievement
Second Semester
Achievement Levels Final Grade

Language and Literature: Chinese Language and Literature A B C D

6 4 7 4 5
Adela Wu

Language Acquisition: English Language Acquisition Phase 4 A B C D

4 5 5 4 4
Dean Bleasdale

Individuals and Societies: Humanities A B C D

3 4 4 3 3
Megan Cavanagh

Sciences: Sciences A B C D
4 4 4 4 4
Karen Lin

Mathematics: Standard mathematics A B C D

6 7 6 5 6
Collin Maplethorpe

Arts: Visual Arts A B C D

3 4 5 7 5
Janie Liu

Physical and Health Education: MYP PHE (Physical and Health Education) A B C D
5 5 7 7 6
Edmund Hicks

Design: Computer Science A B C D

4 6 7 5 5
Taryn Smith

Design: Design A B C D
6 5 6 5 5
Collin Maplethorpe

Advisor Comments
Brian enjoyed doing new activities and learning new skills like kayaking on GET week. He also enjoyed the
challenge of the VEX robotics competition. His goal for next year is to keep improving his grades across all
subjects. He has been a great part of our homeroom class this year.

Collin Maplethorpe
Advisor

Page 2 of 13
Class Reports
Language and Literature: Chinese Language and Literature Adela Wu
MYP Assessment Criteria Achievement Level Maximum

A: Analysing
Bo-Chuan
i. provides substantial identification and explanation of the content, context, language, structure,
technique and style, and explains the relationship among texts
ii. provides substantial identification and explanation of the effects of the creator’s choices on an 6 8
audience
iii. sufficiently justifies opinions and ideas with examples and explanations; uses accurate
terminology
iv. competently interprets similarities and differences in features within and between genres and
texts.

B: Organizing
Bo-Chuan
i. makes adequate use of organizational structures that serve the context and intention 4 8
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.

C: Producing text
Bo-Chuan
i. produces texts that demonstrate a high degree of personal engagement with the creative
process; demonstrates a high degree of thought, imagination and sensitivity and perceptive 7 8
exploration and consideration of new perspectives and ideas
ii. makes perceptive stylistic choices in terms of linguistic, literary and visual devices,
demonstrating clear awareness of impact on an audience
iii. selects extensive relevant details and examples to develop ideas with precision.

D: Using language
Bo-Chuan
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 4 8
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.

Totals: 21 32

Final Grade
5

Comments:
Brian在課堂上表現出色，尊重老師和同學，並且遵守課堂規則和紀律。各項要求都會盡力完成。課堂上會認真參與討
論的過程，也十分用心書寫筆記。能回應每一個作業的要求項目，回應的內容可以再多一些，可以為自己設定更高的
目標。考試的成果有一定的水準，若願意多多練習國字注音並專注課堂，會更有助於提升成績的。論述的能力很好；
抒情文的書寫也很能表達情感，可以感受到對家人、長輩的敬佩之情。能夠掌握基本的閱讀技巧，建議可以多閱讀不
同種類的書籍，進一步增加閱讀的能力以及累積文學底蘊。期待在新的學年繼續見證Brian的成長和進步。

Grade 1 2 3 4 5 6 7
Boundaries 0–5 6–9 10 – 14 15 – 18 19 – 23 24 – 27 28 – 32

Page 3 of 13
Language Acquisition: English Language Acquisition Phase 4 Dean Bleasdale
MYP Assessment Criteria Achievement Level Maximum

A: Listening
Bo-Chuan
i.identifies some stated information (facts and/or opinions) in simple and some complex 4 8
authentic texts
ii.identifies basic conventions in simple and some complex authentic texts
iii.identifies basic connections in simple and some complex authentic texts

B: Reading
Bo-Chuan
i.identifies most stated information (facts and/or opinions, and supporting details) in simple and 5 8
some complex authentic texts
ii.interprets conventions in simple and some complex authentic texts
iii.interprets connections in simple and some complex authentic texts

C: Speaking
Bo-Chuan
i.uses a range of vocabulary
ii.uses a range of grammatical structures with a few errors which do not hinder communication 5 8
iii.uses pronunciation and intonation with a few errors. However, these do not hinder
comprehension
iv.communicates most relevant information

D: Writing
Bo-Chuan
i.uses a basic range of vocabulary
ii.uses a basic range of grammatical structures with some errors which sometimes hinder 4 8
communication
iii.organizes information in a recognizable format using a range of basic cohesive devices
iv.communicates some relevant information with some sense of audience and purpose to suit
the context

Totals: 18 32

Final Grade
4

Comments:
Brian your progress in speaking has been exceptional, and you have become more confident and articulate in class
discussions. To build on this, work on refining your writing skills, paying special attention to grammar and
punctuation. Your hard work is commendable!

Grade 1 2 3 4 5 6 7
Boundaries 0–5 6–9 10 – 14 15 – 18 19 – 23 24 – 27 28 – 32

Page 4 of 13
Individuals and Societies: Humanities Megan Cavanagh
MYP Assessment Criteria Achievement Level Maximum

A: Knowing and understanding

Bo-Chuan
i. uses some terminology accurately 3 8
ii. demonstrates satisfactory knowledge and understanding of content and concepts through
simple descriptions, explanations and examples.

B: Investigating
Bo-Chuan
i. formulates/chooses a research question that is clear and focused and describes its relevance 4 8
ii. formulates and occasionally follows a partial action plan to investigate a research question
iii. uses a method(s) to collect and record some relevant information
iv. with guidance, reflects on the research process and results.

C: Communicating
Bo-Chuan
i. communicates information and ideas in a way that is somewhat appropriate to the audience 4 8
and purpose
ii. somewhat organizes information and ideas
iii. creates an adequate reference list and sometimes cites sources.

D: Thinking critically
Bo-Chuan
i. completes a simple analysis of concepts, issues, models, visual representation and/or theories 3 8
ii. summarizes information to make some adequate arguments
iii. analyses sources/data in terms of origin and purpose, recognizing some value and limitations
iv. recognizes different perspectives and suggests some of their implications.

Totals: 14 32

Final Grade
3

Comments:
Brian has been a pleasure to teach this year. While at times he can be chatty with his friends, he still tends to be
very quiet in class. Brian continues to approach grade-level expectations, reflected in his assessments this
semester. He has made progress in his research and communicating skills this year, overcoming the language
barriers he faces. Have a wonderful summer, and best of luck in grade eight!

Grade 1 2 3 4 5 6 7
Boundaries 0–5 6–9 10 – 14 15 – 18 19 – 23 24 – 27 28 – 32

Page 5 of 13
Sciences: Sciences Karen Lin
MYP Assessment Criteria Achievement Level Maximum

A: Knowing and understanding

Bo-Chuan is able to:
i. recall scientific knowledge 4 8
ii. apply scientific knowledge and understanding to suggest solutions to problems set in familiar
situations
iii. apply information to make judgments.

B: Inquiring and Designing

Bo-Chuan is able to:
i. state a problem or question to be tested by a scientific investigation 4 8
ii. state a testable prediction
iii. state how to manipulate the variables, and state how data will be collected
iv. design a safe method in which he or she selects materials and equipment.

C: Processing and Evaluating

Bo-Chuan is able to:
i. correctly collect and present data in numerical and/or visual forms
ii. accurately interpret data and outline results 4 8
iii. state the validity of a prediction 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 that would benefit the scientific investigation.

D: Reflecting on the Impacts of Science

Bo-Chuan is able to:
i. state the ways in which science is used to address a specific problem or issue
ii. state the implications of using science to solve a specific problem or issue, interacting with a 4 8
factor
iii. sometimes apply scientific language to communicate understanding
iv. sometimes document sources correctly.

Totals: 16 32

Final Grade
4

Comments:
Brian gets along well with his classmates and is mindful of the learning environment. To further enhance his
learning experience, he could focus on staying on task and utilizing class time wisely to seek clarification and
feedback, thereby improving his understanding of the material.

Grade 1 2 3 4 5 6 7
Boundaries 0–5 6–9 10 – 14 15 – 18 19 – 23 24 – 27 28 – 32

Page 6 of 13
Mathematics: Standard mathematics Collin Maplethorpe
MYP Assessment Criteria Achievement Level Maximum

A: Knowing and understanding

Bo-Chuan is able to:
i. select appropriate mathematics when solving challenging problems in familiar situations 6 8
ii. apply the selected mathematics successfully when solving these problems
iii. generally solve these problems correctly in a variety of contexts.

B: Investigating patterns
Bo-Chuan is able to:
i. select and apply mathematical problem-solving techniques to discover complex patterns 7 8
ii. describe patterns as relationships and/or general rules consistent with correct findings
iii. verify and justify these relationships and/or general rules.

C: Communicating
Bo-Chuan is able to:
i. usually use appropriate mathematical language
ii. usually use appropriate forms of mathematical representation to present information correctly 6 8
iii. move between different forms of mathematical representation with some success
iv. communicate through lines of reasoning that are clear although not always coherent or
complete
v. present work that is usually organized using a logical structure.

D: Applying mathematics in real-life contexts

Bo-Chuan is able to:
i. identify the relevant elements of the authentic real-life situation
ii. select adequate mathematical strategies to model the authentic real-life situation 5 8
iii. apply the selected mathematical strategies to reach a valid solution to the authentic real-life
situation
iv. describe the degree of accuracy of the solution
v. discuss whether the solution makes sense in the context of the authentic real-life situation.

Totals: 24 32

Final Grade
6

Comments:
Brian has demonstrated solid performance with a grade of 5, actively participating in class discussions and
consistently delivering quality work. In the second semester, Brian set an ambitious goal of aiming for 7s or 8s on
every criterion. He was not quite able to achieve that but he did perform solid work throughout the year. He should
continue to focus on his growth and understanding as he heads into next year.

Grade 1 2 3 4 5 6 7
Boundaries 0–5 6–9 10 – 14 15 – 18 19 – 23 24 – 27 28 – 32

Page 7 of 13
Arts: Visual Arts Janie Liu
MYP Assessment Criteria Achievement Level Maximum

A: Investigating
Bo-Chuan
i. provides mostly relevant information that is related to the statement of inquiry 3 8
ii. outlines features of an artwork or performance including two from elements, technique and
context.

B: Developing
Bo-Chuan
i. demonstrates sufficient practical exploration of an idea or ideas 4 8
ii. presents a clear artistic intention in line with the statement of inquiry and states artistic
choices.

C: Creating/Performing
Bo-Chuan 5 8
i. demonstrates mostly effective use of skills and techniques through the creation or
performance of a finalized work.

D: Evaluating
Bo-Chuan 7 8
i. evaluates their own artwork or performance
ii. analyses their development as an artist.

Totals: 19 32

Final Grade
5

Comments:
Brian showed significant improvement in the Gigantic Botanical Forms unit, demonstrating his innovative ideas
through creatively completing frame-by-frame animations. His ability to think outside the box was evident in
individual tasks and group collaborations, where Brian consistently contributed unique perspectives and creative
solutions. His participation enriched team dynamics by offering diverse ideas that inspired new approaches to the
project. Brian's dedication to exploring unconventional methods and his proactive engagement in team settings
underscored his commitment to enhancing both his personal growth and the group's collective success in artistic
endeavors.

Grade 1 2 3 4 5 6 7
Boundaries 0–5 6–9 10 – 14 15 – 18 19 – 23 24 – 27 28 – 32

Page 8 of 13
Physical and Health Education: MYP PHE (Physical and Health Edmund Hicks
Education)
MYP Assessment Criteria Achievement Level Maximum

A: Knowing and understanding

Bo-Chuan
i. outlines physical and health education factual, procedural and conceptual knowledge 5 8
ii. applies physical and health education knowledge to describe issues and to solve problems
set in familiar situations and suggest solutions to problems set in unfamiliar situations
iii. applies physical and health terminology consistently to communicate understanding.

B: Planning for performance

Bo-Chuan 5 8
i. identifies goals to enhance performance
ii. designs a plan for improving physical performance and health.

C: Applying and performing

Bo-Chuan
i. demonstrates and applies a range of skills and techniques 7 8
ii. demonstrates and applies a range of strategies and movement concepts
iii. outlines and applies information to perform effectively.

D: Reflecting and improving performance

Bo-Chuan describes and demonstrates strategies to enhance interpersonal skills, explains the 7 8
effectiveness of a plan based on the outcome, explains and evaluates performance

Totals: 24 32

Final Grade
6

Comments:
Brian has demonstrated notable progress in fostering positive peer interactions, actively engaging with classmates
and demonstrating leadership during group activities. Encouraging his continued positive influence and providing
opportunities for him to mentor his peers will further enhance the collaborative atmosphere in PE. Keep up the
great work, Brian!

Grade 1 2 3 4 5 6 7
Boundaries 0–5 6–9 10 – 14 15 – 18 19 – 23 24 – 27 28 – 32

Page 9 of 13
Design: Computer Science Taryn Smith
MYP Assessment Criteria Achievement Level Maximum

A: Inquiring and analysing

Bo-Chuan
i. outlines the need for a solution to a problem 4 8
ii. states the research needed to develop a solution to the problem, with some guidance
iii. outlines one existing product that inspires a solution to the problem
iv. develops a basic design brief, which outlines some of the findings of relevant research.

B: Developing ideas
Bo-Chuan
i. develops design specifications, which identify the success criteria for the design of a solution
ii. presents a range of feasible design ideas, using an appropriate medium(s) and explains key
features, which can be interpreted by others 6 8
iii. presents the chosen design and outlines the main reasons for its selection with reference to
the design specification
iv. develops accurate planning drawings/diagrams and lists requirements for the creation of the
chosen solution.

C: Creating the solution

Bo-Chuan
i. constructs a logical plan, which outlines the efficient use of time and resources, sufficient for
peers to be able to follow to create the solution 7 8
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. explains changes made to the chosen design and plan when making the solution.

D: Evaluating
Bo-Chuan
i. describes relevant testing methods, which generate data, to measure the success of the
solution 5 8
ii. describes the success of the solution against the design specification based on relevant
product testing
iii. outlines how the solution could be improved
iv. describes the impact of the solution on the client/target audience, with guidance.

Totals: 22 32

Final Grade
5

Comments:
Brian approaches Computer Science with confidence and enthusiasm. For his final coding project, Brian produced
an apple catching game that proved to be challenging and fun to play. He was able to demonstrate a mastery of
coding skills on which he should be commended. Brian's reflections for his Criterion D assessment were insightful
and thoughtful, allowing the audience to understand his thoughts and processes. Overall, Brian should be very
proud of his achievements in Computer Science this year. Well done, Brian! Keep it up!

Grade 1 2 3 4 5 6 7
Boundaries 0–5 6–9 10 – 14 15 – 18 19 – 23 24 – 27 28 – 32

Page 10 of 13
Design: Design Collin Maplethorpe
MYP Assessment Criteria Achievement Level Maximum

A: Inquiring and analysing

Bo-Chuan
i. explains the need for a solution to a problem
ii. constructs a research plan, which states and prioritizes the primary and secondary research 6 8
needed to develop a solution to the problem, with some guidance
iii. describes a group of similar products that inspire a solution to the problem
iv. develops a design brief, which outlines the findings of relevant research.

B: Developing ideas
Bo-Chuan
i. develops design specifications, which identify the success criteria for the design of a solution
ii. presents a range of feasible design ideas, using an appropriate medium(s) and explains key
features, which can be interpreted by others 5 8
iii. presents the chosen design and outlines the main reasons for its selection with reference to
the design specification
iv. develops accurate planning drawings/diagrams and lists requirements for the creation of the
chosen solution.

C: Creating the solution

Bo-Chuan
i. constructs a plan, which considers time and resources, sufficient for peers to be able to follow
to create the solution 6 8
ii. demonstrates competent technical skills when making the solution
iii. creates the solution, which functions as intended and is presented appropriately
iv. outlines changes made to the chosen design and plan when making the solution.

D: Evaluating
Bo-Chuan
i. describes relevant testing methods, which generate data, to measure the success of the
solution 5 8
ii. describes the success of the solution against the design specification based on relevant
product testing
iii. outlines how the solution could be improved
iv. describes the impact of the solution on the client/target audience, with guidance.

Totals: 22 32

Final Grade
5

Comments:
Brian had a strong year in 7th grade Design class. His individual work was consistently quality work and well-
thought out. While he was sometimes off-task and occasionally distracted by other activities, he managed to
contribute a moderate amount to the group’s shadow puppet play. His involvement, although not constant, helped
the group progress and achieve their goals. Going forward, focusing more consistently on his work will enable
Brian to make even more significant contributions to class projects.

Grade 1 2 3 4 5 6 7
Boundaries 0–5 6–9 10 – 14 15 – 18 19 – 23 24 – 27 28 – 32

Page 11 of 13
IB Learner Profile

Inquirers | 身心 We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and
和諧的人 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
| 有知識的人 engage with issues and ideas that have local and global significance.

Thinkers | 會思 We use critical and creative thinking skills to analyse and take responsible action on complex problems. We
考的人 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
| 善於溝通的人 effectively, listening carefully to the perspectives of other individuals and groups.

Principled | 有 We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity
原則的人 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.
胸襟開放的人 We seek and evaluate a range of points of view, and we are willing to grow from the experience.

Caring | 懂得關 We show empathy, compassion and respect. We have a commitment to service, and we act to make a
懷的人 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
(Courageous) | explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and
勇於冒險的人 change.

Balanced | 身心 We understand the importance of balancing different aspects of our lives — intellectual, physical, (spiritual)
和諧的人 and emotional — to achieve well-being for ourselves and others. We recognise our interdependence with
other people and with the world in which we live.

Reflective | 會 We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths
反思的人 and weaknesses in order to support our learning and personal development.

Page 12 of 13
Grade Descriptors
Final Grade Descriptor

Produces high-quality, frequently innovative work. Communicates comprehensive, nuanced understanding of

7 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.

Produces high-quality, occasionally innovative work. Communicates extensive understanding of concepts and
6 contexts. Demonstrates critical and creative thinking, frequently with sophistication. Uses knowledge and skills in
familiar and unfamiliar classroom and realworld situations, often with independence.

Produces generally high-quality work. Communicates secure understanding of concepts and contexts.
5 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.

Produces good-quality work. Communicates basic understanding of most concepts and contexts with few
4 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.

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
3
thinking. Is often inflexible in the use of knowledge and skills, requiring support even in familiar classroom
situations.

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

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

N/A Not Yet Assessed.

Page 13 of 13