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SGAS 605 Conjunto E, Lotes 34/37 | Brasilia, DF 70200-650 Brazil | 55 (61) 3442-9700 | Contact Us
Mar
30

Health and Wellness at EAB

Health and Wellness at EAB:As part of part of EAB's ongoing effort to empower students to lead healthy, safe and balanced lives, in April students in the Upper School will participate in a Health and Wellness program that teaches children and teenagers about wellness and personal safety. During five 45-minute sessions during Physical Education classes, the Middle School and High School Counselors, Ms. Isabel Mader and Dr. Gavin Hornbuckle respectively, will present research-based, age-appropriate lessons to help students learn about their changing bodies and brains, skills to prevent or interrupt cycles of bullying, and identify healthy  and unhealthy personal behaviors and relationships.

Mid-Semester Progress Report: On Friday all families will receive a mid-semester report on the progress of their children for both academic and Learner Profile performance.  Below are the descriptors for each area that help provide clarity as to what the numbers represent.  Please contact us if you have any questions or concerns.  

 

EAB Upper School Grade Descriptors

 

% Grade

Descriptor Assumptions:


  • When using these descriptors it is understood that students are assessed based on the course standards.

  • Developmentally appropriate application of the definition must be applied (i.e. evidence of "Exemplary" for a student in Grade Six differs from a student in Grade 12 on a similar task.)

  • These descriptors were adapted from the International Baccalaureate Grade Boundaries.

93-100

Exemplary - The student demonstrates excellent content knowledge and understanding, conceptual and contextual awareness and critical, reflective thinking.Highly effective 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.

85-92

Very Good - The student demonstrates very good content knowledge and understanding, conceptual and contextual awareness and critical, reflective thinking. Proficient technical skills are evident, as is the ability to analyse, evaluate and synthesize evidence, knowledge and concepts.

77-84

Sound - The student demonstrates sound content knowledge and understanding, good conceptual and contextual awareness and evidence of critical, reflective thinking. Competent technical skills are evident and sometimes well developed.

69-76

Basic - The student demonstrates, with some gaps, secure content knowledge and understanding, some conceptual and contextual awareness and some evidence of critical thinking. Technical skills are evident, but not thoroughly developed.

60-68

Limited - The student demonstrates limited 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.

59 and Below

Insufficient - The student demonstrates insufficient knowledge and understanding of the content, with very little evidence of conceptual and contextual awareness. Research and/ or investigation is not evident and remains undeveloped. The student has not achieved a sufficient level of mastery to successfully complete the course.



EAB Learner Profile: As an EAB Learner I am Engaged, Principled, Collaborative and Contributing.

                                                                                       

4 - Exemplary: Student makes the learning environment better. Students at this level meet most or all of the indicators for each disposition and demonstrate a passion for their own learning and that of others.

3 - Proficient: Student meets most of the indicators for the disposition with very few or no examples of behavior that disrupts the learning environment. Students at this level embody the disposition descriptors on a consistent basis.      

2 - With Some Assistance: Student needs teacher guidance and refocusing to consistently meet most of the disposition indicators and are performing below the expectations of EAB.  At times students at this level may disrupt the learning environment.

1 - Improvement Needed: Student meets few of the disposition indicators and is often disruptive to the learning environment.  Students at this level are performing significantly below the expectations of EAB.  

                                                                                    

 

DISPOSITION

INDICATORS

Engaged

 

Disposition Descriptor: I am active in my own learning

 

 

I am curious about new ideas and topics.

I share my thoughts and ideas about what we are learning with others.

I participate actively in my learning.

I think critically about what I hear, see and read by asking questions to confirm my thinking.

Principled

 

Disposition Descriptor:

I am responsible for my learning, my actions and their consequences

 

 

I am responsible and do my best when assigned a task.

I persevere even when something is difficult.

I meet deadlines.

I come ready to learn with the materials and mindset needed for school each day.

I approach problems respectfully and ethically and work hard to solve them.

I know the difference between right and wrong and accept consequences for my actions.

I look for opportunities to learn and grow beyond what is expected of me by my teacher.

Collaborative

 

Disposition Descriptor:

I am aware that working with others enhances learning for all

 

I contribute when working in a group and ensure that everyone has an equal voice.

I demonstrate care for others and show respect for the needs and feelings of each person in my group.

I communicate through verbal language and body language that are respectful to others.

I am respectful to others through my words and actions

I make decisions considering the impact on others.

I listen to and consider the opinions of others.

Contributing

 

Disposition Descriptor:

I am an active participant in my learning community.

 

I think creatively and take risks to try new things to support the learning of myself and others.

I contribute thoughtful ideas to class discussions.

I help make the classroom and school a good place to learn.

I demonstrate environmental stewardship at school. (self-assess only)

I consider the impact of my actions on others at school and in the world and make good choices based on this. (self-assess only)

 

Have a good week.
David

 

Key References:

Upper School Student Handbook

HS Course Description Guide

MS Course Description Guide

Upper School Honor Code

EAB Learner Profile

 


 

Saúde e bem-estar na EAB:  Durante o mês de abril, todos os alunos do Upper School na EAB estarão participando de um programa muito importante de Saúde e Bem-Estar que ensina crianças e adolescentes sobre cuidados e segurança pessoal.  Durante cinco sessões de 45 minutos, nas aulas de Educação Física, os orientadores educacionais, Sra. Isabel Mader e Sr. Gavin Hornbuckle, apresentarão lições baseadas em pesquisas, apropriadas para as diversas idades. Essas lições visam a ajudar  a compreender as mudanças em seus corpos e cérebros na fase da adolescência,  ensinando-os habilidades que utilizarão para prevenir ou interromper ciclos de bullying, e  identificar comportamentos pessoais saudáveis ​​e não saudáveis em seus relacionamentos.

 

Relatório de progresso acadêmico:  Na sexta-feira, todas as famílias receberão um relatório bimestral sobre o progresso de seus filhos no perfil acadêmico e no perfil do aluno.  

Abaixo está a descrição para cada área que ajudará a esclarecer o que os números representam.  

Por favor, não hesitem em entrar em contato conosco caso tenham alguma dúvida.

 


EAB Upper School Grade Descriptors

 

% Grade

Descriptor Assumptions:


  • When using these descriptors it is understood that students are assessed based on the course standards.

  • Developmentally appropriate application of the definition must be applied (i.e. evidence of "Exemplary" for a student in Grade Six differs from a student in Grade 12 on a similar task.)

  • These descriptors were adapted from the International Baccalaureate Grade Boundaries.

93-100

Exemplary - The student demonstrates excellent content knowledge and understanding, conceptual and contextual awareness and critical, reflective thinking.Highly effective 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.

85-92

Very Good - The student demonstrates very good content knowledge and understanding, conceptual and contextual awareness and critical, reflective thinking. Proficient technical skills are evident, as is the ability to analyse, evaluate and synthesize evidence, knowledge and concepts.

77-84

Sound - The student demonstrates sound content knowledge and understanding, good conceptual and contextual awareness and evidence of critical, reflective thinking. Competent technical skills are evident and sometimes well developed.

69-76

Basic - The student demonstrates, with some gaps, secure content knowledge and understanding, some conceptual and contextual awareness and some evidence of critical thinking. Technical skills are evident, but not thoroughly developed.

60-68

Limited - The student demonstrates limited 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.

59 and Below

Insufficient - The student demonstrates insufficient knowledge and understanding of the content, with very little evidence of conceptual and contextual awareness. Research and/ or investigation is not evident and remains undeveloped. The student has not achieved a sufficient level of mastery to successfully complete the course.



EAB Learner Profile: As an EAB Learner I am Engaged, Principled, Collaborative and Contributing.

                                                                                       

4 - Exemplary: Student makes the learning environment better. Students at this level meet most or all of the indicators for each disposition and demonstrate a passion for their own learning and that of others.

3 - Proficient: Student meets most of the indicators for the disposition with very few or no examples of behavior that disrupts the learning environment. Students at this level embody the disposition descriptors on a consistent basis.      

2 - With Some Assistance: Student needs teacher guidance and refocusing to consistently meet most of the disposition indicators and are performing below the expectations of EAB.  At times students at this level may disrupt the learning environment.

1 - Improvement Needed: Student meets few of the disposition indicators and is often disruptive to the learning environment.  Students at this level are performing significantly below the expectations of EAB.  

                                                                                    

 

DISPOSITION

INDICATORS

Engaged

 

Disposition Descriptor: I am active in my own learning

 

 

I am curious about new ideas and topics.

I share my thoughts and ideas about what we are learning with others.

I participate actively in my learning.

I think critically about what I hear, see and read by asking questions to confirm my thinking.

Principled

 

Disposition Descriptor:

I am responsible for my learning, my actions and their consequences

 

 

I am responsible and do my best when assigned a task.

I persevere even when something is difficult.

I meet deadlines.

I come ready to learn with the materials and mindset needed for school each day.

I approach problems respectfully and ethically and work hard to solve them.

I know the difference between right and wrong and accept consequences for my actions.

I look for opportunities to learn and grow beyond what is expected of me by my teacher.

Collaborative

 

Disposition Descriptor:

I am aware that working with others enhances learning for all

 

I contribute when working in a group and ensure that everyone has an equal voice.

I demonstrate care for others and show respect for the needs and feelings of each person in my group.

I communicate through verbal language and body language that are respectful to others.

I am respectful to others through my words and actions

I make decisions considering the impact on others.

I listen to and consider the opinions of others.

Contributing

 

Disposition Descriptor:

I am an active participant in my learning community.

 

I think creatively and take risks to try new things to support the learning of myself and others.

I contribute thoughtful ideas to class discussions.

I help make the classroom and school a good place to learn.

I demonstrate environmental stewardship at school. (self-assess only)

I consider the impact of my actions on others at school and in the world and make good choices based on this. (self-assess only)

 

 

Tenham uma ótima semana.
David Bair
 


Key References:

 
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