Chadwick International

MS Semester 1 MYP Progress

Report 2024-2025
Prepared: January 17, 2025

Student Name: Taerim (Tommy) Yoon

Grade: Grade 6

Advisor: Gee Won Kim

Dear Middle School Parents and Students,

We are pleased to share that the Semester 1 Grade Reports are now available. These reports provide a detailed
overview of each student’s progress and include the following key components:

• Skills of a Student (SOS) Feedback: Updated reflections from all teachers, offering insights into each student’s
Approaches to Learning. This feedback serves as a foundation for improving achievement levels across all
subjects.
• Levels of Achievement (1-8): Grades for each of the four criteria (A-D) in all classes, reflecting specific areas of
assessment and performance.
• Teacher Comments: Personalized feedback that includes:
◦ A summary of the material covered in the class.
◦ Individualized observations highlighting areas of strength, opportunities for growth, and strategies for
improvement.

We strongly encourage families to begin any conversations about academic progress by focusing on the SOS
feedback, as it directly reflects a student’s learning habits, engagement, and overall approach to their studies.
Strengthening these Approaches to Learning is often the most effective way to improve achievement levels in the
classroom.

It’s also important to note that this Progress Report does not include final grades. As the name suggests, it
provides a mid-year snapshot of performance. The Final Grade Report, including overall grades (1-7), will be
issued in June at the end of the academic year.

We encourage you to review this report together as a family, celebrating successes and identifying areas for
continued growth. Should you have any questions or wish to discuss your child’s progress further, please feel free
to reach out to their teachers or advisor.

Thank you for your ongoing support in fostering a successful and meaningful educational journey for your child.

Sincerely,

Charlton Jackson

Middle School Principal

중학교 학부모님 및 학생 여러분께,

이번 학사년도의 1학기 성적표가 발행되었음을 기쁜 마음으로 알려드립니다. 이번 성적표는 학생 개개인의 학업 진행

상황을 심도 있게 살펴볼 수 있는 자료로, 다음과 같은 주요 내용을 포함하고 있습니다:

• 학생 역량 (SOS) 피드백
모든 교사가 제공한 심층적인 내용으로, 학생의 학습 태도와 학습 접근 방식을 면밀히 살펴볼 수 있는 통찰력을 제
공합니다. 이러한 피드백은 모든 과목에서 성취도를 향상시키기 위한 기반으로 활용될 예정입니다.

• 성취 수준 (1-8)
각 교과목의 네 가지 평가 기준(A-D)에 따른 점수가 명시되어 있으며, 이를 통해 학생의 구체적인 평가 영역과 학업
성과를 확인하실 수 있습니다.

• 교사 코멘트
교사들이 직접 작성한 개별 맞춤형 피드백으로, 다음 내용을 포함하고 있습니다:

◦ 수업에서 다룬 주요 내용의 요약.

◦ 학생의 강점, 성장 가능성, 그리고 성취도를 높히기 위한 구체적인 전략.

학부모님들께서는 학업 성과에 관한 대화를 하실 때, 학생 역량(SOS) 피드백에 중점을 두시길 권장합니다. 이는 학생

의 학습 습관, 참여도, 그리고 전반적인 학업 태도를 직접적으로 반영하는 부분으로, 이러한 학생역량을 강화하는 것
이 학생들의 교실 내 성과를 향상시키는 데 있어 가장 효과적인 방법입니다.

덧붙여, 이번 성적표는 최종 성적을 포함하지 않은 중간 보고서라는 점을 유념해 주시기 바랍니다. 학업 연도의 중간

지점을 기준으로 한 현재의 성과를 보여주는 스냅샷으로, 최종 성적표는 종합 성적(1-7)을 포함하여 학년 말인 6월에
발행될 예정입니다.

가족 여러분께서는 이번 성적표를 함께 검토하며 자녀의 성취를 축하하고, 지속적인 발전을 위한 영역을 확인해 보시
기를 권장드립니다. 혹시 성적표에 대한 문의 사항이 있거나 추가 논의가 필요하시다면, 자녀의 담당 교사 또는 어드
바이저와 편하게 연락해 주십시오.

자녀분들의 성공적이고 의미 있는 학업 여정을 위해 끊임없는 관심과 지원을 보내주시는 학부모님들께 깊이 감사드

립니다.

감사합니다.

Charlton Jackson

Middle School Principal

Summary of Achievement
First Semester
Achievement [SOS] Self- [SOS] [SOS]
Levels Management Social Communication

Language and Literature: Korean Language & Literature 6 A B C D

B D D
Jiyoung Ahn 5 5 5 5

Language Acquisition: English Language Acquisition 6 Phases A B C D

3, 4, 5 5 5 4 4 D D D
Gee Won Kim

Individuals and Societies: Individuals & Societies 6 A B C D

D P D
Matthew Hettel 5 3 3 4

Sciences: Science 6 A B C D
D P P
Yadira Garcia 3 3 2 3

Mathematics: Math 6 A B C D
D P P
Genise Hannah 4 3 4 4

Arts: Grade 6 Arts A B C D

D P D
Multiple Art Teachers 5 6 7 4

Physical and Health Education: Physical & Health Education 6 A B C D

P P P
Matthew Hettel 5 4 3 3

Design: Design 6 A B C D
D P D
Andre Quimpo 6 4 4 7

Taerim (Tommy) Yoon

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Reflections
Counselor
This semester, our Grade 6 Advisory Program focused on emphasizing the importance of inclusivity, understanding
personal identity, and building strong, meaningful relationships. Advisory sessions were opportunities for students
to reflect and engage with our school-wide initiative, "Celebrating the Chadwick Spirit." The Inclusivity unit guided
students in understanding inclusiveness within friendships and exploring how different relationships—friends,
acquaintances, and cliques—can impact their sense of belonging. Through a series of activities designed to
strengthen peer connections, students learned the value of building and maintaining supportive and inclusive
relationships. We also dedicated time to developing communication skills and empathy, helping students
understand how meaningful relationships contribute to a thriving community. Additionally, we covered online safety
through our digital citizenship curriculum. By actively fostering relationships and prioritizing inclusivity, students
have uplifted our school community, embodying our core values and celebrating what makes Chadwick unique.

Taerim (Tommy) Yoon

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Class Reports
Language and Literature: Korean Language & Literature 6 Jiyoung Ahn
MYP Assessment Criteria Achievement Level Maximum

A: Analysing
Taerim
i. provides substantial identification and comment upon significant aspects of texts
ii. provides substantial identification and comment upon the creator’s choices 5 8
iii. sufficiently justifies opinions and ideas with examples and explanations; uses accurate
terminology
iv. describes some similarities and differences in features within and between texts.

B: Organizing
Taerim
i. makes competent use of organizational structures that serve the context and intention 5 8
ii. organizes opinions and ideas in a logical manner, with ideas building on each other
iii. makes competent use of referencing and formatting tools to create a presentation style
suitable to the context and intention.

C: Producing text
Taerim
i. produces texts that demonstrate considerable personal engagement with the creative
process; demonstrates considerable thought or imagination and substantial exploration of new 5 8
perspectives and ideas
ii. makes thoughtful stylistic choices in terms of linguistic, literary and visual devices,
demonstrating good awareness of impact on an audience
iii. selects sufficient relevant details and examples to support ideas.

D: Using language
Taerim
i. uses a varied range of appropriate vocabulary, sentence structures and forms of expression
competently
ii. writes and speaks competently in a register and style that serve the context and intention 5 8
iii. uses grammar, syntax and punctuation with a considerable degree of accuracy; errors do not
hinder effective communication
iv. spells/writes and pronounces with a considerable degree of accuracy; errors do not hinder
effective communication
v. makes sufficient use of appropriate non-verbal communication techniques.

Totals: 20 32

[SOS] Self-Management B

[SOS] Social D

[SOS] Communication D

Comments:
In Unit 1, "communication" is the key concept. Students learned about the basic features of language, how the
Korean language was created, and different types of vocabulary. After visiting the National Museum of World
Writing Systems in Songdo, students came up with their own questions about language based on what they had
learned. They created posters under the theme "Chadwick Language Museum" to share their research with the
Middle School community. Through this activity, students practiced choosing topics that fit their audience and
purpose, gathering information, and improving their writing. In Unit 2, "perspective" is the key concept. Students
first learned about the basic parts of a novel, such as the plot, setting, characters, and conflict. Then, they read
different novels to compare how characters have different experiences depending on their backgrounds and points

Taerim (Tommy) Yoon

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of view.

Taerim (Tommy) Yoon is a humorous and lively student who brings a unique and creative flair to the classroom. His
ability to capture the attention of his peers with inventive and expressive language makes him a standout
communicator. Taerim enjoys engaging in discussions, where he confidently shares his thoughts and contributes to
a dynamic exchange of ideas. This enthusiasm for communication is one of his greatest strengths and positively
influences the classroom environment. However, there are areas where Taerim can focus on improvement to further
enhance his academic performance. During assignments, his attention span can be short, which may impact the
depth and quality of his work. Developing a more structured approach to note-taking would help him stay
organized and better retain information for future tasks. Additionally, while his creativity in language use is
commendable, he should pay closer attention to selecting expressions that align with the context and purpose of
his writing. Ensuring his word choices are appropriate will strengthen the overall coherence and professionalism of
his essays. To improve, Taerim can create a habit of setting specific goals for his work periods to maintain focus.
Practicing regular and organized note-taking will also provide a solid foundation for his assignments. For his
writing, revising drafts with a focus on context-appropriate language will help refine his style. With his natural
charisma and love for communication, Taerim has the potential to achieve even greater academic and personal
success by harnessing his strengths and addressing these areas for growth.

Language Acquisition: English Language Acquisition 6 Phases 3, 4, 5 Gee Won Kim

MYP Assessment Criteria Achievement Level Maximum

A: Listening
Taerim
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

B: Reading
Taerim
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
Taerim
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.uses pronunciation and intonation with some errors which sometimes hinder comprehension
iv.during interaction, communicates some relevant information

D: Writing
Taerim
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

[SOS] Self-Management D

[SOS] Social D

Taerim (Tommy) Yoon

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[SOS] Communication D

Comments:
During the first semester, the Grade 6 English Language Acquisition class has been developing our multiliteracy
skills through various learning tools. We have also been developing the communication skills necessary for further
language learning and study. We inquired into our key and related concepts of culture and meaning to develop our
conceptual understanding within global contexts. Throughout the first semester, students inquired, developed, and
practiced their understanding and skills in personal writing - diaries. Students also developed and practiced their
ability to discuss the connection between culture and friendship, which was a total of three to four minutes long.
Next semester, we will begin our inquiry into our key concepts of connection, point of view, and empathy.

Tommy Taerim Yoon is a respectful, honest, and compassionate student who approaches his learning with sincerity
and kindness. His strong listening and reading skills are clear strengths, enabling him to understand spoken and
written English effectively and engage with classroom materials thoughtfully.

To further develop his English proficiency, Tommy is encouraged to focus on improving his speaking skills and
maintaining focus during class. Using English more frequently throughout the day will help him build confidence
and fluency in verbal communication. Additionally, ensuring he gets plenty of rest will help him stay alert and
attentive during lessons, maximizing his learning potential.

With his strengths in listening and reading and his compassionate nature, Tommy has a solid foundation to make
meaningful progress in speaking and focus, further enhancing his success in English Language Acquisition.

Individuals and Societies: Individuals & Societies 6 Matthew Hettel

MYP Assessment Criteria Achievement Level Maximum

A: Knowing and understanding

Taerim
i. uses considerable relevant vocabulary, often accurately 5 8
ii. demonstrates substantial knowledge and understanding of content and concepts through
descriptions, explanations and examples.

B: Investigating
Taerim
i. describes the choice of a research question 3 8
ii. partially follows an action plan to explore a research question
iii. uses a method or methods to collect and record some relevant information
iv. with guidance, reflects on the research process and results with some depth.

C: Communicating
Taerim
i. communicates information and ideas in a way that is somewhat clear 3 8
ii. somewhat organizes information and ideas
iii. lists sources in a way that sometimes follows the task instructions.

D: Thinking critically
Taerim
i. identifies some main points of ideas, events, visual representation or arguments 4 8
ii. justifies opinions with some information
iii. identifies the origin and purpose of sources/data
iv. identifies some different views and suggests some of their implications.

Totals: 15 32

[SOS] Self-Management D

[SOS] Social P

Taerim (Tommy) Yoon

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[SOS] Communication D

Comments:
Unit 1 of Individuals and Societies was designed to build a strong foundation in research and communication skills.
By exploring the United Nations Sustainable Development Goals, students learned to conduct thorough research
using a variety of methods, including media analysis, interviews, and surveys. The culminating project, a Plan of
Action, challenged students to identify a pressing global issue and propose innovative solutions, demonstrating
their ability to think critically and take initiative. They then practiced effectively communicating their findings
through presentations. In Unit 2, the focus shifted to understanding the complexities of human settlements. The
“Sixer City” project provided a hands-on learning experience where students worked collaboratively to design and
plan a sustainable city. By dividing into groups and taking responsibility for specific districts, students developed
their problem-solving, decision-making, and spatial reasoning skills.

Taerim "Tommy" Yoon is a polite and positive student who consistently brings enthusiasm to class. Tommy enjoys
group activities, where he excels in collaboration and works effectively with his peers. Over time, Tommy has
shown increased participation in class discussions and group work, which adds to the learning environment.

Tommy did well in the Settlements unit, demonstrating creativity and teamwork while collaborating with his partner
to complete a well-structured and thoughtful settlements video project. He also made a commendable effort in
identifying a research topic and SDG in the Global Citizens unit and partially followed his action plan.

However, Tommy can ask questions and contribute more actively during class discussions. He often needs
prompting to share his thoughts. He should also prioritize using the language of instruction, as reminders are
occasionally required. Adding more detail in his writing, especially in justifying his ideas and expanding his
reflections. Tommy’s use of MISO was somewhat limited; collecting more comprehensive data and elaborating on
his findings would enhance his projects. Additionally, improving clarity, eye contact, and rehearsal in presentations
will elevate his delivery and help him meet task guidelines more effectively.

To support his growth, Tommy could aim to volunteer or ask clarifying questions at least twice per class period and
actively seek help during office hours when needed. By addressing these areas, Tommy will continue to develop his
confidence and skills, making him an even more impactful and engaged learner.

Sciences: Science 6 Yadira Garcia

MYP Assessment Criteria Achievement Level Maximum

A: Knowing and understanding

Taerim is able to:
i. recall scientific knowledge 3 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

Taerim is able to:
i. state a problem or question to be tested by a scientific investigation 3 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

Taerim is able to:
i. collect and present data in numerical and/or visual forms 2 8
ii. interpret data
iii. state the validity of a prediction based on the outcome of a scientific investigation, with

Totals: 11 32

Taerim (Tommy) Yoon

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MYP Assessment Criteria Achievement Level Maximum

limited success
iv. state the validity of the method based on the outcome of a scientific investigation, with
limited success
v. state improvements or extensions to the method that would benefit the scientific investigation,
with limited success.

D: Reflecting on the Impacts of Science

Taerim 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 3 8
factor
iii. sometimes apply scientific language to communicate understanding
iv. sometimes document sources correctly.

Totals: 11 32

[SOS] Self-Management D

[SOS] Social P

[SOS] Communication P

Comments:
In the first part of this school year, our grade 6 students went on an exciting journey into scientific inquiry. This
adventure began with a short unit titled 'Methods of Science,' where students honed their skills through engaging
in-class discussions, practice sheets, and a series of hands-on mini-labs. The unit reached its conclusion as
students independently conducted their scientific investigations. Subsequently, our young scientists explored
Earth's formation in our second unit, with a special focus on the critical role density played in shaping its layers.
They also delved into the properties of minerals and rocks, uncovering how these substances transform through
various processes, contributing to Earth's ever-changing surface. Recently, students applied their newfound
knowledge to engineering practices that harness the Earth's internal heat by creating an innovative 3D model of a
geothermal power plant, known as 'The Geothermal Endeavor.' This unit concludes with an investigation into soil
erosion, underscoring the vital importance of vegetation in maintaining the stability of Earth's surface.

Taerim (Tommy) Yoon is a smiley and courteous student whose positive demeanor contributes to the classroom
environment. This year, he has shown growth as a risk-taker and thinker, consistently demonstrating respect and
fairness in his interactions with peers and teachers. Tommy arrives to class prepared and engaged in lessons. A
memorable highlight of Tommy’s semester was his performance during the Sugar Cube Mini-lab, where his
attention to detail and dedication to the task were evident. Tommy maintained a respectful and collaborative
approach, ensuring his group stayed on track and completed the activity successfully. During The Best Paper
Towel investigation, Tommy demonstrated a beginning level of performance in Criterion C, receiving a 2. With more
practice and guidance, Tommy will strengthen his ability to process and evaluate data effectively. As a class, we will
engage in additional practice for Criterion C, and I am confident that Tommy, with his positive attitude, will continue
to improve these skills. Tommy has identified refining and improving his drafts as an area for development.
Additionally, he would benefit from putting more consistent effort into his work and focusing more during class. By
dedicating more time to reviewing his work and fully engaging in lessons, Tommy can significantly enhance the
quality of his contributions. With a stronger commitment to his studies and a focus on consistent effort, Tommy will
be better equipped to succeed in science and continue to grow as a reflective and capable learner.

Taerim (Tommy) Yoon

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Mathematics: Math 6 Genise Hannah
MYP Assessment Criteria Achievement Level Maximum

A: Knowing and understanding

Taerim is able to:
i. select appropriate mathematics when solving more complex problems in familiar situations 4 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
Taerim is able to: 3 8
i. apply mathematical problem-solving techniques to recognize patterns
ii. suggest how these patterns work.

C: Communicating
Taerim is able to:
i. use some appropriate mathematical language
ii. use appropriate forms of mathematical representation to present information adequately 4 8
iii. communicate through lines of reasoning that are able to be understood, although these are
not always coherent
iv. adequately organize information using a logical structure.

D: Applying mathematics in real-life contexts

Taerim is able to:
i. identify the relevant elements of the authentic real-life situation 4 8
ii. apply mathematical strategies to reach a solution to the authentic real- life situation
iii. state, but not always correctly, whether the solution makes sense in the context of the
authentic real-life situation.

Totals: 15 32

[SOS] Self-Management D

[SOS] Social P

[SOS] Communication P

Comments:
Our first unit this year was called “Our City.” In this unit, Grade 6 students were introduced to the MYP math
assessment framework, which emphasized critical thinking and clear communication in mathematics. They
explored geometry with a focus on calculating and justifying areas, while also solving practical problems involving
ratios and unit rates. As part of an interdisciplinary unit, students applied their learning to design a city block,
paying close attention to scale and real-world applications. Throughout the semester, students documented their
progress in a math portfolio, reflecting on their learning and growth. These experiences have helped to build a
strong foundation in mathematical reasoning, communication, and problem-solving skills.

Taerim (Tommy) Yoon is a kind and polite young man who consistently treats his peers and teachers with respect
and courtesy. Tommy brings necessary materials to class, including a charged laptop, and demonstrates personal
and academic honesty. He communicates respectfully, even in disagreements, and speaks at appropriate times to
maintain a positive and focused classroom environment. Tommy is on grade level in the mathematics we have
covered this year and is actively working on improving his communication skills. His polite and thoughtful
demeanor creates a positive learning environment, and he shows a willingness to grow and learn. While Tommy has
a solid foundation, an area for improvement is putting forth maximal effort and asking questions when he needs
assistance understanding concepts or directions. By seeking help when needed and being more proactive, he can
deepen his understanding and build confidence in his skills. To further enhance his progress, Tommy would benefit
from completing homework assignments on time and visiting office hours for additional support when he

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encounters challenging concepts. These strategies will help him clarify his understanding and strengthen his
mathematical abilities. Tommy’s respectful nature, commitment to improvement, and positive attitude make him a
valued member of the classroom. By refining his self-advocacy and effort, he is well-positioned for continued
growth and success in mathematics.

Arts: Grade 6 Arts Multiple Art Teachers

MYP Assessment Criteria Achievement Level Maximum

A: Investigating
Taerim
i. provides mostly relevant information that is related to the statement of inquiry 5 8
ii. outlines features of an artwork or performance including two from elements, technique and
context.

B: Developing
Taerim
i. demonstrates substantial practical exploration of an idea or ideas 6 8
ii. presents a clear artistic intention in line with the statement of inquiry and states artistic
choices.

C: Creating/Performing
Taerim 7 8
i. demonstrates consistently effective use of skills and techniques through the creation or
performance of a finalized work.

D: Evaluating
Taerim 4 8
i. outlines some elements of their own artwork or performance
ii. identifies some aspects of their development as an artist.

Totals: 22 32

[SOS] Self-Management D

[SOS] Social P

[SOS] Communication D

Comments:
In Grade 6 Music, students completed a unit that focused on the relationship between the concepts of aesthetics
and expression. Students learned to identify and describe the elements of music that combine to create the
expression of an aesthetic. Students also worked to build basic skills for performance. For their culminating work,
students performed a short piece of music focusing on expressing a particular aesthetic. They also presented their
performances on a showcase to family and fellow students.

Tommy is a kind and respectful student with an open-minded approach to learning. As a beginner, he has made
impressive progress in playing a wide range of notes and working well with his classmates during performances. To
further improve, Tommy could focus on developing his organization and self-management skills. Expanding his
vocabulary will also help him articulate his ideas more clearly and confidently. With his positive attitude and
willingness to learn, Tommy is well on his way to continued success.

Taerim (Tommy) Yoon

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Physical and Health Education: Physical & Health Education 6 Matthew Hettel
MYP Assessment Criteria Achievement Level Maximum

A: Knowing and understanding

Taerim
i. states physical and health education factual, procedural and conceptual knowledge 5 8
ii. identifies physical and health education knowledge to outline issues and solve problems set in
familiar situations
iii. applies physical and health terminology to communicate understanding.

B: Planning for performance

Taerim 4 8
i. defines a goal to enhance performance
ii. outlines a basic plan for improving physical activity and health.

C: Applying and performing

Taerim
i. recalls some skills and techniques 3 8
ii. recalls some strategies and movement concepts
iii. recalls some information to perform.

D: Reflecting and improving performance

Taerim
i. identifies strategies to enhance interpersonal skills 3 8
ii. states the effectiveness of a plan
iii. describes performance.

Totals: 15 32

[SOS] Self-Management P

[SOS] Social P

[SOS] Communication P

Comments:

Systems and Development have been the key concepts for the first half of the year. Using the inquiry cycle,
students have analyzed systems of invasion games. They have researched the rules, strategies, and skills of
various invasion games to implement during gameplay and examined how systems can influence their
performance. Students developed their own interpersonal goals and objectives for this unit, which they applied
through action during gameplay. Using video analysis of their own performance, they reflected on their progress
and identified areas for improvement, deepening their understanding of how their goals and objectives translated
into real-world applications.

Taerim "Tommy" Yoon is an enthusiastic and engaged student who consistently participates well in PHE class
activities. He actively contributes to discussions and shows genuine enthusiasm for the units covered in class.
Tommy’s consistent participation, combined with his eagerness to play different roles, enhances the overall
learning environment for his peers. Moving forward in his Evidence of Learning tasks, he can improve greatly by
putting more effort in his reflections by adding specific examples and more detail.

During the invasion games unit, Tommy demonstrated a solid understanding of tactics, using effective spacing and
passing to create scoring opportunities for his team. To further elevate his learning in PHE, Tommy should aim to
communicate more effectively with teammates to ensure tactical cohesion and overall team success. Tommy also
contributed and participated well in the most recent Sleep Unit. With his dedication and positive attitude, Tommy is
well-positioned to continue excelling in PHE.

Taerim (Tommy) Yoon

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Chadwick International — MS Semester 1 MYP Progress Report 2024-2025
Design: Design 6 Andre Quimpo
MYP Assessment Criteria Achievement Level Maximum

A: Inquiring and analysing

Taerim
i. explains the need for a solution to a problem
ii. states and prioritizes the main points of research needed to develop a solution to the problem, 6 8
with some guidance
iii. outlines the main features of an existing product that inspires a solution to the problem
iv. outlines the main findings of relevant research.

B: Developing ideas
Taerim
i. states a few success criteria for the solution
ii. presents more than one design idea, using an appropriate medium(s) or labels key features, 4 8
which can be interpreted by others
iii. states the key features of the chosen design
iv. creates a planning drawing/diagram or lists requirements for the creation of the chosen
solution.

C: Creating the solution

Taerim
i. lists the main steps in a plan that contains some details, resulting in peers having difficulty
following the plan to create the solution 4 8
ii. demonstrates satisfactory technical skills when making the solution
iii. creates the solution, which partially functions and is adequately presented
iv. states one change made to the chosen design or plan when making the solution.

D: Evaluating
Taerim
i. outlines simple, relevant testing methods, which generate data, to measure the success of the
solution 7 8
ii. outlines the success of the solution against the design specification based on authentic
product testing
iii. outlines how the solution could be improved
iv. outlines the impact of the solution on the client/target audience.

Totals: 21 32

[SOS] Self-Management D

[SOS] Social P

[SOS] Communication D

Comments:
Students learned the Design Cycle, a method for problem-solving and creativity, involving understanding needs,
idea development, solution creation, and outcome evaluation. They applied these skills in a project to create a
personalized 3D-printed bag tag using CAD software. They further explored the design cycle in an interdisciplinary
unit with Individuals & Societies and Mathematics, designing a city that combines creativity and mathematical
precision. These experiences aim to develop practical skills and appreciation for the iterative nature of design,
promoting critical thinking and innovation.

Taerim (Tommy) Yoon has shown excellent proficiency in using Tinkercad this semester, demonstrating efficiency
and skill in his design work. This reflects his capability to learn and apply technical tools effectively. However, he
recognizes the need to improve his focus during class, particularly by minimizing distractions from conversations
with tablemates and staying consistently on task.

To address this, Tommy plans to remain motivated by considering his SOS mark as a source of inspiration to stay

Taerim (Tommy) Yoon

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Chadwick International — MS Semester 1 MYP Progress Report 2024-2025
engaged and perform better. With his dedication and awareness, he is well-positioned to make positive strides in
these areas.

Taerim (Tommy) Yoon

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Chadwick International — MS Semester 1 MYP Progress Report 2024-2025
Achievement Level & SOS Assessment Explanation
We would like to provide clarity on the purpose and context of the levels of achievement (IB MYP - Grades 6-8)
shared at this time. These levels represent your child’s current progress in each subject and are intended as a
snapshot of where they are in their learning journey. Please keep in mind that these are not final grades; students
will have opportunities to improve and develop their skills throughout the year.

In some instances, teachers may not have assessed all four criteria for every subject at this stage. They will only
report on criteria for which sufficient assessments have been completed to determine an achievement level. Any
unassessed criteria will be marked as "n/a" (not applicable). Please rest assured that these will not appear in the
final report or on transcripts.

Each criterion is evaluated on a scale with a maximum level of 8. We encourage students to strive for levels of 5
and above, with 4 serving as the expected benchmark. Levels of 1, 2, or 3 indicate areas where additional focus
and support are needed from both students and teachers.

At the end of the academic year, you will receive a comprehensive report that includes a cumulative grade for each
subject, ranging from 1 to 7. This year-long cumulative grade will represent your child’s Final Grade for the course.

이번에 공유되는 성취도(IB MYP - 6~8학년)의 목적과 맥락을 명확히 안내해 드리고자 합니다. 이 성취 수준은 자녀가
각 과목에서 현재 어떤 단계에 있는지를 나타내며, 학습 과정의 한 순간을 보여주는 스냅샷입니다. 이는 최종 성적이
아니며, 학생들은 연중 계속해서 실력을 향상하고 기술을 발전시킬 기회를 갖게 됩니다.

일부 경우에는 모든 과목의 네 가지 기준이 아직 모두 평가되지 않았을 수도 있습니다. 따라서 교사들은 충분한 평가

가 완료된 기준에 대해서만 성취도를 보고합니다. 아직 평가되지 않은 기준은 "n/a"(해당 없음)로 표시되며, 이는 최종
보고서나 성적표에는 반영되지 않으니 안심하셔도 됩니다.

각 평가 기준은 최대 8점 척도로 측정됩니다. 일반적으로 4 이상의 성취 수준이 기대되며, 5점 이상을 목표로 하는 것

이 권장됩니다. 성취 수준이 1, 2, 또는 3에 해당하는 경우, 추가적인 학습 지원과 노력이 필요함을 의미합니다.

학년 말에는 각 과목에 대한 종합 성적이 포함된 최종 보고서를 받게 됩니다. 이 종합 성적은 1에서 7까지의 점수로 표
시되며, 해당 과목의 최종 성적을 나타냅니다.

Taerim (Tommy) Yoon

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Chadwick International — MS Semester 1 MYP Progress Report 2024-2025
 Skills Of A Student

Taerim (Tommy) Yoon

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Chadwick International — MS Semester 1 MYP Progress Report 2024-2025
 Skills Of A Student

Taerim (Tommy) Yoon

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Chadwick International — MS Semester 1 MYP Progress Report 2024-2025