mind body spiritcommunity.trinity.nsw.edu.au/1_senior/docs/assessment_11... · 2020-03-04 ·...

2020DIPLOMA CANDIDATES

TRINITY GRAMMAR SCHOOL

MIND BODY SPIRIT

INTERNATIONAL BACCALAUREATE DIPLOMA

YEAR 11 IB DIPLOMAASSESSMENT INFORMATION

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INTRODUCTION

As you begin the IB Diploma course in Year 11, it is so important to remember that the work covered over the full two years will be assessed at the end of the second year. For this reason it is vital that you build strong foundations during Year 11 on which you can build in the lead up to the important external IB examinations to be completed in November 2021.

Success in the IB will not be measured by the final score out of 45 that you receive nor the ATAR equivalent of this score. It will not even be measured by the course into which you earn entry or the prestige of the University. The IB Diploma measures success by your improvement in a range of skills that will make you life-long learners.These skills include• Thinking Skills• Research Skills• Communication Skills• Social Skills And• Self-Management Skills (both organisation and affective).

As you are well aware, your performance in the final IB examinations has enormous consequences as the marks and grades achieved in the written components contribute up to 80% of the final result in each subject. The Internal Assessment, completed for the most part in the second year of the course, provides the remaining 20%-30%. Year 11 provides the opportunity for you to become accustomed to the practices, requirements and assessment criteria associated with assessment in all your subjects.The main responsibility for assessment in the various IB subject disciplines rests with Heads of Department and IB subject Coordinators. They have formulated the programme of assessment tasks and weightings set out in this booklet. This booklet informs you and your parents of the programme of assessment for each subject.

These Heads of Department will plan and deliver their programmes through the lens of the IB Approaches to teaching. This means you can look forward to lessons that not only develop the skills mentioned above, but do so through collaboration and teamwork, differentiated to meet the needs of all learners through an international-minded, inquiry based, concept centred approach.

You will also notice that all Year 11 IB students will be given an “Early Indicator Grade” on their reports. This is designed to provide feedback for the student on where they currently stand against the IB grade descriptors. These “Early Indicator Grades” are based on a combination of Internal Trinity examinations and assessments designed to mirror the expectations of your final IB grades. They are not promises of future success nor should they demoralise a student from continuing to work. They are simply informed estimates of your skills and knowledge, based upon the learning outcomes assessed during a particular semester, to use as a building block for future goals.

One of the main purposes of the booklet is to help you manage your time and to plan effectively so that you are not leaving it to the last minute to complete important tasks. Please sit down with your parents and plan ahead – successful planning and time management are the keys to avoiding procrastination and to achieving the highest IB grades and scores of which you are capable. I also encourage you to consult the School’s Assessment Policy which is available on the School’s website. Some of the rules and procedures concerning assessment can be found on the following pages as well.

TABLE OF CONTENTS

You only get out of the IB programme what you put into it. By choosing the IB you are showing us that you are a self-motivated, independent learner who is prepared to throw himself into every aspect of the programme. I hope it is a successful, enriching, exciting and memorable journey!

Chris Barnes | Director of the IB October 2019

PART A

Introduction by Director of the IB 2Note on Terminology 3Section 1 - Purposes of Assessment 3 Assessment of Learning Outcomes 3Section 2 - The Assessment Programme in Senior School 5• Assessment Programmes 5• Number and Weighting of Tasks 5• Timing and Notification of Tasks 5• Variation from Published Programme 5• Extensions 5• Absence from Assessment Task or Examination 5• Late Attendance at an Assessment Task or Examination 6• Submission of Assessment Tasks 6• Electronic Submission of Assessment Task 7• Late Submission of Assessment Task 7• Failure to Submit or Undertake an Assessment Task 7• Alleged Malpractice in Assessment Tasks or Examination 7• Appeals relating to Assesments 7PART BSubject Guidelines - by Group 9GROUP 1 9GROUP 2 11GROUP 3 14GROUP 4 19GROUP 5 22GROUP 6 25Christian Studies 28IB THEORY OF KNOWLEDGE 29

GRADE DESCRIPTORS & 2018 NOVEMBER GRADE BOUNDARIES

CONTACT US 59

TRINITY GRAMMAR SCHOOL YEAR 11 IB DIPLOMA ASSESSMENT INFORMATION 3

The NSW Education Standards Authority (NESA) defines assessment as “the process of identifying, gathering and interpreting information about students’ learning” and the IBO adopts a similar definition. The main purpose of assessment at Trinity Grammar School is to identify where students are in their learning so we can show their growth and achievement and design future learning. This remains true as students enter the challenges of their final school credential: assessment is the primary means by which we gauge student progress and determine the best paths forward for each individual. In Senior School (Years 10, 11 and 12), however, Assessment takes on the special significance of contributing to the award of important public credentials – the Record of School Achievement, Higher School Certificate and International Baccalaureate.

ASSESSMENT OF LEARNING OUTCOMES

All syllabuses published by the NESA for Years 7 - 12 specify required Learning Outcomes. Syllabuses for the International Baccalaureate take a similar approach. The purpose of Assessment is to measure the extent to which students have achieved the Learning Outcomes at a given point in time. For this reason, while Assessments will be carried out throughout the year, the Assessments completed towards the end of the year are of most importance and will be weighted accordingly.

There are no predetermined patterns of marks or grades superimposed on Assessment tasks. The purpose is simply to measure and identify what students know and can do in relation to the required outcomes for each Stage in the subjects (or criteria in the IB courses) they are studying.

Public Assessments conducted for the Higher School Certificate (HSC Examinations) and International Baccalaureate Diploma (IB Examinations) are also based on the measurement of learning outcomes.

Throughout Year 11 the School conducts Assessment in each subject of the IB Diploma Programme. The purpose of the Assessment Programme is to enable the School to determine a percentage mark for each student in each of his subjects.

The IB Diploma course runs over two years culminating in assessment of all aspects at the end of the second year. The International Baccalaureate Organisation requires the School to provide a Predicted Grade for each student in each subject presented for the IB (including Theory of Knowledge and the Extended Essay). In all subjects there is also an Internal Assessment component.

A Predicted Grade requires the teacher to exercise a professional judgment to predict the final outcome of the course. This professional judgment will be based on the teacher’s professional knowledge and assessment of the student, and will be influenced by the whole range of assessment tasks and other work presented by the student during the IB Programme. Predicted Grades are used by the IB Organisation to monitor the performance of schools and its own marking procedures at the time of the examinations. Recently, several Australian universities have begun using Predicted Grades for early entry schemes, scholarships and December round offers. They are not used for candidates affected by adverse circumstances or with incomplete Assessment.

SECTION 1PURPOSES OF ASSESSMENT

PART AINTRODUCTION

YEAR112020

A NOTE ON TERMINOLOGYThroughout this document, the word “Assessment” (capitalised) is distinguished from the more general “assessment”. The “Assessment Programme”, comprising a number of “Assessment tasks”, is a formal set of procedures, overseen by the respective Head of Department, designed to measure the achievement of all students undertaking a course in a consistent and comparable manner. Students will be asked to undertake many other tasks which do not form part of the Assessment Programme, but which nevertheless help the teacher to make an assessment of their learning. Effective learning requires that students undertake all tasks set by their teachers; Assessment tasks nevertheless have a particular significance.

Following is a summary of assessment items for Year 11 students undertaking the IB Diploma Programme at Trinity Grammar School.

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The Internal Assessment mark in each course is based on the Internal task in each subject and will be moderated by the International Baccalaureate Organisation (IBO) to ensure consistency of standards across the world-wide candidature. The moderated Internal Assessment then contributes directly to the student’s final result for the subject (the percentage differs from subject to subject).

Throughout the eight terms of the IB course, the School will conduct an Assessment Programme in each subject. Tasks undertaken in Year 12, in particular, will be used to determine the Predicted Grade submitted to IBO. A subject specific task undertaken in Year 12 will provide the Internal Assessment mark submitted to the IBO for moderation.

IB candidates receive a mark for each subject out of 7, and a total mark out of 45. This comprises

> 3 Higher Level (HL) subjects each out of 7 (= possible 21 marks)1

> 3 Standard Level (SL) subjects each out of 7 (= possible 21 marks)

> Theory of Knowledge and Extended Essay out of 3

> Successful completion of CAS (Creativity, Activity & Service) course

The IB Diploma is awarded to a candidate whose total score is 24 or higher, providing that a number of other technical conditions have been met. These technical conditions are revised from time to time, and the Director of the IB ensures that IB students are aware of those that currently apply.

1. Candidates may elect to enter four HL and two SL subjects.

The following is an extract from the Trinity Grammar School Assessment Policy. The Policy was last revised in October 2018. Boys and their parents are advised to use this section only as a guide and to check the most recent version on the School’s Community Website http://community.trinity.nsw.edu.au/1_senior/docs/assessment_policy.pdf for specific details.


In Senior School, Assessment takes on a greater significance, and for Years 11 and 12, it is part of the public credentialling process. Strict rules are laid down by the International Baccalaureate Organisation and the School must follow these, both to maintain the integrity of the Assessment process and to serve the best interests of Trinity students. The rules which govern Assessment in Years 10-12 are contained in this section.

ASSESSMENT PROGRAMMES

For each subject in each Senior School Year group the Head of Department will publish an Assessment Programme early in the academic year. The Assessment Programme will indicate:

> the Assessment tasks which will take place throughout the academic year

> in general terms what syllabus outcomes each task is intended measure

> approximately when each task will occur (with specific dates to be supplied later)

> what percentage of the final Assessment mark each task contributes to the overall Assessment result in that course.

NUMBER AND WEIGHTING OF TASKS

The School requires Heads of Departments to design an appropriate Assessment Programme for each Course in Years 11 and 12, in accordance with IBO rules and guidelines, and to provide feedback on student progress across the range of learning outcomes.

Students should note that the nature of Outcome Based Assessment (for IB, criterion-referenced assessment) means that the final Assessment mark allocated to each student must be an accurate numeric representation of his level of achievement of the specified Outcomes of the course. While particular weightings are allocated to individual Assessment tasks, Heads of Department are nevertheless required to ensure that final Assessment marks reflect the student’s overall level of achievement at the end of the course. Assessment marks achieved throughout the course will be the most important means of determining this final mark but may be subject to the application of appropriate professional judgment by the Head of Department.

TIMING AND NOTIFICATION OF ASSESSMENT TASKS

At least two (2) weeks prior to the actual conduct of any Assessment task the Head of Department will give the specific date (or dates), and details of the task, the Outcomes to be assessed, the marking criteria and any special arrangements to students in writing. Such notification in writing will not generally be printed in “hard copy”, but will be made available electronically to students via the School’s Learning Management System (Canvas).

In some subjects Assessment takes place over a period of time. In such cases it will be sufficient for the Head of Department to have given students two (2) weeks’ notice of the commencement of the period of Assessment.

In approving the dates for Assessment tasks, the School will endeavour to act to avoid students having to undertake more than one Task on a given day2. However, experience has shown that this cannot always be avoided, and it will not be grounds for appeal 2. Except during designated Examination and/or Assessment Sessions.

that a student has more than one Task on any day, or has several successive days of Assessments, providing that due notice has been given for each.

VARIATION FROM THE PUBLISHED ASSESSMENT PROGRAMME

Should it become necessary in unusual or unforeseen circumstances to change the date of an Assessment task once it has been given in writing to students, the Head of Department will negotiate a new date with the Director of Curriculum and advise the students in writing . Wherever feasible the Head of Department will endeavour to consult with the classes affected, but this will not always be possible. The three key principles in this procedure will be that:

a. the date will not generally be made earlier than that originally advisedb. the weighting of the Task in the overall Assessment Programme

will not generally be variedc. every consideration will be given to ensure that students do not

suffer disadvantage.

EXTENSIONS

Extensions will only be granted by a Head of Department in the most exceptional circumstances, and should not be assumed by students. Should a student wish to seek an extension for an Assessment task, he must apply in advance in writing to the Head of the Department involved. A pro forma is available for this purpose. The Head of the Department will deal promptly with the application and advise the outcome.

Generally, technical failures related to computing equipment will not constitute sufficient grounds for the granting of an Extension. Students are expected to follow responsible practices in relation to the use of technologies, including the maintenance of reliable and up to date backup copies, allowing sufficient time to deal with potential technical failures and the retention of printed draft copies.

ABSENCE FROM AN ASSESSMENT TASK OR EXAMINATION AND OTHER CASES OF MISADVENTURE

Absence due to illness or misadventure

If a student is very ill on the day of an Assessment task or Examination, he should not sit the task. Rather a medical certificate is to be obtained that specifies their illness and the period of time that the student is determined to be affected by the illness and submitted to the Director of Curriculum as soon as possible, but at the latest on the day of the student’s return to school, for consideration. Students who sit an Assessment task while ill cannot make an illness/misadventure claim, rather, their mark for the Assessment task will stand. Further, students cannot make a claim for illness after they have sat an Assessment task, rather, the mark for the Assessment task will stand.

Should an unavoidable and unplanned circumstance preclude a student’s attendance at an Assessment task or Examination, they are to notify the Student Services Secretary (02 9581 6033) or the EA to the Academic Dean (02 9581 6135) as early as possible. Such circumstances do not include family holidays (whenever booked), social engagements or other matters of a discretionary nature. Documentation must be submitted to support the claim to the Director

SECTION 2THE ASSESSMENT PROGRAMME IN SENIOR SCHOOL (YEARS 10-12)

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of Curriculum as soon as possible, but at the latest on the day of the student’s return to School, for consideration.

In the unlikely event that a circumstance eventuates which may prejudice a student’s performance in an Assessment task or Examination, the details should be given in writing to the Director of Curriculum as soon as possible for consideration.

Illness or misadventure in the days immediately preceding an Assessment task or examination will not generally be grounds for a misadventure claim. Students are expected to prepare over time and not to depend on last minute preparation.

In cases where it is determined by the Director of Curriculum or the Head of Department that an estimate is to be awarded for a particular task, the Head of Department will exercise his or her professional judgment, using all available evidence of achievement, to provide the most accurate estimate possible. In the absence of good evidence, the Head of Department cannot predicate estimates on a student’s potential or ability alone. The student’s rank order in the course will not necessarily be maintained.

Note: Students who sustain a short-term injury or encounter a circumstance that may impede their performance in an upcoming Assessment task or examination will not generally be granted Disability Provisions (such as extra time or a scribe) rather they are to contact the Director of Curriculum who will determine a course of action which may involve the student not undertaking the Assessment task or examination (so long as supporting medical or third party documentation is supplied) and advise the Head of Department to provide an estimate for the relevant Assessment task(s) or Examination(s).

Where a student has missed attending an Assessment task or Examination, on the day of his return to School, he must see the relevant Head(s) of Department, who will determine, in consultation with the Director of Curriculum, how to proceed. The Head of Department will determine if it is appropriate and possible for the student to undertake a similar Assessment task or Examination; the student can be required to undertake the alternative on the day of his return to School. Alternatively it may be more appropriate to make an estimate based on other information about the student’s performance.

LATE ATTENDANCE AT AN ASSESSMENT TASK OR EXAMINATION

Students who arrive late for an Assessment task, and who believe that circumstances beyond their control have occasioned the lateness, should report to the Head of Department concerned. The Head of Department will determine an appropriate course of action.

Students who arrive late for a School Examination must report to the Master of the Senior School or the Director of Curriculum, who will determine an appropriate course of action. In general, the procedures of NESA, i.e. students may only be admitted to an Examination up to one (1) hour late, and will not be granted extra time in compensation. However, for internal School Examinations, the Master of the Senior School or Director of Curriculum may exercise discretion in this regard; for external / public Examinations no such discretion is available.

Alleged misreading of the examination timetable cannot be compensated. Students who fail to attend an examination claiming that they have misread the examination timetable will be awarded

zero (0) marks. Students are strictly warned against using draft timetables; only the final examination timetable will provide accurate information about examination scheduling.

Procedures for Applications for Misadventure Consideration

In normal circumstances, applications for misadventure consideration will not be accepted or considered more than five (5) school days after the date of the affected Assessment task or Examination.

Should a student be absent from an Assessment task or Examination and fail to follow the procedures above he will be awarded zero (0) marks.

Long Term Illness or Educational Disadvantage

There may be cases where a student experiences an illness or another means of educational disadvantage that is of a long term nature. Generally, such cases will be accommodated through the UAC Educational Access Scheme, not by consideration for internal Assessment tasks or Examinations. Applications for the EAS Scheme are made through the Senior School Office.

SUBMISSION OF ASSESSMENT TASKS

Assessment tasks are extremely valuable and must be submitted responsibly in accordance with the terms established on the Assessment notification. Tasks completed at home must be submitted directly to the student’s teacher in circumstances conducive to their safe receipt. In the event of the teacher being unavailable, Assessment Tasks may be submitted to the respective Head of Department, or failing that to the Director of Curriculum, Master of the Senior School or Academic Dean Executive Assistant.

In the case of all Assessment tasks completed at home, the student is required to keep a final copy of the submitted task. A digital back-up copy or a photocopy is acceptable. The copy must be produced on request, and will provide the student with security against loss of or damage to the submitted copy. It is also important that students ensure the security of their work prior to its completion by ensuring that secure backup copies are made. Loss of a Task, either electronic or physical, will not generally be accepted as a valid reason for late submission.

ELECTRONIC SUBMISSION OF ASSESSMENT TASKS

Students are not to assume that they may submit Assessment tasks by email or by other digital media. However, on some occasions the Head of Department may instruct or allow students to submit electronically. Heads of Department may require subsequent provision of a printed copy of the task. Any such instructions will be clearly specified on the Assessment task notification.

When this is required or permitted, the task may be submitted on CD, DVD or memory stick, by email or via an electronic “drop box” on Managebac, but not on other media (unless specifically authorised by the Head of Department). When electronic submission does occur, the following rules will apply:

1. The School will not be responsible for unreadable, unusable or virus infected files or media.

2. The School will only accept Assessment tasks which are written in applications to which School staff have ready access, and in a format which can be read by most School computers.


3. The Assessment task should be readily identifiable on the medium.

4. An Assessment task is not considered submitted if conditions (1), (2) and (3) are not satisfied.

5. The School will not be responsible for the non-receipt or delay of emails. If submitting work by email, students must specifically request acknowledgement by return email of the receipt of their work. Teachers will acknowledge receipt as soon as feasible. Only receipts generated by the School’s email system will be considered valid. Students who do not receive a receipt within a reasonable time should regard their work as not submitted and take appropriate action.

6. The School will make every endeavour to ensure the safe return of submitted media but cannot guarantee this.

FAILURE TO SUBMIT OR UNDERTAKE AN ASSESSMENT TASK

Should a student fail to undertake an Assessment task, or fail to submit an Assessment task for so long that it may no longer be accepted for credit, the Head of Department will advise the Director of Curriculum, who will write to the parents advising them of the fact, and detailing the penalty involved. Parents will be asked to acknowledge receipt of this letter.

The penalty in such cases is the award of zero (0) marks for the task.

ALLEGED MALPRACTICE IN ASSESSMENT TASKS OR EXAMINATIONS

The IBO defines malpractice, or cheating, as “dishonest actions by a student, either deliberately or inadvertently, that gives them an unfair advantage over others”. At Trinity academic malpractice includes, but is not restricted to, the following

• plagiarism— the representation, intentionally or unintentionally, of the ideas, words or work of another person without proper, clear and explicit acknowledgment • collusion—supporting academic misconduct by another candidate, for example, allowing one’s work to be copied or submitted for assessment by another • duplication of work—the presentation of the same work for different assessment components or courses• misconduct during an examination (for example, taking unauthorized material into an examination, behaviour that disrupts the examination or distracts other candidates, or communicating with another candidate)

Allegations of plagiarism or other forms of malpractice will be reported to the Director of Curriculum, Master of the Senior School and the Director of the IB, who will consult with the respective Head of Department to investigate the matter and, if proven, determine an appropriate penalty.

The award of zero (0) marks may be deemed appropriate. The outcome in such cases will be conveyed in writing to the parents.

The School requires all students, prior to or upon entering Year 11, to complete NESA’s on-line course, All My Own Work, which addresses matters of academic integrity. As a further reminder, Senior School students will be required to sign and date a statement of compliance upon submission of any Assessment task. However a student’s failure to sign this statement will not in any way excuse malpractice.

For examination and in-class test-style Assessment tasks, the wording is as follows:

The School defines malpractice, or cheating, as “dishonest behaviour by a student that gives them an unfair advantage over others.” I certify that my attempt at this Assessment task does not involve any malpractice or cheating.

For Assessment tasks completed at home or not under examination conditions, the wording is as follows:

I recognise that collaborative work in the preparation of an Assessment task is permissible, but that what I submit must be my own work, and certify that

1 .this is my own work,2. no part of my submission has been copied from any other source except where due acknowledgement has been made, and3. I have taken reasonable care to prevent my work being copied by another student.

APPEALS RELATING TO ASSESSMENTS

Appeals relating to the appropriateness of the marks awarded for any Assessment task should be directed to the respective Head of Department at the time of the return of the Assessment task . Should the matter not be satisfactorily resolved through the Head of Department, the student may make further application for reconsideration through the Director of Curriculum. Students should note that marks may either go up or down in the process of remarking.

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PART BSUBJECT GUIDELINES

YEAR112020


GROUP 1 - ENGLISH LITERATURE HL/SL

IB ENGLISH A1: LITERATURE HL/SL 2020 ASSESSMENT SCHEDULE - TRINITY REPORTING PURPOSES

Task Date Assessment Task Details Weighting %

1 Term 4 Week 6Wednesday 20 November Period 2

In-class Guided Literary Analysis on one text 40

2 Term 1 Week 9 / 10Assessment Week

Mid Year ExaminationGuided Literary Analysis on two unseen texts (SL only one text)

60

Semester 1 100

3 Term 2 Weeks 7 and 89 June to 19 JuneIn class presentations

Practice Oral Task - in class and reflection 40

4 End of Year Examination Period

End of Year ExaminationPaper 1: Guided Literary Analysis on one text Paper 2: Comparative Essay

60

Semester 2 100

IBO ASSESSMENT OUTLINE 2020 - 2021

HL Literature Task Weighting %

Paper 1 Guided Literary Analysis 35

Paper 2 - Comparative Essay 25

HL Essay 20

Individual Oral (internal assessment, externally moderated) 20

100

SL Literature Task Weighting %

Paper 1 Guided Literary Analysis 35



100

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LANGUAGE & LITERATURE HL/SL

IB ENGLISH A1: LANGUAGE & LITERATURE HL/SL 2020 ASSESSMENT SCHEDULE - TRINITY REPORTING PURPOSES


1 Term 4 Week 6Wednesday 20 November Period 2

In-class Guided analysis on unseen non-literary text 40


Mid Year ExaminationGuided Analysis on two unseen non-literary texts (SL only one text)

60

Semester 1 100

3 Term 2 Weeks 7 and 89 June to 19 JuneIn class presentations

Practice Individual Oral and reflection task 40


End of Year ExaminationPaper 1: Guided Analysis Paper 2: Comparative Essay

60

Semester 2 100


HL Language & Literature Task Weighting %

Paper 1 Non-Literary Guided Analysis 35


HL Essay 20


100

SL Language & Literature Task Weighting %

Paper 1 Non-Literary Guided Analysis 35



100


FRENCH, GERMAN, JAPANESE, MANDARIN - AB INITIO2020 ASSESSMENT SCHEDULE - TRINITY REPORTING PURPOSES

Task Date Assessment Tasks Weighting %

1 Individual Oral Tasks - Ongoing throughout Semester 1Listening Tasks - Ongoing throughout Semester 1

Individual Oral 25


Half Yearly ExaminationListening, Reading, Writing

75

Semester 1 100

3 Term 3 Weeks 7 and 8

Final Individual Oral 25

4 End of Year Examination Period Yearly ExaminationListening, Reading, Writing

75

Semester 2 100


Task Details Weighting %

Individual Oral Externally moderated 25

Paper 1 - Writing Skills External examination 25

Paper 2 - Listening Comprehension (25 marks)Paper 2 - Reading Comprehension (40 marks)

External examinationExternal examination

50

100

LANGUAGES STUDIED BY PRIVATE TEACHER OR THROUGH PAMOJA (IB ONLINE)

There will be ONE summative assessment task:

1. Private Tutor | Yearly Examination (Paper 1 of 1.5 hours, Paper 2 of 1 hour)

2. PAMOJA | Yearly Examination (1 Paper of 1.5 hours duration)

GROUP 2 - LANGUAGES

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FRENCH, CHINESE, GERMAN - HL/SL2020 ASSESSMENT SCHEDULE - TRINITY REPORTING PURPOSES


1 Individual Orals - Ongoing throughout Semester 1Listening Tasks - Ongoing throughout Semester 1

Individual Oral 25


Half Yearly Examination Listening, Reading, Writing

75

Semester 1 100

3 Term 3 Weeks 7 and 8

Final Individual Oral 25

5 End of Year Examination Period Yearly Examination 75

Semester 2 100



Individual Oral Externally moderated 25

Paper 1 - Writing Skills External examination 25

Paper 2 - Listening Comprehension (25 marks)Paper 2 - Reading Comprehension (40 marks)

External examinationExternal examination

50

100


LATIN - HL/SL2020 ASSESSMENT SCHEDULE - TRINITY REPORTING PURPOSES


1 Term 1 Week 9 Unseen Translation Task 1 (ongoing) 15


Half-Yearly Examination 85

Semester 1 100

3 Term 2 Week 4

IA Proposal (ongoing) 40

4 End of Year Examination Period End of Year Examination 60

Semester 2 100

IBO ASSESSMENT OUTLINE - 2020 - 2021


Internal Assessment Externally moderated 20

Paper 1 External examination 35


100

GROUP 2 - CLASSICAL LANGUAGES

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GROUP 3 - HISTORY

HISTORY2020 ASSESSMENT SCHEDULE - TRINITY REPORTING PURPOSES


1 Term 1 Week 5Tuesday 26 February by 8:30am

Essay (hand in) 20

2 Term 1 Week 9/10Assessment Week


Semester 1 100

3 Term 2 Week 7Tuesday 9 June | Period 4

Class Presentation (in class) 20


Semester 2 100


Task Details HL Weighting % SL Weighting %

Internal Assessment [Essay] Externally moderated 20 25

Paper 1: Source-based Questions Externally assessed 20 30

Paper 2: 20th.Century World history External examination 25 45

Paper 3 : History of Europe External examination 35 -

100 100


GROUP 3 - BUSINESS MANAGEMENT

BUSINESS MANAGEMENT2020 ASSESSMENT SCHEDULE - TRINITY REPORTING PURPOSES


1 Term 4 Week 6Monday 18 NovemberPeriods 2 and 4

Topic Test 25

2 Term 1 Weeks 9/10Assessment Week

Half-Yearly Examination | Topics 1 and 2 75

Semester 1 100

3 Term 2 Week 7Tuesday 9 JunePeriods 2 and 4

Topic Test 25

4 End of Year Examination Period End of Year Examination | Paper (based on Topics 1 - 4 - IB Paper 2 style)

75

Semester 2 100





Research Project Externally moderated 25

100

16

GROUP 3 - ECONOMICS

ECONOMICS2020 ASSESSMENT SCHEDULE - TRINITY REPORTING PURPOSES


1 Term 4 Week 6Friday 22 November Period 3 or 6

Test - Microeconomics | Topic 1 (excluding HL content) 25

2 Half-Yearly Examination Period Half-Yearly Examination | Topics 1 and 2 Micro and Macro 75

Semester 1 100

3 Term 2 Week 8Tuesday 16 June Period 2 or 4

Test Topic 3 | International 25

4 End of Year Examination Period End of Year Examination | Paper (based on Topics 1 - 4 - IB Paper 1 and 2 style)

75

Semester 2 100






Portfolio Externally moderated 20


GROUP 3 - PSYCHOLOGY

PSYCHOLOGY2020 ASSESSMENT SCHEDULE - TRINITY REPORTING PURPOSES


1 Term 1 Week 4Wednesday 19 February Period 5

In-Class essayBiological Approach

20

2 Term 1 Week 9 / 10 Half-Yearly Examination3 Short Answer Questions1 Essay

80

Semester 1 100

3 Term 3 Week 2Wednesday 29 JulyPeriod 5

In-Class essaySocio-Cultural Approach

20

4 End of Year Examination Period End of Year Examination3 short answer questions1 essay

80

Semester 2 100

IBO ASSESSMENT OUTLINE 2020- 2021

SLTask Details Weighting %

Part 1 Approaches 50

Part 2 Abnormal Psychology 25

Part 3 Simple Experimental Study using inferential statistics 25

HLTask Details Weighting %

Part 1 Core: Approaches to understanding behaviour 40

Part 2 The Options 20

Part 3 Qualitative Research in Psychology 20

Part 4 Simple Experimental Study using inferential statistics 20

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GROUP 3 - GEOGRAPHY

GEOGRAPHY2020 ASSESSMENT SCHEDULE - TRINITY REPORTING PURPOSES


1 Term 4 Week 7Friday 29 NovemberPeriod 3

In-Class task: 45min (HL & SL) 40


Half-Yearly Examination (2 hours) Æ Paper 1 and 2 (HL & SL): Core topics and Optional Theme Æ Paper 3 (HL only): HL Extension

60

Semester 1 100

3 Term 2 Week 8Friday 19 June 8:00am

Mock Internal Assessment Report (HL & SL) Æ Research report based on research and fieldwork (1500 words) (Hand in via Canvas 8:00am)

20 HL25 SL


End of Year Examination (3 hours) Æ Paper 1 (HL & SL): 1 hour- Core topics Æ Paper 2 (HL & SL): 1 hour- Optional Themes Æ Paper 3 (HL only): 1 hour- HL Extension

80 HL75 SL

Semester 2 100


Task Details SL Weighting % HL Weighting %

Internal Assessment 25 20

Research Report Candidates will undertake one piece of fieldwork and produce a written report (maximum 2500 words) based on this fieldwork.

20 hours 20 hours

External Assessment 75 80

Examination Paper 1 Knowledge and skills from Core Topics 35 (1 hour 30 minutes) 35 (2 hours 15 minutes)

Examination Paper 2 Knowledge and skills from THREE selected Optional Themes

40 (1 hour 15 minutes) 25 (1 hour 15 minutes)

Examination Paper 3 Knowledge and skills from the HL Extension topics

N/A 20 (1 hour)


GROUP 4 - SCIENCES

BIOLOGY (HL & SL), CHEMISTRY (HL & SL) AND PHYSICS (HL & SL)2020 ASSESSMENT SCHEDULE - TRINITY REPORTING PURPOSES

Task Date Assessment TasksWeighting

%

1 Term 1 Weeks 5 and 6Monday 24 February Period 5 | (Biology & Physics)Tuesday 3 March Period 1 & 2 | (Chemistry)

Practical Assessment 30

2 Term 1 Week 9 /10Assessment Week


Semester 1 100

3 Term 3 Weeks 2 and 3Wednesday 29 July Period 5 | (Biology & Physics)Tuesday 4 August | Period 1 & 2 (Chemistry)

Practical Assessment 30


Semester 2 100

EXTERNAL ASSESSMENT

IBO ASSESSMENT OUTLINE 2020- 2021


Internal Assessment [Practical Report] Externally moderated 20 20

Paper 1: Multiple Choice Questions (45 mins SL, 1 hr HL) External examination 20 20

Paper 2: Extended Responses (1hr 15 mins SL, 2hr 15 mins HL) External examination 36 40

Paper 3 : Includes Option (1 hr SL, 1 hr 15 mins HL) External examination 24 20

100 100

20

SPORTS, EXERCISE & HEALTH2020 ASSESSMENT SCHEDULE - TRINITY REPORTING PURPOSES


1 Term 1 Week 7Thursday 12 March | Period 1

IA Practical Work 20

2 Term 1 Week 9 / 10Assessment Period

Task on Topics 1, 2 and 3 80

Semester 1 100

3 Term 3 Week 2Thursday 30 July | Period 1

IA Practical Work 20


Semester 2 100



1 Internal Assessment 20

2 Final Examination 80

100

GROUP 4 - SPORTS, EXERCISE & HEALTH


GROUP 4 - DESIGN TECHNOLOGY

DESIGN TECHNOLOGY2020 ASSESSMENT SCHEDULE - TRINITY REPORTING PURPOSES


1 Term 1 Week 3Thursday 13 FebruaryPeriod 1

Human Factors - Criterion A B C 20



3 Term 2 Week 3Thursday 14 MayPeriod 1

Upcycling - Criterion A B 20

Semester 1 100

4 Term 3 Week 2Wednesday 29 JulyPeriod 5

Upcycling - Criterion C D 40


Semester 2 100



Major Project Externally moderated 40

Examination External examination 60

100

22

GROUP 5 - MATHEMATICS

MATHEMATICS - ANALYSIS & APPROACHES HL2020 ASSESSMENT SCHEDULE - TRINITY REPORTING PURPOSES

Task Date * Assessment Tasks Weighting %


Background Knowledge is assumed plus Straight Lines, Sequences and Series, Measurement, Trigonometry | 45 minutesNON-CALCULATOR

20


All previous topics plus The Unit Circle, Probability, Statistics, Functions (including Trigonometric Functions) Paper 1 | NON-CALCULATOR 1 hr.Paper 2 | CALCULATOR 1.5 hrs.

80

Semester 1 100

3 Term 2 Week 8Wednesday 17 JunePeriod 4

Exponential Functions, Logarithms, Complex Numbers, Real Polynomials | 45 minutes

20


All previous topics plus Further Functions, Counting Techniques, Binomial Theorem, Bivariate Statistics and Discrete Random VariablesPaper 1 | NON-CALCULATOR 2 hrs.Paper 2 | CALCULATOR 2 hrs.

80

Semester 2 100

* Subject to change


Assessment Component Weighting %

External assessment (3 hours)Paper 1 (120 minutes) | Compulsory short and extended responses questions based on the syllabus. Paper 2 (120 minutes) | Compulsory short and extended responses questions based on the syllabusPaper 3 (60 minutes) | Two compulsory extended response problem solving questions

303020

Internal assessmentThis component is internally assessed by the teacher and externally moderated by the IB at the end of the course.Mathematical explorationInternal assessment in mathematics is an individual exploration. This is a piece of written work that involves investigating an area of mathematics.

20



MATHEMATICS - ANALYSIS & APPROACHES SL2020 ASSESSMENT SCHEDULE - TRINITY REPORTING PURPOSES



Background Knowledge is assumed plus Straight Lines, Surds & Exponentials, Equations| 45 minutesNON-CALCULATOR

20


All previous topics plus Sequences & Series, Measurement, Trigonometry, Points in Space, Sets & Venn Diagrams, Probability, Sampling & Data Paper 1 | NON-CALCULATOR 1 hr.Paper 2 | CALCULATOR 1 hr.

80

Semester 1 100


Statistics, Binomial Theorem, Functions (including the Quadratic Function) | 45 minutes

20


All previous topics plus Transformation of FunctionsPaper 1 | NON-CALCULATOR 1 hr.Paper 2 | CALCULATOR 1.5 hrs.

80

Semester 2 100

* Subject to change



External assessment (3 hours)Paper 1 (90 minutes) | Compulsory short and extended responses questions based on the syllabus. Paper 2 (90 minutes) | Compulsory short and extended responses questions based on the syllabus

4040


20

24


MATHEMATICS - APPLICATIONS & INTERPRETATION SL2020 ASSESSMENT SCHEDULE - TRINITY REPORTING PURPOSES



Background Knowledge is assumed plus Straight Lines, Surds & Exponentials, Equations| 45 minutesCALCULATOR

20


All previous topics plus Sequences & Series, Measurement, Trigonometry, Points in Space, Sets & Venn Diagrams, Probability, Sampling & Data Paper 1 | CALCULATOR 1 hr.Paper 2 | CALCULATOR 1 hr.

80

Semester 1 100


Approximation & Error, Loans & Annuities, Statistics | 45 minutesCALCULATOR

20


All previous topics plus Functions, Modelling and Bivariate StatisticsPaper 1 | CALCULATOR 1 hr.Paper 2 | CALCULATOR 1.5 hrs.

80

Semester 2 100

* Subject to change



External assessment (3 hours)Paper 1 (90 minutes) | Compulsory short-response questions based on the syllabus Paper 2 (90 minutes) | Compulsory extended responses questions based on the syllabus

4040


20


GROUP 6 - FILM STUDIES

FILM STUDIES2020 ASSESSMENT SCHEDULE - TRINITY REPORTING PURPOSES

Task Date Assessment Task DetailsWeighting

%


Portfolio Exercise 1: Camera or directing: Identity FIlm Project (Exploring Film Roles) Objectives: 1(c), 2(a)-(d), 3(c)-(d), 4(a), (b), (d)

20(10% to Semester 2)

2 Term 1 Week 9Assessment Week

Montage Text Analysis (Reading and Contextualising Film)Objectives: 1(a)-(c); 2(a)-(d), 3(a)-(d); 4(a)-(d)

30(10% to Semester 2)

3 Term 1 Week 11Tuesday 7 AprilPeriod 2

Portfolio Exercise 2: Editing: The Trailer (Exploring Film Roles)Objectives: 1(a)-(c); 2(a)-(d), 3(a)-(d), 4(a)-(d)

50 (20% to Semester 2)

Semester 1 100

4 Term 3 Week 3Friday 7 AugustPeriod 6

Portfolio Exercise 3: Writing or Directing or Camera: Silent Film (Exploring Film roles)Objectives: 1(a)-(c); 2(a)-(d), 3(a)-(d); 4(a)-(d)

30


Film Study (Reading and Contextualising Film)Objectives: 1 (a) & (c); 2(a)-(d), 3 (b)

30

Semester 2 100



Film Portfolio Internally assessed, externally moderated 25 40

Comparative Film Study Externally assessed 20 30

Text Analysis Externally assessed 20 30

Collaborative Film Project Internally assessed, externally moderated 35

100 100

26

GROUP 6 - MUSIC

MUSIC2020 ASSESSMENT SCHEDULE - TRINITY REPORTING PURPOSES


1 Term 1 Week 9Assessment Week

Listening Paper Students will complete Section B of a Listening Paper in the style of their final exam

50

Performances (HL & SL Solo Performing only)Students will perform & record two contrasting works on their instrument/voice. OR Stylistic Techniques Exercises (SL Creating only)Students will submit two completed stylistic techniques exercises representing the Renaissance and/or Baroque eras.

50

50

Semester 1 100

2 Term 2 Week 8Monday 15 June Period 4

Musical Links InvestigationStudents will submit a Media Script of 2000 words, comparing and contrasting musical works representing two distinct Musical Cultures

20

3 Term 3 Week 4Friday 14 AugustPeriod 6

Individual Creating Task (HL & SL Creating only)Students choice of Composing/Arranging/Improvising/Music Technology Composing - to be submitted along with a score/recording/reflective statement as appropriate.

25 HL50 SL


Listening PaperStudents will complete an entire Listening Paper (2 hrs SL or 2.5 hrs HL)

30

Performances (HL & SL Solo Performing only)Students will perform & record two contrasting works on their instrument/voice. These works must be different to those performed in Term 2

25 HL50 SL

Semester 2 100

IBO ASSESSMENT OUTLINE 2020 - 2021 HLDetails Weighting %

Listening 30

MLI 20

Performing 25

Creating 25

100

IBO ASSESSMENT OUTLINE 2020 - 2021 SLDetails Weighting %

Listening 30

MLI 20

Elective (Creating/Performing) 50

100


GROUP 6 - VISUAL ARTS

VISUAL ARTS2020 ASSESSMENT SCHEDULE - TRINITY REPORTING PURPOSES

Task Date Assessment Task DetailsWeighting

%

1 Term 1 Week 8Monday 16 MarchPeriod 4

Assessment of Studio Practice IMake art through a process of investigation, thinking critically and experimenting with techniques . (hand in)

50

2 Term 1 Week 9Monday 23 March Period 4

Assessment of Portfolio Process IExperiment with diverse media and explore techniques for making art. Develop an informed response to work and exhibitions they have seen and experienced. (hand in)

50

Semester 1 100

3 Term 3 Week 4Friday 14 August Period 6

Assessment of Studio Practice IIMake art through a process of investigation, thinking critically and experimenting with techniques. Include curatorial rationale (300 words)

40


Assessment of Portfolio Process IIExperiment with diverse media and explore techniques for making art. Develop an informed response to work and exhibitions they have seen and experienced.

40


Assessment of Comparative StudySelect 2 artists from different cultures and 2 artworks from each artist and compare using the Feldman 4 Stage Analysis

20

Semester 2 100


Component Assessment Weighting % HL SL

Comparative Study (2021) External 20 As for SL plus a reflection of how their work has been influenced by the works studied. 3-5 screens

Compare a minimum of 3 artworks by at least 2 artists. 10-15 screens.

Process Portfolio (2021) External 40 13 -25 screens (from your Journal). Submitted works should be in at least 3 different forms

9 - 18 screens (from your Journal). Submitted works should be in at least 2 different forms

Exhibition & Curatorial Script (2021)

Internal ExhibitionModerated externally

40 8 -11 pieces with exhibition text for each plus a 700 word minimum Curatorial Statement

4 - 7 pieces with exhibition text for each plus a 400 word minimum Curatorial Statement

100

28

THEORY OF KNOWLEDGE2020 ASSESSMENT SCHEDULE - TRINITY REPORTING PURPOSES

Task Date Assessment Tasks Details Weighting %

1 Term 4 Week 6 (Friday November 22 by 9am) Written Response (Online Submission) 30

2 Term 1 Week 5 (Friday February 28 by 9am) Written Response (Online Submission) 30

3 Term 1 Week 8 (Wednesday March 18 Period 3) Knowledge Question Test (in class) 40

Semester 1 100

3 Term 2 Week 3 (Friday May 15 by 9am) Written Response (Online Submission) 40

4 Term 2 Week 8(Beginning Monday June 15 - Day TBA)

Oral Presentation 60

Semester 2 100


Task Assessment Task Weighting %

1 Oral Presentation 33

2 Essay 67

100

GROUP 6 - THEORY OF KNOWLEDGE


CHRISTIAN STUDIES

ASSESSMENT SCHEDULE

Task Date DueWeighting Semester 1 Report %

Weighting Semester 2 Report %

Description Course Outcomes

1 Term 4 Week 7Thursday 28 NovemberPeriod 2

100 Comparative Analysis Biblical literacyTheological and philosophical understandingApplication of Christian thought

100

2 Term 2 Week 3Thursday 14 May Period 2

100 Written evaluation Biblical literacyTheological and philosophical understandingApplication of Christian thought

100

COURSE OUTCOMES:

Biblical literacy• Analyses and explains Biblical texts and concepts.

Theological and philosophical understanding• Thinks critically about Biblical teaching to demonstrate understanding of the Christian worldview and compare it with other worldviews.

Application of Christian thought• Identifies and reflects on the implications of Christian teaching for themselves, the church and the world.

30

Grade descriptorsFor use from December 2017


Grade descriptors ix

Contents

Introduction 1

Group 1 (studies in language and literature) grade descriptors 2

Group 2 (language acquisition) grade descriptors 4

Group 3 (individuals and societies) grade descriptors 10

Group 4 (sciences) grade descriptors 12

Group 5 (mathematics) grade descriptors 16

Group 6 (arts) grade descriptors 18

Interdisciplinary subjects grade descriptors 20

Extended essay grade descriptors 24

Theory of knowledge grade descriptors 26

32

Grade descriptors 11

Diploma Programme

Introduction

This document is a compilation of descriptions (grade descriptors) of each grade for each group of subjects in the IB Diploma Programme. Grade descriptors consist of characteristics of performance at each grade. The descriptors apply to groups of subjects but substantial similarity exists across sets of group grade descriptors.

Senior examiners use these grade descriptors when determining grade boundaries for examination papers and coursework components. For each grade, qualities of a typical performance are given. However, the work of few candidates will be consistently characterised by a single grade descriptor, most work will display some of the characteristics of more than one grade. Senior examiners therefore review the work of many candidates to determine a grade boundary—the lowest mark at which characteristics of a grade are consistently shown in candidate work—allowing for some compensation across the different aspects.

The grade descriptors are also intended to help teachers explain the academic requirements of the IB Diploma Programme to students, undertake formative assessment, report progress and predict candidates’ grades.



Diploma Programme

Introduction

This document is a compilation of descriptions (grade descriptors) of each grade for each group of subjects in the IB Diploma Programme. Grade descriptors consist of characteristics of performance at each grade. The descriptors apply to groups of subjects but substantial similarity exists across sets of group grade descriptors.

Senior examiners use these grade descriptors when determining grade boundaries for examination papers and coursework components. For each grade, qualities of a typical performance are given. However, the work of few candidates will be consistently characterised by a single grade descriptor, most work will display some of the characteristics of more than one grade. Senior examiners therefore review the work of many candidates to determine a grade boundary—the lowest mark at which characteristics of a grade are consistently shown in candidate work—allowing for some compensation across the different aspects.

The grade descriptors are also intended to help teachers explain the academic requirements of the IB Diploma Programme to students, undertake formative assessment, report progress and predict candidates’ grades.

Grade descriptors2

Group 1 (studies in language and literature) grade descriptors

Studies in language and literature

Grade 7Demonstrates: excellent understanding and appreciation of the interplay between form and content in regard to the question or task; responses that may be convincing, detailed, independent in analysis, synthesis and evaluation; highly developed levels of expression, both orally and in writing; very good degree of accuracy and clarity; very good awareness of context and appreciation of the effect on the audience/reader; very effective structure with relevant textual detail to support a critical engagement with the thoughts and feelings expressed in the work(s).

Grade 6Demonstrates: very good understanding and appreciation of the interplay between form and content in regard to the question or task; responses that are, mainly, convincing, as well as detailed and independent to some degree, in analysis, synthesis and evaluation; well-developed levels of expression, both orally and in writing; good degree of accuracy and clarity; good awareness of context and appreciation of the effect on the audience/reader; effective structure with relevant textual detail to support a critical engagement with the thoughts and feelings expressed in the work(s).

Grade 5Demonstrates: good understanding and appreciation of the interplay between form and content in regard to the question or task; responses that offer generally considered and valid analysis, synthesis and/or evaluation; good levels of expression, both orally and in writing; adequate degree of accuracy and clarity; awareness of context and appreciation of the effect on the audience/reader; clear structure with relevant textual detail to support an engagement with the thoughts and feelings expressed in the work(s).

Grade 4Demonstrates: adequate knowledge and understanding of the question or task; responses that are generally valid in analysis and/or synthesis; satisfactory powers of expression, both orally and in writing; few lapses in accuracy and clarity; some awareness of context and appreciation of the effect on the audience/reader; a basic structure within which the thoughts and feelings of the work(s) are explored.

Grade 3Demonstrates: some knowledge and some understanding of the question or task; responses that are only sometimes valid and/or appropriately detailed; some appropriate powers of expression, both orally and in writing; lapses in accuracy and clarity; limited awareness of context and appreciation of the effect on the audience/reader; some evidence of a structure within which the thoughts and feelings of the work(s) are explored.

Grade 2Demonstrates: superficial knowledge and understanding of the question or task; responses that are of generally limited validity; limited powers of expression, both orally and in writing; significant lapses in

34


Grade descriptors 3

accuracy and clarity; little awareness of context and appreciation of the effect on the audience/reader; rudimentary structure within which the thoughts and feelings of the work(s) are explored.

Grade 1Demonstrates: very rudimentary knowledge and understanding of the question or task; responses that are of very limited validity; very limited powers of expression, both orally and in writing; widespread lapses in accuracy and clarity; no awareness of context and appreciation of the effect on the audience/reader; very rudimentary structure within which the thoughts and feelings of the work(s) are explored.



Grade descriptors 3

accuracy and clarity; little awareness of context and appreciation of the effect on the audience/reader; rudimentary structure within which the thoughts and feelings of the work(s) are explored.

Grade 1Demonstrates: very rudimentary knowledge and understanding of the question or task; responses that are of very limited validity; very limited powers of expression, both orally and in writing; widespread lapses in accuracy and clarity; no awareness of context and appreciation of the effect on the audience/reader; very rudimentary structure within which the thoughts and feelings of the work(s) are explored.

Grade descriptors4

Group 2 (language acquisition) grade descriptors

Language B (HL)

Grade 7Students speak with clarity and fluency; use a richly varied and idiomatic range of language very accurately; handle ideas effectively and skillfully with active and complex interaction; demonstrate a thorough understanding of the meaning and purpose of written texts; have little difficulty with the most difficult questions; recognize almost all the subtleties of specific language usage; write detailed and expressive texts demonstrating an excellent command of vocabulary and complex structures with a consistently high level of grammatical accuracy; demonstrate clarity of thought in the organization of their work and an ability to engage, convince and influence the audience.

Grade 6Students speak clearly, fluently and naturally; use a varied and idiomatic range of language accurately; handle ideas effectively with active and full interaction; demonstrate a very good understanding of the meaning and purpose of written texts; have little difficulty with more difficult questions; recognize most of the subtleties of specific language usage; write detailed texts demonstrating a very good command of vocabulary and complex structures with a very good level of grammatical accuracy; adapt their writing appropriately to suit the intended audience and purpose; express their ideas and organize their work coherently and convincingly.

Grade 5Students speak mostly clearly and fluently; use a varied range of language mostly accurately; handle ideas mostly effectively with generally full interaction; demonstrate a good understanding of the meaning and purpose of written texts; have some difficulties with more difficult questions; recognize some subtleties of specific language usage; write fairly detailed texts demonstrating a good command of vocabulary with a good level of grammatical accuracy; show a reasonable ability to adapt their writing to suit the intended audience and purpose; express their ideas and organize their work coherently.

Grade 4Students speak generally clearly; use a basic range of language correctly; handle ideas adequately with full interaction at times; demonstrate an adequate understanding of the meaning and purpose of written texts; have some difficulties with almost all difficult questions and some average questions; recognize a few subtleties of specific language usage; write texts demonstrating an adequate command of vocabulary with an adequate level of grammatical accuracy; show some ability to adapt their writing to suit the intended audience and purpose; express their ideas and organize their work appropriately.

Grade 3Students speak hesitantly and at times unclearly; use a simple range of language correctly at times; handle ideas with some difficulty with fairly limited interaction; demonstrate some understanding of the meaning and purpose of written texts; have difficulties with questions of average difficulty; write texts demonstrating a basic command of vocabulary and some awareness of grammatical structure; produce an identifiable text type; make some attempt at expressing their ideas and organizing their work.

36


Grade descriptors 5

Grade 2Students speak hesitantly and generally unclearly; use a limited range of language often incorrectly; handle ideas with difficulty and with restricted interaction; demonstrate a fairly limited understanding of the meaning and purpose of written texts; have difficulties with some easy questions; write texts demonstrating a fairly limited command of vocabulary and little awareness of grammatical structure; produce an identifiable text type with limited success; make some attempt at basic organization; content is rarely convincing.

Grade 1Students speak hesitantly and unclearly; use a very limited range of language mostly incorrectly; handle ideas with great difficulty and with very restricted interaction; demonstrate a limited understanding of the meaning and purpose of written texts; have difficulties even with easiest questions; write texts demonstrating a limited command of vocabulary and little awareness of grammatical structure; produce a barely identifiable text type; lack organization to an extent that content is unconvincing.

Language B (SL)

Grade 7Students speak clearly, fluently and naturally; use a varied and idiomatic range of language accurately; handle ideas effectively with active and full interaction; demonstrate a very good understanding of the meaning and purpose of written texts; have little difficulty with more difficult questions; write detailed texts demonstrating a very good command of vocabulary and complex structures with a very good level of grammatical accuracy; adapt their writing effectively to suit the intended audience and purpose; express their ideas and organize their work coherently and convincingly.

Grade 6Students speak mostly clearly and fluently; use a varied range of language mostly accurately; handle ideas mostly effectively, with generally full interaction; demonstrate a good understanding of the meaning and purpose of written texts; have some difficulties with more difficult questions; write fairly detailed texts demonstrating a good command of vocabulary with a good level of grammatical accuracy; adapt their writing appropriately to suit the intended audience and purpose; express their ideas and organize their work coherently.

Grade 5 Students speak generally clearly; use a basic range of language correctly; handle ideas adequately with full interaction at times; demonstrate an adequate understanding of the meaning and purpose of written texts; have some difficulties with almost all difficult questions and some average questions; write texts demonstrating an adequate command of vocabulary with an adequate level of grammatical accuracy; show a reasonable ability to adapt their writing to suit the intended audience and purpose; express their ideas and organize their work appropriately.

Grade 4Students speak hesitantly and at times unclearly; use a simple range of language correctly at times; handle ideas with some difficulty and with fairly limited interaction; demonstrate some understanding of the meaning and purpose of written texts; have difficulties with questions of average difficulty; write texts demonstrating a basic command of vocabulary and some awareness of grammatical structure; show some ability to adapt their writing to suit the intended audience and purpose; make some attempt at expressing their ideas and organizing their work.



Grade descriptors 5

Grade 2Students speak hesitantly and generally unclearly; use a limited range of language often incorrectly; handle ideas with difficulty and with restricted interaction; demonstrate a fairly limited understanding of the meaning and purpose of written texts; have difficulties with some easy questions; write texts demonstrating a fairly limited command of vocabulary and little awareness of grammatical structure; produce an identifiable text type with limited success; make some attempt at basic organization; content is rarely convincing.

Grade 1Students speak hesitantly and unclearly; use a very limited range of language mostly incorrectly; handle ideas with great difficulty and with very restricted interaction; demonstrate a limited understanding of the meaning and purpose of written texts; have difficulties even with easiest questions; write texts demonstrating a limited command of vocabulary and little awareness of grammatical structure; produce a barely identifiable text type; lack organization to an extent that content is unconvincing.

Language B (SL)

Grade 7Students speak clearly, fluently and naturally; use a varied and idiomatic range of language accurately; handle ideas effectively with active and full interaction; demonstrate a very good understanding of the meaning and purpose of written texts; have little difficulty with more difficult questions; write detailed texts demonstrating a very good command of vocabulary and complex structures with a very good level of grammatical accuracy; adapt their writing effectively to suit the intended audience and purpose; express their ideas and organize their work coherently and convincingly.

Grade 6Students speak mostly clearly and fluently; use a varied range of language mostly accurately; handle ideas mostly effectively, with generally full interaction; demonstrate a good understanding of the meaning and purpose of written texts; have some difficulties with more difficult questions; write fairly detailed texts demonstrating a good command of vocabulary with a good level of grammatical accuracy; adapt their writing appropriately to suit the intended audience and purpose; express their ideas and organize their work coherently.

Grade 5 Students speak generally clearly; use a basic range of language correctly; handle ideas adequately with full interaction at times; demonstrate an adequate understanding of the meaning and purpose of written texts; have some difficulties with almost all difficult questions and some average questions; write texts demonstrating an adequate command of vocabulary with an adequate level of grammatical accuracy; show a reasonable ability to adapt their writing to suit the intended audience and purpose; express their ideas and organize their work appropriately.

Grade 4Students speak hesitantly and at times unclearly; use a simple range of language correctly at times; handle ideas with some difficulty and with fairly limited interaction; demonstrate some understanding of the meaning and purpose of written texts; have difficulties with questions of average difficulty; write texts demonstrating a basic command of vocabulary and some awareness of grammatical structure; show some ability to adapt their writing to suit the intended audience and purpose; make some attempt at expressing their ideas and organizing their work.


Grade descriptors6

Grade 3Students speak hesitantly and generally unclearly; use a limited range of language, often incorrectly; handle ideas with difficulty and with restricted interaction; demonstrate a fairly limited understanding of the meaning and purpose of written texts; have difficulties with some easy questions; write texts demonstrating a fairly limited command of vocabulary and little awareness of grammatical structure; produce an identifiable text type; make some attempt at basic organization; content is rarely convincing.

Grade 2Students speak hesitantly and unclearly; use a very limited range of language mostly incorrectly; handle ideas with great difficulty and with very restricted interaction; demonstrate a limited understanding of the meaning and purpose of written texts; have difficulties even with easiest questions; write texts demonstrating a limited command of vocabulary and little awareness of grammatical structure; produce an identifiable text type with limited success; lack organization to an extent that content is unconvincing.

Grade 1Students speak very hesitantly and unclearly; use a very limited range of language incorrectly; handle ideas unsuccessfully and with very restricted interaction; demonstrate a very limited understanding of the meaning and purpose of written texts; have difficulties with almost all questions; write texts demonstrating a very limited command of vocabulary and very little awareness of grammatical structure; produce a barely identifiable text type; lack organization to an extent that content is confusing.

Language ab initio (SL)

Grade 7Receptive skills: students respond clearly and effectively to all basic and most complex information and ideas.

Interactive skills: students respond accurately, communicate effectively and demonstrate comprehension; pronunciation and intonation always facilitate the understanding of the message; students sustain participation and make good independent contributions. The message is always clear.

Productive skills: students develop ideas well using an effective, logical structure; they successfully use a range of simple and some complex cohesive devices; they use both basic and complex grammatical structures accurately. However, they may make occasional errors in complex structures; they use varied and effective vocabulary and appropriate register; they demonstrate clear evidence of intercultural understanding where required.

Grade 6Receptive skills: students respond clearly to all basic and most complex information and ideas.

Interactive skills: students respond mostly accurately, communicate almost always effectively and demonstrate comprehension; pronunciation and intonation almost always facilitate the understanding of the message; students almost always sustain participation and make independent contributions. The message is usually clear.

Productive skills: students develop ideas well using a logical structure; they successfully use a range of basic and some complex cohesive devices; they use both basic and complex grammatical structures

38


Grade descriptors 7

accurately. However, they may make several errors in complex structures; they use varied vocabulary and appropriate register; they almost always demonstrate clear evidence of intercultural understanding where required.

Grade 5Receptive skills: students generally respond clearly to basic and some complex information and ideas.

Interactive skills: students respond accurately and generally demonstrate comprehension; pronunciation and intonation often facilitate the understanding of the message; students generally sustain participation and make some independent contributions. The message is often clear.

Productive skills: students develop some ideas using a logical structure; they often use a range of basic and some complex cohesive devices; they use basic grammatical structures accurately. However, complex structures are rarely accurate; they use a range of basic vocabulary and appropriate register; they often demonstrate evidence of intercultural understanding where required.

Grade 4Receptive skills: students respond clearly to most basic information and ideas.

Interactive skills: students respond accurately and demonstrate comprehension in simple exchanges; pronunciation and intonation usually facilitate the understanding of the message; students sustain participation in simple exchanges. The message is usually clear.

Productive skills: students develop basic ideas using a logical structure; they use a range of simple cohesive devices successfully; they use most basic grammatical structures accurately; they use basic vocabulary and appropriate register successfully; they usually demonstrate evidence of intercultural understanding where required.

Grade 3Receptive skills: students sometimes respond clearly to basic information.

Interactive skills: students sometimes respond accurately and sometimes demonstrate comprehension in simple exchanges; pronunciation and intonation sometimes facilitate the understanding of the message; students sometimes sustain participation in simple exchanges. The message is sometimes clear.

Productive skills: students sometimes develop basic ideas; they sometimes use simple cohesive devices successfully; they sometimes use basic grammatical structures accurately; they sometimes use basic vocabulary and appropriate register successfully; they sometimes demonstrate evidence of intercultural understanding where required.

Grade 2Receptive skills: students rarely respond clearly to basic information.

Interactive skills: students rarely respond accurately or demonstrate comprehension; pronunciation and intonation rarely facilitate the understanding of the message; students rarely sustain participation in simple exchanges. The message is rarely clear.

Productive skills: students rarely develop basic ideas; they rarely use simple cohesive devices; they rarely use basic grammatical structures accurately; they rarely use basic vocabulary or appropriate register successfully; they rarely demonstrate evidence of intercultural understanding where required.



Grade descriptors 7

accurately. However, they may make several errors in complex structures; they use varied vocabulary and appropriate register; they almost always demonstrate clear evidence of intercultural understanding where required.

Grade 5Receptive skills: students generally respond clearly to basic and some complex information and ideas.

Interactive skills: students respond accurately and generally demonstrate comprehension; pronunciation and intonation often facilitate the understanding of the message; students generally sustain participation and make some independent contributions. The message is often clear.

Productive skills: students develop some ideas using a logical structure; they often use a range of basic and some complex cohesive devices; they use basic grammatical structures accurately. However, complex structures are rarely accurate; they use a range of basic vocabulary and appropriate register; they often demonstrate evidence of intercultural understanding where required.

Grade 4Receptive skills: students respond clearly to most basic information and ideas.

Interactive skills: students respond accurately and demonstrate comprehension in simple exchanges; pronunciation and intonation usually facilitate the understanding of the message; students sustain participation in simple exchanges. The message is usually clear.

Productive skills: students develop basic ideas using a logical structure; they use a range of simple cohesive devices successfully; they use most basic grammatical structures accurately; they use basic vocabulary and appropriate register successfully; they usually demonstrate evidence of intercultural understanding where required.

Grade 3Receptive skills: students sometimes respond clearly to basic information.

Interactive skills: students sometimes respond accurately and sometimes demonstrate comprehension in simple exchanges; pronunciation and intonation sometimes facilitate the understanding of the message; students sometimes sustain participation in simple exchanges. The message is sometimes clear.

Productive skills: students sometimes develop basic ideas; they sometimes use simple cohesive devices successfully; they sometimes use basic grammatical structures accurately; they sometimes use basic vocabulary and appropriate register successfully; they sometimes demonstrate evidence of intercultural understanding where required.

Grade 2Receptive skills: students rarely respond clearly to basic information.

Interactive skills: students rarely respond accurately or demonstrate comprehension; pronunciation and intonation rarely facilitate the understanding of the message; students rarely sustain participation in simple exchanges. The message is rarely clear.

Productive skills: students rarely develop basic ideas; they rarely use simple cohesive devices; they rarely use basic grammatical structures accurately; they rarely use basic vocabulary or appropriate register successfully; they rarely demonstrate evidence of intercultural understanding where required.


Grade descriptors8

Grade 1Receptive skills: students very rarely respond clearly to basic information.

Interactive skills: students very rarely respond accurately or demonstrate comprehension; pronunciation and intonation very rarely facilitate the understanding of the message; students very rarely sustain participation in simple exchanges. The message is very rarely clear.

Productive skills: students very rarely develop ideas; they very rarely use simple cohesive devices; they very rarely use basic grammatical structures accurately; they very rarely use basic vocabulary or appropriate register successfully; they very rarely demonstrate evidence of intercultural understanding where required.

Classical languages (Latin and classical Greek)

Grade 7Demonstrates excellent content knowledge and understanding, conceptual and contextual awareness and critical, reflective thinking. Responses are logical and structured, make very effective use of well-selected examples, demonstrate awareness of alternative points of view and provide clear evidence of intercultural understanding. Translations are very accurate and convey the meaning of the original text, with use of grammar and vocabulary that is appropriate for the original text.

Highly effective research, investigation and technical skills are evident, as is the ability to analyse, evaluate and synthesize evidence in an insightful way.

Grade 6Demonstrates very good content knowledge and understanding, conceptual and contextual awareness and critical, reflective thinking. Responses are mostly logical and structured, make effective use of well-selected examples, demonstrate sufficient awareness of alternative points of view and provide clear evidence of intercultural understanding. Translations are accurate and mostly convey the meaning of the original text, with use of grammar and vocabulary that is mostly appropriate for the original text.

Effective research, investigation and technical skills are evident, as is the ability to analyse, evaluate and synthesize evidence competently.

Grade 5Demonstrates sound content knowledge and understanding, conceptual and contextual awareness, and critical, reflective thinking. Responses are generally logical and structured, make good use of examples, demonstrate generally accurate awareness of alternative points of view and provide some evidence of intercultural understanding. Translations are somewhat accurate and convey the general meaning of the original text, with use of grammar and vocabulary that is generally appropriate for the original text.

Good research, investigation and technical skills are evident; the ability to analyse, evaluate and synthesize evidence is evident but not consistently developed.

Grade 4Demonstrates secure content knowledge and understanding (although there are some gaps), some conceptual and contextual awareness, and some critical, reflective thinking. Responses are somewhat logical and structured, make use of examples, demonstrate some awareness of alternative points of view and provide some evidence of intercultural understanding. Translations are partially accurate and convey

40


Grade descriptors 9

some meaning of the original text, with use of grammar and vocabulary that is somewhat appropriate for the original text.

Some research, investigation and technical skills are evident; the ability to analyse, evaluate and synthesize evidence is evident but not consistently developed.

Grade 3Demonstrates basic content knowledge and understanding, with some gaps, some conceptual and contextual awareness, and some critical, reflective thinking. Responses are valid, but lack clarity and structure, make use of limited examples, demonstrate limited awareness of alternative points of view and provide limited evidence of intercultural understanding. Translations are rarely accurate but convey the basic meaning of the original text, with use of grammar and vocabulary that is somewhat appropriate for the original text.

Basic research, investigation and technical skills are evident; the ability to analyse, evaluate and synthesize evidence is not always shown.

Grade 2Demonstrates little content knowledge and understanding, with significant gaps, little conceptual and contextual awareness, and little critical, reflective thinking. Responses are rarely valid, lack clarity and structure, make use of weak/inappropriate examples, demonstrate very little awareness of alternative points of view and provide very limited evidence of intercultural understanding. Translations are mostly inaccurate and rarely convey the basic meaning of the original text, with use of grammar and vocabulary that is rarely appropriate for the original text.

Limited research, investigation and technical skills are evident; the ability to analyse, evaluate and synthesize evidence is rarely shown.

Grade 1Demonstrates almost no content knowledge and understanding, conceptual and contextual awareness, or critical, reflective thinking. Responses are rarely valid, lack clarity and structure, make use of irrelevant examples, demonstrate little or no awareness of alternative points of view and provide little or no evidence of intercultural understanding. Translations are mostly inaccurate and very rarely convey the basic meaning of the original text, with use of grammar and vocabulary that is rarely appropriate for the original text.

Very limited research, investigation and technical skills are evident; the ability to analyse, evaluate and synthesize evidence is not shown.



Grade descriptors 9

some meaning of the original text, with use of grammar and vocabulary that is somewhat appropriate for the original text.

Some research, investigation and technical skills are evident; the ability to analyse, evaluate and synthesize evidence is evident but not consistently developed.

Grade 3Demonstrates basic content knowledge and understanding, with some gaps, some conceptual and contextual awareness, and some critical, reflective thinking. Responses are valid, but lack clarity and structure, make use of limited examples, demonstrate limited awareness of alternative points of view and provide limited evidence of intercultural understanding. Translations are rarely accurate but convey the basic meaning of the original text, with use of grammar and vocabulary that is somewhat appropriate for the original text.

Basic research, investigation and technical skills are evident; the ability to analyse, evaluate and synthesize evidence is not always shown.

Grade 2Demonstrates little content knowledge and understanding, with significant gaps, little conceptual and contextual awareness, and little critical, reflective thinking. Responses are rarely valid, lack clarity and structure, make use of weak/inappropriate examples, demonstrate very little awareness of alternative points of view and provide very limited evidence of intercultural understanding. Translations are mostly inaccurate and rarely convey the basic meaning of the original text, with use of grammar and vocabulary that is rarely appropriate for the original text.

Limited research, investigation and technical skills are evident; the ability to analyse, evaluate and synthesize evidence is rarely shown.

Grade 1Demonstrates almost no content knowledge and understanding, conceptual and contextual awareness, or critical, reflective thinking. Responses are rarely valid, lack clarity and structure, make use of irrelevant examples, demonstrate little or no awareness of alternative points of view and provide little or no evidence of intercultural understanding. Translations are mostly inaccurate and very rarely convey the basic meaning of the original text, with use of grammar and vocabulary that is rarely appropriate for the original text.

Very limited research, investigation and technical skills are evident; the ability to analyse, evaluate and synthesize evidence is not shown.

Grade descriptors10

Group 3 (individuals and societies) grade descriptors

Individuals and societies

Grade 7Demonstrates: conceptual awareness, insight, and knowledge and understanding which are evident in the skills of critical thinking; a high level of ability to provide answers which are fully developed, structured in a logical and coherent manner and illustrated with appropriate examples; a precise use of terminology which is specific to the subject; familiarity with the literature of the subject; the ability to analyse and evaluate evidence and to synthesize knowledge and concepts; awareness of alternative points of view and subjective and ideological biases, and the ability to come to reasonable, albeit tentative, conclusions; consistent evidence of critical reflective thinking; a high level of proficiency in analysing and evaluating data or problem solving.

Grade 6Demonstrates: detailed knowledge and understanding; answers which are coherent, logically structured and well developed; consistent use of appropriate terminology; an ability to analyse, evaluate and synthesize knowledge and concepts; knowledge of relevant research, theories and issues, and awareness of different perspectives and contexts from which these have been developed; consistent evidence of critical thinking; an ability to analyse and evaluate data or to solve problems competently.

Grade 5Demonstrates: a sound knowledge and understanding of the subject using subject-specific terminology; answers which are logically structured and coherent but not fully developed; an ability to provide competent answers with some attempt to integrate knowledge and concepts; a tendency to be more descriptive than evaluative (although some ability is demonstrated to present and develop contrasting points of view); some evidence of critical thinking; an ability to analyse and evaluate data or to solve problems.

Grade 4Demonstrates: a secure knowledge and understanding of the subject going beyond the mere citing of isolated, fragmentary, irrelevant or “common sense” points; some ability to structure answers but with insufficient clarity and possibly some repetition; an ability to express knowledge and understanding in terminology specific to the subject; some understanding of the way facts or ideas may be related and embodied in principles and concepts; some ability to develop ideas and substantiate assertions; use of knowledge and understanding which is more descriptive than analytical; some ability to compensate for gaps in knowledge and understanding through rudimentary application or evaluation of that knowledge; an ability to interpret data or to solve problems and some ability to engage in analysis and evaluation.

Grade 3Demonstrates: some knowledge and understanding of the subject; a basic sense of structure that is not sustained throughout the answers; a basic use of terminology appropriate to the subject; some ability to establish links between facts or ideas; some ability to comprehend data or to solve problems.

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Grade 2Demonstrates: a limited knowledge and understanding of the subject; some sense of structure in the answers; a limited use of terminology appropriate to the subject; a limited ability to establish links between facts or ideas; a basic ability to comprehend data or to solve problems.

Grade 1Demonstrates: very limited knowledge and understanding of the subject; almost no organizational structure in the answers; inappropriate or inadequate use of terminology; a limited ability to comprehend data or to solve problems.




Grade 2Demonstrates: a limited knowledge and understanding of the subject; some sense of structure in the answers; a limited use of terminology appropriate to the subject; a limited ability to establish links between facts or ideas; a basic ability to comprehend data or to solve problems.

Grade 1Demonstrates: very limited knowledge and understanding of the subject; almost no organizational structure in the answers; inappropriate or inadequate use of terminology; a limited ability to comprehend data or to solve problems.

Grade descriptors12

Group 4 (sciences) grade descriptors

Sciences

Grade 7Displays comprehensive subject knowledge and a thorough command of concepts and principles. Selects and applies relevant information, concepts and principles in a wide variety of contexts. Analyses and evaluates quantitative and qualitative data thoroughly. Constructs detailed explanations of complex phenomena and makes appropriate predictions. Evidences great proficiency in solving problems, including those that are challenging or unfamiliar. Communicates logically and concisely using appropriate terminology and conventions. Shows insight or originality.

Approaches investigations in an ethical manner, paying full attention to environmental impact and safety where applicable. Investigations demonstrate insight and independence to design and complete innovative practical work with highly competent investigative and analytical techniques, and with innovative and effective conclusions to resolve authentic problems.

Grade 6Displays very broad subject knowledge and a thorough understanding of concepts and principles. Selects and applies relevant information, concepts and principles in most contexts. Analyses and evaluates quantitative and qualitative data with a high level of competence. Constructs explanations of complex phenomena and makes appropriate predictions. Solves basic or routine problems and evidences competency in solving those that are challenging or unfamiliar. Communicates effectively using appropriate terminology and conventions. Shows occasional insight or originality.

Approaches to investigations in an ethical manner, paying significant attention to environmental impact and safety where applicable. Investigations demonstrate some innovative thinking and independence to design and complete practical work with competent investigative and analytical techniques, and with highly competent and reasonable conclusions to resolve authentic problems.

Grade 5Displays broad subject knowledge and shows sound understanding of most concepts and principles, and applies them in some contexts. Analyses and evaluates quantitative and qualitative data competently. Constructs explanations of simple phenomena. Solves most basic or familiar problems and some new or difficult quantitative and/or qualitative problems. Communicates clearly with little or no irrelevant material.

Approaches investigations in an ethical manner, paying attention to environmental impact and safety where applicable. Investigations demonstrate appropriate investigative and analytical techniques with relevant and pertinent conclusions to resolving authentic problems.

Grade 4Displays reasonable subject knowledge (though possibly with some gaps) and shows adequate understanding of most basic concepts and principles, but with limited ability to apply them. Demonstrates some analysis or evaluation of quantitative or qualitative data. Solves some basic or routine problems but shows limited ability to solve challenging or unfamiliar problems. Communicates adequately, although responses may lack clarity and include some repetitive or irrelevant material.

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Generally approaches investigations in an ethical manner, with some attention to environmental impact and safety where applicable. Investigations demonstrate an ability to complete fairly routine practical work with some appropriate investigative and analytical techniques, and with some conclusions relevant to the problem under study.

Grade 3Displays limited subject knowledge and shows a partial understanding of basic concepts and principles, and weak ability to apply them. Shows some ability to manipulate data and solve basic or routine problems. Communicates with a lack of clarity and some repetitive or irrelevant material.

Sometimes approaches investigations in an ethical manner, with some attention to environmental impact and safety where applicable. Investigations demonstrate an ability to complete a basic investigation with simple analytical techniques, and with some partial conclusions of some relevance to study.

Grade 2Displays little subject knowledge and shows weak understanding of basic concepts and principles, and little evidence of application. Exhibits minimal ability to manipulate data and little or no ability to solve problems. Offers responses which are often incomplete or irrelevant.

Occasionally approaches investigations in an ethical manner, but shows very limited awareness of environmental impact and safety. Investigations demonstrate an ability to undertake basic investigative work requiring considerable guidance and instruction, and attempts at conclusions that are largely incorrect/irrelevant.

Grade 1Fragmentary subject knowledge and shows very little understanding of any concepts or principles. Rarely demonstrates personal skills, perseverance or responsibility in investigative activities.

Rarely approaches investigations in an ethical manner, or shows an awareness of environmental impact and safety. Investigations demonstrate an ability to undertake very basic practical work with complete dependence on supervised instruction, with attempts at conclusions are either absent or completely incorrect/irrelevant.

Computer science

Grade 7 Displays comprehensive knowledge of computer science factual information and a thorough command and understanding of concepts and principles. Selects, applies and analyses relevant information, concepts and principles in a wide variety of contexts to solve most problems proficiently. Interprets and constructs fairly complex algorithms and produce workable and mostly efficient solutions. Communicates logically and concisely using appropriate terminology. Shows insight and initiative in extended responses.

Produces a complete plan and provides a fully consistent design overview. The product developed completely matches the plan and works. The documentation is complete and the product is fully tested and evaluated. The use of techniques in solving problems demonstrates high levels of complexity and ingenuity.




Generally approaches investigations in an ethical manner, with some attention to environmental impact and safety where applicable. Investigations demonstrate an ability to complete fairly routine practical work with some appropriate investigative and analytical techniques, and with some conclusions relevant to the problem under study.

Grade 3Displays limited subject knowledge and shows a partial understanding of basic concepts and principles, and weak ability to apply them. Shows some ability to manipulate data and solve basic or routine problems. Communicates with a lack of clarity and some repetitive or irrelevant material.

Sometimes approaches investigations in an ethical manner, with some attention to environmental impact and safety where applicable. Investigations demonstrate an ability to complete a basic investigation with simple analytical techniques, and with some partial conclusions of some relevance to study.

Grade 2Displays little subject knowledge and shows weak understanding of basic concepts and principles, and little evidence of application. Exhibits minimal ability to manipulate data and little or no ability to solve problems. Offers responses which are often incomplete or irrelevant.

Occasionally approaches investigations in an ethical manner, but shows very limited awareness of environmental impact and safety. Investigations demonstrate an ability to undertake basic investigative work requiring considerable guidance and instruction, and attempts at conclusions that are largely incorrect/irrelevant.

Grade 1Fragmentary subject knowledge and shows very little understanding of any concepts or principles. Rarely demonstrates personal skills, perseverance or responsibility in investigative activities.

Rarely approaches investigations in an ethical manner, or shows an awareness of environmental impact and safety. Investigations demonstrate an ability to undertake very basic practical work with complete dependence on supervised instruction, with attempts at conclusions are either absent or completely incorrect/irrelevant.

Computer science

Grade 7 Displays comprehensive knowledge of computer science factual information and a thorough command and understanding of concepts and principles. Selects, applies and analyses relevant information, concepts and principles in a wide variety of contexts to solve most problems proficiently. Interprets and constructs fairly complex algorithms and produce workable and mostly efficient solutions. Communicates logically and concisely using appropriate terminology. Shows insight and initiative in extended responses.

Produces a complete plan and provides a fully consistent design overview. The product developed completely matches the plan and works. The documentation is complete and the product is fully tested and evaluated. The use of techniques in solving problems demonstrates high levels of complexity and ingenuity.


Grade descriptors14

Grade 6Displays very broad knowledge of computer science factual information and an understanding of concepts and principles. Selects and applies relevant information, concepts and principles in most contexts, to solve basic or familiar problems and most new or difficult problems. Interprets and constructs fairly complex algorithms with few errors to produce workable solutions. Communicates effectively using appropriate terminology. Shows occasional insight or initiative in extended responses.

Produces a plan and design overview. The product matches the plan and works. The documentation is complete and the product has been tested and evaluated. The use of techniques in solving problems demonstrates a very good level of complexity and ingenuity.

Grade 5Displays broad knowledge of computer science factual information. Shows sound understanding of most concepts and principles and applies them in some contexts, to solve most basic or familiar problems and some new or difficult problems. Interprets and constructs fairly complex algorithms and produce a partially workable or inefficient solution. Communicates clearly, using appropriate terminology, with little or no irrelevant material.

Produces a partial plan and a design overview that meets plan requirements. The product works but does not fully match the plan. The testing and documentation is complete, but evaluation is incomplete. The use of techniques in solving problems demonstrates a good level of complexity and ingenuity.

Grade 4Displays reasonable knowledge of computer science factual information, though with some gaps. Shows adequate comprehension of most basic concepts and principles but with limited ability to apply them. Solves some basic or routine problems but shows limited ability to deal with new or difficult situations. Interprets and constructs simple algorithms. Communicates adequately, using mostly correct terminology, although responses lack clarity and include some repetitive or irrelevant material.

Produces a basic plan and a design overview. The product mostly works but does not match all aspects of the plan. The documentation is complete and there is evidence of testing but the evaluation is incomplete. The use of techniques in solving problems demonstrates an adequate level of complexity and ingenuity.

Grade 3Displays limited knowledge of computer science factual information. Shows a partial comprehension of basic concepts and principles and limited ability to apply them. Interprets or constructs simple algorithms. Communicates, using basic terminology, with a lack of clarity and some repetitive or irrelevant material.

Produces an incomplete plan and design overview. The product matches some aspects of the plan and there is some evidence of testing or evaluation in the documentation. The use of techniques in solving problems demonstrates a limited level of complexity and ingenuity.

Grade 2Displays little recall of computer science factual information. Shows limited comprehension of basic concepts and principles and little evidence of application. Some evidence of being able to interpret or construct simple algorithms. Offers responses which are often incomplete or irrelevant.

Produces a weak and incomplete plan. The design overview is poor and does not match the plan. The product is poor and does not work. There is limited evidence of testing, poor documentation, and limited or no evaluation. The use of techniques in solving problems demonstrates a low level of complexity and ingenuity.

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Grade 1Recalls fragments of computer science factual information and shows very little understanding of any concepts or principles. Displays little or no ability at algorithm construction and interpretation.

Their design overview and plan are not attempted. There is little or no evidence of a working product and little or no evidence of testing, documentation or evaluation. The use of techniques in solving problems fails to demonstrate any level of complexity or ingenuity.




Grade 1Recalls fragments of computer science factual information and shows very little understanding of any concepts or principles. Displays little or no ability at algorithm construction and interpretation.

Their design overview and plan are not attempted. There is little or no evidence of a working product and little or no evidence of testing, documentation or evaluation. The use of techniques in solving problems fails to demonstrate any level of complexity or ingenuity.

Grade descriptors16

Group 5 (mathematics) grade descriptors

Mathematics

Grade 7Demonstrates a thorough knowledge and comprehensive understanding of the syllabus; successfully constructs and applies mathematical arguments at a sophisticated level in a wide variety of contexts; successfully uses problem solving techniques in challenging situations; recognizes patterns and structures, makes generalizations and justifies conclusions; understands and explains the significance and validity of results, and draws full and relevant conclusions; communicates mathematics in a clear, effective and concise manner, using correct techniques, notation and terminology; demonstrates the ability to integrate knowledge, understanding and skills from different areas of the course; uses technology correctly in challenging situations—makes efficient use of calculator’s functionality when required.

Grade 6Demonstrates a broad knowledge and comprehensive understanding of the syllabus; successfully constructs and applies mathematical arguments in a variety of contexts; uses problem solving techniques in challenging situations; recognizes patterns and structures, and makes some generalizations; understands and explains the significance and validity of results, and draws relevant conclusions; communicates mathematics in a clear and effective manner, using correct techniques, notation and terminology; demonstrates some ability to integrate knowledge, understanding and skills from different areas of the course; uses technology correctly in routine situations—makes efficient use of calculator’s functionality when required.

Grade 5Demonstrates a broad knowledge and good understanding of the syllabus; applies mathematical arguments in performing routine tasks; successfully uses problem solving techniques in routine situations; successfully carries out mathematical processes in a variety of contexts, and recognizes patterns and structures; understands the significance of results and draws some conclusions; communicates mathematics effectively, using appropriate techniques, notation and terminology; demonstrates an awareness of the links between different areas of the course; makes use of calculator’s functionality when required (this use may occasionally be inefficient).

Grade 4Demonstrates a satisfactory knowledge of the syllabus; applies mathematical arguments in performing some routine tasks; uses problem solving techniques in routine situations; successfully carries out mathematical processes in straightforward contexts; shows some ability to recognize patterns and structures; has limited understanding of the significance of results and attempts to draw some conclusions; communicates mathematics adequately, using some appropriate techniques, notation and terminology; makes some use of calculator’s functionality, but perhaps not always when required (this use may occasionally be inefficient ).

Grade 3Demonstrates partial knowledge of the syllabus and limited understanding of mathematical arguments in performing some routine tasks; attempts to carry out mathematical processes in straightforward contexts; makes an attempt to use problem solving techniques in routine situations; communicates some

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mathematics, using some appropriate techniques, notation or terminology; occasionally uses calculator’s functionality, but often inefficiently—does not always use it when required and may use an inefficient analytic approach.

Grade 2Demonstrates limited knowledge of the syllabus; attempts to carry out mathematical processes at a basic level; communicates some mathematics, but often uses inappropriate techniques, notation or terminology; unable to use calculator correctly when required—questions exclusively requiring the use of the GDC are generally not attempted.

Grade 1Demonstrates minimal knowledge of the syllabus; demonstrates little or no ability to use mathematical processes, even when attempting routine tasks; communicates only minimal mathematics and consistently uses inappropriate techniques, notation or terminology; is unable to make effective use of technology.




mathematics, using some appropriate techniques, notation or terminology; occasionally uses calculator’s functionality, but often inefficiently—does not always use it when required and may use an inefficient analytic approach.

Grade 2Demonstrates limited knowledge of the syllabus; attempts to carry out mathematical processes at a basic level; communicates some mathematics, but often uses inappropriate techniques, notation or terminology; unable to use calculator correctly when required—questions exclusively requiring the use of the GDC are generally not attempted.

Grade 1Demonstrates minimal knowledge of the syllabus; demonstrates little or no ability to use mathematical processes, even when attempting routine tasks; communicates only minimal mathematics and consistently uses inappropriate techniques, notation or terminology; is unable to make effective use of technology.

Grade descriptors18

Group 6 (arts) grade descriptors

Arts

Grade 7The student’s work demonstrates highly effective research and inquiry and the highly effective use of subject-specific terminology.

Creative work and processes demonstrate a highly effective understanding of artistic ideas and intentions.

Practical/performance work demonstrates highly effective subject-specific skills, techniques and competences.

The student demonstrates highly effective critical reflection on both work created and work in progress.

Grade 6The student’s work demonstrates effective research and inquiry and the effective use of subject-specific terminology.

Creative work and processes demonstrate an effective understanding of artistic ideas and intentions.

Practical/performance work demonstrates the effective use of subject-specific skills, techniques and competences.

The student demonstrates effective critical reflection on both work created and work in progress.

Grade 5The student’s work demonstrates developed research and inquiry and developed use of subject-specific terminology.

Creative work and processes demonstrate a developed understanding of artistic ideas and intentions.

Practical/performance work demonstrates developed subject-specific skills, techniques and competences.

The student demonstrates developed critical reflection on both work created and work in progress.

Grade 4The student’s work demonstrates basic research and inquiry and the basic use of subject-specific terminology.

Creative work and processes demonstrate a basic understanding of artistic ideas and intentions.

Practical/performance work demonstrates basic subject-specific skills, techniques and competences.

The student demonstrates basic critical reflection on both work created and work in progress.

Grade 3The student’s work demonstrates undeveloped or limited research and inquiry and undeveloped or limited use of subject-specific terminology.

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Creative work and processes demonstrate an undeveloped or limited understanding of artistic ideas and intentions.

Practical/performance work demonstrates undeveloped or limited subject-specific skills, techniques and competences.

The student demonstrates undeveloped or limited critical reflection on both work created and work in progress.

Grade 2The student’s work demonstrates superficial research and inquiry and superficial use of subject-specific terminology.

Creative work and processes demonstrate a superficial understanding of artistic ideas and intentions.

Practical/performance work demonstrates superficial subject-specific skills, techniques and competences.

The student demonstrates superficial critical reflection on both work created and work in progress.

Grade 1The student’s work demonstrates irrelevant or inadequate research and inquiry and irrelevant or inadequate use of subject-specific terminology.

Creative work and processes demonstrate an irrelevant or inadequate understanding of artistic intentions or development of ideas.

Practical/performance work demonstrates irrelevant or inadequate subject-specific skills, techniques and competences.

The student demonstrates irrelevant or inadequate critical reflection on both work created and work in progress.




Creative work and processes demonstrate an undeveloped or limited understanding of artistic ideas and intentions.

Practical/performance work demonstrates undeveloped or limited subject-specific skills, techniques and competences.

The student demonstrates undeveloped or limited critical reflection on both work created and work in progress.

Grade 2The student’s work demonstrates superficial research and inquiry and superficial use of subject-specific terminology.

Creative work and processes demonstrate a superficial understanding of artistic ideas and intentions.

Practical/performance work demonstrates superficial subject-specific skills, techniques and competences.

The student demonstrates superficial critical reflection on both work created and work in progress.

Grade 1The student’s work demonstrates irrelevant or inadequate research and inquiry and irrelevant or inadequate use of subject-specific terminology.

Creative work and processes demonstrate an irrelevant or inadequate understanding of artistic intentions or development of ideas.

Practical/performance work demonstrates irrelevant or inadequate subject-specific skills, techniques and competences.

The student demonstrates irrelevant or inadequate critical reflection on both work created and work in progress.

Grade descriptors20

Interdisciplinary subjects grade descriptors

Literature and performance

Grade 7Demonstrates: excellent understanding and appreciation of the interplay between form and content in regard to the question or task; responses that may be convincing, detailed, independent in analysis, synthesis and evaluation; highly developed levels of expression, both orally and in writing; very good degree of accuracy and clarity; very good awareness of context and appreciation of the effect on the audience/reader; very effective structure with relevant textual detail to support a critical engagement with the thoughts and feelings expressed in the work(s); refined appreciation of literary style and a full engagement with the act of transforming literature into performance; the personal qualities necessary to work with others in a purposeful and effective manner.

Grade 6 Demonstrates: very good understanding and appreciation of the interplay between form and content in regard to the question or task; responses that are, mainly, convincing, as well as detailed and independent to some degree, in analysis, synthesis and evaluation; well-developed levels of expression, both orally and in writing; a good degree of accuracy and clarity; good awareness of context and appreciation of the effect on the audience/reader; effective structure with relevant textual detail to support a critical engagement with the thoughts and feelings expressed in the work(s); clear appreciation of literary style and a solid engagement with the act of transforming literature into performance; willingness to work with others in a constructive manner.

Grade 5 Demonstrates: good understanding and appreciation of the interplay between form and content in regard to the question or task; responses that offer generally considered and valid analysis, synthesis and/or evaluation; good levels of expression, both orally and in writing; an adequate degree of accuracy and clarity; awareness of context and appreciation of the effect on the audience/reader; clear structure with relevant textual detail to support an engagement with the thoughts and feelings expressed in the work(s); an appreciation of literary style and an engagement with the act of transforming literature into performance; recognizable involvement to work with others in a cooperative manner.

Grade 4Demonstrates: adequate knowledge and understanding of the question or task; responses that are generally valid in analysis and/or synthesis; satisfactory powers of expression, both orally and in writing; few lapses in accuracy and clarity; some awareness of context and appreciation of the effect on the audience/reader; a basic structure within which the thoughts and feelings of the work(s) are explored; some appreciation of literary style and some commitment in the act of transforming literature into performance; an acceptance of the need to work with others.

Grade 3Demonstrates: some knowledge and some understanding of the question or task; responses that are only sometimes valid and/or appropriately detailed; some appropriate powers of expression, both orally and in writing; lapses in accuracy and clarity; limited awareness of context and appreciation of the effect on the

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audience/reader; some evidence of a structure within which the thoughts and feelings of the work(s) are explored; little appreciation of literary style and modest commitment to the act of transforming literature into performance; little apparent attempt to work with others effectively.

Grade 2Demonstrates: superficial knowledge and understanding of the question or task; responses that are of generally limited validity; limited powers of expression, both orally and in writing; significant lapses in accuracy and clarity; little awareness of context and appreciation of the effect on the audience/reader; a rudimentary structure within which the thoughts and feelings of the work(s) are explored; very little appreciation of literary style and little commitment to the act of transforming literature into performance; sparse evidence of involvement in working with others effectively.

Grade 1Demonstrates: very rudimentary knowledge and understanding of the question or task; responses that are of very limited validity; very limited powers of expression, both orally and in writing; widespread lapses in accuracy and clarity; no awareness of context and appreciation of the effect on the audience/reader; a very rudimentary structure within which the thoughts and feelings of the work(s) are explored; very little appreciation of literary style and negligible involvement with the act of transforming literature into performance; inability to work with others.

Environmental systems and societies SL

Grade 7Demonstrates: comprehensive and sound knowledge and understanding of relevant environmental systems and societies (ESS) concepts and issues; well-structured, clearly expressed accounts with consistently appropriate and precise use of ESS terminology; effective use of pertinent, well-explained examples that show some originality; some informed appreciation for a range of viewpoints or value systems alongside their own; thorough, well-balanced and insightful analysis or argument with thorough evaluations; ability to solve complex and unfamiliar problems; explicit judgments or conclusions that are well-supported by evidence or arguments, and that include some critical reflection. Analyses and evaluates quantitative and/or qualitative data thoroughly.

Practical work demonstrates: insight and independence to design and complete innovative practical investigations with thorough regard to ethical issues and highly competent investigative and analytical techniques; innovative and effective conclusions to resolve authentic problems; an appreciation and effective attempt to minimalize the potentially harmful impacts of the study; thorough discussion of an environmental issue that provides a detailed explanation of the research question.

Grade 6Demonstrates: a wide breadth of sound knowledge and understanding of relevant ESS concepts and issues; structured, clearly expressed accounts with appropriate and precise use of ESS terminology; effective use of pertinent, well-explained examples that may show hints of originality; some informed acknowledgement of a range of viewpoints or value systems alongside their own; thorough, well-balanced analysis or argument with valid evaluations; some ability to solve complex and unfamiliar problems; explicit judgments or conclusions that are well-supported by evidence/arguments. Analyses and evaluates quantitative and/or qualitative data with a high level of competence.




audience/reader; some evidence of a structure within which the thoughts and feelings of the work(s) are explored; little appreciation of literary style and modest commitment to the act of transforming literature into performance; little apparent attempt to work with others effectively.

Grade 2Demonstrates: superficial knowledge and understanding of the question or task; responses that are of generally limited validity; limited powers of expression, both orally and in writing; significant lapses in accuracy and clarity; little awareness of context and appreciation of the effect on the audience/reader; a rudimentary structure within which the thoughts and feelings of the work(s) are explored; very little appreciation of literary style and little commitment to the act of transforming literature into performance; sparse evidence of involvement in working with others effectively.

Grade 1Demonstrates: very rudimentary knowledge and understanding of the question or task; responses that are of very limited validity; very limited powers of expression, both orally and in writing; widespread lapses in accuracy and clarity; no awareness of context and appreciation of the effect on the audience/reader; a very rudimentary structure within which the thoughts and feelings of the work(s) are explored; very little appreciation of literary style and negligible involvement with the act of transforming literature into performance; inability to work with others.

Environmental systems and societies SL

Grade 7Demonstrates: comprehensive and sound knowledge and understanding of relevant environmental systems and societies (ESS) concepts and issues; well-structured, clearly expressed accounts with consistently appropriate and precise use of ESS terminology; effective use of pertinent, well-explained examples that show some originality; some informed appreciation for a range of viewpoints or value systems alongside their own; thorough, well-balanced and insightful analysis or argument with thorough evaluations; ability to solve complex and unfamiliar problems; explicit judgments or conclusions that are well-supported by evidence or arguments, and that include some critical reflection. Analyses and evaluates quantitative and/or qualitative data thoroughly.

Practical work demonstrates: insight and independence to design and complete innovative practical investigations with thorough regard to ethical issues and highly competent investigative and analytical techniques; innovative and effective conclusions to resolve authentic problems; an appreciation and effective attempt to minimalize the potentially harmful impacts of the study; thorough discussion of an environmental issue that provides a detailed explanation of the research question.

Grade 6Demonstrates: a wide breadth of sound knowledge and understanding of relevant ESS concepts and issues; structured, clearly expressed accounts with appropriate and precise use of ESS terminology; effective use of pertinent, well-explained examples that may show hints of originality; some informed acknowledgement of a range of viewpoints or value systems alongside their own; thorough, well-balanced analysis or argument with valid evaluations; some ability to solve complex and unfamiliar problems; explicit judgments or conclusions that are well-supported by evidence/arguments. Analyses and evaluates quantitative and/or qualitative data with a high level of competence.


Grade descriptors22

Practical work demonstrates: some innovative thinking and independence to design and complete investigations in an ethical manner with competent investigative and analytical techniques; highly competent and reasonable conclusions to resolve authentic problems; an appreciation and valid attempt to minimise the potentially harmful impacts of the study; highly competent discussion of an environmental issue that provides a clear explanation of the research question.

Grade 5Demonstrates: several areas of sound knowledge and understanding of relevant ESS concepts and issues; generally clearly expressed accounts with largely appropriate use of ESS terminology; effective use of relevant examples that include some explanation; some informed awareness of a range of viewpoints or value systems alongside their own; clear analysis or argument that shows a degree of balance and attempts at evaluation; some ability to engage effectively with complex or unfamiliar problems; identifiable judgments or conclusions that are partially supported by evidence/arguments. Analyses and evaluates quantitative and/or qualitative data competently.

Practical work demonstrates: some independence to complete investigations in an ethical manner with appropriate investigative and analytical techniques; relevant and pertinent conclusions to resolving authentic problems; some appreciation of the potentially harmful impacts of the study and some reasonable attempts at minimising them; a competent discussion of an environmental issue that generally explains the research question.

Grade 4Demonstrates: one or two areas of sound knowledge and understanding of relevant ESS concepts and issues; sometimes clearly expressed accounts and largely appropriate use of ESS terminology; some use of relevant examples with very limited explanation; some awareness of other viewpoints or value systems alongside their own; some clear but patchy analysis or argument with a limited attempt at balance; some ability to solve simple or familiar problems; identifiable judgments or conclusions that are supported by very limited evidence or argument. Demonstrates some analysis or evaluation of quantitative or qualitative data.

Practical work demonstrates: an ability to complete fairly routine investigations in an ethical manner with some appropriate investigative and analytical techniques; some conclusions relevant to the problem under study; occasional appreciation of the potentially harmful impacts of the study; an outline of the environmental issue and identifies a link to the research question.

Grade 3 Demonstrates: only vague, partial knowledge and understanding of relevant ESS concepts and issues; generally unclear accounts and relevance with some isolated use of ESS terminology; examples that lack relevance and explanation; very limited awareness of viewpoints or value systems other than their own; analysis/argument is lacking or no more than a list of facts/ideas; very limited ability to solve simple or familiar problems; judgments or conclusions are unclear and not supported by evidence or argument.

Practical work demonstrates: an ability to complete a basic investigation, with vague recognition of ethical issues and simplest of analytical techniques; some partial conclusions of some relevance to study; very limited appreciation of the potentially harmful impacts of the study; a limited grasp of environmental issue and link to the research question.

Grade 2Demonstrates: fragmented or limited knowledge but little understanding of relevant ESS concepts and issues; generally incomprehensible accounts with very little, if any, use of ESS terminology; examples (if any) that are incomplete and or irrelevant; limited ability to express their own viewpoints or value system; no

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evidence of real analysis/argument; attempts to solve simple or familiar problems are incorrect/unsuccessful; no clear attempt to make judgments/conclusions.

Practical work demonstrates: an ability to undertake basic investigations with little recognition of ethical issues and requiring considerable guidance and instruction; attempts at conclusions that are largely incorrect or irrelevant; no valid appreciation of the potentially harmful impacts of the study; identification of environmental issue is unclear or absent, and may not be linked to the research question.

Grade 1Demonstrates: very little knowledge of relevant ESS concepts and issues; incomprehensible accounts with no use of ESS terminology; no recognisable use of examples; expresses no clear viewpoint/value system; no analysis/argument; no significant attempts to solve simple or familiar problems; no judgments/conclusions.

Practical work demonstrates: an ability to undertake very basic investigations with limited regard for ethical issues and completely dependent on supervised instruction; attempts at conclusions are either absent or completely incorrect/irrelevant; no recognition of the potentially harmful impacts of the study; no identification of an environmental issue.




evidence of real analysis/argument; attempts to solve simple or familiar problems are incorrect/unsuccessful; no clear attempt to make judgments/conclusions.

Practical work demonstrates: an ability to undertake basic investigations with little recognition of ethical issues and requiring considerable guidance and instruction; attempts at conclusions that are largely incorrect or irrelevant; no valid appreciation of the potentially harmful impacts of the study; identification of environmental issue is unclear or absent, and may not be linked to the research question.

Grade 1Demonstrates: very little knowledge of relevant ESS concepts and issues; incomprehensible accounts with no use of ESS terminology; no recognisable use of examples; expresses no clear viewpoint/value system; no analysis/argument; no significant attempts to solve simple or familiar problems; no judgments/conclusions.

Practical work demonstrates: an ability to undertake very basic investigations with limited regard for ethical issues and completely dependent on supervised instruction; attempts at conclusions are either absent or completely incorrect/irrelevant; no recognition of the potentially harmful impacts of the study; no identification of an environmental issue.

Grade descriptors24

Extended essay grade descriptors

Extended essay

Grade ADemonstrates: effective research skills resulting in a well-focused and appropriate research question that can be explored within the scope of the chosen topic; effective engagement with relevant research areas, methods and sources; excellent knowledge and understanding of the topic in the wider context of the relevant discipline; the effective application of source material and correct use of subject-specific terminology and/or concepts further supporting this; consistent and relevant conclusions that are proficiently analysed; sustained reasoned argumentation supported effectively by evidence; critically evaluated research; excellent presentation of the essay, whereby coherence and consistency further support the reading of the essay; present and correctly applied structural and layout elements.

Engagement with the process is conceptual and personal, key decision-making during the research process is documented, and personal reflections are evidenced, including those that are forward-thinking.

Grade BDemonstrates: appropriate research skills resulting in a research question that can be explored within the scope of the chosen topic; reasonably effective engagement with relevant research areas, methods and sources; good knowledge and understanding of the topic in the wider context of the relevant discipline; a reasonably effective application of source material and use of subject-specific terminology and/or concepts; consistent conclusions that are accurately analysed; reasoned argumentation often supported by evidence; research that at times evidences critical evaluation; a clear presentation of all structural and layout elements, which further supports the reading of the essay.

Engagement with the process is generally evidenced by the reflections and key decision-making during the research process is documented.

Grade CDemonstrates: evidence of research undertaken, which has led to a research question that is not necessarily expressed in a way that can be explored within the scope of the chosen topic; partially effective engagement with mostly appropriate research areas, methods and sources—however, there are some discrepancies in those processes, although these do not interfere with the planning and approach; some knowledge and understanding of the topic in the wider context of the discipline, which is mostly relevant; the attempted application of source material and appropriate terminology and/or concepts; an attempted synthesis of research results with partially relevant analysis; conclusions partly supported by the evidence; discussion that is descriptive rather than analytical; attempted evaluation; satisfactory presentation of the essay, with weaknesses that do not hinder the reading of the essay; some structural and layout elements that are missing or are incorrectly applied.

Engagement with the process is evidenced but shows mostly factual information, with personal reflection mostly limited to procedural issues.

Grade DDemonstrates: a lack of research, resulting in unsatisfactory focus and a research question that is not answerable within the scope of the chosen topic; “at times engagement with appropriate research, methods and sources, but discrepancies in those processes that occasionally interfere with the planning and

56



approach; some relevant knowledge and understanding of the topic in the wider context of the discipline, which are at times irrelevant; an attempted application of source material, but with inaccuracies in the use of, or underuse of, terminology and/or concepts; irrelevant analysis and inconsistent conclusions as a result of a descriptive discussion; a lack of evaluation; presentation of the essay that at times is illogical and hinders the reading; structural and layout elements that are missing.

Engagement with the process is evidenced but is superficial, with personal reflections that are solely narrative and concerned with procedural elements.

Grade EDemonstrates: an unclear nature of the essay; a generally unsystematic approach and resulting unfocused research question; limited engagement with limited research and sources; generally limited and only partially accurate knowledge and understanding of the topic in the wider context of the relevant discipline; ineffective connections in the application of source material and inaccuracies in the terminology and/or concepts used; a summarizing of results of research with inconsistent analysis; an attempted outline of an argument, but one that is generally descriptive in nature; a layout that generally lacks or incorrectly applies several layout and structural elements.

Engagement with the process is limited, with limited factual or decision-making information and no personal reflection on the process.




approach; some relevant knowledge and understanding of the topic in the wider context of the discipline, which are at times irrelevant; an attempted application of source material, but with inaccuracies in the use of, or underuse of, terminology and/or concepts; irrelevant analysis and inconsistent conclusions as a result of a descriptive discussion; a lack of evaluation; presentation of the essay that at times is illogical and hinders the reading; structural and layout elements that are missing.

Engagement with the process is evidenced but is superficial, with personal reflections that are solely narrative and concerned with procedural elements.

Grade EDemonstrates: an unclear nature of the essay; a generally unsystematic approach and resulting unfocused research question; limited engagement with limited research and sources; generally limited and only partially accurate knowledge and understanding of the topic in the wider context of the relevant discipline; ineffective connections in the application of source material and inaccuracies in the terminology and/or concepts used; a summarizing of results of research with inconsistent analysis; an attempted outline of an argument, but one that is generally descriptive in nature; a layout that generally lacks or incorrectly applies several layout and structural elements.

Engagement with the process is limited, with limited factual or decision-making information and no personal reflection on the process.

Grade descriptors26

Theory of knowledge grade descriptors

Theory of knowledge

Grade AKnowledge questions are thoroughly explored and clearly related to examples/real-life situations. Effective links are made to areas of knowledge and/or ways of knowing. Analysis is coherent, and well developed. The discussion includes consideration of implications, assumptions, counterclaims and different perspectives.

Grade BKnowledge questions are explored and related to examples/real-life situations. Links are made to areas of knowledge and/or ways of knowing. Analysis is developed. The discussion identifies some implications and/or assumptions, and includes some consideration of counterclaims and/or different perspectives.

Grade CKnowledge questions are considered and related to examples/real-life situations, although these may not always be appropriate. Some links are made to areas of knowledge and/or ways of knowing. Analysis is developed to a limited extent. The discussion is more descriptive than analytical, and counterclaims and different perspectives are identified but not explored.

Grade DThere is little consideration of knowledge questions related to examples/real-life situations. Superficial links are made to areas of knowledge and/or ways of knowing. Analysis is not offered, or lacks coherence. The discussion is simplistic and mainly descriptive. There is minimal reference to counterclaims or different perspectives.

Grade EThere is no consideration of knowledge questions. Few, if any, references are made to areas of knowledge or ways of knowing. The discussion is simplistic and descriptive. Counterclaims or different perspectives are not identified.

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TABLE OF 2018 IBO GRADE BOUNDARIES Subject 7 6 5 <4 Subject 7 6 5 <4 English HL 80-100 69-79 57-68 <56 Design & T HL 76-100 65-75 53-64 <52 Lang & Lit HL 83-100 69-82 59-68 <58 SEHS HL 77-100 66-76 54-65 <53 English SL 79-100 67-78 56-66 <55 SEHS SL 79-100 67-78 55-66 <54 Lang & Lit SL 84-100 70-83 59-69 <58 Biology HL 81-100 67-80 54-66 <53 French AB 84-100 73-83 60-72 <59 Biology SL 75-100 62-74 51-61 <50 Mandarin AB 82-100 69-81 57-68 <56 Chemistry HL 77-100 66-76 54-65 <53 French HL 87-100 75-86 65-74 <64 Chemistry SL 74-100 62-73 53-61 <52 French SL 86-100 72-85 60-71 <59 Physics HL 69-100 58-68 48-57 <47 Chinese HL 88-100 74-87 62-73 <61 Physics SL 62-100 51-61 41-50 <40 Chinese SL 86-100 72-85 60-71 <59 Maths SL 83-100 71-82 58-70 <57 German HL 86-100 72-85 61-71 <60 Maths HL 79-100 67-78 53-66 <52 German SL 84-100 70-83 58-69 <57 Studies SL 85-100 73-84 60-72 <59 Japanese AB 84-100 73-83 60-72 <59 Film HL 81-100 68-80 55-67 <54 History HL 74-100 62-73 48-61 <47 Music HL 78-100 68-77 58-67 <57 History SL 77-100 63-76 49-62 <48 Visual Arts HL 85-100 71-84 55-70 <54 Bus. Mgt HL 69-100 59-68 49-58 <48 Visual Arts SL 85-100 71-84 54-70 <53 Bus. Mgt SL 75-100 64-74 52-63 <51 Psychology HL 69-100 56-68 45-55 <43 Economics HL 77-100 64-76 53-63 <52 Psychology SL 69-100 59-68 50-58 <49 Economics SL 78-100 65-77 53-64 <52 Geography HL 74-100 63-73 54-62 <53 Geography SL 77-100 66-76 53-65 <52


CONTACT US

ACADEMIC DEANMrs Deborah Williams Academic Dean 02 9581 6135 [email protected] OF THE SENIOR SCHOOLDr Heath De Lany Master of the Senior School 02 9581 6167 [email protected] OF INTERNATIONAL BACCALAUREATE PROGRAMMr Chris Barnes Director of International Baccalaureate 02 9581 6062 [email protected] DIRECTOR OF CURRICULUMMr Andrew Scott Director of Curriculum 02 9581 6120 [email protected] MASTER OF THE SENIOR SCHOOLMr Andrew Yarad Deputy Master of the Senior School 02 9581 6005 [email protected] OF DEPARTMENTDr Timothy Barden Science 02 9581 6089 [email protected] Norma Kamhieh English 02 9581 6036 [email protected] Mr David Van Tol HSIE 02 9581 6000 [email protected] Edward Habkouk Mathematics 02 9581 6056 [email protected] Michael Leadbeatter Technological & Applied Studies 02 9581 6160 [email protected] Chris Thanopoulos Christian Studies 02 9581 6149 [email protected] Mr Brendan Duhigg Drama/Film/Entertainment 02 9581 6131 [email protected] Mr Ian Moore Economics 02 9581 6101 [email protected] Mr Adrian Shipp Geography 02 9581 6000 [email protected] Ms Stephanie Gaspari Director of Library Services 02 9581 6038 [email protected] Mr Ashley Lucas Languages 02 9581 6082 [email protected] Mr Phil Pratt Music 02 9581 6134 [email protected] Mr Andrew Simos P.D. Health and PE 02 9581 6041 [email protected] Mr Steve Collins Visual Arts 02 9581 6059 [email protected]

Trinity Education Support Services 02 9581 6180HOUSE MASTERSMr Andrea Folli ARCHER 02 9581 6081 [email protected] Mr Chris Aschman DULWICH 02 9581 6162 [email protected] Ms Marian Dunbar FOUNDER’S 02 9581 6060 [email protected] Mr David Chilton HENDERSON 02 9581 6043 [email protected] Mr Nicholas Pay HILLIARD 02 9581 6006 [email protected] Mr Joseph Vaccarella HOLWOOD 02 9581 6273 [email protected] Mr Ian Moran KERRIGAN 02 9581 6267 [email protected] Mr Kai Ikeuchi LATHAM 02 9581 6044 [email protected] Ms Sabine Wieczorek MURPHY 02 9581 6212 [email protected] Mrs Heidi Broadbent SCHOOL 02 9581 6060 [email protected] Mr Michael Spratt STEPHENSON 02 9581 6128 [email protected] Mr Andrew Pierce AUBMAN 02 9581 6251 [email protected] Mr Matthew Hirst WEEKS 02 9581 6335 [email protected] Guy Dennis WILSON HOGG 02 9581 6260 [email protected] Mr Mark Waters WYNN JONES 02 9581 6323 [email protected] Mr Peter Bamford YOUNG 02 9581 6127 [email protected]

ISSUED: NOVEMBER 2019

SENIOR SCHOOL | MIDDLE SCHOOL | JUNIOR SCHOOL 119 Prospect Road, Summer Hill NSW 2130 Telephone 02 9581 6000International 61 2 9581 6000Facsimile 02 9799 9449

PREPARATORY SCHOOL115-125 The Boulevarde, Strathfield NSW 2135 Telephone 02 8732 4600International 61 2 8732 4600Facsimile 02 9742 5419

WOOLLAMIA, FIELD STUDIES CENTRE335 Woollamia Road, Woollamia NSW 2540Telephone 02 9581 6000International 61 2 9581 6000Facsimile 02 9799 9449 Council of Trinity Grammar School, CRICOS Code 02308G

mind body spiritcommunity.trinity.nsw.edu.au/1_senior/docs/assessment_11... · 2020-03-04 ·...

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