4.4+Fieldwork

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=Internal Assessment (20 hours)= This component is internally assessed by the teacher and externally moderated by the IB at the end of the course. Syllabus content: Any topic from the syllabus. Assessment objectives 1–4. Written report based on fieldwork. Maximum 2,500 words.


 * (30 marks)**

=**Purpose**= Internal assessment is an integral part of the course and is compulsory for both SL and HL students. It enables students to demonstrate the application of their skills and knowledge, and to pursue their personal interests, without the time limitations and other constraints that are associated with written examinations. The internal assessment should, as far as possible, be woven into normal classroom teaching and not be a separate activity conducted after a course has been taught. The internal assessment requirements at SL and at HL are the same. The time allowed is 20 hours and the weighting is 25% at SL and 20% at HL. Students are required to undertake fieldwork collecting primary information and produce one written report that is based on a fieldwork question. =Guidance And Authenticity= Written reports submitted for internal assessment must be the student’s own work. However, it is not the intention that students should decide upon a title or topic and be left to work on the internally assessed component without any further support from the teacher. The teacher should play an important role during both the planning stage and the period when the student is working on the internally assessed work. It is the responsibility of the teacher to ensure that students are familiar with:

the requirements of the type of work to be internally assessed, including the methods of information. collection, regulations on group work and the format of the written report. the ethical guidelines and risk assessment advice given under the internal assessment requirements in this syllabus the assessment criteria; students must understand that the work submitted for assessment must address these criteria effectively. Teachers and students must discuss the internally assessed work. Students should be encouraged to initiate discussions with the teacher to obtain advice and information, and students must not be penalized for seeking guidance. However, if a student could not have completed the work without substantial support from the teacher, this should be recorded on the appropriate form from the = // Handbook of procedures for the //Diploma Programme = It is the responsibility of teachers to ensure that all students understand the basic meaning and significance of concepts that relate to academic honesty, especially authenticity and intellectual property. Teachers must ensure that all student work for assessment is prepared according to the requirements and must explain clearly to students that the internally assessed work must be entirely their own. As part of the learning process, teachers can give advice to students on a first draft of the internally assessed work. This advice should be in terms of the way the work could be improved, but this first draft must not be heavily annotated or edited by the teacher. The next version handed to the teacher after the first draft must be the final one. All work submitted to the IB for moderation or assessment must be authenticated by a teacher, and must not include any known instances of suspected or confirmed malpractice. Each student must sign the coversheet for internal assessment to confirm that the work is his or her authentic work and constitutes the final version of that work. Once a student has officially submitted the final version of the work to a teacher (or the coordinator) for internal assessment, together with the signed coversheet, it cannot be retracted. Authenticity may be checked by discussion with the student on the content of the work, and scrutiny of one or more of the following:

the s tudent’s initial proposal  the first draft of the written work   the references cited   the style of writing compared with work known to be that of the student. The requirement for teachers and students to sign the coversheet for internal assessment applies to the work of all students, not just the sample work that will be submitted to an examiner for the purpose of moderation. If the teacher and student sign a coversheet, but there is a comment to the effect that the work may not be authentic, the student will not be eligible for a mark in that component and no grade will be awarded. For further details refer to the IB publication Academic honesty and the relevant articles in the General regulations: Diploma Programme The same piece of work cannot be submitted to meet the requirements of both the internal assessment and the extended essay. = Group work = Group work may be undertaken by students as described below but the written report must be the students’ individual work. The fieldwork topic, fieldwork question and methods of information collection may be chosen by the teacher, the whole class, small groups or individuals. In the early stages of the investigation, students may collect fieldwork information in groups and collaborate on these findings and suitable methods of presentation. Once the research is completed and the necessary fieldwork information and possible methods of presentation exchanged, the emphasis must be on individual work. The writing of the report, the justification of methods, the analysis and the conclusion must be entirely the work of the individual student. These elements are assessed by criteria D–F, worth a maximum of 15 marks. The quality of presentation by the individual student is also assessed by criterion G and is worth a maximum of four marks.

=Time allocation= Internal assessment is an integral part of the geography course, contributing 25% to the final assessment. This weighting should be reflected in the time that is allocated to teaching the knowledge, skills and understanding required to undertake the work, as well as the total time allocated to carry out the work. It is recommended that a total of approximately 20 hours should be allocated to the work at both SL and HL. This should include: time for the teacher to explain to students the requirements of the internal assessment   time to review the geography course ethical guidelines and risk assessment advice   time at the survey site   class time for students to work on the internal assessment component   time for consultation between the teacher and each student   time to review and monitor progress, and to check authenticity. = Requirements and recommendations =

=Rationale= The purpose of the internally assessed fieldwork is to amplify, reinforce and extend principal geographic concepts and skills taught in class. Fieldwork is intended to enrich the study of particular themes within the course. It adds to the student’s knowledge, understanding and awareness and helps to make learning more engaging and relevant. It provides opportunities for learning through practical work and fosters the skills of cooperation, organization, investigation and presentation. It also presents opportunities for leadership. Fieldwork involves the collection of primary data in the field and the subsequent treatment, display and analysis of this information using appropriate skills. The material is presented in a written report. Fieldwork activities allow students to practise many of the skills listed for internal assessment in the “Geographic skills” section of the guide and to develop specific skills appropriate to the chosen fieldwork question.

=**Choice of fieldwork investigation**=

=Scale And Site= Many types of investigation are possible and the choice depends on the opportunities offered by the local environment. The investigation must be manageable and the site accessible. The topic chosen for investigation must be on a local scale but it does not need to be undertaken near the school. If necessary, when there are logistical or security concerns, for example, the school site may be used and can provide several fieldwork possibilities.

=Risk assessment= Schools are advised to follow health and safety guidelines (risk assessment) in fieldwork, observing standard regulations as appropriate. Each school is ultimately responsible for the health and safety of its students.

=Ethical guidelines= Students should consider whether there are any ethical implications involved in collecting fieldwork information, such as respect for the views of individuals expressed during interviews, respect for the environment and the integrity of the information. Further details are given in the poster: Ethical practice in the Diploma Programme available from the online curriculum centre.