Year 11 IB Assessment Booklet 2020

YEAR 11 IB ASSESSMENT BOOKLET 2020

YEAR 11 ASSESSMENT IB – 2020

CONTENTS:

IMPORTANT NOTICE TO STUDENTS ………………………………………….……………… 3

KEY ACADEMIC STAFF IN THE SENIOR SCHOOL …………………………….…………….. 4

WELCOME MESSAGE - ACADEMIC CAPTAINS ………………………………….………….. 5

ASSESSMENT AND ACADEMIC INTEGRITY POLICY .……………………....…….………… 6 – 15

POLICY STATEMENT – COPYRIGHT ...………….………………………………….…………. 16

REFERENCING YOUR ASSIGNMENTS ……….……………………………………………….. 17 – 18

TABLE OF ASSESSMENT DATES FOR 2020 …………………………………………………. 19 - 21

ASSESSMENT PROGRAMMES (Course Outlines) ..………..………………………………… 22 - 35

APPENDICES:

A - MISSED TEST/ EXAMINATION FORM ……………………………………………………… 36

B - APPLICATION FOR EXTENSION TEST/EXAMINATION FORM ………………………… 37

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IMPORTANT NOTICE TO STUDENTS This booklet is vitally important to you as it contains ALL assessment, exam and test dates for ALL subjects offered at your particular year level. • Please download the electronic version of this booklet onto your desktop OR print out relevant pages. • Transfer/copy all relevant dates into your student diary. • Look ahead and use these details to plan for assignments, exams and tests. PLEASE NOTE: • Due dates of alternative assessments will not be altered unless under exceptional circumstances. • You should always expect to receive your alternative assessment sheets on the stated date. • You should always expect to have your tests/examinations on the stated dates. • Extensions for Year 11 students are granted by the Deputy Headmaster, Dr Michael Brohier and the Dean of Studies, Mrs Karen Crowley. • Dean of Studies Mrs Karen Crowley is available to answer questions about subject choices, career options, and tertiary entrance pathways. • IB Dipolma Coordinator, Mr Stephen Walther will be able to answer questions relating to all IB Diploma concerns.

Dr Michael Brohier Deputy Headmaster

Mrs Karen Crowley Dean of Studies

Mr Stephen Walther IB Diploma Coordinator

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KEY ACADEMIC STAFF IN THE SENIOR SCHOOL Your Heads of Department and Assistant Heads of Department for all Senior subjects are listed below.

Ash Abdou Head of Department – Mathematics

Wally Brodar Assistant Head of Department – Mathematics

Damien Coleman Head of Department – Humanities and Business

Helen Coombes Assistant Head of Department – Design

Anna D’Arcy Assistant Head of Department – Performing Arts

Scott Ham Head of Department – Foreign Languages

Damien Healy Assistant Head of Department – Health and Physical Education

Elly Lynch Assistant Head of Department – Science

Dallas O’Brien Head of Department - Design

Dane Oman Assistant Head of Department - Business

Emma Phillips Assistant Head of Department – Humanities

Leanne Reed Acting Head of Department – English

Sue Roberts Head of Department – Performing Arts

Stephen Walther IB Coordinator

Sarah White Assistant Head of Department – Foreign Languages

Christine Wylie Head of Department – Science

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WELCOME MESSAGE AND 2020 ACADEMIC CAPTAINS

Welcome to Somerset College. The assessment booklet will be the official guide for your academic studies at Somerset College. The booklet’s primary purpose is to assist students with their academic studies. It contains assessment due dates, a guide to Harvard Referencing and the College’s Academic Integrity Policy. You should enter all assessment dates into your College diary and your phone calendar, yearly planner or whichever system you use to organise your school year. It is essential that time is managed effectively (don’t leave work to the last minute!). If you have trouble understanding something, don’t be afraid to ask someone. You also need to have a healthy and balanced lifestyle, which includes time for school, yourself and others. If you are in Years 7 to 11, now is the time to find out what learning method works for you. While academic success is important in these years, it is also vitally important that you understand how to study effectively in preparation for your final year of school. For Year 12 students, it is your final year. Best of luck and don’t forget to enjoy the experience. As said by Malcolm Forbes, ‘ The purpose of education is to replace an empty mind with an open one. ’ In 2020, we encourage you to approach your studies as a way to expand your knowledge and increase your understanding of the world. Learning isn’t just a process of ticking boxes on a curriculum or course outline – it’s about exploration, enrichment and personal growth. We encourage you to do the best that you can do. If you need help regarding your studies or College life, feel free to come and talk to your Academic Captains, as shown below. Best of luck to all students for 2020.

Jacinta Mai

Mohnish Chand 2020 Academic Captain

2020 Academic Captain

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SENIOR SCHOOL ASSESSMENT AND ACADEMIC INTEGRITY POLICY SCOPE This policy provides information for teachers, students and parents/carers about roles, responsibilities, processes and procedures to ensure the integrity of assessment that contributes to the Queensland Certificate of Education (QCE), MYP and IB Diploma. The framework for the policy is developed from the QCE and QCIA policy and procedures handbook, MYP From Principles to Practice and the IB Diploma from Principles to Practice and applies to all MYP, IB Diploma and QCE subjects and short courses. PURPOSE Somerset College is committed to an educational philosophy that encourages all students to achieve personal excellence by developing their talents and abilities. This policy is designed to build capacity as students work towards formative and summative assessment completion for the MYP, QCE and IB Diploma. PRINCIPLES College expectations for teaching, learning and assessment are grounded in the principles of academic integrity and excellence. Assessment includes any examination, practical demonstration, performance or product that allows students to demonstrate the objectives as described by a syllabus and can be formative or summative. Assessment should be: • evidence-based, using established standards and continua to make defensible and comparable judgments about students’ learning. • ongoing, with a range and balance of evidence compiled over time to reflect the depth and breadth of students’ learning (including approaches to learning) and inform future development. • transparent, to enhance professional and public confidence in the processes used, the information obtained, and the decisions made. To support transparency MYP, IB and QCE subject criteria or ISMG’s are used to report progress against subject-group objectives. • informative of where students are in learning. Feedback on assessment is to be relevant, timely and evidence based In the MYP, subject groups assess ALL strands of all four criteria at least twice in each year of the programme. Year 1 Criteria is used for Year 6, Year 3 Criteria for Years 7 and 8 and Year 5 Criteria for Years 9 and 10. In the IB Diploma Programme, DP grade descriptors and IB grades (1 to 7) are used for reporting student progress. Internal moderation checks will ensure that the internally marked coursework is at the standard defined by the IB so that students receive a true reflection of the marks they will receive and are aligned with the assessment philosophy of the IBO. Standardisation of Assessment is a requirement of all subject groups and an outline of this is included as an Appendix C to this document. High-quality assessment is characterised by three attributes: • validity, through alignment with what is taught, learnt and assessed • accessibility, so that each student is given opportunities to demonstrate what they know and can do • reliability, so that assessment results are consistent, dependable or repeatable. • • aligned with curriculum and pedagogy equitable for all students

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SENIOR SCHOOL ASSESSMENT AND ACADEMIC INTEGRITY POLICY PROMOTING ACADEMIC INTEGRITY Academic Integrity is vitally important in maintaining and growing the atmosphere of intellectual inquiry at Somerset College. Somerset College promotes academic integrity by developing students’ skills and modelling appropriate academic practices. The word integrity is used to describe a person’s honesty, moral principles and strength of character. Choosing to display integrity is an important behaviour, and one that applies to all aspects of your life, both now and into the future. Through recognition and understanding of academic integrity, students further develop the IB Learner Profile attribute of being principled. Displaying and upholding Academic Integrity is everyone’s responsibility including the following groups:

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• the International Baccalaureate Organization (IBO), QCAA • Somerset College • teachers • students • tutors • parents/carers/others in a support role.

The following whole-school procedures support this endeavour.

Policy and procedures

Location and communication of policy

The school assessment policy is located on Schoolbox and in the Year Level Assessment Booklets. Sections of this policy are also included in the student diary. All questions regarding this policy should be directed to the Deputy Headmaster, Dean of Studies or IB Programme Co-ordinators. To ensure the assessment policy is consistently applied, it will be revisited at the beginning of each year in PC Groups. Relevant processes will be revisited: • when the assessment schedule is published • when each task is handed to students • through communication to parents/carers and students as required Somerset College has high expectations for academic integrity and student participation and engagement in learning and assessment. Students become eligible for a MYP Certificate of Completion, IB Diploma or QCE when they have accrued the set amount of learning, at the set standard, in a set pattern. Students are required to complete all course and assessment requirements on or before the due date for their results to contribute towards their final grades.

Expectations about engaging in learning and assessment

Student responsibility Students are expected to: • engage in the learning for the subject or course of study

• produce evidence of achievement that is authenticated as their own work • submit responses to scheduled assessment on or before the due date.

To emphasise the importance of sound academic practices, staff and students will complete the QCAA academic integrity courses.

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SENIOR SCHOOL ASSESSMENT AND ACADEMIC INTEGRITY POLICY Policy and procedures Self-assessment For students to develop fully as independent learners they need to engage in self- assessment of their work. This is fundamental to the DP and to the MYP in the Approaches to Learning and to develop QCE skills. Students need guidance from the teacher in developing self-assessment skills. This may be achieved in the classroom where teachers: • share learning objectives with students • make explicit the criteria for assessment so that students are clear about what they need to do to be successful (transparent) • give students the technical language to discuss their work constructively • encourage students to mark and discuss each other’s work • build in time for individual, group and whole-class reviews of on-going or completed work • guide students in selecting work for their portfolios. Due dates for final responses will be published in the assessment booklets. Due dates for checkpoints and drafts will be published on the assessment piece. All students will be provided with their assessment schedule by the end of Week 3 in each year. The assessment schedule will: • align with syllabus requirements • provide sufficient working time for students to complete the task • allow for internal quality assurance processes • enable timelines for quality assurance processes to be met in all programmes • be clear to teachers, students and parents/carers • be consistently applied • be clearly communicated by the end of Week 3 each year • give consideration to allocation of workload and personal-wellbeing of students and teachers Student responsibility Students are responsible for: • recording due dates in their diaries • planning and managing their time to meet the due dates including drafts and progress checks • informing the school as soon as possible if they have concerns about assessment load and meeting due dates. In cases where students are unable to meet a due date, they will: • inform the Deputy Headmaster, Dean of Studies or Dean of Middle Years as soon as possible • encourage students to evaluate their own work, before it is marked by theteacher • assist students in reflecting on the process of learning (metacognition) and its outcomes, and in setting targets for improvement. School responsibility Somerset College is required to adhere to QCAA, MYP and IB Diploma policies for gathering evidence of student achievement on or before the due date.

Due dates

• provide the College with relevant documentation, e.g. medical certificate and complete a missed Test/Examination form (Appendix A) or an Application for Extension – Assessment Other Than Examination /Test (Appendix B). Unless very exceptional circumstances, an extension must be sought prior to the due date. • adhere to alternative arrangements for submission of assessment, if applicable, as decided by the school.

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SENIOR SCHOOL ASSESSMENT AND ACADEMIC INTEGRITY POLICY Parent/Carer Responsibilities • Encourage students to be present for all tests/examinations and to submit all drafts and final assessment instruments by the due date; • Inform the appropriate staff of any difficulties concerning the completion of assessment items and provide documentary evidence. All final decisions are at the Principal’s discretion. All assessment evidence, including draft responses, will be submitted by their due date and where appropriate, via the College’s academic integrity software. Timely submission of assessments is essential. Timely submission of assessment is considered to be by 8.00am on the day it is due by electronic submission via ‘ Schoolbox’(MYP) or Turn-it-in (QCE and IB Diploma) . A hard copy will be due in class on the due date or if there is no class then handed to the teacher before school. The work (even if incomplete) will be marked, commented upon, and credited towards the student’s semester result. As a first step, a Progress Check or Draft is compulsory for all items of work. Each subject will give students clear due dates for the draft. This draft is important, as it will serve as the final piece of work if a student should fail to hand in their final copy. Non- submission of progress checks or drafts will mean that parents will be notified by email and students will be required to complete this in their next scheduled lesson. For predominantly non-written pieces of assessment, e.g. orals and multi modals, the due date for written support material and hard copies to be submitted will be 8.00am on the first day of presentation. Unless otherwise organized by the class teacher, students must be ready for presentation in class on the due date. In cases where students do not submit a response to an assessment instrument by the due date, judgments will be made using evidence available on or before the due date. If, through non-submission of assessment, a student does not provide this evidence, a judgment cannot be made. This may mean a student has not met the mandatory requirements of the curriculum and the student, parent/carer and relevant authority may need to be notified that no result for that subject will be available. For IB Diploma and QCE, Draft and final responses for all internal assessment will be collected and stored in each student’s folio. Live performance assessments will be recorded and stored as required. All evidence used for making judgments is stored as required by the College. In the MYP, marked assessment pieces are returned to students to support future learning. Students may place this in their MYP Portfolio of Achievement. This portfolio should: • contain learning highlights • cover the full range of the curriculum subjects • be up-dated at semester/yearly intervals • reflect the development of wider personal and social achievements Assessment instruments will provide information about Somerset College’s arrangements for submission of draft and final responses, including due dates, conditions and file types.

Submitting, collecting and storing assessment information

• include evidence of progress over a period of time • be available to students, teachers, parents/carers

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SENIOR SCHOOL ASSESSMENT AND ACADEMIC INTEGRITY POLICY

Appropriate materials

Somerset College is a supportive and inclusive school. Material and texts are chosen with care in this context by students and staff.

ENSURING ACADEMIC INTEGRITY Somerset College has procedures to ensure that there is consistent application of the assessment policy and that staff and students optimise opportunities to understand academic integrity. The following procedures are to be applied in this context. Internal assessment administration Policy and procedures Scaffolding Scaffolding for assessment helps students understand the process for completing the task. Scaffolding will:

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• maintain the integrity of the requirements of the task or assessment instrument • allow for unique student responses and not lead to a predetermined response. Across the phases of learning, students will gradually be given more responsibility for understanding the processes required to complete their tasks. Checkpoints will: • be detailed on student assessment task • monitor student progress • be used to establish student authorship. Students will work on assessment during designated times and show evidence of progress at scheduled checkpoints. Teachers will use these checkpoints to identify and support students to complete their assessment. Heads of departments and parents/carers will be contacted if checkpoints are not met. Drafting is a key checkpoint. Types of drafts differ depending on subject, e.g. written draft, rehearsal of a performance piece, or a product in development. Drafts might be used as evidence of student achievement in the case of illness or misadventure, or non-submission for other reasons. Feedback on a draft is: • provided on a maximum of one draft of each student’s response • a consultative process that indicates aspects of the response to be improved or further developed • delivered in a consistent manner and format for all students • provided within one week of a submission of a draft. Feedback on a draft must not: • compromise the authenticity of a student response • introduce new ideas, language or research to improve the quality and integrity of the student work • edit or correct spelling, grammar, punctuation and calculations but could indicate key errors in these areas • allocate a mark. A copy of the feedback will be stored with a copy of the draft by the subject teacher. Parents/carers will be notified by email about non-submission of drafts and the processes to be followed.

Checkpoints

Drafting

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SENIOR SCHOOL ASSESSMENT AND ACADEMIC INTEGRITY POLICY

Policy and procedures

Managing response length

Students must adhere to assessment response lengths as specified on the task. The procedures below support students to manage their response length.  All assessment instruments indicate the required length of the response.  Teaching and learning programs embedsubject-specific strategies about responding purposefully within the prescribed conditions of the task.  Model responses within the required length are available.  Feedback about length is provided by teachers at checkpoints. After all these strategies have been implemented, if the student’s response exceeds the word length required by the assessment, the school will either:  mark only the work up to the required length, excluding evidence overthe prescribed limit; or  allow a student to redact their response to meet the required length, beforea judgment is made on the student work. And, annotate any such student for work submitted to clearly indicate the evidence used to determine a mark. Accurate judgments of student achievement can only be made on student assessment responses that are authenticated as their own work. Teachers, students and parents/carers have specific responsibilities for establishing authorship of responses. Teachers should:  take reasonable steps to ensure that each student’s work is their own across a range of conditions, particularly when students have access to electronic resources, are preparing responses to collaborative tasks, and have access to others’ ideas and work  collect evidence of the authenticity of student responses throughout the process (such as classwork, outlines, plans or a draft). Students should:  complete responses during the designated class time to ensure teachers are able to observe the development of work and authenticate student responses  participate in authentication processes as required by schools, such as to sign a declaration of authenticity - submit a draft - submit the final response using plagiarism-detection software, where required - participate in interviews during and after the development of the final response. Parents/carers should:  support the efforts of teachers and students to authenticate student responses by ensuring that tutors, family members or others who support students are aware of and follow the guidelines for drafting and providing feedback on a draft student response In cases where a student response is not authenticated as a student’s own work, procedures for managing alleged academic misconduct will be followed.

Authenticating student responses

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SENIOR SCHOOL ASSESSMENT AND ACADEMIC INTEGRITY POLICY Applications for AARA/ IB Inclusive Assessment Arrangements Somerset College is committed to reducing barriers to success for all students. AARA are actions taken by the school to minimise, as much as possible, barriers for a student whose disability, impairment, medical condition or other circumstances may affect their ability to read, respond to or participate in assessment. The Headmaster has responsibility for all approval of AARA for students. All AARA applications must be accompanied by relevant supporting documentation. All evidence used to make decisions is recorded in the student’s file. • teacher absence or other teacher-related issues • matters that the student could have avoided • matters of the student’s or parent’s/carer’s own choosing e.g. family holidays Applications for extensions to due dates for unforeseen illness and misadventure Students and parents/carers must contact the Deputy Headmaster, Dean of Studies or Dean of Middle Years as soon as possible and submit the relevant supporting documentation. Copies of the medical report template (for Year 12 QCE only), extension application and other supporting documentation are available from Schoolbox. Teachers will collect progressive evidence of student responses to assessment instruments at the prescribed checkpoints. The checkpoints on the assessment task sheets provide details of the evidence that will be collected. In circumstances where students are enrolled in a subject but do not submit a final response to an assessment (other than unseen examinations) and where evidence of student work: • provided by the student for the purposes of authentication during the assessment preparation period is available, teachers make judgments based on this • was not provided by the student on or before the due date as specified by the College and no other evidence is available, ‘Not-Rated’ (NR or ) must be entered in the Student Management system (Synergetic and QCAA). In circumstances where a student response is judged as NR in Year 12 QCE, the student will not meet the requirements for that subject. Somerset College’s quality management procedure ensures valid, accessible and reliable assessment of student achievement. This includes: • quality assurance of all assessment instruments before they are administered to students. • quality assurance of judgments about student achievement. All marks for summative internal assessment for IB Diploma, General and General (Extension) subjects (QCE) are provisional until they are confirmed by the IB or QCAA. Students are not eligible for AARA on the following grounds: • unfamiliarity with the English language (from Year 10 only)

Access arrangements and reasonable adjustments, including illness and misadventure (AARA/ IB Inclusive Assessment Policy)

Managing non- submission of assessment by the due date

Internal quality assurance processes

see practices of internal standardizing assessment for IB Diploma and MYP (Appendix)

Review

Somerset College internal review processes for student results (including NR) for all subjects is equitable and appropriate for the local context.

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SENIOR SCHOOL ASSESSMENT AND ACADEMIC INTEGRITY POLICY 6. EXTERNAL ASSESSMENT ADMINISTRATION

QCE and IB Diploma

Policy and procedures

External assessment is developed by the QCAA and IB for Year 12 General and IB subjects.

See the QCE and QCIA policy and procedures handbook ( Section 7.3.2 ) and follow the External assessment — administration guide for processes, roles and responsibilities of the school external assessment (SEA) coordinator, teachers and students. See the IB Diploma Programme Assessment Procedures ( Annexes )

MANAGING ACADEMIC MISCONDUCT Somerset College is committed to supporting students to complete assessment and to submit work that is their own, and minimising opportunities for academic misconduct. There may be a situation when a student inappropriately and falsely demonstrates their learning. The following are some examples of academic misconduct along with the procedures for managing them:

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Types of misconduct

Procedures for managing academic misconduct

Cheating while

For authorship issues When authorship of student work cannot be established, or a response is not entirely a student’s own work the College will provide an opportunity for the student to demonstrate that the submitted response is their own work. For all instances of academic misconduct Results will be awarded using any evidence from the preparation of the response that is available that is verifiably the student’s own work and that was gathered in the conditions specified by the task, on or before the due date. For instances of academic misconduct during examinations Students will be awarded a Not-Rated (NR) if in Years 11 and 12 and a 0 grade in MYP. Where appropriate, the school’s behaviour management policy will be implemented.

A student:

under supervised conditions

• begins to write during perusal time or continues to write after the instruction to stop writing is given. • uses unauthorised equipment or materials  has any notation written on the body, clothing or any object brought into an assessment room.  communicates with any person other than a supervisor during an examination, e.g. through speaking, signing, electronic device or other means such as passing notes, making gestures or sharing equipment with another student. When: • more than one student works to produce a response and that response is submitted as individual work by one or multiple students. • a student assists another student to commit an act of academic misconduct a student gives or receives a response to an assessment.

Collusion

For instances of academic misconduct in the IB Diploma

The IB will conduct an investigation that will result in the application of penalties that may include the non-awarding of a Diploma.

Contract cheating

A student:

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SENIOR SCHOOL ASSESSMENT AND ACADEMIC INTEGRITY POLICY

Types of misconduct

Procedures for managing academic misconduct

• pays for a person or a service to complete a response to an assessment • sells or trades a response to an assessment.

Copying work

A student:  deliberately or knowingly makes it possible for another student to copy responses  looks at another student’s work during an exam  copies another student’s work during an exam. A student:  gives or accesses unauthorised information that compromises the integrity of the assessment, such as stimulus or suggested A student: • invents or exaggerates data • lists incorrect or fictitious references. A student: • arranges for another person to complete a response to an assessment in their place, e.g. impersonating the student in a performance or supervised assessment. • completes a response to an assessment in place of another student. answers/responses, prior to completing a response to an assessment  makes any attempt to give or receive access to secure assessment materials.

Disclosing or receiving information about an assessment

Fabricating

Impersonation

Misconduct during an examination

A student distracts and/or disrupts others in

an assessment room.

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SENIOR SCHOOL ASSESSMENT AND INTEGRITY POLICY

Types of misconduct

Procedures for managing academic misconduct

Plagiarism or

A student completely or partially copies or alters another person’s work without attribution (another person’s work may include text, audio or audio-visual material, figures, tables, design, images, information or ideas). A student duplicates work, or part of work already submitted as a response to an assessment instrument in the same or any other subject. A student arranges for, or allows, a tutor, parent/carer or any person in a supporting role to complete or contribute significantly to the response.

lack of

referencing

Self-plagiarism

Significant contribution of help

8. RELATED SCHOOL POLICY AND PROCEDURES Other College Policies and procedures:

Behaviour management policy

• • •

Inclusivity guidelines Copyright policy

• QCAA internal moderation document (including school procedures for endorsement and confirmation) • IB standardisation procedures (Appendix) • Feedback Information for teachers • Managing response length advice for teachers • Recording and Reporting student achievement

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COPYRIGHT GUIDELINES

Somerset College has strict guidelines in relation to copyright and plagiarism.

A s a student, you can rely on what’s called ‘fair dealing for research or study’ . This exception allows you to reproduce limited copyright material both for your own reference and in your assignments. The guidelines for text and notated (sheet) music are: • 10% of the pages, or one chapter, from a hard-copy source • 10% of the number of words from an electronic source • One article from an edition or issue of a periodical • More than one article from a single issue or edition is permitted provided the articles are to be used for the same research or course of study The types of work copyright protects includes: Artistic Works - paintings, photographs, maps, graphics, cartoons, charts, diagrams and illustrations Literary Works - novels, textbooks, poems, song lyrics, newspaper articles, computer software, computer games Musical Works - melodies, song music, advertising jingles, film scores Dramatic works - plays, screenplays and choreography Films and Moving Images - Feature films, short films, documentaries, television programs, interactive games, television advertisements, music videos and vodcasts Sound Recordings - MP3 files, CDs, DVDs, vinyl and tape recordings, podcasts. Broadcasts - Pay and Free to air television and radio It is important to note that online text, images, broadcasts, videos and music on websites, wikis, blogs and social networking sites are all protected by copyright. You can find public domain and Creative Commons resources from the Copyright page on the Information Services site . These resources include video, images and music that can be used without breaching copyright. It is advisable to provide attribution for the work you use. For further information on copyright and how it might affect the assignment you are working on please refer to the Smartcopy website , the Australian Copyright Council or at the Information Desk in the KIP.

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REFERENCING YOUR ASSIGNMENTS Referencing or citing is standard practice for acknowledging information sources in academic writing. Referencing correctly helps to avoid plagiarism and also demonstrates that you have researched your assignment with sufficient depth to make authoritative statements. At Somerset College we use the Harvard system of referencing , It is important to remember the following: 1. A reference must be included every time you use someone else’s ideas or information. 2. A reference must be included when you: • paraphrase (express someone else’s unique idea in your own words) • quote (express someone else’s ideas in their exact words) • copy (reproduce a diagram, graph or table from someone else’s work). 3. Each reference must appear in two places: • in the text of your assignment each time it is used (the in-text reference) • on the last page of your report in a more detailed summary of sources used called a Bibliography . CITEMAKER Citemaker is Somerset College’s preferred automated referencing tool and bibliography generator. Citemaker automatically generates correctly formatted citations and in-text references and enables users to edit, export and save their citations. All students have access to Citemaker and can login using their College login details. Further information can be found on the Information Services page including examples of Harvard Referencing and tutorials on how to use Citemaker . THE HARVARD REFERENCING SYSTEM In this referencing system each source of information must be: • shown each time you use it in the text of your assignment (the in-text reference) AND • listed once in the Bibliography at the end of your assignment. THE IN-TEXT REFERENCE When you cite (identify) references in the text of your assignment you must include: • either the author’s or editor’s surname (family name) or the organisation responsible. Do not include given (Christian) names or initials • the year of publication • page number/s if appropriate and where available. FOR EXAMPLE: Up to 30% of school students get insufficient sleep to maintain optimum intellectual functioning (Johnston, 2003, p.45) OR In his studies of school students Johnston (2003, p.45) found that 30% of school students got insufficient sleep to maintain optimum intellectual functioning. OR “Of the 250 students studied 30% showed tiredness induced impairment when asked to complete the more complex tasks.” (Johnston, 2003, p.45)

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REFERENCING YOUR ASSIGNMENTS THE BIBLIOGRAPHY When you set out your Bibliography you need to ensure that it: • is arranged alphabetically by author’s family name • is a single list - books, journal articles and electronic sources are listed together (not separated) • includes the full details of your in-text references (author, date, title, publishing details) It is not necessary for you to list everything that you may have read, just those you have used. Examples of correctly formatted Harvard Referencing can be found on the Information Services site on Schoolbox. For further information students are encouraged to visit the desk in the Knowledge and Information Precinct where our Librarians can assist with Referencing questions. FOR EXAMPLE: Book with single author : Morgan, J 2003, Ruling in the shadow of Rome, Rosen Publishing Group Limited, New York. Online Database: Cardiopulmonary resuscitation (CPR) 2019. Britannica School . Retrieved 27 November 2019, from https://school.eb.com.au/levels/high/article/cardiopulmonary-resuscitation/20301 Website OECD 2019, Environment at a Glance Indicators, OECD, viewed 20 November 2019, < https://www.oecd-

ilibrary.org/environment/environm ent-at-a-glance-indicators_ac4b8b89-en > For more examples refer to the Information Services Referencing Site.

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SUBJECT

ASSIGNMENT ITEM

TYPE OF ASSESSMENT

DATE ISSUED

DATE DUE

BIOLOGY (IB)

Task 1 SE Student Experiment Task 2A SE Student Experiment

Investigation (in class) Investigation (in class) Examination Investigation (in class) Investigation (in class)

11.02.20

13.03.20

17.03.20

07.05.20

Task 2B Semester 1 Examination Task 3 SE Student Experiment Task 4A SE Student Experiment Group 4 Project (not reported) Task 4B Semester 2 Examination

Semester 1 Exams 06.08.20

03.06.20

11.08.20

12.10.20

Challenge Weeks

09.10.20

23 and 25.11.20

Examination

Semester 2 Exams

BUSINESS MANAGEMEN T (IB)

Internal Assessment Proposal

Assignment Outline

10.02.20

27.03.20

Mock Exam Paper 2

Examination

NA

Term 2 Exams - May

Final Internal Assessment Mock IB Papers 1 and 2

Major Assignment

10.02.20

14.10.20 Semester 2 Exams - November

Examination

NA

CHEMISTRY (IB)

Task 1 SE Student Experiment Task 2A SE Student Experiment Task 2B Semester 1 Examination Task 3 SE Student Experiment

Investigation (in class) Investigation (in class) Examination Investigation (in class) Investigation (in class)

12.02.20

16.03.20

23.03.20

11.05.20

Semester 1 Exams 10.08.20

15.07.20

Task 4A SE Student Experiment

20.08.20

17.09.20

Group 4 Project (not reported) Task 4B Semester 2 Examination Extended Essay proposal form Compulsory meeting with supervisor (first entry RPPF) Oral ‘Work in Progress’ report to IB Diploma Coordinator and fellow IBDP students Task 1: Individual Oral Task 2a: IB Paper 1: Writing Task 2b: IB Paper 2a: Listening Task 2c: IB Paper 2b: Reading Task 3: Individual Oral Task 4a: IB Paper 1: Writing

Challenge Weeks

08.10.19

23 and 25.11.20

Examination

Semester 2 Exams

EXTENDED ESSAY (IB)

Term 3 Week 5 Term 3 Week 9 During Challenge week

Identify research question and comment on progress to date.

FRENCH (IB)

Oral (during IB tutorial)

23.03.20 18.05.20 25.05.20 01.06.20 24.08.20

Examination Examination Examination

Oral (during IB tutorial)

Examination

Semester 2 Exams Semester 2 Exams

Task 4b: IB Paper 2: Listening/Reading

Examination

HISTORY (IB)

Task 1: Practice Paper 2 Task 2A: Internal Assessment Research Task

Class Essay Test Research Plan

NA

16.03.20 20.04.20

Week 1, Term 1

Task 2B: Semester Examination Examination

NA

Semester 1 Exams - May Term 3 Week 7

Task 3: Practice Paper 2 Task 4A: Internal Assessment Research Task Task 4B: Paper 2 and Paper 3

Class Essay Test

NA

Research Assignment Draft

Week 1, Term 1

05.10.20

Examination

NA

Semester 2 Exams - November

19

SUBJECT

ASSIGNMENT ITEM

TYPE OF ASSESSMENT

DATE ISSUED

DATE DUE

ITALIAN (IB)

Task 1a: Listening Test Task 1b: Reading Test Task 1c: Writing Test (Part A) Task 1d: Writing Test (Part B) Task 1e: Speaking Test Task 2a: Speaking Examination Task 2b: Reading Examination (Part A) Task 2c: Listening Examination Task 2d: Reading Examination (Part B) Task 2e: Writing Examination (Part A) Task 2f: Writing Examination (Part B) Task 3: Grammar Test Task 4a: Reading Examination

Test Test Test Test Test

10.03.20 12.03.20 26.03.20 30.03.20 01.05.20 01.06.20 18.05.20 19.05.20 21.05.20

20.04.20 18.05.20

Examination Examination Examination Examination

Examination

25.05.20

Examination

27.05.20

Test

04.09.20 Semester 2 Exams Semester 2 Exams Semester 2 Exams Semester 2 Exams

Examination

28.10.20

Task 4b: Writing Examination

Examination

28.10.20

Task 4c: Listening Examination

Examination

28.10.20

Task 4d: Speaking Examination

Examination

28.10.20

JAPANESE (IB)

Task 1: Individual Oral Task 2a: IB Paper 1: Writing Task 2b: IB Paper 2a: Listening Task 2c: IB Paper 2b: Reading Task 3: Individual Oral Task 4a: IB Paper 1: Writing

Oral (during IB tutorial)

23.03.20 18.05.20 25.05.20 01.06.20 24.08.20

Examination Examination Examination

Oral (during IB tutorial)

Examination

Semester 2 Exams Semester 2 Exams

Task 4b: IB Paper 2: Listening/Reading Practice Paper 1 Mock Paper 1 and 2

Examination

LANGUAGE A: LITERATURE ENGLISH (IB) MATHEMATICS (IB)

Test

23.03.20

Examination

S1 Examination

Mock Individual Oral Presentation

Oral Test

17.08.20 14.10.20

Mock Paper 2

Term 1 Test

In-class Test Examination

16.03.20

16.03.20

Semester 1 Examination

Semester 1 Exams

Term 3 Test

In-class Test

31.08.20

31.08.20

Semester 2 Examination

Held during Examination Block

Semester 2 Exams

MUSIC (IB)

Performance Performance Composition Composition Musicology Performance Performance Composition Composition Musicology

Draft

04.02.20 04.02.20 18.02.20 18.02.20 09.06.20 09.06.20 09.06.20 09.06.20

25.02.20 17.03.20 24.03.20 12.05.20

Practical

Draft

Assignment

Formal

Semester 1 Exams 28.07.20 25.08.20 18.08.20 01.09.20 Semester 2 Exams

Draft

Practical

Draft

Assignment

Formal

20

SUBJECT

ASSIGNMENT ITEM

TYPE OF ASSESSMENT

DATE ISSUED

DATE DUE

PHYSICS (IB)

Task 1 SE Student Experiment Task 2A SE Student Experiment

Investigation (in class)

11.02.20

10.03.20

Investigation (in class)

20.03.20

20.04.20

Task 2B Semester 1 Examination Task 3 SE Student Experiment Task 4A SE Student Experiment Group 4 Project (not reported) Task 4B Semester 2 Examination

Examination

Semester 1 Exams 20.07.20

Investigation (in class)

02.06.20

Investigation (in class)

06.08.20

25.08.20

Challenge Weeks

08.10.20

23 - 25.11.20 Semester 2 Exams

Examination

THEATRE (IB)

World Theatre Traditions

Progress Check

03.02.20

24.02.20

Workshop/performance

03.02.20 16.03.20 16.03.20 05.05.20 05.05.20 17.08.20 17.08.20

Term 1, Week 7 Term 1, Week 9 Term 2, Week 2 Term 2, Week 9 Term 3, Week 5 Term 4, Week 1 Term 4, Week 3

Theorists Presentation

Draft

Presentation/performance

Directorial Vision Portfolio

Draft

Final Submission Progress Check Demonstration/ presentation

Research Task

THEORY OF KNOWLEDGE (IB)

Practice Oral Practice Essay

Term 1, Week 9 Semester 2 Exam Period

Presentation – oral

YEAR 11 IB COURSE OUTLINES AND ASSESSMENT PLANS for 2020

21

Students and parents please note: The following pages provide course outlines and assessment outlines of all subjects offered.

22

YEAR 11 BIOLOGY (IB) COURSE OUTLINE

SEMESTER ONE

SEMESTER TWO

Cell Biology Core Molecular Biology Core Ecology Core

Evolution and Biodiversity Core Human Physiology Core

ASSESSMENT OUTLINE DATES

ASSESSMENT CRITERIA

Paper 1

Paper 2

Paper 3

TASK SE 20%

Issued

Interim

Due

SEMESTER ONE Task 1 SE Student Experiment Task 2A SE Student Experiment

11.02.20 03.03.20 draft review

13.03.20



17.03.20

27.04.20 draft review

07.05.20



Task 2B Semester 1 Examination SEMESTER TWO Task 3 SE Student Experiment

18.05.20

29.05.20





03.06.20 27.07.20 draft review 11.08.20 03.09.20 draft review 08.10.20 15.10.20 11.11.20

06.08.20



Task 4A SE Student Experiment

12.09.20



Group 4 Project

2 - 25.11.20 11.11.20

Task 4B Semester 2 Examination

28.10.20







There are four (4) Assessment Categories for given tasks: Paper 1 Multiple Choice questions on Core material

Paper 2 Data-based question and short-answer and extended-response questions on the Core material Paper 3 Section A: candidates answer short-answer questions based on experimental skills and techniques, analysis and evaluation; Section B: short-answer and extended-response questions from one option. TASK SE Student Experiment : The year 11 experimental reports will count for 20% of the final mark In addition the Group 4 Project is an interdisciplinary activity; the reflection required for the Group 4 Project will be recorded on the Group 4 Individual Candidate Cover Sheet (4ICCS).

23

YEAR 11 BUSINESS MANAGEMENT (IB) COURSE AND ASSESSMENT OUTLINE

SEMESTER TOPIC

ASSESSMENT DATE

Business Organisation and the Environment • Types of organisations • Organisational objectives • Stakeholders

One

Mock Internal Assessment

27.3.20

Research Proposal

• External environment • Growth and evolution

Marketing

• The role of marketing • Marketing planning • Sales Forecasting (HL only) • Market research • The basic marketing mix -four p’s • Extended marketing mix – 7p’s (HL only) • International marketing • Ecommerce Operations Management • The role of operations management • Production methods • Lean production and quality management (HL only) • Location • Production planning (HL only) • Research and development (HL only) • Crisis management and contingency planning (HL only)

Mock IB Paper 2 Topics Making and Operations

Exam Period (May)

Financial Management

Mock Final Internal Assessment

14.10.20

Two

• Sources of Finance • Costs and Revenues • Break-Even Analysis • Final Accounts • Profitability / Liquidity Ratios • Efficiency ratios (HL) • Cash Flow • Investment Appraisal • Budgets (HL)

Mock IB Paper 1 and 2

Exam Period (Oct)

The above topics are core topics for Standard Level with Higher Level topics indicated. In the final year both higher level and standard level students are required to sit for two papers, one based on a prepared case study and one based on previously unseen case studies. The HL students undertake a research project (2000 words) primarily based on primary sources while the SL students undertake a research project (1500 words) primarily based on secondary sources.

24

YEAR 11 CHEMISTRY (IB) COURSE OUTLINE

SEMESTER ONE

SEMESTER TWO

Stoichiometry Core Measurement and Data Processing Core

Energetics and Thermochemistry Core Chemical Kinetics Core

Organic Chemistry Core Atomic Structure Core

Equilibrium Core Periodicity Core

ASSESSMENT OUTLINE

DATES

ASSESSMENT CRITERIA

Issued

Interim

Due

Paper 1

Paper 2

Paper 3

TASK SE

SEMESTER ONE Task 1 SE Student Experiment Task 2A SE Student Experiment

12.02.20 04.03.20 draft review

16.03.20



23.03.20

11.05.20

Task 2B Semester 1 Examination SEMESTER TWO Task 3 SE Student Experiment

18.05.20

29.05.20





15.07.20 30.07.20 draft review 20.08.20 07.09.20 draft review 08.10.20 15.10.19 13.11.19

10.08.20



Task 4A SE Student Experiment Group 4 Project – Challenge Weeks

17.09.20



23 - 25.11.19 11.11.20

Task 4B Semester 2 Examination

28.09.20







There are four (4) Assessment Categories for given tasks: Paper 1 Multiple Choice questions on Core material

Paper 2 Data-based question and short-answer and extended-response questions on the Core material Paper 3 Section A: candidates answer short-answer questions based on experimental skills and techniques, analysis and evaluation; Section B: short-answer and extended-response questions from one option. TASK SE Student Experiment : The year 11 experimental reports will count for 20% of the final mark

In addition the Group 4 Project is an interdisciplinary activity; the reflection required for the Group 4 Project will be recorded on the Group 4 Individual Candidate Cover Sheet (4ICCS).

25

YEAR 11 IB LANGUAGE A: LITERATURE COURSE OUTLINE The course follows three Areas of Exploration: Readers, writers and texts; Time and Space; and Intertextuality. They will be explored through the investigation of 13 texts (at HL) from 4 genres, time periods and continents and will include some texts in translation. TWO-YEAR SUMMATIVE ASSESSMENT OVERVIEW

Assessment Item Individual Oral (T3, 2020)

Description

Weighting

Oral Presentation based on a Global issue and its treatment in texts studied This component consists of a 1200– 1500 essay written during the course. Students will be asked to develop a line of inquiry of their own choice in relation to one of the works studied. This line of inquiry could be related to the central concepts of the course. The paper consists of two passages, from two different literary forms, each accompanied by a question. Students will be asked to write a separate analysis of each of the passages. The paper consists of four general questions. In response to one of those questions, students will be asked to write a comparative essay based on two works studied in the course. ASSESSMENT OUTLINE

20%

HL Essay (T2, 2021)

20%

Paper 1 Guided Literary Analysis (T4, 2021)

35%

Paper 2 Comparative Essay (T4, 2021)

25%

Term

Units

Assessment Practice Paper 1

Date

1

T1 Wk 9

Fight Club The Comfort of Strangers

2

Mock Paper 1 Mock Paper 2

S1 Examination S1 Examination

Chronicle of a Death Foretold Slaughterhouse Five The Color Purple In the Skin of a Lion

3

Individual Oral Mock

T3 Wk 6

4

Mock Paper 1 Mock Paper 2

S2 Examination S2 Examination

Uncle Vanya Ake

26