2nd Term Report

Sreenidhi International School

Semester 2- Academic Year 2019-20 (2019 - 2020)
Prepared: May 22, 2020

Shatmanyu Chilakapati
Student ID Grade Advisor
SNIS192430 PYP1 Asma Fatahi

Dear Parents,
The reports are mainly narrative and meant to be only one way to inform parents of student progress throughout the year.
Teachers have taken the time to write out what a student can do in relation to the areas of study. For PYP1 through PYP5
we will use the progression gradient as follows:
B = Beginning (I am working on learning the information. I cannot yet do this without support from peers and teachers);
D – Developing (I know some of the information, I can sometimes do this, I am still unsure how and what to do, I often need
reminders and support to do this);
C = Consolidating (I know most of the information, I can usually do this, I need little support to do this);
M = Mastery (I know the information and understand why it is being learned and how it connects to the world, I am able to
do this consistently on my own without support).
This is a developmental approach to primary education taking into account that children do not all develop equally at the
same time. While one child may develop spatial numeracy skills quickly, another may develop number sense quickly. It is all
perfectly normal for children to develop their skills at a different pace. Because of this, the progression gradient was
created for Primary schools around the world. Most children will naturally be either developing or consolidating in most
areas at the time of writing the report narratives. Early Years will only have narrative comments following internationally
recognized best practices in Early Childhood education.

Joseph Cloutier Nancy Sanderson Swartz

Primary School Principal Head of School

Shatmanyu Chilakapati
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Sreenidhi International School - Semester 2- Academic Year 2019-20 (2019 - 2020)
Shatmanyu Chilakapati 2nd Term Report
Semester 2- Academic Year 2019-20 (2019 - 2020) Prepared: May 22, 2020

Summary of Achievement

Observation Comments Asma Fatahi

Shatmanyu is kind, caring, and friendly with everyone in the class. He is respectful of others. He stays focused on the task
at hand. He engages well in working carefully and conscientiously. He demonstrates hard work to produce the best results.
He values other’s thoughts and opinions and reacts appropriately in adverse situations.

Units of Inquiry

Light and Sound 2019-2020

The Central Idea

Light and sound help us experience the world and help us communicate.

Transdisciplinary Theme

How the world works

• The impact of scientific and technological advances on society and on the environment.

Lines of Inquiry
• The sources of light and sound
• The properties of light and sound
• The manipulations of light and sound.

Teacher Comments

Shaymanyu displayed an interest in all the learning engagements in the unit. He exhibited his profile of being an inquirer
many times during this unit. For instance he wondered why sound is created when one claps. He has been conducting
experiments just like real scientists. He has been posing questions, predicting what he thinks will happen, observing,
recording his findings and reflecting on what he has learnt from the experiments. He really enjoyed experiencing sound
through the use of musical instruments. He reflected and shared his understanding on how reflection and refraction of an
object happened and took pride in sharing the same with his peers and to the guests in the unit celebration. Well done,
Shatmanyu!!

Resources 2019- 2020

Description

RIGHTS AND RESPONSIBILITIES IN THE STRUGGLE TO SHARE FINITE RESOURCES WITH OTHER PEOPLE AND WITH
OTHER LIVING THINGS; COMMUNITIES AND THE RELATIONSHIPS WITHIN AND BETWEEN THEM; ACCESS TO EQUAL
OPPORTUNITIES; PEACE AND CONFLICT RESOLUTION.

Shatmanyu Chilakapati
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The Central Idea

People can establish practices in order to sustain and maintain the Earth’s resources.

Transdisciplinary Theme

Sharing the planet

Lines of Inquiry
• Earth’s finite and infinite resources
• Impact of people’s choices on the environment
• The balance between meeting human needs and the use of limited resources

Teacher Comments

Shatmanyu participated in discussions and showed enthusiasm throughout the unit. He put in a sincere effort to
understand the unit. He confidently sorted limited and unlimited resources. After watching a video on human impact on
oceans, he shared his reflection on ways we can save the environment. He enjoyed watching The Lorax and shared his
understanding by answering the questions that were posed. He talked about the impact of humans on the environment and
shared the importance of throwing trash in the bin. He connected to the central idea by suggesting ways to sustain water
and trees. He is encouraged to continue to participate in discussions and read books regularly.

Subjects

Primary Years 1 - Homeroom C Performance

English Literacy

[IB] Visual language - viewing and presenting C

[IB] Written language - reading C

[IB] Written language - writing C

[AERO] Writing C

Teacher Comments

Shatmanyu has made steady progress in the areas of writing, reading, and listening. He speaks clearly but not always
confidently in class discussions or whilst presenting work in front of the class. He should, therefore, concentrate on
improving his oral expression. Moreover, he should work on writing in more detail and the grammatical usage in his writing.
Furthermore, he is encouraged to read regularly to improve his vocabulary and reading skills. Overall, he has met most of
the language requirements for Grade 1 and it has been a pleasure to have him in class, well done, Shatmanyu!

Primary Years 1 - Homeroom C Performance

Numeracy

Pattern and Function M

Shatmanyu Chilakapati
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Primary Years 1 - Homeroom C Performance

[IB] Number M

[AERO] Mathematical Practices M

Teacher Comments

Shatmanyu has continued to be enthusiastic and excited by new mathematical learnings. Since the last term, his knowledge
and understanding of addition and subtraction of 2-digit numbers have further developed, although he still needs to practice
more to become proficient, especially with number facts to 20 and beyond. He sorts, labels, and describes 2D and 3D shapes
independently. He enjoys working with hands-on learning activities conducted during math lessons. Overall, he has progressed
well. He has met most of the expected requirements for Grade 1.

Primary Years 1 - Homeroom C Performance

Physical Education

Identity D

Active Living C

Interactions C

Teacher Comments

Shatmanyu shows a positive attitude to P.S.P.E and consistently commits himself to activities and learning engagements. In
movement composition, he performs the basic gymnastics floor exercises and dance moves and understands how to
coordinate with his group. He has made some progress in swimming and enjoys playing different activities in swimming
with his friends.

Primary Years 1 - Homeroom C Performance

Dance

Responding D

Creating D

Teacher Comments

This term the students have been working on developing creative and complex dance sequences. They have been utilising their
skills as risk takers in order to further their collaboration with others. In class they have been contributing suggestions for
modification and listening to others. During the recent lockdown they have been consolidating their skills in order to produce
virtual performances. Shatmanyu understands and follows some dance directions given, is sometimes aware of others and
occasionally contributes suggestions for modification.

Primary Years 1 - Homeroom C Performance

Music

Responding C

Shatmanyu Chilakapati
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Teacher Comments

In music this term, the students have been focusing on learning musical notes. Shatmanyu exhibited his skills as a risk-
taker and communicator in calling musical notes with hand-signs. Shatmanyu has shown consolidation attaining the skills
necessary to demonstrate his knowledge by singing notes to an audience.

Primary Years 1 - Homeroom C Performance

Visual Arts

Responding D

Teacher Comments

This term students have been developing the skills of disciplining their thoughts and confidently expressing themselves through
the language of colour. In addition they have been working on developing their curiosity to inquire more about art forms and
their importance. During the recent lockdown they have been utilising their skills in order to produce artwork to share in the
Online Exhibition.

Shatmanyu has shown gradual development in his confidence and colour expression.

Spanish Performance

Spanish

Oral language - listening and speaking D

Visual language - viewing and presenting C

Written language - reading D

Written language - writing C

Teacher Comments

He is a good student overall and has reached expectations for this stage. At the beginning he quickly went for the class
toys and started playing with them, but he went on to use them for his own target language practice.

Learner Profile

Shatmanyu Chilakapati
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Asma Fatahi
Homeroom Tutor

Assessment Explanation

The prime objective of assessment in the PYP is to provide feedback on the learning process. Teachers select assessment
strategies and design assessment instruments to reflect clearly the particular learning outcomes on which they intend to
report. They employ a range of strategies for assessing student work that takes into account the diverse, complicated and
sophisticated ways that individual students use to understand their experiences.

Additionally, the PYP stresses the importance of both student and teacher self-assessment and reflection. Students and
teachers should be actively engaged in assessing the students’ progress as part of the development of their wider critical-
thinking and self-assessment skills.

The assessment component in the school’s curriculum can itself be subdivided into three closely related areas.

• Assessing—how we discover what the students know and have learned.

• Recording—how we choose to collect and analyse data.
• Reporting—how we choose to communicate information.

Summative assessment aims to give teachers and students a clear insight into students’ understanding. Summative
assessment is the culmination of the teaching and learning process, and gives the students opportunities to demonstrate
what has been learned. It can assess several elements simultaneously: it informs and improves student learning and the
teaching process; it measures understanding of the central idea, and prompts students towards action. Formative
assessment provides information that is used in order to plan the next stage in learning. It is interwoven with learning, and
helps teachers and students to find out what the students already know and can do.

Formative assessment and teaching are directly linked and function purposefully together. Formative assessment aims to
promote learning by giving regular and frequent feedback. This helps learners to improve knowledge and understanding, to
foster enthusiasm for learning, to engage in thoughtful reflection, to develop the capacity for self-assessment, and to
recognize the criteria for success.

Assessment in the classroom may include:

• using representative examples of students’ work or performance to provide information about student learning
• collecting evidence of students’ understanding and thinking
• documenting learning processes of groups and individuals
• engaging students in reflecting on their learning
• students assessing work produced by themselves and by others
• developing clear rubrics
• identifying exemplar student work
• keeping records of test/task results.

Assessment Descriptors

Performance

Abbreviation Descriptor

B Beginning

D Developing

Shatmanyu Chilakapati
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Abbreviation Descriptor

C Consolidating

M Mastering

Shatmanyu Chilakapati
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Sreenidhi International School - Semester 2- Academic Year 2019-20 (2019 - 2020)