Curriculum Guide 2019

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E EG

Curriculum Guide

RE’S COLL A L

Contents Assessment at St Clare’s College

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Purpose of Assessment 01 Assessment Program and Assessment Tasks 02 Assessment Procedures 02 Assessment Processes 03 Word Limits for Assessment Tasks 03 Submission of Assessment Tasks 04 Electronic Submission of Assessment Tasks 04 Late Submission or Non Submission of Assessment Tasks 05 Absence on the Day of Completion/Submission of an Assessment Task 05 Extended Absences/Leave during Assessment Periods 06 Extensions for Assessments 06 Plagiarism 07 Submission of Drafts 07 Status 08 Appeals 08

Reporting at St Clare’s College Reporting Junior Achievement Grades Achievement Grades Years 11 and 12 Learner Strategies and Behaviours: Years 7 – 12

College Awards ACT Year 10 Certificate Appeals for students in Years 9 and 10 ACT Senior Secondary Certificate

Redo/Retake Policy Religious Education Faculty Policy Redo/Retake of Junior Assessment Items English Faculty Policy Redo/Retake of Assessment Items Mathematics Faculty Policy Redo/Retake of Assessment Items Science Faculty Policy Redo/Retake of Assessment Items Technologies Faculty Policy Redo/Retake of Assessment Items

Referencing and Bibliography Referencing Writing a Bibliography Samples – Books and Journals Referencing References Cited From an Intermediate Source Electronic Sources Interviews School Handouts Images Standards For Referencing Religious Resources Sample Bibliography Annotated Bibliography Sample Annotated Bibliography

09 09 10 10 10

11 11 11 12

13 15 18 21 24 28

31 31 34 35 36 37 38 38 38 39 40 41 41

Writing an Essay A Step By Step Guide To Planning Your Essay Structuring Your Essay Improving Your Essay-Writing Skills

Guidelines for Writing a ‘Rationale’

42 42 43 44

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Writing a Practical Report for Science 48 Years 7-10 Years 11-12

48 50

Technology Faculty: Design Process

52

Visual Arts: Design Process

55

Preparing Oral Presentations

57

Research (Information Literacy)

58

Exposition

58

Discussion

59

Effective Proofreading Skills

60

Proofreading Checklist

Templates Reference Template Research Note Card Persuasive Text: Letter To The Editor Template

Glossary

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61 61 62 63

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Glossary of Terms 64 Glossary of Process and Operational Words 66 Glossary of Key Technology and Visual Arts Terms 68

St Clare’s College Assessment Draft Checklist for Teachers

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Assessment at St Clare’s College St Clare’s College seeks to promote the spiritual, physical, emotional, intellectual and aesthetic development of its students. In a school that strives for each student to achieve to the best of her ability, there is a need to have processes that are transparent, explicit and equitable.

The purpose of our assessment policy is to ensure that: →→ Procedures, expectations and rules are clearly stated and accessible to all students and staff →→ Each student’s assessment results are an accurate indication of her performance →→ Assessment processes and outcomes are fair for all students.

Assessment at St Clare’s College is designed to assist students to develop the organisational skills and work habits required for academic success. Special consideration will always be given in appropriate circumstances. It is the student’s responsibility to keep teachers informed if there are difficulties with assessment.

In order to ensure that a student or a group of students are not advantaged or disadvantaged due to unforeseen circumstances, the College reserves the right to make appropriate adjustments to this policy for individuals or groups should the need arise.

Purpose of Assessment Assessment is an important part of the College’s teaching and learning program as it provides parents, teachers and students with valuable information about students’ learning. This information is useful both to monitor and improve teaching and learning strategies and to measure the learning outcomes of students at key stages.

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Assessment Program and Assessment Tasks The Assessment Program at St Clare’s College is delivered through both formative and summative processes and comprises a number of assessment tasks. An Assessment Task, be it formative or summative, is a tool used to measure student learning. Examples of Assessment Tasks are tests, essays, research assignments, oral presentations, group presentations and practical skills demonstrations. A number of Assessment Tasks combine to measure student achievement in a unit of work. As part of the course work, students will be required to undertake other tasks, which do not form part of the formal Assessment Program. The expectation is that these tasks will be completed both in class and for homework, as they are essential for effective learning.

St Clare’s College recognises that in order for students to achieve to their highest possible level it is crucial for all teachers to apply an effective feedback system in the classroom. The College has embraced the research of John Hattie and in particular his work with Timperley (2007) devoted to student feedback. This focus on feedback comprises of three stages: Feed-up; Feedback; and Feed-forward. →→ Feed-up: students understand the purpose of the assignment, task, or lesson, including how they will be assessed (Where Am I Going?). This is imperative to the beginning of the student understanding why/what and therefore brings the student in to the partnership of learning. →→ Feedback: provides students with information about their successes and needs (How Am I Doing?). If a student does not receive timely feedback they are unsure as to their understanding and therefore unlikely to change the direction of their learning resulting in continual failure or lack of effort due to lack of feeling successful in their learning. →→ Feed-forward: provides students with a guide for their learning based on the performance data that has been gained thus far (Where Am I Going Next?). Once data has been gained as to student understanding, it is the next step of the teacher to use this knowledge in the planning of their lessons.

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Assessment Procedures St Clare’s College recommends the same procedures for all assessment tasks in all units of study. These procedures allow for clear uniform processes to operate within the College permitting each student to be familiar with the administrative aspects of assessment tasks.

The Unit Outline For each subject the class teacher will provide students with a Unit Outline by the end of the first teaching cycle of the semester. The Unit Outline for each unit of study contains relevant information pertaining to the types of assessment that the student will be expected to complete.

The Unit Outline, assessment tasks and rubrics/ marking schema are distribution are uploaded as a PDF document to the College Learning Management System, SEQTA, which is accessible to all students and parents via the internet.

Number of Assessment Tasks Assessment Tasks are an integral part of the teaching and learning process. The number and range of Assessment Tasks in a unit should enable students to demonstrate the knowledge and skills they have acquired. Across Years 7-12, students may increasingly be given a smaller number of tasks but they will be more complex in nature. The number of assessment tasks for Years 11 and 12 will meet the requirements of the relevant BSSS Framework.

Timing and Distribution of Assessment Tasks All Assessment Tasks and the appropriately tailored rubric are distributed to students at least four (4) weeks prior to the actual conduct of a major Assessment Task (except for examinations or tests), the teacher will provide students in writing, the details of the Assessment Task (including word limits), the marking criteria and any special instructions.

To allow students a break from the Assessment Program, Assessment Tasks for students in Years 7 – 9 will not be due in the first week of each term.

Some Assessment Tasks, for example, oral presentations, take place over a period of time. In this case the due date will be the commencement of the assessment period and teachers will facilitate a fair and just system to ensure that no student is advantaged nor disadvantaged in terms of when she delivers her presentation.

Where possible, Assessment Tasks for students in Years 7 – 9, should not be scheduled in Period 5 or 6. The purpose of this is to reduce the likelihood of students having Assessment Tasks due in every lesson on a particular day.

Where possible, Assessment Tasks for students in Year 7 should be completed during class time throughout Semester 1. This is designed to allow students to undergo the transition from primary to high school and as such adjust to the demands and expectations of secondary schooling.

Assessment Planning Exercise Students are encouraged to balance the diverse demands on their time. Assessment Tasks will require students to dedicate some time outside of school to complete these tasks. Good time management should enable all students to achieve a balance between academic and other activities. In order to assist students to develop an organized approach to their studies, the Pastoral Leader in a Pastoral Care class facilitates an Assessment Planning Exercise early in each semester, usually in Week 3. During this time, the student plots her Assessment Tasks and due dates into her Student Organiser.

Assessment Processes

Many opportunities exist for students to engage in self-assessment, for example, submitting of drafts, conferencing, peer feedback and checklists. Several teachers have trialled the student-designed rubric approach, which upon student evaluation, provided clarity for the student surrounding the outcomes being assessed.

Word Limits for Assessment Tasks St Clare’s College Assessment pieces that require a written response attract a word limit.

Teachers in consultation with their Faculty Coordinator will determine the word limit for Year 7 – 10 assessment tasks. In Years 11 and 12, the course framework dictates the word limit for written responses for each subject.

It is the student’s responsibility to adhere to the word limit prescribed on the assessment task.

The word count for an assessment task does not include: →→ Quotations →→ Referencing within the response →→ Bibliography

In the ACT assessment is the process by which teachers can witness student achievement and progress in relation to the curriculum and is “the responsibility of the classroom teacher, school faculty…and individual school” (DET 2015). With this authority each faculty at St Clare’s College designs their own unique assessment tasks for each unit of study.

→→ Tables/Charts

Formative assessment is integral to classroom practice. Teachers are aware of the value of formative assessment and how it assists the quality of students’ responses in summative assessment tasks. At the beginning of each semester students complete diagnostic tasks/activities that provide teachers with valuable data regarding future directions for their teaching practice.

→→ Quotations

Throughout Years 7 – 12 teachers design assessment tasks either individually or in small groups/teams. Moderation occurs across all year groups. Teachers moderate within their small group/team, reviewing samples of work, or marking the same section of a Mathematics paper for example, all working together to finalise results.

→→ Headings When submitting a written response, students must indicate on the front page of their assessment task the word count. The word count will be categorised as follows: →→ Total Word Count →→ Student work →→ Bibliography The student’s stated total word count must match the word count acknowledged on the digital receipt for the student’s Turnitin submission.

When the stated word count for an assessment task is significantly incorrect the student will be asked to show cause. A significantly incorrect word count noted on a student’s submission could represent a breach of academic integrity and penalties may be applied.

St Clare’s College accepts a 10% margin, either less than or greater than the prescribed amount, when establishing whether or not a student has

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breached the word limit. If the word limit is exceeded by less than 10%, no penalty will be applied.

In Year 7 – 10 the word limit and respective penalties will form part of the assessment rubric.

In Year 11 and 12 St Clare’s College applies the following deductions to a student’s assessment submission when word limits have been breached:

Percentage exceeded by:

Marks to be deducted

(% of awarded mark)

>10% - 15%

5%

>15% - 20%

10%

>20% - 25%

15%

>25% - 30%

20%

>30% - 35%

25%

>35

30%

Submission of Assessment Tasks All Assessment Tasks must be completed and presented by the due date.

It is the responsibility of the student to submit Assessment Tasks to the teacher by the due date. Assessment tasks must be submitted by 3.30pm to avoid late penalties. Assessment Tasks should be handed directly to the teacher and be accompanied by a completed Declaration of Original Work Submission Form. The Declaration of Original Work Submission Form can be accessed by the student via the Publications menu via the College Website.

All Assessment Tasks must be submitted as a hard copy unless otherwise stated in the requirements of the Task. Upon receipt, the teacher should register the date that the Assessment Task was submitted by completing the Teacher section of the Declaration of Original Work Submission Form. This then generates a receipt for the teacher and student that the task has been submitted. In the event that the teacher is unavailable, Assessment Tasks may be submitted to the Faculty Coordinator or Assistant Principal Curriculum and Assessment who will issue the student with a receipt.

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The student is required to keep a complete copy of any written task that is submitted as well as their submission receipt. A backup electronic 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 Turnitin In August 2015, St Clare’s College introduced the use of Turnitin, a web-based service that manages and provides feedback to students and teachers regarding correct referencing and authenticity of student written work.

The College released a statement to all students to explain the College approach to the implementation of Turnitin: In support of Academic Integrity at St Clare’s College, Turnitin will be used to review the papers that you submit in your classes. Turnitin does not determine whether plagiarism has taken place or not. Turnitin will also not be used as a punitive tool or measure. Your classroom teacher will use the reports that Turnitin generates as a basis for the thorough evaluation of the authenticity and originality of your work and the work of your classmates.

All written tasks are set-up in Turnitin in two folders: 1. A Final Submission folder, for example, Research Essay; and 2. A Draft/Revision Folder, for example, Research Essay Draft.

The purpose surrounding the decision to have two folders per task allows for students to use the Turnitin site as an educative tool as oppose to a punitive device. Through the correct use of Turnitin the students will benefit in two distinct ways: 1. Students will be encouraged to use and cite work correctly prior to final submission of their assessment task; and

2. Students will be encouraged to review their written work prior to final submission in order to create a work that is concise and reflective of their understanding.

All students are required to submit their digital receipt generated from Turnitin when submitting the hard copy of their assessment task.

In some cases it may be appropriate or a requirement that an Assessment Task is to be submitted electronically, either on disc, USB, email or Turnitin. In such cases, the following rules will apply: 1. St Clare’s College will not be responsible for unusable, unreadable, corrupted or virus infected files 2. St Clare’s College will only accept Assessment Tasks, which are written in applications that are compatible with the College computer network.

3. The Assessment Task should be readily identifiable 4. The Assessment Task is not considered to have been submitted if conditions (1), (2) and (3) have not been met.

Late Submission or Non Submission of Assessment Tasks St Clare’s College recognises that completing and submitting assessment tasks on time is a valuable organisational skill. Students must complete work even if it is late as there are educational benefits in so doing.

Years 7-10 In the event of illness, late assignments should be handed directly to the teacher concerned on the day of return or (in emergency only) submitted to the Faculty Coordinator or Assistant Principal Curriculum and Assessment. A receipt is issued and work will be dated and time of receipt recorded before being passed on to the designated teacher.

Work not received by teachers through these channels is deemed not to have been submitted and students will follow the procedures outlined for Failure to Submit.

Failure to submit an Assessment Task will result in the following procedure: →→ The student will be required to attend a supervised Study Support Session to

complete an Assessment Task that addresses the required reportable outcomes. The Assessment Task (which may be modified at the discretion of the subject teacher but inclusive of relevant outcomes) will be completed in the Study Support Session and submitted at its conclusion.

Years 11-12 As per BSSS policy, work submitted late will incur a penalty of 5% (of possible marks) per calendar day late (including weekends and Public holidays) up to a maximum of seven days after which the notional zero will be awarded. This procedure applies to oral presentations as well as written work. Any student who does not submit assessment tasks worth in total 70% or more of the assessment of the unit will be deemed to have voided the unit.

Late assignments should be handed directly to the teacher concerned, or (in emergency only) submitted to the Faculty Coordinator or Assistant Principal Curriculum and Assessment. A receipt is issued and work will be dated and time of receipt recorded before being passed on to the designated teacher.

Work not received by teachers through these channels is deemed not to have been submitted.

Notification by the teacher is sent to parents via email advising them if a student fails to submit an Assessment Task by the due date. This is generated through SEQTA and recorded on the student’s file. The ‘Overdue Assessment Task’ email also includes, for Years 7-10, the details for the Study Support Session.

For students in Years 11 & 12, the ACT Board of Senior Secondary Studies’ Late Policy is implemented for late submission of Assessment Tasks (ACT Board of Senior Secondary Studies website).

Students are still required to submit the piece of assessment to fulfil course requirements.

Absence on the Day of Completion/Submission of an Assessment Task Years 7 – 12 If a student (Years 7 – 12) knows in advance that she will have a valid reason for being absent on the due date of an Assessment Task or the day of completion of an Assessment Task, she must negotiate a suitable arrangement with the teacher and / or Faculty Coordinator. It is usual

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in the cases of excursions, sporting and family commitments for the student to complete or submit the task before the due date.

A student who is absent on the day of an in-class test will be required to sit the test or another equivalent test at a suitable time arranged by the subject teacher and the Faculty Coordinator.

Year 11 and 12 Students in Years 11 and 12 who are absent on the day an Assessment Task is due to be submitted or to be completed, i.e. test, exam or oral presentation, should contact their subject teacher or relevant Faculty Coordinator on the day the assessment is due to be conducted.

On the day of the student’s return a medical certificate must be produced clarifying the reason for absence on the day the assessment was due.

The medical certificate must be from a certified doctor.

For prepared assessment tasks, for example, essay, lab reports, visual diaries etc. students should make every effort to deliver the task to the teacher at St Clare’s College. If delivery is not possible on the due date then the student on their return to school must produce a medical certificate clarifying the reason for absence on the day the assessment was due. The medical certificate must be from a certified doctor.

A letter from the student’s parent/guardian explaining the reason for the absence is not considered sufficient evidence. The student will receive the necessary late penalties as per BSSS policy (ACT Board of Senior Secondary Studies website).

Extended Absences/Leave during Assessment periods Year 7 – 10 Students Students who plan to take leave from St Clare’s College for extended periods or during peak assessment times must be mindful of the implications this may have on their ability to satisfy assessment requirements in their courses.

Any student considering taking leave during term time must discuss the implications of this well in advance with the student Year Coordinator. Leave greater than one (1) week must have the approval of the Principal and be applied for in advance by email or letter.

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Year 11 and 12 Students The ACT Board of Senior Secondary Studies (BSSS) outlines clearly the need for students to meet both attendance and assessment requirements in order to be awarded a unit of study. The BSSS sets out procedures for dealing with students who suffer illness or misadventure but under BSSS rules there is no special consideration available for family travel taken during term time. Families of senior students are advised to avoid planning holidays during term time as this can have a detrimental impact on the student’s studies and may jeopardise their ability to qualify for an ACT Senior Secondary Certificate and/or ATAR. The College is not able to waive assessment items for students going on family holidays and all Board of Senior Secondary Studies requirements need to be met.

Extensions for Assessments Assignment due dates are given to students in advance and with more than sufficient time to complete the task. Extensions of time will only be granted in exceptional circumstances and should not be assumed by students.

Extensions must be applied for at least three (3) days before the due date. Application for Extension of Time for Assessment Submission forms (Appendix 13) are to be obtained from the Faculty Coordinator and submitted in writing to the Faculty Coordinator. The subject teacher and the parent must sign the application for extension. The completed application form, and any relevant documentation such as medical certificates, must be attached to the Assessment Task submission. The classroom teacher will file an incident report of the extension on SEQTA. Where computers are used in preparing Assessment Tasks, extensions of time will not be given for computer or printer failure. 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. These printouts must be submitted in the event of computer failure.

As St Clare’s College has an extensive Information Technology Network to which all students have access, problems with access to technology at home is usually not an acceptable excuse for late submission of work.

Plagiarism Years 7 - 12 Plagiarism is the presenting of someone else’s work as one’s own and includes words or ideas from books, films, and photographs, CD-ROMs or the Internet without acknowledging the source. It also includes using directly the work of a person helping with an essay or an assignment.

The College has instructed year groups and classes on the many forms of plagiarism, why there are concerns and the penalties awarded for this breached of academic integrity. Throughout these instructional sessions students were also instructed on the benefits of using Turnitin.

Students who plagiarise work will be penalised according to the extent of the plagiarism. A serious case of plagiarism or a repeated offence will result in penalties such as the cancellation or substantial reduction of marks allocated for their assessment item.

Years 11 & 12 The ACT Board of Senior Secondary Studies’ Plagiarism Policy is implemented if evidence of plagiarism is identified in assessment tasks.

Students may receive, depending upon the category of plagiarism: →→ a reprimand and warning in writing →→ marking of the item without plagiarised material considered →→ marks reduced by an amount appropriate to the extent of the plagiarism →→ cancellation of the marks or grades for the item/test →→ cancellation of the assessment for the Unit or Course →→ cancellation of all assessment results for Years 11 and 12.

Any offence will be reported to the Assistant Principal Curriculum and Assessment and penalties applied as per the BSSS policy after negotiation with the appropriate teacher and Faculty Coordinator. The Assistant Principal Curriculum and Assessment issues a formal letter sent to the student and recorded in the student’s file on SEQTA.

Submission of Drafts The drafting process is integral to the development of a student’s skills in the areas of

communicating an argument effectively, analysing issues and information, and in their general structure and communication. Drafting also facilitates the planning and information literacy process.

Within practical areas, the drafting process is invaluable in relation to the formation and development of composition, style and creativity appropriate to the task. However, it is also recognised that the drafting process can be unique to the individual student, teacher and the nature and expectations of the task. To accommodate this, staff should ensure that expectations are clearly defined to students when the task is distributed.

The exact number of drafts accepted should be determined at the discretion of the individual teacher, in consultation with their Faculty Coordinator, after consideration of the task type, the composition of the class, in consideration of student equity and so on. However, it is felt that in general this number should not exceed one draft of a completed task. It is the responsibility of all teachers to ensure that students are clear that they are not automatically entitled to resubmit drafts a number of times.

For written tasks excluding in-class assessments, students are to utilise Turnitin. Draft/revision folders have been created for the exact purpose of encouraging students to first review their work and make appropriate self-assessment. Students are to inform their teacher that they have submitted a draft via Turnitin. This then allows the teacher, should they wish to use it, the capacity to read and make appropriate comment through Turnitin.

Aspects such as spelling, grammar and general structure should not be specifically corrected on the draft copy; however, the teacher can indicate on the draft checklist that these areas, grammar, punctuation, spelling etc., need attention. If the teacher would like to give written feedback on the draft then this should be comprised of dot points indicating areas of strength and areas that may need to be addressed expressed in a questioning nature, rather than simply stating for the student what they need to cover explicitly. If written feedback is given to students, then the teacher should either keep a copy of this feedback, or request that students submit their draft (including the feedback) with their final copy.

The College recommends one (1) week prior to the due date is an acceptable time frame to accept drafts. However, individual circumstances

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will need to be considered in relation to the application of this aspect of the process. Once a draft has been submitted it should be returned to the student within a period of no more than three (3) days.

Teachers may use the College Draft checklist on which to provide feedback to students.

Status If through serious illness or misadventure a student is unable to complete an assessment task or if, through chronic illness or misadventure a unit of work is unable to be completed a student may apply to be granted status (S grade). This provision can only be applied as a last measure in special circumstances. Formal application must be made through the class teacher, Faculty Coordinator and Assistant Principal Curriculum and Assessment and the application must be accompanied by appropriate medical documentation.

Appeals All students throughout Years 7 – 12 have the right to request a review or to appeal results of assessment items, unit grades/scores and/or course scores. The student may: →→ seek review from the class teacher (Years 7 -12) →→ seek review from the Faculty Coordinator (Years 7 -12) →→ appeal to her College Assistant Principal, Curriculum and Assessment for a review of college assessment items (grades and/or marks), unit grades and/or scores (Years 7 -12) →→ appeal to her College Principal for a review of college assessment items (grades and/ or marks), unit grades and/or scores (Years 11-12) →→ proceeding the College appeal process, appeal to the Board against the college procedures by which the appeal decision was reached (Years 11 -12).

St Clare’s College complies with the ACT BSSS system that operates a hierarchy of mediation, reviews and appeals. Unless there are exceptional circumstances, an ACT BSSS Appeal will only be accepted if the college has first heard that appeal.

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Students must consult the St Clare’s College Senior Handbook or the ACT Board of Senior Secondary Studies website: http://www.bsss. act.edu.au/ for greater detail in relation to the appeals process.

Reporting at St Clare’s College Reporting at St Clare’s College is the process of communicating the knowledge and understanding gained from assessing a student’s learning.

Reporting opens doors to foster partnerships between parents, students and teachers and enable discussion about student achievement, progress and development as well as provide support for student learning. Student learning at St Clare’s College is supported through the provision of high quality assessment and reporting services whilst providing a formal record of each student’s learning progress and achievement.

In order to maintain good communications between school and parents, St Clare’s College formally reports student progress to parents four times a year.

At all other times, parents are encouraged to maintain contact with the school by phone or email to arrange interviews or to discuss their daughter’s general progress or any concerns they might have.

Reporting →→ Reports are issued twice a year at the end of Semester One and Semester Two. →→ Interim reports are issued twice a year, half way through each semester.

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B

C

D

E

The student has an extensive knowledge and understanding of the content and can readily apply this knowledge. In addition, the student has achieved a very high level of competence in the processes and skills and can apply these skills to new situations.

The student has a thorough knowledge and understanding of the content and a high level of competence in the processes and skills. In addition, the student is able to apply this knowledge and these skills to most situations.

The student has a sound knowledge and understanding of the main areas of content and has achieved an adequate level of competence in the processes and skills.

→→ There are ten (10) Learner Strategies and Behaviours for each subject. There are five Strategies that specifically relate to student effort and five related to student behaviour.

These are:

The student has a basic knowledge and understanding of the content and has achieved a limited level of competence in the processes and skills.

The student has an elementary knowledge and understanding in few areas of the content and has achieved very limited competence in some of the processes and skills.

S

Status. Awarded when a student is unable to complete work in a unit because of illness or misadventure.

N

Not Assessable. Awarded to students who have not fulfilled the requirements of the unit due to circumstances not covered by Status. (Year 7 & 8 only)

1

Seeks and responds to feedback

2

Is a self-directed learner

3

Stays focused and works productively in the learning environment

4

Assigned learning activities are completed

5

Assessment tasks are submitted on time

6

Is respectful of self and others

7

Is an effective collaborator

8

Is organised and prepared for learning

9

Contributes to a positive learning environment

10 Uses technology and equipment effectively to create and demonstrate knowledge →→ Each student is graded by their teacher using the following criteria: »»

Consistently

»»

Frequently

P or U Pass or Unsatisfactory. Awarded to students enrolled in a unit which does not grade students on the A-E scale.

»»

Generally

»»

Occasionally

NS

»»

Rarely

Non-Submission

Achievement Grades Years 11 and 12 →→ Achievement grades are awarded for each unit of work completed. →→ Grades are determined by comparing students’ work to the grade descriptors in the current Course Framework document which can be accessed on the ACT Board of Senior Secondary Studies website: www.bsss.act.edu.au 10

→→ On the Semester Report for each unit studied by students in Years 7 – 12, there is criteria listed under ‘Learner Strategies and Behaviours’.

Behaviour

A

Learner Strategies and Behaviours: Years 7 – 12

Effort

Junior Achievement Grades

→→ This provides useful information to parents and students, but is also used to determine those students who will receive awards commending a student’s efforts.

College Awards St Clare’s College certificates are presented to students whose performance is of an excellent standard over a wide range of subjects or who have demonstrated a consistently high standard of effort across a wide range of subjects.

ACT Year 10 Certificate All students who are deemed by the Principal to have satisfactorily completed a program of study to the end of Year 10 receive a certificate that records their studies and levels of achievement in Years 9 and 10.

Appeals for students in Years 9 and 10 A system of review of grades and/or marks is available to students as follows: →→ student requests a review from the teacher,

The grades A – E are used on this official ACT Department of Education document.

→→ student requests a review from the Faculty Coordinator

Academic performance, attendance and conduct in Years 9 and 10 are the criteria used in the decision to award the Year 10 Certificate.

→→ student requests a review from the school Principal

Students who leave the school during Year 9 or Year 10 are supplied with a High School Record in accordance with the procedures of the ACT system

If a student, their parent or carer is dissatisfied with the result of the high school review process, they may appeal to the Directorate as per the ACT Department of Education and Training Certification guidelines.

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Further information on Year 10 Certification can be found on the brochure on the ACT Department of Education and Training website.

ACT Senior Secondary Certificate This certificate is issued at the end of Year 12 to all students who have completed an approved program of studies in Years 11 and 12. The certificate records all units and achievement grades. The minimum requirement is the completion of 17 standard units and at least four A, T, M or H courses over three separate course areas.

Students who leave before the end of Year 12 or who do not meet the requirements of the ACT Senior Secondary Certificate are awarded the Secondary College Record.

At the end of Year 12, Tertiary (T) students receive a Tertiary Entrance Statement (TES), which includes information about their aggregate score and rank by Year 12 candidature. They are also given an Australian Tertiary Admission Rank (ATAR).

Year 12 students are notified of the date, day and times in which they can come in to the College to collect their ACT Senior Secondary Certificate and other relevant BSSS certificates/documents, for example, Vocational Education Training Certificates or Statements of Attainment. The Assistant Principal Curriculum and Assessment organises and distributes the student packages and personally speaks with each student as they arrive to collect their certificate(s).

If students require further information about the ACT Senior Secondary Certificate they are referred to the St Clare’s College Senior Handbook or the ACT Board of Senior Secondary Studies website. This referral notice is also contained on the student’s Unit outline for each subject.

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Redo/Retake Policy St Clare’s College will adopt a redo/retake policy for each aspect of its curriculum. Individual guidance on the manner in which this policy will be applied within each faculty, is a matter for each faculty to determine.

“Making students redo their learning until it meets high expectations demands far more of both students and teachers than letting them take a failing grade—but it also results in far more learning.”

- Rick Wormeli

Rationale Innovative curriculum delivery will become a hallmark at St Clare’s College and we continue to move towards deepening our implementation of a growth mindset. The implementation of this curriculum delivery will be not without its challenges. To overcome many of these, each faculty asked to tailor relevant and appropriate policies to accommodate a redo/retake policy in relation to the particular nuance of a subject area.

Fundamental to the development of any curriculum policy will be the consideration of the student and the reality of a student’s individual needs. Policy with regard redo and retake must not compromise the integrity of a subject; it must, however, recognise the many and varied ways within which student’s comprehend information

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within the current curriculum delivery framework.

We should be moving to a pathway where all students learn and understand the content, regardless of the timeframe within which this assimilation occurs.

Risk For most students, the implementation of a redo/retake policy will attract minimal risk. For some however, it may present opportunity to be lazy in their approach to assessment. St Clare’s College considers the benefits of this policy to outweigh the elements of risk it may attract. The development of curriculum policies, therefore, will need to ensure redo/retake assessment, while constructive, measured and understanding of the reason for this need, does not unfairly weigh against those students who have successfully completed a task and for whom this policy does not apply.

With regard this last point, there may be circumstances where a redo/retake policy cannot apply. While this is accepted, optimising learning success through the implementation of such a policy is encouraged.

Reasons While not intended to be an exhaustive list, the following represent reasons as to why St Clare’s College will move in this direction and have assisted in the development of faculty policies regarding redo/retakes: a) Students assimilate information in different ways, notwithstanding how it may be delivered. The requirement for a redo/retake policy may allow a student opportunity to understand the nature of the task from a more considered or perhaps, alternate, perspective. b) The mental acuity of developing minds varies for each student. While moving forward with students who develop a quick grasp for the subject should be developed, care needs to be exercised to ensure all students have the opportunity within their own developmental framework to seek success and understanding. c) A reality of our society is the nature of the family structure and the strains to which this structure is placed. Where students are potentially disadvantaged because an assignment or test falls across a difficult family situation—a situation that may be

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inherently unsettled or involve bereavement, it is essential that the College incorporate social justice traits of compassion and understanding. It is both fair and reasonable. d) By providing opportunity for students to be in control of their success the College is building accountability and responsibility within them.

Denying students the opportunity to redo/ retake an assessment is not, of itself, a way for preparing students for the modern world and may only serve to lessen their incentive for these modern world challenges that may present. Repeat practice and further training are hallmarks of many professions; one may consider that repetition and the opportunity to relearn are fundamental to life beyond St Clare’s College, where a student understands the content and skills of a subject.

The redo/retake policy will optimise those circumstances for students at St Clare’s College to understand the content of the curriculum. It will also recognise the unique learning needs of each student and contribute to a better understanding of how they learn. As a College we cannot allow a student’s immaturity to define their learning outcomes if we are empowered to teach students to learn. Students who exhibit difficult learning traits, or who are inattentive, require curriculum staff to be more pressing of them to achieve than less.

The alternative to not committing to a policy of redo/retake allows students to consider that suboptimal performance is a standard that meets expectations. This cannot be allowed to develop within the psyche of a College that seeks to deepen its implementation and understanding of a growth mindset approach and that has the best interests of students as their primary goal.

This guidance was developed through the use and adaptation of Rick Wormeli’s “Redos and Retakes Done Right”, 2011, Educational Leadership Journal, ASCD, Alexandria, VA.

Religious Education Faculty Policy Redo/Retake of Junior Assessment Items Introduction: This policy has been devised based on the ‘St Clare’s College Redo/Retake Overarching Guidance’ document to detail specific protocols used within the Religious Education Faculty. This policy applies to Junior assessment only.

Before grading, teachers of Religious Education provide feedback to students on their assessment portfolios at specific times before the due date.

Lessons are regularly dedicated to seeking and providing feedback on tasks. Students in Years 9 and 10 are encouraged to seek feedback at the completion of each Inquiry-Based Learning stage.

Because of the feedback provided to students on portfolio tasks, it is the policy of the Religious Education faculty that a student can apply for a resubmit after receiving the graded task ONLY IF they have actively engaged with the feedback process throughout the term. Students who did not seek feedback before the due date forfeit their opportunity to resubmit.

Specific Guidelines for Redos and Retakes in the Religious Education Faculty: →→ Students will be provided with progressive formative feedback on portfolio tasks to assist them to see areas for improvement during completion of their work →→ Because of time constraints, students will not be permitted to re-present oral tasks; however, they may resubmit oral content in written form. →→ Redos and retakes might take the form of alternative versions of the task at the teachers discretion which will be provided with the two page document below →→ At the teachers discretion, redo and retake opportunities will be provided for sections of a task rather than the whole assessment →→ Opportunities to resubmit tasks will no longer be available from three weeks before the end of the semester, to ensure timely reporting.

Specific Guidelines regarding who can redo or retake assessment in the Religious Education Faculty: →→ Students who have achieved lower than expected may apply to resubmit a part of their task using the form attached. The form requires students to submit a detailed breakdown of how they intend to improve on their initial attempt →→ If a student wishes to resubmit a task or task component after receiving their grade, they may apply to do so within three days of receiving the grade. If the application is accepted, the teacher and student will negotiate a due date. →→ Students who did not seek feedback before the due date forfeit their opportunity to resubmit.

Specific Guidelines regarding submission of a redo or retake in the Religious Education Faculty: →→ Students must submit a detailed plan of how they will prepare for their next attempt, signed by the student and the parents. →→ In their application students must outline concrete plans for what they intend to do to improve the task, using the language of the task rubric. →→ Opportunities to resubmit are dependent on the teacher’s judgement. If an application to resubmit is refused the teacher will indicate reasons on the form provided. →→ S tudents will be required to submit their new attempt by the time specified by the teacher. →→ The original attempt must be submitted with the redo →→ Redo submissions must be submitted with the reflection written in complete sentence structure (following pages) signed by the student and the parents

→→ Students are allowed one attempt to redo the section.

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Religious Education Faculty Application to Resubmit Assessment Part Attach this section to your resubmission and return it, with your original work, to your teacher by the specified due date.

Student Name:

Year Group:

Subject: Assessment:

Teacher: Weighting:

Section: To secure your opportunity to redo this task, provide a plan and detailed breakdown below of what intend to do to improve your learning, using the language of the task rubric. Provide your signature and a parent/ guardian signature confirming they have sighted your original submission and the feedback on your rubric

attach additional pages if necessary

I will use this plan to help me improve my learning: I support my daughter’s intentions to improve her learning and have sighted the original submission which she will work on improving: This application is accepted/rejected on the following grounds:

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Students Signature

Parent/guardian Signature

Religious Education Faculty Resubmission Reflection Sheet Attach this section to your resubmission and return it, with your original work, to your teacher by the specified due date.

Student Name: Subject:

Year Group: Teacher:

Assessment: Section Resubmitted: Date negotiated with teacher for resubmission: Answer the following questions as they apply to your assessment to support your redo and indicate growth of your learning through this process. →→ Why did my original response need to be reviewed? →→ How has my learning improved during this process? →→ What have I done differently to reach this reviewed response to the assessment? →→ What will I do differently next time to assist me to learn?

attach additional pages if necessary

I have completed a second attempt to improve my learning: I have sighted my daughters attempt to improve her learning in this second response:

Students Signature Parent/guardian Signature

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English Faculty Policy Redo/Retake of Assessment Items Introduction: This policy has been devised based on the St Clare’s College Redo/Retake Overarching Guidance document to detail specific protocols used within the English Faculty.

Specific guidelines for Redos and Retakes in the English Faculty: →→ Redos and retakes will not be allowed in the final week of assessment →→ Redos and retakes might take the form of alternative versions of the task at the teacher’s discretion →→ Redo and retakes may be applied for both formative and summative tasks →→ At the teacher’s discretion, redo and retake opportunities may be provided for sections of a task rather than the whole task →→ Students are allowed one attempt at redos →→ A student will NOT be offered the opportunity to complete a redo if she has NOT implemented the written and/or verbal feedback provided by her teacher following the submission of a complete draft. →→ Students will be given one week to redo the task (partial or complete) following the teacher’s approval to re-do the task.

Specific guidelines regarding who can redo or retake assessment in the English Faculty: →→ Students can apply to redo a task or part of a task regardless of the initial grade awarded for the task →→ Students will NOT be able to redo in-class essay/responses (topics are provided 3 days before the in-class/exam which allows them adequate time to prepare)

Specific guidelines regarding submission of a redo or retake in the English Faculty: →→ Students who apply for the opportunity to resubmit part or all of a task must provide a plan and detailed breakdown of how they intend to improve their initial attempt. This is to be signed by the student and parents.

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→→ Students must submit the originally marked task with the rubric/teacher feedback when they resubmit.

Specific guidelines regarding parental involvement when applying for a redo or retake in the English Faculty →→ Teachers must email the parents of students who apply to redo a section or all of the assignment. →→ Students who apply for the opportunity to resubmit part or all of a task must provide a plan of how they intend to improve their initial attempt. This is to be signed by the student and parents

English Faculty Opportunity to Redo Assessment Task Student Name: Subject:

Year Group: Teacher:

You have the opportunity to review your response to the following: Assessment: Section: Your second attempt will be due on: -------------------------------------------------------------------------------------------------------------------Cut off this section and return it to your teacher the day after receiving your rubric.

To secure your opportunity to redo this task, provide a plan and detailed breakdown below of what you will do and when you will do it in order to improve your learning outcome. Provide your signature and a parent/ guardian signature confirming they have sighted your original submission and the feedback on your rubric.

attach additional pages if necessary

I will use this plan to help me improve my learning: I support my daughter’s intentions to improve her learning and have sighted the original submission which she will work on improving:

Students Signature

Parent/guardian Signature

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English Faculty Resubmission Sheet Attach this section to your reviewed response and return it, with your original work, to your teacher by the specified due date.

Student Name: Subject:

Year Group: Teacher:

Assessment: Section: Your second attempt will be due on: Answer the following questions as they apply to your assessment to support your redo and indicate growth of your learning through this process. →→ Why did my original response need to be reviewed? →→ What was my understanding of the topic/assignment when I completed my first attempt? →→ What is my understanding of the topic/assignment now that I have reviewed my response? →→ How has my learning improved during this process? →→ What have I done differently to reach this reviewed response to the assessment?

attach additional pages if necessary

I have completed a second attempt to improve my learning: I have sighted my daughters attempt to improve her learning in this second response:

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Students Signature

Parent/guardian Signature

Mathematics Faculty Policy Redo/Retake of Assessment Items Introduction: This policy has been devised based on the ‘St Clare’s College Redo/Retake Overarching Guidance’ document to detail specific protocols used within the Mathematics Faculty.

Specific Guidelines for Redos and Retakes in the Mathematics Faculty: →→ Students will not have the opportunity to redo investigative tasks or multiple choice tests. →→ Redos and retakes will not be allowed in the final week of assessment. →→ Redos and retakes will take the form of alternative versions of the task. →→ Redos and retakes are available for the entire task only (alternative questions of similar complexity); students will not have the opportunity to retake sections of tests. →→ Retakes of tests must be completed in one sitting (most likely outside of school hours); a suitable time may be negotiated with the teacher and/or faculty coordinator. →→ Redos of assignments must be submitted with 10 days of an application for redo/retake has been granted. →→ Students must apply for the opportunity to redo/retake an assessment item within 2 days of results being made available to students.

→→ Students can request an application form for redo/retake from their teacher or the faculty coordinator.

Specific Guidelines regarding submission of a redo or retake in the Mathematics Faculty: →→ Students must apply for the opportunity to redo/retake an assessment item with 2 days of results being made available to students.

The application form must be signed by the student and the parents, to accept the redo/ retake provisions. →→ Students who are granted the opportunity to redo/retake an assessment item must complete: »»

A test retake in one sitting (most likely outside of school hours); a suitable time may be negotiated with the teacher and/ or faculty coordinator.

»»

An assignment redo within 10 days of an application for redo/retake has been granted.

→→ Redo submissions must be submitted with the reflection written in complete sentence structure (second page below) signed by the student and the parents. →→ There is no guarantee that the opportunity for redo/retake will be granted.

→→ Students are limited to 1 redo/retake per semester in mathematics. →→ Students will receive the second mark regardless of the outcome..

Specific Guidelines regarding who can redo or retake assessment in the Mathematics Faculty: →→ Students who have achieved lower than expected for any task will have the opportunity to apply for redo/retake (limited to once per semester in mathematics). →→ Students who apply to redo/retake an assessment task will be required to submit a plan and detailed breakdown of how they intend to improve upon their initial attempt.

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Mathematics Faculty Application to Redo/Retake Assessment Task Student Name: Subject:

Year Group: Teacher:

You are applying for the opportunity to review your response to the following: Assessment:

Weighting:

To secure your opportunity to redo this task, provide a plan and detailed breakdown below of what you will do and when you will do it in order to improve your learning of the topic. Provide your signature and a parent/guardian signature confirming they support your application for redo/retake.

Answer the following questions as they apply to your assessment to support your application for redo/ retake, indicating how your learning will be enhanced through this process. →→ Why did my original attempt need to be reviewed? →→ What was my understanding of the topic when I completed my first attempt? →→ What did I do to prepare for my first attempt? →→ What will I do differently to improve my performance on this assessment item? →→ How will my learning be improved during this process?

attach additional pages if necessary

I will use this plan to help me improve my learning and accept the redo/retake provisions: I support my daughter’s intentions to improve her learning and acknowledge the redo/retake provisions:

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Students Signature

Parent/guardian Signature

Mathematics Faculty Application to Redo/Retake Assessment Task Student Name: Subject: Assessment: Approved:

Year Group: Teacher: Weighting: Date of second attempt:

Not Approved: Reason:

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Science Faculty Policy Redo/Retake of Assessment Items Introduction: This policy has been devised based on the ‘St Clare’s College Redo/Retake Overarching Guidance’ document to detail specific protocols used within the Science Faculty. In Science the Re-do and Retake Policy provides an opportunity for students to grow in their learning. This second chance learning strategy gives students additional opportunities to learn and demonstrate their knowledge when tests indicate that the essential knowledge or skills have not been demonstrated.

The intent is for students to master the content and improve on their outcomes.

Specific Guidelines for Redos and Retakes in the Science Faculty: →→ Students need to notify their teacher that they wish to retake the test →→ Students will then be given access to their test, to complete their reflection, at a lunchtime designated by their teacher →→ The formal request form, complete with parents signature, must be submitted →→ Before the test is to be undertaken, the student must provide the teacher with evidence of their revision. This needs to be signed by the parent →→ Retake the assessment on the designated day

Specific Guidelines regarding who can redo or retake assessment in the Science Faculty: →→ In Years 7-10 students will have the opportunity to redo/retake topic tests. Year 9 and 10 students who sit exams will not be able to retake the exam →→ Retakes of tests will not be given during students’ regular class time. Test retakes will take place between 3.30 and 4.30 on the Tuesday, a fortnight after the initial test was undertaken. Students who are absent on the day of the test will also need to attend these sessions to complete missed work →→ The retake grade will take the place of the original grade (there will be no averaging of the scores)

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→→ Retaking tests is not meant to be used as a regular practice by a student or as a substitute for effort →→ Students are NOT eligible for a retake until all missing work related to the unit has been submitted →→ Teachers will be available to help students with revision during tutorials (held every Tuesday afternoon) →→ Everyone is eligible for redos/retakes.

However, students who achieve an A grade on the original task will not be offered a retake as they have demonstrated an excellent understanding of the concepts covered.

Science Faculty Redo/Retake Reflection Form Student Name:

Year Group:

Subject: Date of retake of the test:

Teacher: Tuesday

Students are required to submit a reflection form if they want to retake a test. Forms must be signed by a parent and submitted by

3.30pm - 4.30pm Friday

Reflection: 1. Why should you be given the opportunity to redo the test? (Complete sentences)

2. What is your goal for this retake? Please reflect on why you did not originally meet the standard on this assessment. (Complete sentences)

3. Why you were not prepared for the original test? (Complete sentences)

4. What areas in your original test need improvement? (Complete sentences

5. Summary of the reasons you did not master the material. Please tick all that apply: I could have studied more I studied the wrong things I could have participated more in class I could have asked the teacher to explain things to me I could have done more homework, practised more problems and done some home study

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Science Faculty Redo/Retake Reflection Form Request: I request the opportunity to redo/retake this test. I have completed all parts of the reflection form as well as all assignments for this Unit.

Student Name: Student Signature:

Parent/Guardian: Signing this form acknowledges that your child has requested to redo a test. It also acknowledges that you are aware that the student will be staying after school to redo this test. Before signing, please read your child’s reflection and discuss with your child ways to avoid this in the future.

Signature: Date:

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Science Faculty Evidence of further preparation for the test To be submitted on the day that you are retaking the test.

Student Name:

Year Group:

Subject: Date of retake of the test:

Teacher: Tuesday

3.30pm - 4.30pm

Provide evidence of further revision for the retake of the test (in the form of notes, study cards etc). This needs to be attached to this form.

Student Signature: Parent/Guardian Signature:

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Technologies Faculty Policy Redo/Retake of Assessment Items Introduction: This policy has been devised based on the ‘St Clare’s College Redo/Retake Overarching Guidance’ document to detail specific protocols used within the Technologies Faculty.

Specific Guidelines for Redos and Retakes in the Technologies Faculty: →→ Students will not have the opportunity to redo practical assessment requiring specific equipment or long running assessment tasks.

Alternatively, students will be provided with progressive formative feedback on long running tasks to assist them to see areas for improvement during completion of their work →→ Redos and retakes will not be allowed in the final week of assessment →→ Redos and retakes might take the form of alternative versions of the task at the teachers discretion which will be provided with the two page document below →→ At the teachers discretion, redo and retake opportunities will be provided for sections of a task rather than the whole assessment →→ Students are allowed one attempt to redo the section →→ VET students may access two competency resits as stated in task guidelines →→ Teachers must email the parents of all students who have been invited to reattempt a section of the assignment on or before the day that rubrics are being distributed

Specific Guidelines regarding who can redo or retake assessment in the Technologies Faculty: →→ Students who have received a D or below for any part of a task will be provided with an invitation (the two page document below) attached to their rubric to resubmit this part →→ At the teachers discretion students who have achieved lower than expected for any part of a task will be provided with an invitation attached to their rubric to resubmit this part →→ At the teachers discretion students can request to have the opportunity to resubmit a part of their task by submitting a plan and

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detailed breakdown of how they intend to improve their initial attempt →→ The teacher must fill out the details of the student and assessment task (top of page one and two below) and attach both pages to the rubric when returning this to the student

Specific Guidelines regarding submission of a redo or retake in the Technologies Faculty: →→ Students must submit a plan and detailed breakdown of how they will prepare for their next attempt the day following receipt of their rubric (bottom half of page one below), signed by the student and the parents, to accept the opportunity to redo the assignment →→ Students will be required to submit their new attempt within 3 – 10 days as specified by the teacher →→ The original attempt must be submitted with the redo →→ Redo submissions must be submitted with the reflection written in complete sentence structure (second page below) signed by the student and the parents

Technologies Faculty Opportunity to Redo Assessment Task Student Name: Subject:

Year Group: Teacher:

You have the opportunity to review your response to the following: Assessment:

Weighting:

Section: Your second attempt will be due on: -------------------------------------------------------------------------------------------------------------------Cut off this section and return it to your teacher the day after receiving your rubric.

To secure your opportunity to redo this task, provide a plan and detailed breakdown below of what you will do and when you will do it in order to improve your learning of the topic. Provide your signature and a parent/ guardian signature confirming they have sighted your original submission and the feedback on your rubric.

attach additional pages if necessary

I will use this plan to help me improve my learning: I support my daughter’s intentions to improve her learning and have sighted the original submission which she will work on improving:

Students Signature

Parent/guardian Signature

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Technologies Faculty Resubmission Sheet Attach this section to your reviewed response and return it, with your original work, to your teacher by the specified due date.

Student Name: Subject: Assessment:

Year Group: Teacher: Weighting:

Section: Your second attempt will be due on: Answer the following questions as they apply to your assessment to support your redo and indicate growth of your learning through this process. →→ Why did my original response need to be reviewed? →→ What was my understanding of the topic/assignment when I completed my first attempt? →→ What is my understanding of the topic/assignment now that I have reviewed my response? →→ How has my learning improved during this process? →→ What have I done differently to reach this reviewed response to the assessment?

attach additional pages if necessary

I have completed a second attempt to improve my learning: I have sighted my daughters attempt to improve her learning in this second response:

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Students Signature

Parent/guardian Signature

Referencing and Bibliography If you use information from another source when writing an assignment or essay, it must be acknowledged. References and bibliographies provide your reader with access to your sources, and give credit to a work’s author. If you don’t reference your work properly you are guilty of plagiarism. Plagiarism is the act of using someone else’s work or ideas as if they were your own.

There are several different ways of referencing your work. This booklet is based on the Harvard system of referencing and is used by all subject areas at St Clare’s.

You can find more details of the Harvard system on the Internet. Note that there are some variations in its use. For example, some institutions state that no full stops should be used after initials, and no spaces between initials (eg Smith GR not Smith G. R.).

Referencing In the Harvard System of referencing, references are cited in two different places: in the text (in-text citations) and at the end of the work (bibliography).

In-text citations If you refer to an idea or include direct quotations (the author’s exact words) in your work the author must be acknowledged. This acknowledgement is called a citation.

Anything that you cite within your work must also appear in your bibliography. Footnotes, although not so popular nowadays, are an alternative to citations. A footnote is placed at the end of the page on which the quote or reference appears.

This booklet will not refer further to footnotes, as they are part of the Oxford system of referencing rather than Harvard.

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Direct quotations and reference to someone else’s work When you have written out a direct quotation in your work, you need to put the following into brackets following the quotation. →→ Author’s surname →→ date of publication →→ page number/s from which you are quoting or referring For example: Leach notes that “most babies smile fleetingly, in response to a variety of stimuli, almost from birth” (Leach 2003: 87). These fleeting smiles are now recognised as …

Because this quotation is short, it is written into the text and quotation marks are used. If a quotation is more than two or three sentences, it should be indented, that is set in from your margin with an empty line above and below it so that it stands alone. No quotation marks are used in this instance.

For example: In order to discuss the appearance and features of Saint Clare, Daniel-Rops studies a portrait of Saint Clare by the painter Donato of Sienna. There is profound charm in those attenuated almond-shaped eyes and in the restrained half-smile which contrasts with their almost melancholy expression.

But this oval face, this very straight nose, this tiny mouth, closed to every vain word, and even more this faint movement of withdrawal and pride which the whole body seems to suggest … in its total inner unity (Daniel-Rops 2002: 29).

Incorporating another author’s ideas into your text (without quoting their exact words) When you use someone else’s idea but put it into your own words (paraphrase) or make general reference to something someone else has written, you are indirectly quoting. You still need to acknowledge the author in the same way as if you were quoting them directly.

For example: Lim Cheng Puay (2004) suggests that many plants could migrate hundreds of kilometres from their original sites, due to the warming of the planet.

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Incorporating more than one item into the text using “see” or “see also” references. These references are used when quoting ideas from a source but not quoting directly.

For example: The effects of global warming on plant life are becoming much better understood in recent years (see Puay 2004, pp.24-25; see also Robertson 2001, p.304).

Poetry Quotations of two lines or under may be incorporated in the body of an essay with the use of inverted commas and a slash (/) indicating a line break: For example: Wilfred Owen says that soldiers are “Bent double, like old beggars under sacks/Knockkneed, coughing like hags.”

Three lines or more must be indented, and inverted commas are not necessary in this instance: For example: Owen’s description of the soldiers is moving and effective: Bent double, like old beggars under sacks, Knock-kneed, coughing like hags, we cursed through sludge, Till on the haunting flares we turned our backs, And toward our distant rest began to trudge.

Generally, small units of quotations are more effective.

Plays When quoting from a play other than Shakespeare, two lines or under may be incorporated in the body of an essay with the use of inverted commas and a slash (/) indicating a line break: For example: John Guare’s character Ouisa says, “ He told us the story of Catcher in the Rye” (Guare 1994:59).

Three lines or more must be indented and should appear as presented in the text. Inverted commas are not necessary in this instance.

For example: Flan We’ll take a vote. Do we pursue this to

the end no matter what we find out

about our kids?

Ouisa I vote yes.

Dr. Fine I trust Doug. Yes. (Guare 1994:69) When quoting from Shakespeare, two lines or less may be incorporated in the body of an essay with the use of inverted commas and a slash (/) indicating a line break.

Lear’s anger with his daughter Regan is evident when he says, “ I prithee, daughter, do not make me mad. / I will not trouble thee, my child. Farewell.” (2, , 211-212) Three lines or more must be indented and inverted commas are not necessary in this instance.

For example: Lear Blow, winds, and crack your cheeks!

Rage, blow, You cataracts and hurricanes, spout Till you have drenched our steeples…

That makes ingrateful man.

Fool O nuncle, court holy water in a dry house is better than this rain-water out o’door. Good nuncle, in, ask thy daughters’ blessing. Here’s a night pities neither wise men nor fools.

(3, 2,1-12) You may wish to incorporate the use of a relevant but long quotation in your essay. It is preferable to substitute an ellipsis (three dots in a row) to indicate the missing section of text. The particular edition you have quoted from should appear in your bibliography.

Quoting from or referring to the Bible When citing something from the Bible, all you have to put in your reference is the book, chapter and verse you are quoting from or referring to.

For example, a direct quotation You have heard that it was said, “An eye for an eye, and a tooth for a tooth.’ But now I tell you: do not take revenge on someone who wrongs you. If anyone slaps you on the right check, let him slap you on the left cheek too (Matthew 5:38-39).

Quoting from or referring to an online document, image or sound file When citing something from the internet, you need to put the following into brackets following the quote. →→ Author/artist/composer’s surname or the title of the document/image/sound file if there is no →→ author/artist/composer →→ date of publication For example: ‘It’s essential you learn how to reference’ (Dawson et al. 2002).

In text citation: Electronic resource When possible, cite an electronic document as you would any other document (using the authordate style). →→ author’s surname →→ date of publication For example: Atkinson (2001) found that children who spent at least four hours a day watching TV were less likely to engage in adequate physical activity during the week.

Electronic sources may lack authors’ names or dates. In addition, they may lack page numbers (required in some citations). Here are guidelines for handling sources without authors’ names, dates, or page numbers.

Unknown author If no author is named, mention the title of the document in a signal phrase or give the first word or two of the title in parentheses For example: The body’s basal metabolic rate, or BMR, is a measure of its at-rest energy requirement (“Exercise,” 2003).

Unknown date When the date is unknown, use the abbreviation “n.d.” (for “no date”).

For example: Attempts to establish a definitive link between television programming and children’s eating habits have been problematic (Magnus, n.d.).

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No page numbers When an electronic source lacks stable numbered pages, your citation should include -if possible - information that will help readers locate the particular passage being cited.

When an electronic document has numbered paragraphs, use the paragraph number preceded by the symbol ¶ or by the abbreviation “para.”: (Hall, 2001, ¶ 5) or (Hall, 2001, para. 5). If neither a page nor a paragraph number is given and the document contains headings, cite the appropriate heading and indicate which paragraph under that heading you are referring to.

For example: Hoppin and Taveras (2004) pointed out that several other medications were classified by the Drug Enforcement Administration as having the “potential for abuse” (Weight-Loss Drugs section, para. 6).

NOTE: Electronic files using portable document format (PDF) often have stable page numbers.

For such sources, give the page number in the parenthetical citation.

Indirect Source If you use a source that was cited in another source (a secondary source), name the original source in your signal phrase. List the secondary source in your reference list and include it in your parenthetical citation, preceded by the words “as cited in.” In the following example, Critser is the secondary source.

For example: Former surgeon general Dr. David Satcher described “a nation of young people seriously at risk of starting out obese and dooming themselves to the difficult task of overcoming a tough illness” (as cited in Critser, 2003, p. 4).

Writing a Bibliography A bibliography is a record of your sources, and is found at the end of your assignment.

You should start your bibliography on a new page, and give the page a heading. There is no need to divide your bibliography into different sections for different types of material. Instead, list everything in alphabetical order. There is a sample bibliography at the end of this booklet that gives an example of how your bibliography should look.

It is important that you record the details of the resources at the time of use because you 34

may not be able to locate them again later. Use a bibliography sheet to record your resources as you write your assignment and remember to record the page numbers you have referred to.

The following sections provide a step-by-step list of the information that is required for different materials, followed by examples of how these should look. The information should be set out in the order stated, using the punctuation that appears at the end of each step.

Sometimes you will not be provided with dates or places of publication, or the work may be unpublished. It is important that you state this; otherwise it will appear as though you left these details out. In these cases, use the following in the same place as you would if the details were provided: No date: [n.d.] No place: [n.p.] Unpublished: [unpub.]

Books, pamphlets, brochures, etc The information required to reference these is found on the title page and the verso pages of the book, rather than the front cover. If there is more than one author, list them in the order they appear on the title page or list the first and use “et al.” (from “et alia” meaning “and others”). For an edited book, use (ed.) for one editor, (eds) for two or more. →→ author’s surname and initial(s) →→ year of publication, →→ title of the book (in italics if possible, otherwise underline), →→ edition (if it is not the first edition), →→ name of series if book is part of a series (in round brackets), →→ publisher, →→ place of publication.

For example, a book in a series: Odom, M 2002, Crossings, (Buffy the vampire slayer), Simon Pulse, New York.

For example, a book that is not a first edition: Drane, J 2000, Introducing the Old Testament, Revised edn., Lion, Oxford.

For example, a book with many authors: Harrison, C et al., 2002, Thinking through science, John Murray Ltd, London.

For example, a book with more than one author/editor: Goldman, M & Lee, L (eds), 2002, An intellectual history of modern China, Cambridge University Press, Cambridge, UK.

Articles in periodicals (magazines)

→→ page number.

For example: Clack, P 2002, ‘Australians mourn the night of lost innocence’, The Canberra Times, 21 October, p.1.

→→ author’s surname and initial(s).

If the article does not state an author, enter the title first.

→→ date of publication,

For example:

→→ title of the article with minimal capitalisation and placed within single inverted commas,

‘The nation unites in grief’, The Canberra Times, 21 October 2002, p.1.

→→ name of the periodical (in italics if possible, otherwise underline),

Article or chapter in an edited book (anthology, compilation, etc)

→→ volume and number or month, if these are not available use the full date of the periodical,

→→ author’s surname and initial(s).

→→ page number.

For example: Gorman, C & Park, A 2002, ‘The new science of headaches’, Time, no.39, October 7, pp. 48-54.

Newspaper articles If the article has an obvious author, use the following:

→→ date of publication, →→ title of article, chapter with minimal capitalisation and placed within single inverted commas, →→ here use the word “In” followed by title of edited book, with the title in italics if possible, otherwise underline, →→ editor’s name.

→→ author’s surname and initial(s).

→→ publisher,

→→ date of publication,

→→ place of publication

→→ title of the article with minimal capitalisation and placed within single inverted commas,

For example:

→→ title of newspaper (in italics if possible, otherwise underline), →→ date,

Schwartz, BI 2002, ‘Themes in intellectual history: May fourth and after’ In An Intellectual History of Modern China, Goldman, M & Lee, L (eds.), Cambridge University Press, Cambridge, UK.

Samples – Books and Journals Referencing Book

Title of book in italics with minimal captalisation

Authors’ surnames and first initial

Year of Publication

Publisher

Shearman, D & Sauer-Thompson, G 1997, Green or gone, Wakefield Press, Kent Town.

Ampersand

Comma between elements except author(s) and date

Full stop

Journal article Authors’ surnames Year of Publication and initial

Title of article in single quotation marks with minimal captalisation

Stove, RJ 1999, ‘Xenophobia: the great local content myth’, Institute of Public Affairs Review, vol. 51, no. 1, pp. 14–16.

Page numbers followed by full stop Volume and issue number in lower case

Italics and maximal captalisation for journal title 35

References Cited From an Intermediate Source If you use material not directly from the original but from an intermediate source, the reference should cite both sources. An example of this might be if the author of the work you are citing quotes another work. In your reference, the original author of the work should appear first, that is the author who is being quoted. →→ author’s surname and initial(s). →→ date of publication, →→ title of the article with minimal capitalisation and placed within single inverted commas, →→ title of original publication (in italics if possible, otherwise underline),

For example: Powers, J 2000, ‘British Buddhism’, in A concise encyclopedia of Buddhism, Oneworld, Oxford, p. 43.

Multi-volume encyclopaedia →→ author or editor’s surname and initial(s). →→ date of publication, →→ title of the article with minimal capitalisation and placed within single inverted commas, →→ here, use the word “In” followed by the title of the encyclopaedia (in italics if possible, otherwise underline). →→ edition (if it is not the first edition),

→→ here use the words “quoted in” followed by name of authors who has used the quote.

→→ publisher,

→→ date of publication in which the quote appears,

→→ volume number,

→→ title of publication in which the quote appears (in italics if possible, otherwise underline),

If no author is given, begin with the article title.

→→ publisher, →→ place of publication, →→ number of the page on which the quote appears.

For example: Adams, P 2000, ‘Things fall apart’, Weekend Australian, quoted in Cowdrey, C 2001, Australian icon, Angus & Robertson, Sydney, p. 64.

Encyclopedia article There are two types of encyclopaedias, those that come in one complete volume, and those that may have many volumes. These are referenced slightly differently.

Single-volume encyclopedia →→ Author or editor’s surname and initial(s). →→ date of publication, →→ title of the article with minimal capitalisation and placed within single inverted commas, →→ here, use the work “In” followed by the title of the encyclopaedia (in italics if possible, otherwise underline).

→→ place of publication, →→ page number.

For example: ‘Bicycle’ in The World Book Encyclopedia, 2002, World Book, Chicago, vol. 2, pp. 290-293.

Government, companies, etc as authors If the work you are citing is by a company, corporation etc, and does not cite a specific author, then the only difference between this and a normal book will be that you should cite the organisation as the author.

For example: Australian Bureau of Statistics 1989, National health survey: Accidents. Cat. No. 4384.0.

ABS, Canberra.

Motion pictures and video recordings The way you reference a video will vary depending on whether it is an original video or a television broadcast that you have watched on air or the school has recorded.

For an original video →→ title of the video (in italics if possible, otherwise underline), followed by the word “motion picture’, →→ date of production.

→→ edition (if it is not the first edition).

→→ • name of distributor.

→→ publisher,

For example:

→→ place of publication, 36

→→ page number.

Shrek 2001, motion picture, Dreamworks.

For a television program watched or recorded →→ title of program (in italics if possible, otherwise underline), followed by the word “videorecording”, →→ date the program was aired, →→ channel that broadcast the program.

For example: CSI: Crime Scene Investigation, 12 June 2001, videorecording, WIN Television.

Electronic Sources CD ROM →→ title of CD ROM (in italics if possible, otherwise underline) followed by the words “CD ROM”, →→ date of production, →→ publisher, →→ place of publication.

Remember that if there is no date or publisher stated, you must indicate this in your bibliography.

For example: Welcome to the Catholic Church CD ROM, [n.d.], Harmony Media, Oregon.

Website When you are referencing material found on the Internet, there are some extra things that must be included where possible. You will not always be able to find all of the following information, as sites will always vary. →→ author’s surname and initial(s). →→ date of document or last update, →→ title (in italics where possible, otherwise underline), →→ here use the word “viewed”, followed by the date you accessed the site,

Where the publication date is not available use ‘n.d.’, but always state the date that you accessed the information.

For example: Royal Institute of British Architects [n.d.], Shaping the future: Careers in architecture, viewed May 13 2005, http://www. careersinarchitecture.net/ You should be very careful that the address is typed correctly, including the punctuation. These details are essential if your reference is to be located. If possible, cut and past the URL (web address) directly into your document. A good way to test if you have entered the details correctly is to follow the link you have made and see if it works.

Online databases or journals →→ author’s surname and initial(s). →→ date of publication, →→ ‘title of article with minimal capitalisation’, →→ title of journal (in italics if possible, otherwise underline), →→ volume, →→ page number(s). →→ Here, use the word “From” followed by the title of the database (in italics if possible, otherwise underline), →→ format (eg database).

For example: Madden, G 2002, ‘Internet economics and policy: an Australian perspective’, Economic Record, vol.78, no.242, pp. 343-358 From ABI/Inform, database.

As it is usually not possible to provide individual page numbers, always cite the full range of page numbers that the site provides. →→ Email

→→ URL (Web address).

→→ author’s surname and initial(s) (if known).

For example:

→→ date,

Korenman, J 2004, Women’s Studies Programs, Departments, & Research Centers viewed November 20 2005, http://wwwunix. umbc.edu/~korenman/wmst/programs.html Where the author is unknown, cite by title.

For example:

→→ subject line from the posting →→ format (eg personal email to…)

For example: Bolt, D 2005, Girls with sandwiches in the library, personal email to C. Mitchell, December 10.

About Mem Fox, 2005, viewed August 4 2005, http://www.adelaide.sa.gov.au/ childrenslibrary/authors/memfox.htm 37

Interviews

Images

Formal interview (transcript/audio/video)

Pictures, maps, etc

→→ author’s surname and initials (if known).

The creators of images that appear in books need to be acknowledged, as does the person responsible for the book itself. Images may be many things, such as maps, paintings, photographs or charts. For example,

→→ year, →→ position or relationship (if relevant), →→ subject/title of the interview, →→ interviewed by →→ date of interview →→ transcript of interview/ sound recording of interview/ video recording of interview For example: Harrod, F 2005, uncle, Whale watching, interviewed by Jason Benton, video recording, 1x20min., 3 August.

you may wish to refer to a work painted by Monet that you have found in a book on Impressionism. →→ surname and initial(s) of person responsible for the image. →→ date the image was created, →→ title of the image with minimal capitalisation and placed within single inverted commas →→ here, use the word “In”

School Handouts

→→ surname and initial(s) of author or editor of work in which you found the image,

If the handout has an author

→→ date,

→→ author’s surname and initial(s).

→→ title of work in which you found the image (in italics if possible, otherwise underline),

→→ date, →→ title of the article with minimal capitalisation and placed within single inverted commas,

→→ publisher,

→→ subject in which you received the handout,

For example:

→→ school from which you received the handout.

For example: Bolt, D 2005, ‘Why the library is a special place’, Library Studies 101, St Clare’s College.

If the handout does not have an author: →→ title of the article with minimal capitalisation and placed within single inverted commas,

→→ place of publication.

Monet, C 1910, ‘Waterlilies’ In Jaffe, H 1969, The World of the impressionists, Hammond, New York.

Online Image or Sound →→ artist or composer if available. →→ date of image/sound file

→→ school from which you received the handout,

→→ description or title of image or sound with minimal capitalisation and placed within single inverted commas, followed by the words “online image or sound file”

→→ date.

→→ here, use the word “From”

For example:

→→ title of the larger site (in italics if possible, otherwise underline),

→→ subject in which you received the handout,

‘Why you should never eat sticky food near computers’, Computer Etiquette 101, St Clare’s College, 2002.

→→ here use the word “viewed”, followed by the date you accessed the site, →→ URL (web address).

For example: White, T 1999, ‘Swan River’, online image From Pictures of Perth viewed November 11, 2006, http://www.perth.com.au/images

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Standards For Referencing Religious Resources The referencing of Religious resources follows the normal Harvard system of referencing. See below:

Book (one author or editor) For example: Lane, DA 1990, Christ at the Centre, Veritas Publications, Dublin.

Book (more than one author or editor) For example: Beinert, W & Fiorenza, FS (eds.), 1995, Handbook of catholic theology, Crossroad, New York.

Book (saint as author) with translators For example: Teresa of Avila, St 1976, The collected works of St. Teresa of Avila volume I.: The book of her life spiritual testimonies soliloquies, Trans. K. Kavanaugh and O. Rodriguez. ICS Publications, Washington D.C.

Corporate author (The Catholic Church) List the Catholic Church, as the author.

For example: Catholic Church: Synod of Bishops 1985, Vocation and mission of the laity in the church and in the world: Twenty years after the Second Vatican Council, St. Paul Publications, Homebush, NSW.

Bibles The particular version of the Bible and the edition must be cited.

For example: The Holy Bible: New revised standard version, Catholic edition, 1999, Oxford University Press, Oxford.

Catechism of the Catholic Church The Catholic Church is the author of the Catechism. It has been compiled by a number of scholars within the Vatican, known as the Holy See. It is convention to list the Catechism by title only in bibliographic references.

For example: The Catechism of the Catholic Church, 2000, 2nd.Pocket Edn., St. Paul’s Publications, Strathfield, NSW.

Referencing the Catechism When citing text within the Catechism, refer to the section article when relevant, and the numbered passages within the article.

For example: ‘The Sacrament of the Eucharist’, Article 3, 2000 In The Catechism of the Catholic Church, 2000, 2nd. Pocket Edn., 1322, 1323, 1328, St. Paul’s Publications, Strathfield, NSW.

Papal Encyclicals Encyclicals are formal pastoral letters written by, or under the authority of, the Pope, concerning moral, doctrinal, or disciplinary issues and addressed to the universal Church. The Pope is the author of the document. The Pope’s formal name is cited, followed by the title ‘Pope’. The Latin title is listed first, followed by its English translation.

For example: John Paul II, Pope. 2003, Ecclesia de Eucharistia: On the Eucharist in its relationship to the church, St. Paul’s Publications, Homebush, NSW.

Church Documents Church organisations may be the authors of formal Church documents rather than individual authors. List the organisation as the author and capitalise the name.

For example: Canon Law Society of Great Britain and Ireland. 1984, The code of canon law: in English translation, Prepared by the Canon Law Society of Great Britain and Ireland, Collins Liturgical Australia, Sydney.

Internet Web Sites Religious web sites are referenced in the same way as other web sites. The title of the web site is listed along with the date of the most recent update, the URL or internet address of the site and the date the document was viewed.

The official web site of the Catholic Church is the Vatican web site. It includes many official documents that can be accessed online.

For example: The Code of Canon Law. 2003, viewed November 29 ,2004, http://www.vatican.va/ archive/ENG1104/_INDEX>HTM

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Concordances A Concordance lists the occurrences of various words found in the Bible together with the Book, chapter and verse where that word can be found.

For example: Hartdegan, S (ed.), 1977, Nelson’s complete concordance of the New American Bible, Thomas Nelson, Nashville, Tennessee.

Encyclopaedias For example: The new catholic encyclopedia Vol. II. 1967, The Catholic University of America, Washington D.C.

Commentaries A Commentary is a reference book that provides scholarly comments by noted Biblical Scripture authorities, on the meaning of Scripture passages from the Bible.

For example: Brown, R, Fitzmeyer, J & Murphy, R (eds.), 1990, The new Jerome biblical commentary.

2nd. ed., Prentice Hall, Englewood Cliffs, N.J.

Article within a Commentary or other Text For example: Murphy-Oconnor, J 1990, ‘The First Letter to the Corinthians’ In The new Jerome biblical commentary 2nd ed., R. Brown, J Fitzmeyer & R. Murphy (eds.), Prentice Hall, Englewood Cliffs, N.J.

Periodicals For example: O’Farrell, P ‘The Writing of Australian Catholic History, 1980-90’ In Australasian catholic record 68 (1991):131-145.

Sound Recording For example: Brown, M. 1997, One moment, sound recording, Emmaus Productions, Thornleigh, N.S.W.

Video Recordings For example: Son of God: Episodes 1-3 2001, video recording, Star Media, Manchester.

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Sample Bibliography About Mem Fox, 2005, viewed August 4 2005, http://www.adelaide.sa.gov.au/childrenslibrary/ authors/memfox.htm ‘Bicycle’ In The world book encyclopedia, 2002, World Book, Chicago, vol. 2, pp. 290-293.

The Catechism of the Catholic Church, 2000, 2nd.

Pocket Edn., St. Paul’s Publications, Strathfield, NSW. Goldman, M & Lee, L (eds) 2002, An intellectual history of modern China, Cambridge University Press, Cambridge, UK. Gorman, C. & Park, A. 2002, ‘The new science of headaches’, Time, no.39, October 7, pp. 48-54.

Harrison, C. 2002, Thinking through science, John Murray Ltd, London. Monet, C 1910, ‘Waterlilies’ In Jaffe, H 1969, The world of the impressionists, Hammond, New York.

Schwartz, B. I. 2002, ‘Themes in Intellectual History: May Fourth and After’ In An intellectual history of modern China, Goldman, M & Lee, L (eds.), Cambridge University Press, Cambridge, UK. Shrek, 2001, motion picture, Dreamworks.

White, T ‘Swan River’ 1999, online image From Pictures of Perth viewed November 11, 2006, http://www.perth.com.au/images

Annotated Bibliography What is an annotated bibliography?

It is an organised list of sources in bibliographic format such as books, journal articles, newspapers, web sites or web pages, etc. with a description of each item.

The description that follows the citation is usually about 150 words that inform the reader of the relevance, accuracy and quality of the sources cited. The part is called the annotation.

An annotated bibliography provides a review of a range of information on a particular subject.

It illustrates the quality of your research and provides examples of a variety of sources.

Annotations may consist of all or part of the following: →→ Content (focus) of the item →→ Usefulness of the item →→ Limitations of the item, eg level of difficulty, currency →→ Intended audience →→ Reliability of item →→ Author’s background →→ Conclusions the author may have made →→ Your reaction to the item

The Process Creating an annotated bibliography requires application of a variety of intellectual skills that include analysis and informed library research.

1. First, locate and record citations that may contain useful information on your topic.

2. Briefly examine and review the actual items.

Cite source using appropriate style.

Sample Annotated Bibliography Aids Centre of Queens County [n.d.] [online] Available: http://www.aidsnym.org/acqc/index.html [Accessed 11 October 2005] This site provides us with information about free HIV testing given in different areas. It also has other community clinical services and it educates people about HIV/AIDS virus through presentation, training and other educational materials. This site also provides the addresses and phone numbers for the nearest testing site.

This is not very helpful to us in Australia but the information contained in the site was very useful.

McCallum, Anne (2000) Evidence of war.2nd ed.

Melbourne: Heinemann.

This book provides factual information on the First World War in summary form, combined with detailed instruction, examples and practice questions in analysing sources. There is an excellent variety of sources and the short answer questions are very helpful in testing understanding and skills. The book also provides model answers and exam-style questions. It is a very well presented book, the language is SOURCE: www.latrobe.edu.au/bendigo/about/ assign_manual/1_v...

3. Write a concise annotation that summarizes the central theme and scope of the item.

4. Include one or more sentences that evaluate the authority or background of the author, comment on the intended audience, compare or contrast this item with others you have cited or explain how this item is appropriate to your topic.

Annotations v Abstracts Abstracts are purely descriptive summaries often found at the beginning of journal articles or in some periodical indices or databases.

Annotations are descriptive and critical, they expose the author’s point of view, clarity and appropriateness of expression and authority.

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Writing an Essay

Some General Guidelines →→ Develop a structured and logical presentation of your argument. →→ Ideas should be briefly and concisely expressed. →→ Understand exactly your point of view and list the points you want to make before you begin. →→ State your contention, case of hypothesis in the first paragraph of your essay. →→ Deal with points one at a time. →→ Select evidence with which to support the points. →→ Make your conclusion a summary as well as a forceful statement.

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A Step By Step Guide To Planning Your Essay →→ Read the question carefully. →→ Analyse the directives. →→ Analyse the words of the leading statement.

Underline the key words and check the meanings in your dictionary. →→ Re-write it in you own words as simply and directly as possible while being as faithful as you can be to the central meaning of the original. →→ Analyse the issues implicit in the question.

At this point you should fully understand the question and have a clear idea of what you are required to do. If there are problems ask for help.

1. Brainstorm: write down as many ideas as you can think of in relation to the topic. Use note form.

→→ make sure you cover all the points mentioned in your opening paragraph.

2. Sort out these ideas into some kind of logical order – similar ideas together, contrasting ideas and so forth.

Good writing demands that you connect your sentences and connect your paragraphs, so that your writing has a logical flow.

Connecting Your Ideas

3. Map out a line of thought, an approach to the topic which seems to suggest itself from the evidence before you.

Making Connections

4. Clarify your opinion by writing it down in a concise statement which answers the question. This will form the basis of your opening paragraph and line of argument.

Some conjunctions are used alone:

5. Using the ideas you have written down, write a plan which clearly sets out this line of thought.

Some conjunctions are used in pairs:

6. Order your main ideas into paragraphs which progressively and logically expose your line of thinking.

Structuring Your Essay Introductory Paragraph To write an effective introductory paragraph: →→ present your main idea/thesis; →→ state your line of argument which you must base on your analysis of the topic; →→ introduce your main points using general ideas; do not include details or use quotations and examples.

Body of the Essay In the body of your essay: →→ teach paragraph must contain one central idea about the topic; →→ the central idea must be clearly stated in the topic sentence (usually the first sentence); →→ all information related to the central idea must be in that paragraph; →→ how the point is related to the topic must be clearly shown; →→ each main point about the topic should be discussed in a separate paragraph and supported with evidence; →→ evidence should include detailed explanations, examples and quotations; →→ write the final sentence so that is clinches your point and/or links to your next paragraph;

The basic connecting words are: CONJUNCTIONS

and

yet

because

where

but

so

before

when

neither…nor

either…or

not only…but

also if…then

both…and Conjunctions should always be used to connect: two words

two sentences two phrases

If conjunctions are used at the beginning of a sentence, that sentence must contain two connected ideas.

For example: Macbeth was ambitious, but he did not succeed.

But for his ambition, Macbeth might have lived an honourable life.

Note: Don’t overdo the use of conjunctions. Too many conjunctions can make your sentences too long, and the ideas will become lost.

Connective Words Connectives are adverbs which allow you to connect two independent clauses. They are often used after a semicolon.

Popular connectives are: otherwise

therefore

however

accordingly

nevertheless For example: Macbeth was troubled by the appearance of the dagger, however he still went on with the murder.

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More Connective Words and Phrases These words and phrases will help you to write logically. All good connected writing will have a set of these: above all

accordingly

afterwards

admittedly

again

although

also

as a result

as soon as

→→ Write a rough draft first. Be prepared to be critical of your own efforts and to re-write passages more clearly and concisely if possible. Make sure you have kept to the topic or questions assigned to you and that everything you have said is related to the topic.

as a final point besides

briefly

certainly

clearly

consequently

firstly

for example

for instance

furthermore

hence

however

in addition

in comparison

in contrast to

→→ Provide a sound and convincing evidence/ justification for each point.

in conclusion

in brief

in fact

→→ Use the Harvard System of Referencing.

in other words

in particular

in short

in summary

later

likewise

meanwhile

moreover

more specifically

nevertheless

nonetheless

not only

→→ Use questions sparingly: try not to include unnecessary wording. Choose extracts which are authoritative and which prove the point you are making. They should be concise, precise.

not surprisingly obviously

on the contrary

Observe the following conventions:

the other hand otherwise

secondly

similarly

specifically

still

→→ underline titles of written texts other than poems and short stories

that which

then

therefore

→→ use inverted commas for titles of poems, films and short stories

thirdly

though

thus

→→ avoid using abbreviations, especially “etc”.

to sum up

until

when

→→ avoid using contractions eg. “do not” rather than “don’t”

whenever The paragraphs of a successful essay will form an interlocking pattern of ideas.

Concluding Paragraph You must briefly summarise the main points of your argument showing what you have proved and draw conclusions in relation to the topic. Do not introduce new issues; avoid simply repeating yourself.

A conclusion is effective when it: →→ sounds finished →→ links back to the introduction →→ summarises the content of the body of your essay, drawing together the main points →→ gives a final evaluation of the facts/issues/ point of view involved →→ has a strong/interesting terminating sentence.

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Improving Your Essay-Writing Skills

→→ Develop a sense of the logical progression of your argument as the essay develops towards the conclusion. Your line of argument should be absolutely clear to the reader.

→→ avoid using “you”. →→ avoid changing tense; the convention is to write in the present tense. →→ remember, quote is a verb; quotation is a noun. Use them correctly.

You should aim to have: →→ an original approach without jargon, cliché or tautology. →→ a consistent argument which follows through a hypothesis. →→ a balance of personal opinion and back-up material from texts. →→ a clear, concise, precise style.

Checking Your Draft Use this list of questions to help you. →→ does your opening paragraph introduce your topic? →→ have you answered the question? →→ have you made it clear how all your points are related to the topic? →→ is the proof you have used appropriate and convincing? →→ are quotations set out and referenced correctly? Is your Bibliography? →→ Have you checked your: »»

spelling?

»»

punctuation, especially full-stops and commas?

»»

use of tense?

»»

is the language as clear as you can make it and appropriate for formal writing?

»»

check to see that you have not used abbreviations, contractions or slang.

»»

have you avoided using “you”?

When you have done all this, write or preferable type your final copy. If you write, make sure that your writing is neat and legible.

Check the final copy for errors. Remember you lose marks for ‘typos’.

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Guidelines for Writing a ‘Rationale’ A rationale is an explanation of your approach to a specific task. It should be written in formal English. A rationale may consist of subheadings but is usually a sustained piece of writing, structured in logical paragraphs. Your rationale should move from the general to the more specific.

A suggested approach is: Part A: Comment on the text to which you are responding.

Give an introductory explanation of the aspect(s) of the text/stimulus material that inspired your response.

Part B: Explain the purpose/aim of your response Provide a clear explanation of your intention in the response. For example, you may be focussing on a particular issue or character.

You may wish to elicit an emotional response from the reader or state a philosophical view point.

Part C: Discuss your choice of medium/approach to the task Explain your choice of medium.

For example if your response is non-written such as a poster, collage or an electronic image(s), justify your use of colour, texture, symbolism, and composition. If your response is a story you could discuss your choice of setting, characterisation and dialogue. You may have used a particular narrative structure that requires explanation Explain any unusual/particular features of your response. How do they enhance your response?

Part D: Conclusion A concluding paragraph

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Your rationale should include relevant references (examples/quotations) where appropriate.

→→ Paragraphs must have a topic sentence followed by evidence and examples

Some Approaches to Text Analysis

→→ Conclusion summarises the main points with new information

Deconstruction Deconstruction is the analytical process of interpreting a text by exposing the implicit ideology within it. Deconstruction focuses on contradictions and slippages of meaning in order to remind us that the meanings we make when we read are neither obvious nor neutral. It suggests that meanings are established not by language, but by the forces of dominant culture ( Source: Literary Terms, Brian Moon Chalkface Press 1992).

The following points should assist you to deconstruct/analyse the texts you will be studying:

→→ The conclusions includes your own view – for/ against / on the fence. It should be a strong statement (e.g. It can be concluded that…”

Language features →→ Keep a distance from the topic →→ No emotional language →→ Occasional dramatic questions for effect (rhetorical questions) →→ Write about the topic in general terms →→ Verbs iclude “agree” “ disagree” (It is believed that… ; Experts agree that…)

→→ Identify the subject and issues in the text

→→ Nominalisation of concepts

→→ What is the tone of the text?

http://www.sac.sa.edu.au/Library/Library/Topics/ Literacy/literacy.htm

→→ Are there any cultural assumptions? →→ How is the content organised? ie structure.

How might this affect the reader’s interpretation? →→ Is the text subjective or objective? →→ What kind of language register is used to engage the reader? Consider the use of word choices, persuasive techniques and figurative language. →→ Does the composer make use of symbols? To what effect? →→ Who is the intended audience? →→ What does the perspective expressed suggest about the composer? →→ Which values are presented and explored? →→ What does the text tell us about the time and place in which it was composed?

Discussion (Factual and response genres) A discussion explores several sides of an issue.

Structure →→ Lead-in sentence to state the topic and capture interest →→ No view on the question in the introduction →→ Should include signposts to the issues to be raised →→ A balanced presentation of the issues →→ One argument per paragraph

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Writing a Practical Report for Science

Years 7-10 General Information →→ When you carry out an experiment you write a practical report to describe what you did and what you found out. →→ Your report needs to be written so that other people can repeat the experiment for themselves or can adapt the experiment to test other ideas. →→ You will not always be required to write up a full report on your experiment. For example, your teacher may ask you to record the results and answer the discussion questions.

Years 7 and 8 will not usually be asked to write their own introduction.

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→→ Practical reports are not to be written in the first person, that is, you should not use I, we, the group etc. throughout the entire report.

Instead it is better to write in the third person eg. “this was done”. →→ Reports should always start on a new page and be clearly set out.

Your reports should include the following: Title and Date: →→ This is written at the top of the page and is a descriptive title of the experiment. →→ On the top right corner of the page include the date on which the experiment was performed

Background Information: →→ The background information of an experiment tells the reader the theory behind the experiment. It may explain how and why something occurs. →→ It should be written in paragraph form and answer any questions given to you by your teacher based on previous research or study. →→ It is important that the information you present is in your own words and is not copied directly out of a text book, encyclopedia or from the Internet. →→ The sources you use in researching need to be included in a Bibliography. In Years 9 and 10 you will be required to include in text referencing of these sources. →→ Sometimes a diagram or figure can help you explain the theory behind the practical, or formulae. If you put a figure in it needs a title and source.

Aim: →→ The aim of the experiment describes what is going to be investigated. It is usually only about one to two sentences and outlines the purpose of the experiment giving specific details.

→→ It should be written as a stepwise and sequential procedure. →→ It should be written in past tense and passive voice. →→ It should include when to record your results. →→ Wherever appropriate the method should include a scientific diagram of how the equipment was set up and should be referred to in the method. →→ If hand drawn, the diagram must always be in pencil and two dimensional. →→ All straight lines must be ruled and all apparatus must be labeled.

Results: →→ A clear statement of results in the form of observations, tables, graphs etc. →→ Graph and tables must be titled and use correct headings, unit and scales.. →→ Include any relevant calculations using raw data Discussion: →→ A careful analysis and interpretation of results which may include and demonstrate: »»

Good understanding of the scientific principles on which the investigation was based;

»»

Consideration of relevance, improvements, applications and further experiments which could be undertaken; originality and/or creativity

»»

Errors and ways to improve the investigation

Hypothesis: →→ The hypothesis is a statement that expresses what the scientist thinks will happen. It is a short statement that does not include the first person (not I, we). For example “The water will boil at 100oC.” Materials and Equipment: →→ Gives a list of the items, which you have used or will use to complete the experiment. It is written in point form. It does not include things such as your notebook or pens/pencils. →→ Must include quantities and concentrations used.

Safety and Hazards: →→ List the potential hazards and how they are going to be minimised with reference to safety equipment where necessary. →→ This can include safe behaviours specific to the practical task.

Conclusion: →→ It should be a summary statement of one to three sentences in length. →→ A conclusion should: »»

Refer to whether the aim was met

»»

Refer the whether the results support the hypothesis.

→→ Your conclusion does not have to be scientifically correct, but it must reflect what was found out by doing the experiment.

Method: →→ This section should include how the experiment is set up and run.

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Years 11-12 General Information →→ Your report needs to be written so that other people can repeat the experiment for themselves or can adapt the experiment to test other ideas. →→ Practical reports should avoid the use of I, we, the group etc. throughout the entire report. Instead it is better to write in the third person eg. “This was done”. →→ If the practical report is an assessment task then refer to the specific task requirements as specified by the teacher

Layout of the Practical Report: →→ Font: A clear readable font →→ Font size: 12 →→ Line spacing: 1.5 Spaced →→ Subheadings should be 14 font size. →→ Unless specified in the section, all sections should be written in full sentences and show paragraph structure.

Your reports should include the following: Title page: →→ St Clare’s College Year 11 & 12 Assessment Task Submission Form when appropriate Title and Date: →→ This is written at the top of the page and is a descriptive yet concise title of the experiment. →→ On the top right corner of the page include the date on which the experiment was performed.

Abstract: →→ An abstract is designed to allows readers to get an overview of the experiment so that they can decide whether or not they need to read it further. →→ An abstract is a short summary (about 5 sentences, maximum of 150 words) of your experiment. →→ It will describe briefly what the experiment was about, what the findings were and any further investigations, which should be addressed. →→ Does not include discussion points only results.

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Introduction/background information: →→ The background information of an experiment tells the reader the theory behind the experiment. It may explain how and why something occurs. →→ The introduction should be written in paragraph form and answer any questions given to you by your teacher. →→ It is important that the information you present is in your own words and is not copied directly out of a text book, encyclopedia or from the Internet. →→ The sources you use in the introduction need to be referenced using the St Clare’s College standards for referencing and bibliographies. →→ Sometimes a diagram or figure can help you explain the theory behind the practical, or formulae. →→ If you put a figure in it needs a title and source.

Aim: →→ The aim of the experiment describes what you are going to be investigating. It is usually only about 1 to 2 sentences and outlines the purpose of the experiment.

Hypothesis: →→ The hypothesis is a statement that expresses what the scientist thinks will happen. It is a short statement that does not include the first person (not I, we).

Materials and Equipment: →→ Gives a list of the items, which you have used or will use to complete the experiment. It is written in point form. It does not include things such as your notebook or pens/pencils. →→ Must include quantities and concentrations used.

Safety and Hazards: →→ List the potential hazards and how they are going to be minimised with reference to safety equipment where necessary. →→ This can include safe behaviours specific to the practical task. →→ This may include the completion of a formal risk assessment.

Method:

Bibliography:

→→ This section should include how the experiment is set up and run.

→→ This should be presented using the St Clare’s College standards for referencing and bibliographies.

→→ It should be written as a stepwise and sequential procedure. →→ It should be written in past tense and passive voice. →→ It should include when to record your results.

Appendices and Notes: →→ This should include any raw data and calculations etc. that has been summarised in the results.

→→ Wherever appropriate the method should include a scientific diagram of how the equipment was set up and should be referred to in the method. →→ If hand drawn, the diagram must always be in pencil and two dimensional. →→ All straight lines must be ruled and all apparatus must be labeled.

Results: →→ A clear statement of results in the form of observations, tables, graphs etc. →→ Graph and tables must be titled and use correct headings, unit and scales.. →→ Include any relevant calculations using raw data Discussion: →→ A concise, focused account of the findings →→ A careful analysis and interpretation of results which may include and demonstrate: »»

Good understanding of the scientific principles on which the investigation was based;

»»

Consideration of applications and further experiments which could be undertaken

»»

Errors and ways to improve the investigation

Conclusion: →→ It should be a summary statement of one to three sentences in length. →→ A conclusion should: »»

Refer to whether the aim was met

»»

Refer the whether the results support the hypothesis.

→→ Your conclusion does not have to be scientifically correct, but it must reflect what was found out by doing the experiment.

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Technology Faculty: Design Process

Food Technology: The Design Process The design process is the process of investigating, designing, producing and evaluating. It is sometimes also referred to as the technology process.

Consider your options and making decisions about how you would go about the task, what resources you would use and how you would use your creative ideas to meet your requirements.

Step 3 Produce/ make:

When a new product/item is designed it is usual to begin with a design brief. The design brief includes information on what product/item is needed and other details that are necessary to produce the item successfully Eg. who it is for.

Undertake task or make the product. The production will require a to plan/ work plan that will enable the product to be completed within the time available.

The four steps below are used to help us decide on which recipes to use, what tools, ingredients are available, how much time we have to make it, what skills we need to achieve a really successfully made tasty dish and how they relate to the production of recipes and food products.

Look back and reflect on the decisions that you made, the outcome and how you might do things differently next time.

Step 1- Investigate:

Design and Technology Rationale:

Ask Questions about what is required. Research and gather information that will help in the completion of the design task.

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Step 2 - Designing

Step 4 - Evaluate

Design and Technology: The Design Process Design and Technology underpins every form of creation from objects, to the way we plan and execute our lives. The Design and Technology

course from Years 7-12 provides a basis for students to utilise the design process to integrate both creative and technical requirements in the development of concepts and solutions.

Some key web sites that are very useful are: →→ http://www.technologystudent.com/

3. Research into Existing Solutions »»

Use a “rich picture” to develop ideas.

See http://www.technologystudent.com/ designpro/richpic1.htm

»»

All research must be analysed and the use of a grid template is recommended.

At times you may need to guess and make assumptions as to what you see.

If so, add a question in your analysis, for example: Non-toxic finish used?

→→ http://www.technologystudent.com/ designpro/despro1.htm →→ Years 11 and 12 - BSSS senior courses http:// www.bsss.act.edu.au/curriculum/courses →→ Year 11 & 12 - HSC Design and Technology http://www.hsc.csu.edu.au/design_ technology/

The Design Process Design situation The Design situation and Design Brief are sometimes viewed as two different sections of the design process. However, they are very closely related. Before you can start a design project you must find a ‘problem’ to solve.

Sometimes this may be given to you as a question set by the teacher or by yourself and is usually a paragraph of writing.

1. Brief The ‘design brief’ follows the ‘problem’ and states clearly how you intend to solve the design problem. It is specific design specifications and requirements.

Suggestions could be similar to those listed.

You must develop this list and add to it. »»

The design will be made predominately from ???, with the addition of ??? and ??? where needed.

»»

The device will be designed to fit the theme and requirements of ??? (Room, age of user &gender)

»»

The device must ??? (mention aspects of stability, safety, ease of use

»»

Size, adjustable, look

2. Time Plan »»

Create a time plan to organise your lessons and tasks to be completed.

»»

You may use a template. Put in assessment due dates, time tasks may take.

4. Exploration of initial ideas (sketching) »»

From research and investigation of various ideas, you will need to sketch initial ideas that you have come up with.

»»

The ideas will need to show a level of innovation. Is it a unique, clever invention or improved model, or a simple copy of something that already exits).

»»

The complexity and degree of difficulty of your ideas will also be an important factor.

»»

It is important that you clearly annotate (label) any parts of these initial ideas that need it.

»»

These ideas need to be sketched so that they clearly communicate your concepts.

Use of orthographic and isometric or oblique drawing methods need to be considered. Rendered sketches are very helpful.

5. Development of idea From the most appropriate design solution selected, develop this fully by»»

Sketches that explain in detail how idea will work, be assembled and look when complete.

»»

Rendered sketches are essential here.

»»

Annotations on your sketches are very important.

»»

Scaled or full sized templates will be appropriate.

6. Research possible materials that would suit your final design All projects involve the use of materials whether they are electronic components or resistant materials OR a combination of both.

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The information on the following sheets is useful as a reference only. You should never copy large ‘chunks’ of text straight into our projects. You should emphasise the materials you thinkwill be useful for your project and all information must be in your own words.

7. Research into possible processes »»

Equipment process: http://www. technologystudent.com/equip1/ equipex1.htm (Tool equipment)

»»

Joints used: http://www. technologystudent.com/joints/joindex. htm (Make sure you scroll down)

»»

Power tools http://www. technologystudent.com/pwtol/pwtolex. htm

»»

Finishes: http://en.wikipedia.org/wiki/ Wood_finishing

»»

»»

See http://www.technologystudent.com/ despro_flsh/logbok1.html 10. Design Solution The final design solution will look at how well it is made and how effectively it solves the brief.

11. Evaluation The final stage of you visual diary will consist of evaluation. You need to: »»

You need to copy out your Brief and in a paragraph or two, explain how your solution (with a photo of it) solves your brief.

»»

How to stain wood (You tube clip) http://www.youtube.com/ watch?v=9OYMUKkcJyY

You need to copy out your specifications and for each of them, explain (prove) How well your design solves the identified specifications

»»

How to stain wood http://www.ehow. com/how_14417_apply-wood-stain.html

You need a photo, or even several, of your solution so that you can argue your case.

»»

A photo of it in the intended environment would be perfect.

8. Orthographic Drawing of Solution You are required to complete an orthographic drawing of your project, to scale and adhering to the following points: »»

Correct arrangement of views (Projection of each view)

»»

Dimensions applied correctly (adequate number and arrangement)

»»

Scale used correctly

See link for information: http://www. technologystudent.com/prddes1/orthogrp1. html See link regarding sectional views: http:// www.technologystudent.com/prddes1/ orthogrp2.html For Pro Desktop users see the following: http://www.prodesktop.net/prod/tutorials/ ProDESKTOP/Module10/dw010-02.htm or http://www.prodesktop.net/prod/pd-tut.htm 9. Production record You need to submit a Production record (That is, a record of what you did) It is a progress record, an ongoing account to support the activities carried out, e.g. photographic record of your progress. You need comments and

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evaluation to explain each step recorded.

(Annotate photos)

See link for more info http://www. technologystudent.com/designpro/eval1.htm

Visual Arts: Design Process

At the core of the Visual Arts is the development of visual literacy. Studying the Visual Arts allows students to understand how meaning is constructed and interpreted. Throughout this course students explore emotional, intellectual and intuitive ideas as they learn to manipulate materials, construct ideas and present images and objects in both a 2D and 3D format.

research, communicate, time manage, problem solve, and evaluate ideas and conceptual solutions to a broad range of visually based challenges.

The Visual Arts Courses in Years 7 - 12 provide a basis for students to utilise the creative process in the development of concepts and the making of artwork. The Visual Arts includes forms of creation such as drawing, painting, sculpture, printmaking, photography and graphic design.

→→ Year 11&12 BSSS senior courses http://www. bsss.act.edu.au/curriculum/courses

Some key websites are: →→ Year 7-12 – Visual Arts Student http://www. visualartstudent.com/processes.htm

→→ Year 11 & 12 - HSC Visual Arts http://www. hsc.csu.edu.au/VisualArts/

Visual Art and design students work both individually and collaboratively as they collect, generate and synthesise ideas. Students discuss,

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Processes for Development of Ideas Research and Investigation of Theme / Ideas →→ Look through magazines, books, internet, collect appropriate images that may give ideas / information for a theme for art / design work, annotate images →→ Select best theme and extend research and investigation →→ Investigate how well-known artists have developed similar themes /ideas style

Development / Exploration of ideas →→ Review images and artist’s work selected for research / investigation so far→→ Explore theme / ideas with series of small exploratory sketches →→ Make further series of sketches - annotate by explaining initial ideas →→ Consider possible presentation of theme and form – make sketches

Experimentation with materials, techniques and equipment →→ Review Research, Investigation, Development of ideas completed so far →→ Experiment with appropriate material and techniques, explore surfaces, etc →→ Extend experimentation with most effective / suitable materials and techniques →→ Annotate all work clearly explaining techniques / effects, etc

Resolving ideas and presentation of work →→ Review Research, Development of ideas, Experiments completed so far →→ Through detailed sketches / consider final ideas, layout / presentation, etc. →→ Annotate all final sketches - to explain final ideas and presentation →→ Commence work on final –e.g. Artwork, Series of Photographs or Sculpture,

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Preparing Oral Presentations Develop the Presentation Introduction Engage the audience’s attention and their interest. Explain your interest in the topic and establish the direction of your presentation to assists the audience’s understanding and appreciation of your subject matter.

Body Adhere to the direction you established in your introduction. Give the audience signposts as you move from one part of the presentation to the next. Aim to hold your audience’s attention by delivering your presentation enthusiastically and making connections between your subject and ideas to which the audience can relate. Design and incorporate visual and or other aids that enhance the message rather detract from it.

Conclusion Restate the main points and focus on the main message for the audience. End on a positive, effective note.

It is essential when preparing an oral presentation that you address the criteria.

Consider your audience What does the audience understand about your topic? What do they need to learn from your presentation?

Consider the Purpose The purpose helps to determine the content, style and degree of audience participation. Do you want to persuade, inform or entertain? What is the main idea that you wish to covey to the audience? How can you make it interesting?

Plan the Presentation Develop an outline or structure for the presentation that reflects the subject, purpose, audience and time allotted for the presentation.

Select the best media to communicate your message. Anticipate potential problems with equipment. How will you organise your message?

What is an appropriate length? What visual/ auditory support can clarify the message while maintaining the listeners’ interest? What support documents will the audience need? When should theses be distributed?

The following points need careful consideration: →→ Be familiar with the subject matter →→ Remember that written texts can be reread, but oral presentations must be grasped the first time. →→ Be aware that gestures, variation in your tone of voice, facial expressions, the use of visual aids, palm cards and your stance all contribute to the effectiveness of your oral presentation. →→ Aim to present your material rather than merely reading it. This will enable you to engage with the audience. →→ Aim for an original approach that will both interest the audience and demonstrate your understanding and creativity. →→ Be prepared to answer questions. →→ Acknowledge your sources. This is as important in oral presentations as in your written work. →→ Do not use an oral presentation prepared for another unit of work or another subject.

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Research (Information Literacy) Information literacy is the ability to access, evaluate, organise and use information

→→ ensure information is recent, relevant, accurate and unbiased

Structure

→→ record sources in a bibliography Organising your information

Defining your topic →→ underline the key words in the task →→ brainstorm what is already known about the topic →→ pose questions to investigate Locating your information →→ determine the range of possible sources →→ list keywords and search terms →→ identify which sources best answer the question Selecting your information →→ select a variety of resources (books, online sources, journals...) →→ skim and scan the text looking for keywords and phrases

→→ organise notes under headings →→ determine which information is most important →→ check that the focus questions have been answered →→ use own words or cite references Presenting your information →→ determine the presentation format that is appropriate/required →→ check bibliography is in alphabetical order Evaluating your work →→ check that the question was answered →→ reflect on new skills learnt →→ reflect on skills that need to be improved

→→ select information that answers your focus questions

Exposition An exposition argues or persuades for or against.

Language features

Structure

→→ It is best to avoid using the first person

→→ lead-in sentence to state the topic and capture interest →→ Introduction should include signpost sentences to the issues to be raised →→ One paragraph per main idea. →→ Each paragraph starts with a topic sentence containing an assertion →→ Arguments should show logical progression

→→ Use words expressing certainty: definitely, ultimately, undoubtedly, unequivocally →→ Linking words and phrases expressing cumulation: Furthermore…; In addition…; Moreover… →→ Acknowledge sources of information

→→ Prioritise and sequence arguments

→→ Avoidance of “I” is not always possible in an argument essay e.g. “I believe…”

→→ Conclusion summarises content

More information

→→ Conclusion contains no new information

More ideas and examples of expositions can be found in: Targeting text (series), Blake Education, Glebe N.S.W. and Anderson, M 1997, Text types in English, Macmillan, South Melbourne.

→→ Conclusion restates your view in different words

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→→ Use strong modal verbs such as “must, “should”, “will not”

Discussion A Discussion Explores Several Sides Of An Issue

Structure

→→ Excel essential skills (series), Pascal, Glebe, N.S.W.

→→ Lead-in sentence to state the topic and capture interest

→→ Understanding text types (poster series), R.I.C., Balcatta, W.A.

→→ No view on the question in the introduction

http://www.sac.sa.edu.au/Library/Library/Topics/ Literacy/discussion.htm

→→ Should include signposts to the issues to be raised →→ A balanced presentation of the issues →→ One argument per paragraph →→ Paragraphs must have a topic sentence followed by elaboration with evidence and examples →→ Conclusion summarises the main points with no new information. →→ The conclusions ncludes your own view – for/ against / on the fence. It should be a strong statement (e.g. It can be concluded that…”

Language features →→ Keep a distance from the topic →→ No emotional language →→ Occasional dramatic questions for effect (rhetorical questions) →→ Write about the topic in general terms →→ Verbs iclude “agree” “ disagree” (It is believed that… ; Experts agree that…) →→ Nominalisation of concepts

More information More ideas about discussion essays can be found in: →→ Targeting text (series), Blake Education, Glebe N.S.W. →→ Anderson, M 1997, Text types in English, Macmillan, South Melbourne. →→ English Elements (series), Jacaranda Wiley, Milton, Qld. →→ Whitfield, M 2001, Targeting writing across the curriculum, Blake Education, Glebe, N.S.W. →→ Schill, J 1998, On track: working with texts, Heinemann, Port Melbourne.

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Effective Proofreading Skills The writing process has different stages: →→ The composing stage – when we brainstorm, plan and write the first draft →→ The reviewing (proofreading) stage – when we evaluate what has been written →→ The rewriting stage – when we make changes to our original piece and write or word process the final copy

One excellent way of proofreading work is to read your work aloud to yourself or someone else.

Other people will listen to your work not as a writer but from the perspective of a reader. You are forced to slow down when reading out loud because you pronounce every word. By slowing down your thought processes, you read what is actually written, rather than what you think should be written. This helps to detect problems with sequencing, language errors and development (fully exploring all the relevant points).

Proofreading Checklist Use the following checklist for proofreading your writing. Self-evaluate your strengths and weaknesses in the ‘comment’ section. (Attach to task when completed) Spelling

Comment:

Have I circled words that might be wrong and looked them up in a dictionary?

If the word is a homophone, have I checked that the correct word has been used? (eg. currant, current) Word Choice

Comment:

Have I used an extensive vocabulary to avoid repetition? Do all words ‘make sense’ in their context?

Punctuation

Comment:

Have I used commas to separate a list of items? Commas do not separate two complete sentences (this is called a comma splice).

Does each sentence end with the correct punctuation mark?

Does each sentence start with a capital letter?

Have I used commas to separate an additional clause within a compound sentence?

Have I used apostrophes to show possession?

Have I used apostrophes to mark contractions?

Is dialogue or written conversation properly punctuated?

Other Are all proper nouns capitalised? (people, places) Do subjects and verbs agree in tense and in number?

Does each sentence have a verb and subject?

Does this work require a title? If so, is it included?

Do all paragraphs support the main thesis/idea?

Do all paragraphs contain a topic sentence?

Does each paragraph contain sentences that relate to the topic sentence?

Does the completed work meet the assignment requirements?

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Comment:

Reference Template Use these templates to help you record all the important reference details for the books, journal articles and internet sources that you find for your study. You can also note down some keywords you used to find the information, and other details that might remind you where to find it again if necessary (e.g. a call number, or web address). Once you have all the details, you can then adapt it to suit the referencing style you need to use for your reference lists.

Author(s): Book Title: Year of Publication:

Edition:

Publisher: Keywords and or source information: Themes/Key Concepts/Quotes

Page Number

Comments/Questions to be clarified

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Research Note Card →→ Fill in a Subject Heading on the first line (eg. Personal Information) →→ list as many facts as possible that pertain to that topic (eg. Name: Samuel Jones. Age: 32.

Occupation: baker) →→ Information that you cut and paste from a source must be placed in “quotes”. →→ Provide complete information for each source you used following Harvard style (A source is not required for invented information but is needed for information that you have summarized or cut and pasted)

Note Card 1 Subject Heading: Fact:

Source:

Note Card 2 Subject Heading: Fact:

Source:

Note Card 3 Subject Heading: Fact:

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Source:

Persuasive Text: Letter To The Editor Template Topic: The task: Title: Main argument:

Tone: Persuasive techniques:

Introduction:

First argument:

Second argument:

Third argument:

Conclusion argument:

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Glossary of Terms

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Affective

Relating to a thoughtful consideration and evaluation of emotions and values associated with an idea or set of ideas.

Allegory

An extended metaphor in the form of a narrative in which characters, actions and settings are used to construct meanings outside the narrative.

Alliteration

The repetition of consonants in words and phrases.

Allusion

A reference to a historical, literary or mythological event, person or place.

Analogy

A form of comparison which points to a clear similarity between two things.

Anecdote

A brief story or narrative of a particular event.

Antagonist

An opponent, one who strives against the protagonist.

Appropriated Text

A text which has been taken from one context and translated into another. The process of translation allows new insights into the original text and emphasises contextual differences between the two.

Assonance

The repetition of vowel sounds in words and phrases.

Colloquial

A term used to describe speech or language use which is informal, perhaps careless, as in ordinary conversation.

Composing

The activity that occurs when students produce written, spoken, or visual texts.

Composing typically involves the shaping and arrangements of textual elements to explore and express ideas and values. It involves the processes of imagining, drafting, appraising, reflecting and refining. It depends on knowledge of the texts, their language forms, features and structures.

Connotation

The suggestions or implication evoked by a word, phrase or statement

Context

The range of personal, social, historical, cultural and workplace conditioned in which a text is responded to and composed.

Dramatic Irony

The implication or knowledge possessed by an audience but not by a character.

Evaluate

To estimate the worth of a text in a range of contexts and to justify that estimation and its process.

Figurative

Involving a figure of speech especially metaphor, not literal.

Free Verse

Poetry which seems to have no set pattern, stanzas or rhyme scheme.

Genre

A category of text that can be recognised by specific aspects of its subject matter, form and language.

Hyperbole

Exaggeration used in order to provide emphasis.

Imagery

The representation in words of a sensory experience, often forming a mental picture, usually through the use of comparison.

Irony, Ironical

Use of a statement whose form or tone indicates a meaning contrary to its apparent or stated meaning.

Juxtaposition

An act or instance of placing close together or side by side, especially for comparison or contrast.

Language Forms And Features

The symbolic patterns and conventions that shape meaning in texts. These vary according to the particular mode or meaning of production of each text.

Literal

The primary or strict meaning of a word, true to fact.

Literary Device

A technique or strategy used to create an effect in a literary text, eg metaphor.

Medium

The physical form in which the text exists or though which the text is conveyed.

Metaphor

A comparison that says one thing is another.

Metre

A regular rhythm in verse; the measurement of poetry.

Motif

A recurring image, theme or phrase in literature.

Onomatopoeia

Words which describe sounds and also sound like that which they describe.

Paradigm

Organising principles and underlying beliefs that form the basis of a set of shared concepts.

Paradox

A statement which appears to contradict itself but which contains a truth.

Parody

A satirical imitation of a piece of serious writing, designed to mock the original.

Perspective

A way of regarding situations, facts and texts and evaluating their relative significance.

Personification

Objects are given human characteristics.

Popular Culture

Cultural experiences widely enjoyed by members of various groups within a community.

Prose

A piece of continuous writing which is not verse or dialogue.

Protagonist

The main character of a literary text, whose conflict constitutes the chief interest of the text and who strives against the antagonist.

Pun

A play on words in which two meanings for a single word are emphasised for comic effect.

Register

The use of language in a text appropriate for its purpose, audience and context.

A register suited to one kind of text may be inappropriate in another.

Representation

The ways ideas are portrayed through texts.

Satire

Comic writing in which the purpose is to attach through mockery.

Symbolism

Objects which are used to represent something else.

Synthesis

The collecting and connecting of many specific elements or ideas from various sources to form something new.

Texts

Communication of meaning produced in any medium that incorporates language, including sound, print, film, selection and multimedia representations. Texts include written, spoken, non-verbal or visual communication of meaning. They may be extended unified works or series of related pieces.

Tone

The feeling or atmosphere of a text conveyed by the words

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Glossary of Process and Operational Words

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Account

Account for: state reasons for, report on.Given an account of: narrate a series of events or transactions.

Analyse

Identify components and the relationship between them; draw outand relate implications.

Apply

Use, utilise, employ in a particular situation.

Appreciate

Understand (a situation) fully; grasp the full implications of.

Assess

Make a judgement of value, quality outcomes, results or size.

Calculate

Ascertain/determine from given facts, figures or information.

Clarify

Make clear or plain.

Classify

Arrange or include in classes/categories.

Compare

Show how things are similar or different.

Construct

Make; build; put together items or arguments.

Contrast

Identify differences, demonstrate and discuss them.

Criticise

Evaluate, express your judgements giving evidence for you view.

Critically analyse/ evaluate

Add a degree or level of accuracy, depth, knowledge andunderstanding, logic, questioning, reflection, and quality to nalysis/evaluation.

Deduce

Draw conclusions.

Define

Give clear, concise meanings without presenting details.

Demonstrate

Show by example.

Describe

Provide characteristics and features.

Discuss

Identify issues and provide point for and/or against.

Distinguish

Recognise or note/indicate as being distinct or different from; tonote differences between.

Evaluate

Make a judgement based on criteria; determine the value of.

Examine

Select and discuss significant aspects.

Explain

Relate cause and effect, make the relationship between thing sevident; provide why and/or how.

Extract

Choose relevant and/or appropriate details.

Identify

Recognise and name.

Interpret

Draw meaning from.

Investigate

Plan, inquire into and draw conclusions about.

Justify

Support an argument or conclusion.

Outline

Sketch in general terms; indicate the main features of.

Observe

Using sense to gain information about your surroundings.

Predict

Suggest what may happen based on available information.

Propose

Put forward (for example a point of view, idea, argument, suggestion) for consideration or action.

Prove

Establish that something is true using logical reasoning and evidence.

Review

Examine a subject critically.

Summarise

Express, concisely, the relevant details.

State

Present ideas clearly and concisely. Details, illustrations or examples may be left out.

Synthesise

Put together various elements to make a whole.

Trace

Show the progress or development.

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Glossary of Key Technology and Visual Arts Terms

68

Aesthetics

A term used to describe those aspects of art and design that are not primarily functional but instead appeal to the senses and are concerned with making an object attractive to the user. Derives from a branch of philosophy dealing with theories of beauty and artistic merit.

Analyse

Identify components and the relationship between them; make inferences and find evidence to support generalisations.

CAD

Computer-Aided Drawing or Computer-Aided Design. Describes a process by which products are drawn and modelled in three dimensions on computer.

Linked to computer-aided manufacture, which uses computer-generated drawings to aid the process of production. See the CAD/CAM in schools site for more information.

Create

Devise a new procedure, reorganise elements into a new structure, or invent a product.

Composition

A certain arrangement of the elements and principles of design to express a certain effect e,g, Movement, harmony in an artwork or design.

Design Elements and Principles

The design elements of line, shape, colour, tone, texture, and size, are presented in a certain arrangement and combination to express a Principles of Design – Balance, Movement, Space, Harmony, Contrast, in an artwork or 2/3 design.

Design

The word comes from the Italian ‘disegno’, which since the Renaissance has meant the drafting and drawing of a work and, beyond that, the idea at the root of a work.

Design Brief

A detailed document that clearly identifies a design project to be solved, the constraints placed on it, and the criteria to meet requirements.

Design Intent

Defines the direction and requirements of a solution in order to satisfy the requirements of the design brief.

Design Process

The process of solving problems through the development of ideas to produce a solution within set guidelines.

Durability

The design quality of lasting longer without deterioration or loss of performance, which many consumer products need to achieve. See also obsolescence.

Ergonomics

The study of the relationship between products and their users, focusing on physical comfort and ease of use. Ergonomics plays a vital role in, for example, the design of a shopping trolley.

Evaluate

Make a judgement based on criteria; determine the value of ideas, formation or quality of a design or artwork.

Finishes

Materials are usually ‘finished’. A finish may be applied to a materials to change its appearance, to change the surface properties, or to protect it from wear or degradation. Some materials are finished during manufacture or require do additional finishing – plastics are an example of this.

Form

Describes the physical three-dimensional reality of a product. Means primarily the shape and structure of a product, but also incorporates material, colour, texture and decorative feature.

Function

The uses to which an object can be put. Functionalism is a design doctrine which gives primary importance to the uses of the product. The rallying cry of the functionalists is ‘form follows function’. In other words, the product must serve its practical purpose above any aesthetic considerations.

Ideas

Means literally, images in the mind or objects of thought. Designers are widely recognised as having the ability to turn ideas into visual artefact, a picture or model that can be seen and understood by others - a key factor in developing new products.

Industry

Uniform standards agreed upon by industry including areas such as injury.

69

St Clare’s College Assessment Draft Checklist for Teachers Section 1

Satisfactory

Needs Developing

Not Applicable

Satisfactory

Needs Developing

Not Applicable

Satisfactory

Needs Developing

Not Applicable

Spelling Punctuation

MECHANICS

Grammar Same verb tense used throughout Technical Accuracy, e.g. sentence structure Uses appropriate terminology Provides definitions Avoids clichĂŠs, slang & contractions Explanation of technical abbreviations & acronyms

Section 2 Assessment question is addressed Thesis statement

STRUCTURE

Paragraphing Opening / Closing Link Flow of ideas, e.g. transitions between paragraphs Technique, e.g. symbolism, imagery, similes, motif Expression Research Demonstrates organization in logical order

Section 3 In-text (parenthetical) citations used

REFERENCING

Harvard style Quotation marks used for quotes less than 40 words Indented quotations of more than 40 words Bibliography Graphics are labeled and cited on the page Graphics are referred to in the text (give meaning) Sources used in paper are referenced in Bibliography Scholarly / reputable sources used

70

Further Teacher Comments (as necessary)

71

ABN: 34 447 289 629

07/05/2019

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