WABE International School
Q1 Progress Report
Student Name: Ashwin Maxraj
Grade: Grade 11
Dear Parents of the IB DP Class of 2024,
Congratulations on the first quarter in the books! We have been immensely impressed with the start that our
newest Diploma Programme students have pulled off. As a group, they have proven themselves to be passionate,
open-minded, and engaged with both their studies and the greater school community. The class has benefited
from its great diversity: despite being a small group of only nine students, they represent nine different nationalities,
a variety of linguistic backgrounds, and, of course many strengths, weaknesses, interests, and goals.
Of course, at some point during the quarter, each student has realized how much work the DP requires, how
the expectations for learning have grown, and how their past approaches to studying may need adjustment. In the
reports this quarter, we have included a space for student reflection. Students were asked to take time to think
about this past term as well as the upcoming one and to write a few sentences on what they did well and what they
would like to improve. These conversations will guide upcoming student-mentor conversations, and we encourage
you to take time to discuss these reflections as well with your student.
In the second quarter, we look forward to students diving deeper into the DP: The Extended Essay begins to
take shape; the Group 4 Project, a collaborative, student-driven science project is introduced, designed, carried
out, and presented; and our Semester One exams (15-20 December) take place.
Attached to this letter you will find your student’s Q1 report. Should you have any questions or topics you
would like to discuss further, we encourage you to schedule parent-teacher conferences, which will be running
from the 21-23 November, or, of course, to get in touch with us more informally throughout the quarter. We look
forward to continuing to collaborating with you through the rest of the DP.
Sincerely,
Elizabeth Schöler
IB DP 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
(Courageous) explore 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.
Ashwin Maxraj
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WABE International School — Q1 Progress Report
Grade Descriptors
Grade Descriptor
The student demonstrates excellent content knowledge and understanding, conceptual and contextual awareness and
critical, reflective thinking. Highly effective research, investigation and technical skills are evident, as is the ability to
analyse, evaluate and synthesize qualitative and quantitative evidence, knowledge and concepts to reach valid
conclusions or solve problems. In collaborative exercises, the student works very well with others, ethically and
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responsibly, and with perseverance. Responses are highly insightful, accurate, clear, concise, convincing, logically
structured, with sufficient detail, precise use of appropriate terminology and with appropriate attention to purpose and
audience. Responses are creative, make very effective use of well-selected examples, demonstrate awareness of
alternative points of view and provide clear evidence of intercultural understanding.
The student demonstrates very good content knowledge and understanding, conceptual and contextual awareness and
critical, reflective thinking. Competent research, investigation and technical skills are evident, as is the ability to analyse,
evaluate and synthesize evidence, knowledge and concepts. In collaborative exercises, the student works well with
6 others, ethically and responsibly, and with perseverance. Responses are mainly accurate, clear, concise, convincing,
logically structured, with sufficient detail, using consistent terminology and with appropriate attention to purpose and
audience. Responses show creativity, make effective use of examples, demonstrate awareness of alternative points of
view and provide evidence of intercultural understanding.
The student demonstrates sound content knowledge and understanding, good conceptual and contextual awareness
and evidence of critical, reflective thinking. Research, investigation and technical skills are evident and sometimes well
developed. Analytical ability is evident, although responses may at times be more descriptive than evaluative. In
5 collaborative investigations, the student generally works well with others, ethically and responsibly, and with
perseverance. Responses are generally accurate, clear, logically structured and coherent, with mainly relevant material,
using suitable terminology, and are sometimes well developed. Responses show reasonable creativity, use of examples,
awareness of audience and evidence of intercultural understanding.
The student demonstrates, with some gaps, secure content knowledge and understanding, some conceptual and
contextual awareness and some evidence of critical thinking. Research, investigation and technical skills are evident,
but not thoroughly developed. Analysis is generally valid, but more descriptive than evaluative. The student solves basic
or routine problems, but with limited ability to deal with new or difficult situations. In collaborative exercises, the student
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works within a team and generally approaches investigations ethically and responsibly, but requires supervision.
Responses are mostly accurate and clear with little irrelevant material. There is some ability to logically structure
responses with adequate coherence and use of appropriate terminology. Responses sometimes show creativity, and
include some awareness of audience and evidence of intercultural understanding.
The student demonstrates basic knowledge and understanding of the content, with limited evidence of conceptual and
contextual awareness. Research and/or investigation is evident, but remains undeveloped. There is some ability to
comprehend and solve problems. Collaborative investigations are approached ethically and responsibly, but require
3 close supervision. Responses are only sometimes valid and appropriately detailed. There is some expression of ideas
and organization of work and basic use of appropriate terminology, but arguments are rarely convincing. Responses
lack clarity and some material is repeated or irrelevant. There is limited creativity, awareness of context or audience and
limited evidence of intercultural understanding.
The student demonstrates little knowledge or understanding of the content, with weak comprehension of concepts and
context and little evidence of application. Evidence of research and/or investigation is only superficial. There is little
2 ability to comprehend and solve problems. Responses are rarely accurate or valid. There is some attempt to express
ideas, use terminology appropriate to the subject and organize work, but the response is rarely convincing. There is very
little creativity, awareness of context or audience and little evidence of intercultural understanding.
The student demonstrates very rudimentary knowledge or understanding of the content, with very weak comprehension
of concepts and context. Ability to comprehend and solve problems or to express ideas is not evident. Responses are
1 rarely accurate or valid. Organization is lacking to the point that responses are confusing. Responses demonstrate very
little to no appreciation of context or audience, inappropriate or inadequate use of terminology, and little to no
intercultural understanding.
N/A Not Yet Assessed.
Ashwin Maxraj
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WABE International School — Q1 Progress Report
Student Reflection
Ashwin Maxraj
One of the things that went well was that some of the topics and lessons taught were easy to understand and I was
able to grasp a lot of the concepts taught and I was able to use them outside of their respected categories. Another
thing that I am happy about is that we were able to make a school band and actually play some songs for
everyone, although finding a time that works for everyone is a little difficult
One of the things that I'm lacking at and could do better is allotting time for reflections on CAS as I am finding
myself preoccupied with other classwork and homework. For the next term I would aim to stay on top of all my
CAS deadlines. Another thing that didn't go very well was the CAS project of teaching 10th graders maths to
revise them. This didn't go well because of our schedules, this resulted in the changing of the class date and time
which resulted in students not being able to attend classes.
IB Diploma Core
Creativity, Activity, Service
Advisor: Karoline Deckwirth-Donko
Key Experiences: Maths Tutoring
Extended Essay
Topic
Research Question
Notes
Supervisor: Andrew Herm
Term Grades
Criteria Achievement Level
EE Progress O
The student’s EE progress is on-track.
Comments:
In this quarter, students were expected to choose a subject and a supervisor. Ashwin has met this expectation and
is therefore on track.
Ashwin Maxraj
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WABE International School — Q1 Progress Report
Class Reports
English A Language & Literature HL Andrew Herm
Final Grade 5
Effort B
Comments:
Ashwin has started off the year strongly, and he is always eager to engage with coursework. He is a strong reader
and quick to understand the main points of texts; he readily identifies the deeper meaning behind pieces of
literature, and he does well to express himself clearly in class. A focus for Ashwin should be incorporating more
detailed analysis in his writing as, at times, he moves too quickly through points, providing a cursory overview of
things instead of a detailed explanation of the ways that devices are shaping meaning. Ashwin has the potential to
achieve very highly in English, and he should keep up the good work!
Spanish B SL Mimi Maruri
Final Grade 3
Effort B
Comments:
To successfully start developing the language, in the Language B Spanish programme, it is necessary to master
basic grammatical structures in present tense, and a more complex ones such as at least two past tenses and
either future or progressive present. Students need to have a general knowledge of basic vocabulary involving
basic topics such as identity, living environment, holidays, education and professional life. Students should be able
to communicate and receive instructions in Spanish during class time without switching to English.
In regards to participation and engagement, Ashwin is engaged in class, and he has a positive approach to learning
the language. His performance in reading comprehension is good in general, but he needs support with vocabulary.
He can make some connections with assistance. His performance in producing texts is limited. He lacks
confidence with basic vocabulary and lacks knowledge of basic and grammatical structures. This is a matter of
concern. He needs to revise basic grammatical structures and verb conjugations in different tenses.
Geography SL Daryl Sinclair
Final Grade 5
Effort B
Comments:
Ashwin has had a positive start to the year and has engaged positively with the topic. He has shown some
challenges with visually representing his learning, but there is progress happening with his reading and presenting
of data. It is important that this becomes an area of focus for Ashwin for the second quarter to support him in
reaching the top results.
With regard to his academic writing, there are some challenges with the clarity of his arguments. Paying close
attention to the structure of his paragraphs and clearly resolving each idea while relating it back to the essay
question, will support his improvement.
I am looking forward to seeing Ashwin's progress based on his great contributions in class.
Ashwin Maxraj
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WABE International School — Q1 Progress Report
Biology SL Gabor Orosz
Final Grade 6
Effort A
Comments:
Ashwin has had a successful start to the year in biology. He has been an attentive and motivated student who
engages with the tasks and always asks for clarification if he doesn't understand something. He displays a good
understanding of cell biology. To further improve his performance, he has to include more details in the essay-type
questions. To achieve this, he should review the content more frequently and solve past paper questions to apply
his knowledge.
Chemistry HL Marlin Maas
Final Grade 6
Effort A
Comments:
Ashwin is very interested in the subject matter of the IB Chemistry course as well as content beyond the curriculum
covered in class. His curiosity can result in some distraction from the course matter at hand, but brings a very
interesting and progressive atmosphere to the classroom. Thank you for that, Ashwin!
Mathematics: applications and interpretation HL Vivek Gandhi
Final Grade 5
Effort B
Comments:
In the first semester, IB students started working on their mathematics course on Applications and Interpretation.
The course starts with the revision of topics involving the basic concepts of arithmetic, algebra and geometry. It is
absolutely essential that IB students are thoroughly familiar with the fundamental concepts and techniques of these
three areas of mathematics. Courses at both levels, Higher and Standard level, started with the study of concepts
of accuracy and estimation of numerical values of measurable quantities, the errors and bounds on the measured
or estimated values. This was followed by trigonometry and geometry of 3D solids. Currently, students have started
the study of coordinate geometry.
Ashwin is keenly interested in mathematics. He has a strong intuition for the subject, and he enjoys the challenges
of problem-solving. He pays attention to the class discussion and makes an attempt to be independent in problem-
solving. However, I have noticed that while solving problems, he tends to use his intuition and past knowledge
more than his new learning in class. This is a course in applications of mathematics and many new concepts and
techniques are taught in it.
Ashwin has to learn the new concepts and techniques to solve problems and interpret their outcomes and not to
fall back on his previous knowledge. His work in assessments strongly indicates this approach he takes. If Ashwin
shifts his attention to acquiring new knowledge, his success in problem-solving and expanding his mathematical
horizon will become natural and faster.
Theory of Knowledge Elizabeth Schöler
Final Grade C
Effort C
Ashwin Maxraj
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WABE International School — Q1 Progress Report
Comments:
Ashwin sometimes contributes to class discussions, and at times, his contributions are pertinent and can drive the
discussion forward. At times he can be a little distracted, but especially during independent work, he stays on task
and comes up with good ideas. He regularly submits his work as expected, and he has a good basic
understanding of the structures and expectations of writing tasks in TOK. We will continue to develop these skills
over the duration of the course, and I am confident that he will continuously improve. Keep up the effort, Ashwin!
Ashwin Maxraj
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WABE International School — Q1 Progress Report
