Mid-year Progress Report

School Year: 2015-16

Student:

[Title]

Class:
Milepost:
Student Photo
Date of Report: 22 January 2016

Attendance: Present (97%)

Late (3%)

Class Teachers
Signature:

Principals
Signature:

Love

Learn

Live

Growing in wisdom (academically), Growing in stature (culturally), Growing in favour with God (spiritually),
Growing in favour with man (socially). Luke 2:52
Address: 70 Bridges Street, Sheung Wan, Hong Kong

website: www.islandca.edu.hk

Tahlia

Mid-year Progress Report 2015 - 2016

School Vision
Love

Learn

Live

Communication

Consistent

Adaptability

Consistent

International
Mindedness

Consistent

Cooperation

Consistent

Enquiry

Consistent

Morality

Consistent

Respect

Consistent

Thoughtfulness

Consistent

Resilience

Consistent

International Primary Curriculum (IPC)

Academic

Effort

Knowledge (Milepost 3)
Art

At the expected level

International

At the expected level

Geography

At the expected level

Science

At the expected level

History

At the expected level

Technology

Skills (At year 6, students are expected to be at beginning or

Art
Developing

Above the expected level

developing level)

Be able to communicate through visual and tactile forms.

Tahlia uses at least one visual and one tactile form to communicate. Her work is often successful, though she
needs some help to broaden the range of forms that she uses.
Next step(s): Ask another child to show you how to use a material or to work in a medium that you have not used
before. Look at examples of the other childs work and try to produce a similar piece of work. Then create your own
original work using the same medium.

Geography
Developing

Be able to collect and record evidence to answer geographical questions.

Tahlia can independently identify one or more sources of evidence needed to answer an initial question. She can
suggest appropriate collection or recording methods, but requires some support with her investigation.
Next step(s): Try to think of different methods you could use to gather the same evidence. Choose one that is
simple, but that will give you accurate results.

History

Be able to describe and identify reasons for and results of historical events, situations, and changes in the period
they have studied.

Developing

Tahlia is able to give a range of descriptions and reasons for events, situations and changes. She draws on her
knowledge of other historical situations and much of her work is historically accurate and appropriate.
Next step(s): Make a timeline of a significant person in history who you know quite a lot about. Think about how
different events in their life brought about or influenced any changes.

ICT
Mastering

Be able to use ICT to present information in a variety of forms.

Tahlia can use a range of ICT programmes to present information in a variety of ways and usually chooses a
suitable way to present it, e.g. a graph or a table. She can use these functions with little help and decide what
information to include.
Next step(s): Talk through your ideas about how to present your work with your friends and your teacher before
you begin. Explain why you want to present your work in a certain way.

International

Be able to explain how the lives of people in one country or group are affected by the activities of other countries
or groups.

Mastering

Using examples, Tahlia can explain how the lives of different groups of people in school are affected by the actions
of others. She can broaden this to the community in which she lives as well as to the wider world.
Next step(s): Write a personal diary to reflect on the positive and sometimes negative impacts that something you
have done has had on people close to you.

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Tahlia

Mid-year Progress Report 2015 - 2016

Skills contd
Science

Be able to conduct scientific investigations posing scientific questions.

Be able to explain and justify his/her predictions, investigations, findings and conclusions.

Developing

Tahlia knows that investigations arise from questions that require answering. She is able to think of questions of
her own that prompt investigations, even though aspects of the investigation might not be possible.
Tahlia follows the sequence of prediction, investigation, findings and conclusion. She can say why each took place
as it did, but does not always see how one affects another. She only reflects on parts of the investigation.
Next step(s): Explain to another child or your teacher the reasons behind your choice of question.
Try to review your explanation for each stage of the investigation and anticipate possible questions from others.
Alter your explanation beforehand so that the question is answered in your initial explanation.

Technology
Mastering

Be able to devise and use step by step plans.

Tahlia can make detailed step-by-step plans for a product and includes a list of all the equipment needed. She
details exactly how she is going to make the product and the plan can be used in the classroom with success.
Next step(s): Write down everything you will need to do to make a product in the correct order. Draw pictures to
illustrate each stage of the making process, using as much detail as possible. Is it easier to see if your plan is usable
using pictures, or words, or both?

Comments

Understanding
In term one, Tahlia has been developing in her understanding of: how to improve her learning and her attitude towards learning, how
there is value in both the similarities and the differences between countries, the relationship between living things and their
environment and how she can apply the Great Mandate from Genesis 1:28; caring for the earth.
Tahlia showed particular interest and understanding of how composting works and she is growing in her understanding of how ICT can
be used to enhance her work.

English Literacy U.K. Curriculum

Effort

Benchmarks
Term 1 level
End of year 6 expected level

PM Benchmark
30
28-30

Writing
4c
4b/4a

Above the expected level

Spelling

At the expected level

Writing

At the expected level

Speaking

At the expected level

Grammar and Punctuation

At the expected level

Listening

At the expected level

Comments

Reading Comprehension

Tahlia has already reached the end of Year 6 reading level. She shows good comprehension skills and readily shares insights into
reading. Her spelling is above level; however, she needs to take care to transfer this to her writing. Tahlia can plan, draft, revise and
edit both fiction and non-fiction pieces of writing. She writes well-organised explanations and persuasive speeches. Tahlia is
comfortable speaking in front of others, listens well and readily contributes to class discussions. Next Steps: become more
adventurous with her writing, varying length of paragraphs for pace; achieve a balance of dialogue, action and description in narrative.

Mathematics Australian Curriculum

(Assessed at a level one year

above assessment in Australia)

Above the expected level

Measurement

Statistics and Probability

Above the expected level

Geometry

Comments

Number and Algebra

Effort

At the expected level

Not applicable

The year 6 students have completed the first three modules in maths. Tahlia has good maths skills. She knows place value to the
millions place and can use the addition, subtraction and multiplication formal algorithms. She understands well the relationship
between decimals and improper fractions. Tahlia uses partial products to simplify multiplication questions, and she is able to get data
from tables to solve time questions and word problems. Tahlia does make careless mistakes, usually caused by copying a number
wrong or working too quickly. Next step. Edit work carefully, making certain that questions are copied correctly.

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Tahlia

Mid-year Progress Report 2015 - 2016

Chinese Studies Pathway 3

Listening

At the expected level

Speaking

At the expected level

Reading

At the expected level

Writing

At the expected level

Cultural Appreciation

At the expected level

Comments

Effort

Tahlia makes a great effort and works hard in classes. She

listens attentively in class. Tahlia is able to speak in longer
sentences. She is beginning to increase her fluency in reading.
Tahlia is able to use learned vocabulary in writing sentences .
The next step for Tahlia is to build an enriched Chinese
vocabulary, and read more Chinese books.

Music

Effort

Above the expected

level
Above the expected
level
Above the expected
level

Instrumental technique
Solo and ensemble
Performance skills.

Comments

At the expected level

Vocal tone and intonation

Tahlia is enthusiastic about music-making, and eager to show

what she can do. She has taken a greater interest in the
recorder this term, and is enjoying significant progress. She
sings in tune and with pleasant tone, articulating her words
clearly. Tahlia has set herself a goal of becoming familiar with
the treble recorder; I urge her to keep in touch with the tuned
percussion instruments as well.

At the expected level

Music literacy

Physical Education
Physical fitness

Above the expected

level

Actively communicates in class

activities

Above the expected

level

Able to perform coordinated

movements in PE activities

Above the expected

level

Comments

Effort

Tahlia has had another great sporting start to the school year.
Her ability to transfer skills and techniques learnt from
advanced football sessions with the school team, to assist and
coach peers in her PE class is commendable. She has
demonstrated great adaptability through different sports
being learnt in lessons and continues to develop into a wellrounded athlete. Well done Tahlia

School and/or Extra-Curricular Activities

Recorder
Basketball
football

General Comments
Tahlia is a delight to have in the class. She is mature and has a strong sense of what is right and wrong. She leads small groups with care
and diplomacy and makes sure that everyone is involved. Tahlia has been working on using thoughtfulness in her work, reflecting
carefully on what she needs to do to improve and learn better.

Reporting
Level

EFFORT

PERSONAL GOALS

IPC SKILLS

SUBJECTS

Needs Attention
Acceptable
Consistent

Beginning
Developing
Mastering
Not applicable

Beginning
Working towards the expected level
At the expected level
Above the expected level
Not applicable
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