MYP 4 Half Yearly Exam

Indus International School,
Pune
MYP 4 Half Yearly Exam

2023-24
Chinmay Bhat
Grade IX
Chinmay Bhat Generation date: 12th Jan, 2024

MYP 4 Half Yearly Exam - 2023-24
Indus International School, Pune
576, Bhukum, Near Manas Resort, Tal. Mulshi, Dist. Pune - 412 115 Page: 1/26
Dear Parent/Guardian,
Greetings!
At Indus International School, Pune, we believe that learning is a journey, and not a goal. We are committed to
promoting a passion for reflecting lifelong learning in every student.
The purpose of assessments is to improve student learning, to provide information on student learning and to
contribute to the efficacy of learning programmes. Assessment is the ongoing process of gathering evidence for and of
learning.
Please find enclosed your child's report from Indus International School, Pune. This is the Half Yearly Exam report [HYE
report].
It aims to summarize current attainment as per the criteria set for each subject. The subject teachers use evidences of
student learning such as formative and summative assessment tasks to decide on an achievement level.
The teacher’s comment ensures that the teacher, the parent and the student are clear about how the student can make
further progress.
Salient Features of Academic Reports-
MYP Assessments: Achievement levels for each subject group (out of eight subject groups) consist of four
assessment criteria (A, B, C & D) graded on a point scale of 1 to 8 in different assessment tasks.
Each subject group course description provides concise details on the nature of tasks and skills assessed
through the tasks mentioned in each of the subject groups. The task specific clarification offers further
explanation for the marking.
Based on the progress of the unit, MYP subject-group criteria have been assessed in the HYE summative
assessment.
Answer scripts have been moderated through a comprehensive standardization process.
Yours sincerely,

Sonal Shrivastava Swet Anubha Sandeep Chabbra
MYP Coordinator Head of School Principal

IB learner profile description
Inquirers Open-minded
We nurture our curiosity, developing skills for inquiry and We critically appreciate our own cultures and personal
research. We know how to learn independently and with histories, as well as the values and traditions of others.
others. We learn with enthusiasm and sustain our love of We seek and evaluate a range of points of view, and we
learning throughout life. are willing to grow from the experience.
Knowledgeable Caring
We develop and use conceptual understanding, exploring We show empathy, compassion and respect. We have a
knowledge across a range of disciplines. We engage with commitment to service, and we act to make a positive
issues and ideas that have local and global significance. difference in the lives of others and in the world around
us.
Thinkers Risk-takers
We use critical and creative thinking skills to analyse and We approach uncertainty with forethought and
take responsible action on complex problems. We determination; we work independently and cooperatively
exercise initiative in making reasoned, ethical decisions. to explore new ideas and innovative strategies. We are
resourceful and resilient in the face of challenges and
change.
Communicators Balanced
We express ourselves confidently and creatively in more We understand the importance of balancing different
than one language and in many ways. We collaborate aspects of our lives – intellectual, physical, and emotional
effectively, listening carefully to the perspectives of other – to achieve well-being for ourselves and others. We
individuals and groups. recognise our interdependence with other people and
with the world in which we live.
Principled Reflective
We act with integrity and honesty, with a strong sense of We thoughtfully consider the world and our own ideas and
fairness and justice, and with respect for the dignity and experience. We work to understand our strengths and
rights of people everywhere. We take responsibility for weaknesses in order to support our learning and personal
our actions and their consequences. development.

Assessment criteria description
Assessment approach explanation
For each subject in the MYP, the development of students’ knowledge and skills is assessed using a set of rubrics called
‘Criteria’. Each subject has four Criteria (A, B, C, and D), which correspond to the broad learning goals for that subject. For
example, the four criteria for MYP Science are:
Criteria A: Knowing and understanding
Criteria B: Inquiring and designing
Criteria C: Processing and evaluating
Criteria D: Reflecting on the impacts of science
Every criteria has eight achievement levels (Level 1 to Level 8), with descriptors for each, to clarify expectations of skills &
knowledge at each level, and to help students monitor and reflect on their growth.
It's worth noting that Interdisciplinary (IDL) report is characterized by only 3 specific criteria in the International
Baccalaureate Middle Years Programme (IBMYP).
Homeroom reports do not incorporate criteria-based judgments instead, rely on comprehensive comments provided by
teacher advisors throughout the term. The evaluation process emphasizes a holistic assessment rather than specific
criteria-based analysis.
Over the course of the year, teachers provide students with a variety of assessment tasks, and are guided by these criteria
to make a professional and informed judgement about the students’ achievement level.
Each criterion is assessed at least twice in an academic year.
For each assessment cycle, teachers arrive at an achievement level for each Criteria using a “best fit” approach based on
the students’ performance across the different assessment tasks.
The ‘best-fit’ achievement levels for the four criteria are added together to arrive at a total out of 32.
Using the MYP grade boundaries, this total score is converted to a
final MYP Grade between 1 and 7, with 7 being the highest. These are generated as both interim grades as well as final
grades at the end of the academic year. Please refer to the table below to understand how the conversions are made.
IB boundary guidelines and grade descriptors
Final Boundary
Descriptor
Grade guidelines
Produces work of very limited quality. Conveys many significant misunderstandings or

1 1-5 lacks understanding of most concepts and contexts. Very rarely demonstrates critical or
creative thinking. Very inflexible, rarely using knowledge or skills.

Final Boundary
Descriptor
Grade guidelines
Produces work of limited quality. Expresses misunderstandings or significant gaps in

understanding for many concepts and contexts. Infrequently demonstrates critical or
2 6-9
creative thinking. Generally inflexible in the use of knowledge and skills, infrequently
applying knowledge and skills.
Produces work of an acceptable quality. Communicates basic understanding of many

concepts and contexts, with occasionally significant misunderstandings or gaps. Begins to
3 10-14
demonstrate some basic critical and creative thinking. Is often inflexible in the use of
knowledge and skills, requiring support even in familiar classroom situations.
Produces good-quality work. Communicates basic understanding of most concepts and

contexts with few misunderstandings and minor gaps. Often demonstrates basic critical
4 15-18
and creative thinking. Uses knowledge and skills with some flexibility in familiar classroom
situations, but requires support in unfamiliar situations.
Produces generally high-quality work. Communicates secure understanding of concepts

and contexts. Demonstrates critical and creative thinking, sometimes with sophistication.
5 19-23
Uses knowledge and skills in familiar classroom and real-world situations and, with
support, some unfamiliar real-world situations.
Produces high-quality, occasionally innovative work. Communicates extensive

understanding of concepts and contexts. Demonstrates critical and creative thinking,
6 24-27
frequently with sophistication. Uses knowledge and skills in familiar and unfamiliar
classroom and real- world situations, often with independence.
Produces high-quality, frequently innovative work. Communicates comprehensive,

nuanced understanding of concepts and contexts. Consistently demonstrates sophisticated
7 28-32
critical and creative thinking. Frequently transfers knowledge and skills with independence
and expertise in a variety of complex classroom and real-world situations.
Descriptors of other assessment criteria
Apart from the MYP assessment criteria, our school also uses a few other criteria to evaluate student work across skills,
knowledge, and attributes. The description of those criteria follow.
Levels
Value Abbreviation
Below expectation BE
Approaching
AE
expectation
Meets expectation ME
Exceeds
EE
expectation

Progress summary
Progress summary for subjects
Achievement level by
criteria
A B C D
English 6 5 5 6
Chinmay is a diligent learner who displayed creativity and insight in his writing during this unit. His work has improved a
lot since the starting of the academic year and his class participation and focus has been better. He is a self-directed
learner and displays empathy whenever the class is having a discussion. He has displayed in-depth conceptual
understanding of all criteria. Keep up the good work.
Spanish Emergent 6 5 4 4
Chinmay produces sometimes good-quality work and being beginner to the language, he has been striving to
understand the concepts, however sometimes he gets distracted and loses interest in the activities of the class. He
communicates basic understanding of most concepts and contexts with few misunderstandings and minor gaps. He
often demonstrates very basic critical and creative thinking. However, he demonstrates a need for direct supervision to
complete his work. A lot of sincerity and hard work is required to achieve the goal set by himself. Chinmay needs to be
encouraged to listen and pay attention in each class and is being motivated to further his attention and focus in class so
that he does not miss out on important concepts of the language. I wish him the best wishes for learning Spanish.
Economics 8 8 5 3
Chinmay has demonstrated the qualities of an inquirer, open-minded individual, and principled student as outlined by the
IB learner attributes. He has actively engaged in the exploration and understanding of subject-specific economics
concepts, displaying attentiveness and genuine interest. Chinmay exhibits a commendable comprehension of economic
principles by seamlessly applying them to real-life scenarios, as reflected in his Formative Assessment of diagrams and
enthusiastic involvement in Exhibition and Summative papers.
His analytical skills are noteworthy, allowing him to scrutinize information and formulate independent opinions. While
Chinmay is undoubtedly a critical thinker, it is suggested that he pays specific attention to structuring responses for
criteria D questions, which would further enhance the quality of his academic output.
History 5 1 5 5
Chinmay has tried his level best to be active in all class discussions to develop an interest in the subject and concepts of
History. In the history summative assessment, he demonstrated a satisfactory understanding of key historical events
and concepts. He exhibited a basic grasp of historical contexts, although with occasional inconsistencies in his/her
interpretations. He utilized some credible sources in the research, although there's room for improvement in
diversifying the reference materials for a more comprehensive analysis. While he provided responses to questions,
there is an opportunity to refine the critical thinking skills and deepen the analysis by considering various perspectives.
Structurally, his responses were adequate, yet refinement in organization and clarity could enhance the presentation of
the arguments written in an answer. He showed engagement in the subject matter, but further effort in connecting
historical events to their contemporary relevance would greatly strengthen the historical understanding. Recommending
him to regularly keep revising the concepts done in class by additionally trying to raise critical thinking questions to be

criteria
A B C D
able to analyse different perspectives by thinking out of the box.

All the best for the second half of the academic session!
Chemistry 5 8 6 3
Chinmay is a highly motivated and enthusiastic learner and has demonstrated a good understanding of the concepts
learned. He satisfactorily participated in all the class discussions demonstrating his emergent communication skill.
However, he is expected to put forth his views and ideas very clearly and confidently. While working in group, he
attentively listens to the ideas and views of others. Chinmay has shown an increased desire to demonstrate responsible
attitude and exhibited his collaborative skills in many ATL based activities. He continued to exhibit his versatile abilities
and commitment in this term which indeed will ensure a holistic development of his personality. He has also attempted
to explain testable hypothesis in the given investigation with reasoning. He has fairly validated the prediction made in the
investigation with appropriate reasoning. With more focus and hard work, Chinmay can perform much better.
Physics 7 7 6 7
Chinmay is a creative thinker, takes ownership of his learning journey, and exhibits exceptional problem-solving and
critical thinking skills within the realm of physics. Proficient in handling mathematical calculations involving basic
operations, He effortlessly applies these skills to solve physics-related problems. He actively engages in classroom
discussions and contributes enthusiastically, enhancing the overall learning experience for everyone. Chinmay's
principled and committed approach to learning is evident through his consistent and timely submissions throughout the
term, showcasing a commendable work ethic. We acknowledge and appreciate his diligence and sustained effort in
pursuing academic goals in the field of physics. Chinmay’s unwavering commitment to excellence is commendable, and
we express pride in his continuous dedication. Keep up the excellent work!
Mathematics 7 6 6 5
Chinmay exemplifies the qualities of knowledgeable student. He has showcased good academic skills within the
classroom, consistently excelling in both Homework and Self-Directed Learning (SDL) tasks, submitting all assignments
promptly. His understanding of the topics discussed in class is solid, as reflected in his examination papers . It's clear
that Chinmay possesses the necessary attributes to excel in his studies, and it's impressive to see him applying himself
with such dedication. His motivation and dedication, eager to learn mathematical concepts is a good evidence towards
his studies. He needs to recheck his answers before submission to avoid careless mistakes. Critical thinking and
Mathematical communication will help him to excel his grades.
Digital Design 6 5 5 6
Chinmay is an inquirer and an able student who displays a lot of interest in the subject and generally appears to enjoy
Design. He is curious beyond measure but there are times where he does not participate during the class discussions.
Chinmaya has been working hard, particularly towards the end of the unit and if he starts with this effort from the
beginning of next unit, and seek immediate feedback he will make even bigger strides. He is encouraged to check his
portfolio work for the objective based requirements. He has been approaching expectations in all the criteria using his
communication and information literacy skills. I would advise him to use a wide range of research resources in his

criteria
A B C D
portfolio work to demonstrate excellent research skills. He is recommended to design feasible design ideas with more
accuracy and precision with reference to success criteria.
Good job Chinmaya!
Homeroom - - - -
Chinmay excels in fostering positive interpersonal relationships and collaborating effectively with his peers,
demonstrating admirable social skills in various learning engagements. His ability to independently address issues using
instincts reflects his remarkable emotional intelligence. Chinmay has consistently shown tremendous zeal, integrity, and
honesty in handling assignments and managing academics amiably, highlighting his impeccable self-management skills.
His continual display of open-mindedness positions him as a trustworthy student for both peers and facilitators.
Innovation Curriculum - - - -
Chinmay actively engages in the Innovation Curriculum, demonstrating a profound understanding of applying theoretical
knowledge to real-world applications. His collaborative spirit shines as he involves teammates, leveraging each
member's strengths for productive discussions. His time in IC class is well-utilized, emphasizing research and
contributing meaningfully to group work.
Interdisciplinary learning 5 3 3 -
Chinmay is in the process of developing proficiency in the IB MYP Interdisciplinary (IDU) assessment, specifically in
integrating Individuals and Societies (I&S) and English disciplines as outlined in the IDU criteria. While showing some
understanding of the IDU criteria, there is room for improvement in setting and persistently pursuing goals. his
communication skills, both written and verbal, are evolving, and he is encouraged to work on expressing ideas more
clearly within the interdisciplinary framework. He is advised to practice writing questions with a focus on critical thinking
and reflecting skills, a key aspect of the IDU assessment. Best of luck!

Language & Literature: English
The HYE focuses on aims to develop students' language and literature skills through a focus on the analysis of short
stories, poems, creating descriptive pieces, narrative writing, article writing. These have been designed to enhance their
analytical, organizational, and creative abilities in the realm of language and literature. The criteria assessed are as
follows -
A(Analyzing) (i,ii,iii), Criterion B (Organizing) (i,ii), Criterion C (Producing Text) (i,ii) and Criterion D (Using Language)
(i,ii,iii,iv)
MYP Assessment Criteria
Achievement
level
Criterion A: Analysing 6
Criterion B: Organizing 5
Criterion C: Producing text 5
Criterion D: Using language 6
Total: 22 / 32
Approaches to learning
Levels
Communication skills ME
Levels
Collaboration skills ME
Levels
Organization skills ME
Teacher comment for subject
Chinmay is a diligent learner who displayed creativity and insight in his writing during this unit. His work has improved a lot
since the starting of the academic year and his class participation and focus has been better. He is a self-directed learner
and displays empathy whenever the class is having a discussion. He has displayed in-depth conceptual understanding of all
criteria. Keep up the good work.

Language Acquisition: Spanish Emergent
The Half yearly Exam focuses on Cr A, B, C and D. The students explored the units related to identities and culture. In this
unit the students explored various cultural aspects of Spain and Spanish speaking countries such as festivals, typical
traditions etc. In the second unit, students explored the vocabulary related to the weather, environment, pollution and
different ways to protect our environment. The students explored these 2 units through videos and various multi modal
texts. They also attempted various text types and the speaking related to the theme.
Achievement
level
Criterion A: Listening 6
Criterion B: Reading 5
Criterion C: Speaking 4
Criterion D: Writing 4
Total: 19 / 32
Levels
Communication skills AE
Levels
Media literacy skills ME
Chinmay produces sometimes good-quality work and being beginner to the language, he has been striving to understand
the concepts, however sometimes he gets distracted and loses interest in the activities of the class. He communicates
basic understanding of most concepts and contexts with few misunderstandings and minor gaps. He often demonstrates
very basic critical and creative thinking. However, he demonstrates a need for direct supervision to complete his work. A
lot of sincerity and hard work is required to achieve the goal set by himself. Chinmay needs to be encouraged to listen and
pay attention in each class and is being motivated to further his attention and focus in class so that he does not miss out on
important concepts of the language. I wish him the best wishes for learning Spanish.

Individuals & Societies: Economics
RCB focuses on criteria A, B, C, and D. In Criterion A, students explored the factors affecting the equilibrium prices and
quantity in the market. Students learned to develop the fully labeled dynamic diagrams for the dd-supply model and
practiced getting the inference using the diagrams of the different economic situations in the market. This term allowed
them to explore the different subject-specific concepts of market equilibrium and economic agents—international trade. In
criterion B, Students learned to explore data on the website 'gapmider' and on the different websites to support the
investigation with secondary data in groups for exhibition on specific economic crises in a selected country. For criterion C,
students worked on poster presentations covering the volatility in product markets. They presented their views through a
poster exhibition. Specifically, they focused on developing critical thinking skills using the mind map technique and
question-answer sessions.
Achievement
level
Criterion A: Knowing and understanding 8
Criterion B: Investigating 8
Criterion C: Communicating 5
Criterion D: Thinking critically 3
Total: 24 / 32
Levels
Levels
Critical-thinking skills AE
Chinmay has demonstrated the qualities of an inquirer, open-minded individual, and principled student as outlined by the
IB learner attributes. He has actively engaged in the exploration and understanding of subject-specific economics
concepts, displaying attentiveness and genuine interest. Chinmay exhibits a commendable comprehension of economic
principles by seamlessly applying them to real-life scenarios, as reflected in his Formative Assessment of diagrams and
enthusiastic involvement in Exhibition and Summative papers.
His analytical skills are noteworthy, allowing him to scrutinize information and formulate independent opinions. While

Chinmay is undoubtedly a critical thinker, it is suggested that he pays specific attention to structuring responses for criteria
D questions, which would further enhance the quality of his academic output.

Individuals & Societies: History
The HYE focused on Criteria A, B, C and D. The students attempted a task based on both the Industrial Revolution of Britain
and Japan, explaining and justifying the historical significance of promoting industrialisation in that era based on various
effects and impacts. It also led to the analytical questions based on imperialism/colonisation with reference to the
comparing of different regions where Industrial Revolution occurred. Students were also provided with the OPVL task on
the evaluation of expeditions led by Captain Clark and Lewis. HYE also allowed them to connect the aspect of
interconnected trade with its long-term implications on global world today. Belgian Congo’s analysis made them talk about
the historical concept of the King Leopold II's exploitation and broader coercive control strategies in past.
Achievement
level
Criterion B: Investigating 1
Criterion D: Thinking critically 5
Total: 16 / 32
Levels
Communication skills AE
Levels
Critical-thinking skills AE
Chinmay has tried his level best to be active in all class discussions to develop an interest in the subject and concepts of
History. In the history summative assessment, he demonstrated a satisfactory understanding of key historical events and
concepts. He exhibited a basic grasp of historical contexts, although with occasional inconsistencies in his/her
interpretations. He utilized some credible sources in the research, although there's room for improvement in diversifying
the reference materials for a more comprehensive analysis. While he provided responses to questions, there is an
opportunity to refine the critical thinking skills and deepen the analysis by considering various perspectives. Structurally,
his responses were adequate, yet refinement in organization and clarity could enhance the presentation of the arguments
written in an answer. He showed engagement in the subject matter, but further effort in connecting historical events to
their contemporary relevance would greatly strengthen the historical understanding. Recommending him to regularly keep

revising the concepts done in class by additionally trying to raise critical thinking questions to be able to analyse different
perspectives by thinking out of the box.
All the best for the second half of the academic session!

Sciences: Chemistry
The HYE focused on criteria A, B, C and D. Students explored the Global Context globalisation and sustainability through
the units acids, bases and salt and atmosphere. Students explored the theories of acids and bases with inclusion of the
neutralisation reaction to understand salt formation. They got the awareness about acid rain and its impacts in familiar
and unfamiliar situations. Students investigated and observed the pH changes according to the strength of strong and
weak acid and bases. They also investigated the electrical conductivity of the strong and weak acids and bases. reactivity of
different elements in periodic table with acids. They also reflected on the use of indicators during the neutralisation
reaction including natural indicators. Students researched on different global issues-Acid rain, air pollution, emissions and
catalytic converters. Students were also introduced to stoichiometry briefly.
Achievement
level
Criterion B: Inquiring and designing 8
Criterion C: Processing and evaluating 6
Criterion D: Reflecting on the impacts of science 3
Total: 22 / 32
Levels
Levels
Reflection skills ME
Levels
Critical-thinking skills ME
Chinmay is a highly motivated and enthusiastic learner and has demonstrated a good understanding of the concepts
learned. He satisfactorily participated in all the class discussions demonstrating his emergent communication skill.
However, he is expected to put forth his views and ideas very clearly and confidently. While working in group, he attentively
listens to the ideas and views of others. Chinmay has shown an increased desire to demonstrate responsible attitude and

exhibited his collaborative skills in many ATL based activities. He continued to exhibit his versatile abilities and
commitment in this term which indeed will ensure a holistic development of his personality. He has also attempted to
explain testable hypothesis in the given investigation with reasoning. He has fairly validated the prediction made in the
investigation with appropriate reasoning. With more focus and hard work, Chinmay can perform much better.

Sciences: Physics
The HYE focused on criteria A, B, C, and D. The students explored the global context of globalization and sustainability. In
the thermal physics unit, students delved into the concepts of heat, temperature, and various modes of heat transfer.
Studying gas laws, specific heat, and latent heat broadens their understanding of thermodynamics. In the forces and
motion unit, students investigate the dynamics of objects in motion. Students analyzed the principles of speed, velocity, and
acceleration, examining their relationships through equations of motion. The course also covers graphical representations
such as distance-time and velocity-time graphs to visualize and interpret motion. Newton's Laws of Motion serve as a
cornerstone, guiding students through the understanding of forces and their effects on the motion of objects. Practical
applications and real-world examples are integrated to demonstrate the relevance of these physical principles in everyday
scenarios. Overall, this course equips students with a solid foundation in thermal physics and forces and motion, fostering
a deeper comprehension of the underlying principles governing the behavior of matter and motion in the physical world.
Achievement
level
Criterion B: Inquiring and designing 7
Criterion C: Processing and evaluating 6
Criterion D: Reflecting on the impacts of science 7
Total: 27 / 32
Levels
Levels
Information literacy skills ME
Levels
Chinmay is a creative thinker, takes ownership of his learning journey, and exhibits exceptional problem-solving and critical
thinking skills within the realm of physics. Proficient in handling mathematical calculations involving basic operations, He

effortlessly applies these skills to solve physics-related problems. He actively engages in classroom discussions and
contributes enthusiastically, enhancing the overall learning experience for everyone. Chinmay's principled and committed
approach to learning is evident through his consistent and timely submissions throughout the term, showcasing a
commendable work ethic. We acknowledge and appreciate his diligence and sustained effort in pursuing academic goals in
the field of physics. Chinmay’s unwavering commitment to excellence is commendable, and we express pride in his
continuous dedication. Keep up the excellent work!

Mathematics: Mathematics
The HYE focused on criteria A, B, C, and D. In the examination, students applied their mathematical knowledge to criteria A,
which assessed their knowledge and understanding. In Criteria B, the students investigated patterns and found a general
rule for the pattern given in the question paper. Criteria C assessed their Mathematics communication skills in writing.
Criteria D focused on the application of mathematics in real-life scenarios.
Achievement
level
Criterion B: Investigating patterns 6
Criterion D: Applying mathematics in real-life contexts 5
Total: 24 / 32
Levels
Levels
Levels
Transfer skills ME
Chinmay exemplifies the qualities of knowledgeable student. He has showcased good academic skills within the
classroom, consistently excelling in both Homework and Self-Directed Learning (SDL) tasks, submitting all assignments
promptly. His understanding of the topics discussed in class is solid, as reflected in his examination papers . It's clear that
Chinmay possesses the necessary attributes to excel in his studies, and it's impressive to see him applying himself with
such dedication. His motivation and dedication, eager to learn mathematical concepts is a good evidence towards his
studies. He needs to recheck his answers before submission to avoid careless mistakes. Critical thinking and
Mathematical communication will help him to excel his grades.

Design: Digital Design
The HYE focused on Criterion A, B, C and D. The students produced an e-Portfolio following the design cycle to develop a
solution (or range of solutions), which will help the world to become more sustainable. During this term students
empathised and collaborated with their client to know their needs and presented a design brief on how a local problem can
have a global impact and how to solve it on local/personal level under Criterion A. Through Criterion B, the "design
specifications and planning diagram" of the products such as applications, character animation or game, website, product
for daily use and similar solutions were assessed. The demonstration of excellent prototyping skills was assessed through
Criterion C. The students also evaluated the success of their solutions and its impact on the target audience for Criterion D.
At the end of this unit students justified that we need to make changes at local/personal level to become a part of more
sustainable world.
Achievement
level
Criterion A: Inquiring and analysing 6
Criterion B: Developing ideas 5
Criterion C: Creating the solution 5
Criterion D: Evaluating 6
Total: 22 / 32
Levels
Levels
Information literacy skills ME
Chinmay is an inquirer and an able student who displays a lot of interest in the subject and generally appears to enjoy
Design. He is curious beyond measure but there are times where he does not participate during the class discussions.
Chinmaya has been working hard, particularly towards the end of the unit and if he starts with this effort from the
beginning of next unit, and seek immediate feedback he will make even bigger strides. He is encouraged to check his
portfolio work for the objective based requirements. He has been approaching expectations in all the criteria using his
communication and information literacy skills. I would advise him to use a wide range of research resources in his portfolio

work to demonstrate excellent research skills. He is recommended to design feasible design ideas with more accuracy and
precision with reference to success criteria.
Good job Chinmaya!

Others: Homeroom
Chinmay excels in fostering positive interpersonal relationships and collaborating effectively with his peers, demonstrating
admirable social skills in various learning engagements. His ability to independently address issues using instincts reflects
his remarkable emotional intelligence. Chinmay has consistently shown tremendous zeal, integrity, and honesty in
handling assignments and managing academics amiably, highlighting his impeccable self-management skills. His continual
display of open-mindedness positions him as a trustworthy student for both peers and facilitators.

Others: Innovation Curriculum
Chinmay actively engages in the Innovation Curriculum, demonstrating a profound understanding of applying theoretical
knowledge to real-world applications. His collaborative spirit shines as he involves teammates, leveraging each member's
strengths for productive discussions. His time in IC class is well-utilized, emphasizing research and contributing
meaningfully to group work.

Interdisciplinary learning
IDL in HYE semester emphasized on the learning of integration of knowledge, skills, and concepts from ‘Individuals and
Societies’ and ‘English’ disciplines to address complex, real-world issues in context of the IB-PRM November 2021. HYE was
focused on all three IDL criteria used to assess students’ ability to evaluate the integration, to synthesize the knowledge of
both the disciplines and reflecting of the process of interdisciplinary understanding.
Interdisciplinary Assessment Criteria
Achievement
level
Criterion A: Evaluating 5
Criterion B: Synthesizing 3
Criterion C: Reflecting 3
Levels
Communication skills BE
Levels
Reflection skills BE
Teacher comment for interdisciplinary learning
Chinmay is in the process of developing proficiency in the IB MYP Interdisciplinary (IDU) assessment, specifically in
integrating Individuals and Societies (I&S) and English disciplines as outlined in the IDU criteria. While showing some
understanding of the IDU criteria, there is room for improvement in setting and persistently pursuing goals. his
communication skills, both written and verbal, are evolving, and he is encouraged to work on expressing ideas more clearly
within the interdisciplinary framework. He is advised to practice writing questions with a focus on critical thinking and
reflecting skills, a key aspect of the IDU assessment. Best of luck!

Sports
This is your sport report of HYE 2023-2024

Chinmaya Bhat_Grade-9


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Indus International School,

MYP 4 Half Yearly Exam

Chinmay Bhat Generation date: 12th Jan, 2024

Salient Features of Academic Reports-

Chinmay Bhat Generation date: 12th Jan, 2024

MYP Coordinator Head of School Principal

Chinmay Bhat Generation date: 12th Jan, 2024

Chinmay Bhat Generation date: 12th Jan, 2024

Assessment approach explanation

Criteria A: Knowing and understanding

Criteria B: Inquiring and designing

Criteria C: Processing and evaluating

Criteria D: Reflecting on the impacts of science

IB boundary guidelines and grade descriptors

Produces work of very limited quality. Conveys many significant misunderstandings or

Chinmay Bhat Generation date: 12th Jan, 2024

Produces work of limited quality. Expresses misunderstandings or significant gaps in

Produces work of an acceptable quality. Communicates basic understanding of many

Produces good-quality work. Communicates basic understanding of most concepts and

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

Produces high-quality, occasionally innovative work. Communicates extensive

Produces high-quality, frequently innovative work. Communicates comprehensive,

Descriptors of other assessment criteria

Chinmay Bhat Generation date: 12th Jan, 2024

Progress summary for subjects

Chinmay Bhat Generation date: 12th Jan, 2024

able to analyse different perspectives by thinking out of the box.

Chinmay Bhat Generation date: 12th Jan, 2024

Chinmay Bhat Generation date: 12th Jan, 2024

MYP Assessment Criteria

Criterion C: Producing text 5

Criterion D: Using language 6

Teacher comment for subject

Chinmay Bhat Generation date: 12th Jan, 2024

MYP Assessment Criteria

Media literacy skills ME

Teacher comment for subject

Chinmay Bhat Generation date: 12th Jan, 2024

MYP Assessment Criteria

Criterion A: Knowing and understanding 8

Criterion D: Thinking critically 3

Teacher comment for subject

Chinmay Bhat Generation date: 12th Jan, 2024

Chinmay Bhat Generation date: 12th Jan, 2024

MYP Assessment Criteria

Criterion A: Knowing and understanding 5

Criterion D: Thinking critically 5

Teacher comment for subject

Chinmay Bhat Generation date: 12th Jan, 2024

Chinmay Bhat Generation date: 12th Jan, 2024

MYP Assessment Criteria

Criterion A: Knowing and understanding 5

Criterion B: Inquiring and designing 8

Criterion C: Processing and evaluating 6

Criterion D: Reflecting on the impacts of science 3

Teacher comment for subject

Chinmay Bhat Generation date: 12th Jan, 2024

Chinmay Bhat Generation date: 12th Jan, 2024

MYP Assessment Criteria

Criterion A: Knowing and understanding 7