1. Rubrics in PYP Mandarin
Fairview International School

2. Exceeding expectations Working towards expectations4
Exceeding expectations 3
Meeting expectations 2
Working towards expectations 1
Need support
Writing
-occasional errors in writing but these do not interfere with communication
- makes excellent use of a basic range of vocabulary
-some errors in writing but these do not interfere with communication
-makes good use of a basic range of vocabulary
-some errors in writing that sometimes interfere with communication
-has some difficulties using basic vocabulary
-Writing often impedes communication
-has difficulty using basic vocabulary
The descriptors in this column should be
(Taken advice from Subang PYP Coordinator)
No errors in writing and makes excellent use of vocabulary
- makes good use of a basic range of vocabulary
PYP current rubrics
Because to get a 4, our students must be showing a great performance in Mandarin!
Taken from homeroom comments
Taking phase 1 writing rubrics as reference

3. Issues
The rubrics are not coherent to other subjects’ in PYP (after comfirmed with homerooms)
The rubrics might trigger the parents to questioning homerooms and us
The rubrics might misleading the grading and the result might not be accurate (eg: student should be in 3 instead of 4).

4. A need to modify our rubrics:
So that a more professional SA and rubrics can be given out and delivered to our studens
So that all teachers are able to grade out students more accurately (apply to old and new teachers)
So that lesser issues/ compliants voiced out by parents

5. By how?
Taken advice from Ms. Tee, we might as well taken MYP LB rubrics as reference and apply the method into PYP Language Scope & Sequence

6. How MYP did?

8. How to apply to PYP?

9. Taking Language Continuum in Language Scope & Sequence… …

10. Taking Phase 1 as example… …
1: student is showing a poor usage of gestures, actions, body language and/or words to communicate needs and to express idea
2: student is showing a moderate usage of gestures, actions, body language and/or words to communicate needs and to express idea
3: student is able to use gestures, actions, body language and/or words to communicate needs and to express ideas
4: student is able to use gestures, actions, body language and/or words to communicate needs and to express ideas efficiently

11. Summary
In order to deliver a better or professional education, we need a strong rubrics for our SA
To develop rubrics involve a lots of hard work from all teacher’s contribution and collaboration with homerooms or PYP coordinators