LISA - Associação da Escola Internacional de Luanda

MYP Quarter 1 Report 2024-25

Student Name: Brighton Lameck

Year: Year 7

Dear Parents and Caregivers,

I hope that you and your families are all well.

Assessment is integral to all learning and teaching. This report will provide data on where the students are currently at
on their MYP learning journey and how we can all support them in order to set them up for success. The students will
receive an indicator reflecting their current competence in the specific Approaches to Learning (ATL) skills and at least
2 levels of achievement for each of the eight subject groups. ATL skills are like a “tool box” containing strategies that
can be used at school and throughout life.

Assessment in the MYP is a "criterion-related" approach. Summative assessments are designed to provide evidence
for evaluating student achievement using required MYP prescribed subject-group assessment criteria. When you
receive the report please take some time to go over it with your child.

There will be an opportunity for you to discuss your child’s learning with them and their teachers at the following
event:-

- Friday 15th November 8:00- 4:00 pm - 3-way conferences

We are looking forward to continuing the partnership with you. As always, do not hesitate to contact me and/or your
child’s advisor.

Kind regards

Cathy McCann

MYP coordinator
IB Learner Profile

Inquirers We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with
others. We learn with enthusiasm and sustain our love of learning throughout life.

Knowledgeable We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage
with issues and ideas that have local and global significance.

Thinkers We use critical and creative thinking skills to analyse and take responsible action on complex problems. We
exercise initiative in making reasoned, ethical decisions.

Communicators We express ourselves confidently and creatively in more than one language and in many ways. We collaborate
effectively, listening carefully to the perspectives of other individuals and groups.

Principled We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and
rights of people everywhere. We take responsibility for our actions and their consequences.

Open-minded We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We
seek and evaluate a range of points of view, and we are willing to grow from the experience.

Caring We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive
difference in the lives of others and in the world around us.

Risk-takers We approach uncertainty with forethought and determination; we work independently and cooperatively to explore
(Courageous) new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.

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

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

Brighton Lameck
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LISA - Associação da Escola Internacional de Luanda — MYP Quarter 1 Report 2024-25
Class Reports
English Jocelyn Inglis
MYP Assessment Criteria Achievement Level Maximum

A: Analysing N/A 8

B: Organizing N/A 8

C: Producing text 5 8

D: Using language 6 8

Totals: N/A 32

Self - management skills (organisation) U

Self - management skills (managing state of mind/affective) U

Self - management skills (reflective) U

Social skills (collaboration) C

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

Brighton Lameck
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LISA - Associação da Escola Internacional de Luanda — MYP Quarter 1 Report 2024-25
Portuguese Phase 2 João Fernandes
This quarter in Year 7 Portuguese, students studied vocabulary and grammatical structures regarding the topic "My
Identity", and they explored the SOI: Culture can influence patterns and conventions of communication and shape
identity. The SOI was explored through the “Culture” lens and the "Identities and Relationships" global context.
Students completed an array of activities that helped to develop their organization and communication skills. The
summative tasks were designed to assess two criteria: B (reading) and D (writing). Thus, students had to complete
comprehension tasks based on multimodal texts, they developed their productive skills by creating written texts which
were shared in class. These tasks allowed the students to bring together the knowledge and skills developed
throughout the quarter and apply them in a real-world context.The ATL skill that was explicitly taught and practiced
was Self-management - Organization”, using the Super Reflection strategy. Also, students had a few moments to
silently read texts and explore books, developing their vocabulary, grammar knowledge, and transfer skills.
MYP Assessment Criteria Achievement Level Maximum

A: Listening N/A 8

B: Reading 6 8

C: Speaking N/A 8

D: Writing 6 8

Totals: N/A 32

Self - management skills (organisation) C

Self - management skills (managing state of mind/affective) C

Self - management skills (reflective) C

Social skills (collaboration) C

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

Brighton Lameck
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LISA - Associação da Escola Internacional de Luanda — MYP Quarter 1 Report 2024-25
Humanities 07.1 Benson Katiwa
In term 1 of Y7, students focused on the concept of global interactions and how Africa interacts with other countries,
people and cultures. Students inquired into the history and culture of West African kingdoms and their interactions with
Europeans. The influences that came out of these interactions and their impacts. And just before the start of the
assessment we had a guest speaker who shared how their chosen artefact shows global interactions, change, culture
and identity, which were key concepts of focus in the assessment. The ATL skills focus was on the social skill of
collaboration and communication.The assessment at the end of the unit required students to select an African cultural
artefact and create a visual presentation for a virtual exhibition. This assessment provided an opportunity for students
to demonstrate their knowledge of the changes brought by global interactions as well as critically outline their opinion
on these interactions.
MYP Assessment Criteria Achievement Level Maximum

A: Knowing and understanding 7 8

B: Investigating N/A 8

C: Communicating 6 8

D: Thinking critically N/A 8

Totals: N/A 32

Self - management skills (organisation) C

Self - management skills (managing state of mind/affective) C

Self - management skills (reflective) C

Social skills (collaboration) C

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

Brighton Lameck
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LISA - Associação da Escola Internacional de Luanda — MYP Quarter 1 Report 2024-25
Sciences Angel Almeida
This term in Year 7 Science, students opened with unit 1, Working Scientifically. The statement of inquiry is “The form
and function of methods of exploration are designed to investigate the nature of relationships.” This unit was
approached through the Global Context of Scientific and Technical Innovation exploration. The assessment tasks have
included a criterion A where students demonstrated their knowledge and understanding of the scientific method
through identifying the different variables and interpreting hypothetical data; Followed by a guided inquiry into
balanced and unbalance forces that paved the way for students to design an investigation that compared stretchy
materials and the force of gravity.
MYP Assessment Criteria Achievement Level Maximum

A: Knowing and understanding 8 8

B: Inquiring and Designing 7 8

C: Processing and Evaluating N/A 8

D: Reflecting on the Impacts of Science N/A 8

Totals: N/A 32

Self - management skills (organisation) C

Self - management skills (managing state of mind/affective) C

Self - management skills (reflective) C

Social skills (collaboration) C

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

Brighton Lameck
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LISA - Associação da Escola Internacional de Luanda — MYP Quarter 1 Report 2024-25
Mathematics Angel Almeida
In the first quarter, Year 7 completed a unit guided by the statement of inquiry “Communication through different
systems of language can be used to represent the world around us.” In this, students looked at the importance of
rounding and estimations when solving real-life problems. Students also explored place value and number lines and
gained an understanding of how quantities are represented in numerical form. The ATL skill of “organising and
depicting information” was taught by requiring the students to place results in tables for greater clarity and
understanding. The main assessment for this unit required students to communicate their findings and results from a
real-life problem involving time and distance.
MYP Assessment Criteria Achievement Level Maximum

A: Knowing and understanding 8 8

B: Investigating patterns N/A 8

C: Communicating 6 8

D: Applying mathematics in real-life contexts 6 8

Totals: N/A 32

Self - management skills (organisation) C

Self - management skills (managing state of mind/affective) C

Self - management skills (reflective) C

Social skills (collaboration) C

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

Brighton Lameck
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LISA - Associação da Escola Internacional de Luanda — MYP Quarter 1 Report 2024-25
Music Caroline Maiava
This quarter in music, students have been working on their unit, 'Communicating stories through composition.' The
statement of inquiry is, "Stories can be communicated through expressive compositions." The key concept of the unit
is communication. This is being approached through the global context of 'Personal and cultural expression.' Students
inquired into the genre of pop acoustic music. Students developed skills and techniques in creating their song
compositions using musical elements through investigating, developing their skills, and performing. They investigated
and analyzed various pop acoustic songs from various performing artists to inform their inquiry into their choice of
instruments and understanding of musical elements and techniques. The ATL skill that was explicitly taught and
practiced using the TAG (Tell Ask Give) strategy was communication through providing meaningful feedback. Students
have been recording their process in their music journals and have been assessed on two arts criteria.
MYP Assessment Criteria Achievement Level Maximum

A: Investigating 7 8

B: Developing 7 8

C: Creating/Performing N/A 8

D: Evaluating N/A 8

Totals: N/A 32

Self - management skills (organisation) C

Self - management skills (managing state of mind/affective) C

Self - management skills (reflective) C

Social skills (collaboration) C

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

Brighton Lameck
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LISA - Associação da Escola Internacional de Luanda — MYP Quarter 1 Report 2024-25
Physical and Health Education Michael Benestante
In the first quarter, Year 7 students participated in a relationships unit. The unit explored the statement of inquiry:
“Through interaction and choices we are able to make effective and positive changes”. It focused on developing
interpersonal skills through small-sided and team-oriented games, with an emphasis on collaboration and fair decision-
making. Students had opportunities to reflect on their performance (criterion D) and develop strategies to improve their
leadership, teamwork, and interaction skills. The “Spirit of the Game” was explicitly taught as a foundational principle
for athletic competition at LIS. Additionally, students learned the rules and techniques of ultimate frisbee, where their
performance was assessed (criterion C).
MYP Assessment Criteria Achievement Level Maximum

A: Knowing and understanding N/A 8

B: Planning for performance N/A 8

C: Applying and performing 6 8

D: Reflecting and improving performance 7 8

Totals: N/A 32

Self - management skills (organisation) U

Self - management skills (managing state of mind/affective) C

Self - management skills (reflective) C

Social skills (collaboration) U

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

Brighton Lameck
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LISA - Associação da Escola Internacional de Luanda — MYP Quarter 1 Report 2024-25
Design Oscar Sala
In the first unit this year, we focused on developing the knowledge, skills and understanding to take each project
through the “design cycle”. Whilst working through the design cycle, the students enquired into what different tools are
used for, and workshop safety which will help the students understand our Statement of Inquiry of “Creating a product
requires an element of invention, adaptation, consideration of resources and a system to work safely and accurately”.
Using this new knowledge and understanding the students have investigated different construction techniques. This
knowledge was used to produce their final product, a wooden box, highlighting the different techniques.
MYP Assessment Criteria Achievement Level Maximum

A: Inquiring and analysing 8 8

B: Developing ideas 6 8

C: Creating the solution N/A 8

D: Evaluating N/A 8

Totals: N/A 32

Self - management skills (organisation) C

Self - management skills (managing state of mind/affective) C

Self - management skills (reflective) C

Social skills (collaboration) C

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

Brighton Lameck
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LISA - Associação da Escola Internacional de Luanda — MYP Quarter 1 Report 2024-25
Grade Descriptors
Final Grade Descriptor

Produces high-quality, frequently innovative work. Communicates comprehensive, nuanced understanding of concepts
7 and contexts. Consistently demonstrates sophisticated critical and creative thinking. Frequently transfers knowledge
and skills with independence and expertise in a variety of complex classroom and real-world situations.

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

Produces generally high-quality work. Communicates secure understanding of concepts and contexts. Demonstrates
5 critical and creative thinking, sometimes with sophistication. Uses knowledge and skills in familiar classroom and real-
world situations and, with support, some unfamiliar real-world situations.

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

Produces work of an acceptable quality. Communicates basic understanding of many concepts and contexts, with
3 occasionally significant misunderstandings or gaps. Begins to 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 work of limited quality. Expresses misunderstandings or significant gaps in understanding for many
2 concepts and contexts. Infrequently demonstrates critical or creative thinking. Generally inflexible in the use of
knowledge and skills, infrequently applying knowledge and skills.

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

N/A Not Yet Assessed.

Self - management skills (organisation)

Consistently: Uses time effectively and appropriately Uses strategies to plan tasks and meet deadlines Prepares appropriate
C
materials for learning

Usually: Uses time effectively and appropriately Uses strategies to plan tasks and meet deadlines Prepares appropriate
U
materials for learning

Sometimes: Uses time effectively and appropriately Uses strategies to plan tasks and meet deadlines Prepares appropriate
S
materials for learning

Rarely: Uses time effectively and appropriately Uses strategies to plan tasks and meet deadlines Prepares appropriate
R
materials for learning

Brighton Lameck
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LISA - Associação da Escola Internacional de Luanda — MYP Quarter 1 Report 2024-25
Self - management skills (managing state of mind/affective)
Grade Descriptor

Consistently: Practices strategies for persisting and persevering Practices focus and concentration strategies Practices
C
strategies for responding productively to challenges, difficulties and change.

Usually: Practices strategies for persisting and persevering Practices focus and concentration strategies Practices
U
strategies for responding productively to challenges, difficulties and change.

Sometimes: Practices strategies for persisting and persevering Practices focus and concentration strategies Practices
S
strategies for responding productively to challenges, difficulties and change.

Rarely: Practices strategies for persisting and persevering Practices focus and concentration strategies Practices strategies
R
for responding productively to challenges, difficulties and change.

Self - management skills (reflective)

Consistently: Considers, evaluates and extends personal learning strategies Records reflections throughout the learning
C process. Considers, evaluates and extends use of ATL skills strategies Considers, evaluates and extends use of the learner
profile attributes

Usually: Considers, evaluates and extends personal learning strategies Records reflections throughout the learning process.
U Considers, evaluates and extends use of ATL skills strategies Considers, evaluates and extends use of the learner profile
attributes

Sometimes: Considers, evaluates and extends personal learning strategies Records reflections throughout the learning
S process. Considers, evaluates and extends use of ATL skills strategies Considers, evaluates and extends use of the learner
profile attributes

Rarely: Considers, evaluates and extends personal learning strategies Records reflections throughout the learning process.
R Considers, evaluates and extends use of ATL skills strategies Considers, evaluates and extends use of the learner profile
attributes

Social skills (collaboration)

Consistently: Practices empathy and care for others Takes on a variety of roles in group learning Advocates for one’s own
C
rights and/or needs Listens actively to other perspectives, ideas and instructions

Usually: Practices empathy and care for others Takes on a variety of roles in group learning Advocates for one’s own rights
U
and/or needs Listens actively to other perspectives, ideas and instructions

Sometimes: Practices empathy and care for others Takes on a variety of roles in group learning Advocates for one’s own
S
rights and/or needs Listens actively to other perspectives, ideas and instructions

Rarely: Practices empathy and care for others Takes on a variety of roles in group learning Advocates for one’s own rights
R
and/or needs Listens actively to other perspectives, ideas and instructions

Brighton Lameck
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LISA - Associação da Escola Internacional de Luanda — MYP Quarter 1 Report 2024-25