INTERNATIONAL BACCALAUREATE - 2022 GUIDE TO THE IB DIPLOMA PROGRAMME - Lauriston Girls' School
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INTERNATIONAL
BACCALAUREATE
GUIDE TO THE IB DIPLOMA PROGRAMME
2022
A school for life.
This booklet is designed to provide specific information to support Lauriston students undertaking the
International Baccalaureate Diploma Programme (IBDP) at Year 11 and 12 in 2021 and Year 12 in 2022.
WHAT IS THE IBDP?
The International Baccalaureate Diploma Programme (IBDP) is a two-year, internationally recognised pre-university course. The
International Baccalaureate Organization (IBO) is an international, non-government body that has responsibility for setting the
curriculum utilised by all participating schools.
The programme offers a breadth model curriculum that promotes the development of international mindedness and adopts
approaches to learning and teaching founded in contemporary pedagogical principles.
On a practical level, IB Diploma holders are accepted for entry into leading universities throughout the world and at all
Australian universities. The course also enables students who are internationally mobile to transfer their studies from one IB
World School to another.
The structure of the IB Diploma provides both depth and breadth of academic study. The curriculum structure is based on a
framework of subject choices from six designated groups together with three central compulsory core components: Theory of
Knowledge, the Extended Essay and CAS (Creativity, Activity, Service).
The IB Diploma is a programme of study that promotes the development of:
• Critical-thinking and reflective skills
• Research skills
• Independent learning skills
• Intercultural understanding
Students who are awarded the IB Diploma have demonstrated a strong commitment to learning, both in terms of the mastery
of the subject content and in the development of the skills and discipline necessary for success in a competitive world.
IB MISSION STATEMENT
The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better
and more peaceful world through intercultural understanding and respect. To this end the organization works with schools,
governments and international organizations to develop challenging programmes of international education and rigorous
assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners
who understand that other people, with their differences, can also be right.
Students who are awarded the IB Diploma have to varying degrees developed and demonstrated the attributes of the learner
profile endorsed by the IBO and fundamental to each of its programmes.
2 | LAURISTON GIRLS’ SCHOOL GUIDE TO THE IB DIPLOMA PROGRAMME
A school for life. LAURISTON GIRLS’ SCHOOL GUIDE TO THE IB DIPLOMA PROGRAMME | 3
A school for life. THE SIX GROUPS Subject Choices at Lauriston All of the subjects offered by the IBO for study by Diploma students at Lauriston Girls’ school are categorised into the six groups represented in the IBDP model: Students are required to study six subjects in total. At least three, and not more than four subjects, are taken at Higher Level (HL), approximately 240 hours and the others at Standard Level (SL), approximately 150 hours. This allows for some subjects to be explored in depth (HL) and some more broadly (SL) over the two-year period. One subject is chosen from each of Groups 1 to 5. The sixth subject may be chosen from Group 6, or another subject from one of the other groups. Note: Students can also study a limited range of courses via the online provider Pamoja Education. Students should speak to the IB Coordinator if they have an interest. 4 | LAURISTON GIRLS’ SCHOOL GUIDE TO THE IB DIPLOMA PROGRAMME
A school for life.
THE THREE CENTRAL CORE COMPONENTS
Theory of Knowledge (TOK)
Theory of Knowledge is a course about critical thinking and inquiring into the process of how we know, rather than what we know.
The TOK course is undertaken for at least 100 hours of class time across the two years of the IBDP programme. The task of TOK
is to emphasise connections between areas of knowledge and link them, so that students understand the way that each of the
subjects they study reference each other, or share common threads.
There are two assessment tasks in the TOK course: an essay and an exhibition.
• The essay is externally assessed by the IB, and must be on any one of the six prescribed titles issued by the IB for each
examination session. The maximum word limit for the essay is 1,600 words.
• The exhibition requires students to participate in an exploration of TOK. A cross between an oral presentation and an expo,
students are required to respond to a prompt, provided by the IB, using three artefacts which demonstrate TOK in the real world.
Creativity, Activity, Service (CAS)
The CAS component is at the heart of the Diploma Programme. It promotes the view that there are significant benefits in being
involved in the three strands- creative pursuits, physical activities and service projects, in which students engage in collaborative
and reciprocal engagement in their communities in an authentic way. CAS encourages students to strengthen and extend their
personal and interpersonal learning.
Seven learning outcomes need to be addressed over an 18-month period. Students are expected to create and maintain a CAS
portfolio that provides evidence of the ways in which they have addressed the seven learning outcomes. Additionally, students take
part in at least one project that addresses one or more of the three strands.
There are three formal, documented interviews with the CAS Coordinator that must take place over the two years.
Extended Essay
Each student is required to research and analyse a topic of special interest and write an extended essay of 4000 words, preferably
linked to one of the subjects they are completing as part of their programme. This essay provides students with research and
academic writing skills that are desired and practiced at university. Each student is supervised by a teacher who advises on
appropriate references, methodology and essay writing techniques. The final essay is a culmination of an inquiry, research and
drafting process that includes the mandatory completion of three reflections, which also contribute to the final grade for the essay.
The essay is formally structured and presented in a manner suitable to the subject discipline the student is working in.
ADDITIONAL CHARGES
Annual fees for IBDP students are paid to the International Baccalaureate Organization. These additional fees, levied in both years 11
and 12, cover student subject registration and associated costs for the IBDP exams. In year 12, IBDP students in Victoria are charged
to sit the General Achievement Test (GAT). Some additional costs at the school level for TOK conferences are paid, depending on
the kind of conference on offer from year to year.
ASSESSMENT
IBDP assessment involves a variety of methods including written examinations, spoken examinations, essays, portfolios, field work,
science practical reports and internal assessment of coursework over the two years.
Responsibility for the quality of candidates’ work and final grades rests with IB Assistant Examiners worldwide, led by Chief
Examiners who are international authorities in their fields and supported by teams of examiners and moderators.
All subjects have an internal component and external components. The internal component varies from subject to subject and
could involve the development of portfolios, exhibitions, reports or oral presentations. The external assessment component in most
subjects are the November examinations but, in some subjects, there are additional external components such as an essay.
LAURISTON GIRLS’ SCHOOL GUIDE TO THE IB DIPLOMA PROGRAMME | 5
A school for life. THE GRADING SYSTEM Criterion-based assessment, consistent from one examination session to the next, is used for all subjects and each subject is graded on a scale of 1 (minimum) to 7 (maximum). Each grade represents a range of marks that varies slightly from subject to subject and year to year. Up to three additional points out of the total of 45 can be gained on the performance in the Extended Essay (EE) and Theory of Knowledge (TOK), while Creativity, Activity, Service (CAS) must be completed satisfactorily. The award of the IB Diploma requires a minimum of 24 points (with a maximum of 45 points). THE FOLLOWING FAILING CONDITIONS APPLY TO IB DIPLOMA STUDENTS: • CAS requirements have not been met. • Student’s total points are fewer than 24. • An “N” has been given for Theory of Knowledge, Extended Essay or for a contributing subject. • An “E” grade has been awarded for one or both of Theory of Knowledge and the Extended Essay. • There is a grade 1 awarded in a subject/level. • Grade 2 has been awarded three or more times (HL or SL). • Grade 3 or below has been awarded four or more times (HL or SL). • Student has gained fewer than 12 points on HL subjects (for candidates who register for four HL subjects, the three highest grades count). • Student has gained fewer than 9 points on SL subjects (candidates who register for two SL subjects must gain at least 5 points at SL). • Student has received a penalty for academic misconduct from the final award committee. ASSESSMENT APPEALS PROCEDURE The IBO accepts appeals in relation to five areas of decision making for each examination session: Appeals are possible against: a. results—when a school has reason to believe that a candidate’s result(s) are inaccurate after all appropriate enquiry upon results procedures have been completed b. a decision upholding academic misconduct, but not the penalties imposed for misconduct c. a decision in respect of special consideration—following a decision not to give special consideration to a candidate as a consequence of alleged adverse circumstances d. a decision in respect of inclusive assessment arrangements after all appropriate procedures have been completed e. an administrative decision not covered by one or more of the foregoing circumstances that affects the results of one or more candidates. Permission to appeal will be granted where: a. the procedures defined in the general regulations, and which led to the decision being appealed, were not followed b. the candidate found in breach of the general regulations is able to present new evidence. Two stages of appeal: The appeals process is divided into two stages. Each stage will usually require the payment of a fee. The fee will be refunded if the decision being appealed changes. A stage 1 appeal can only be requested by the head of school or by the Diploma Programme coordinator from the school at which the candidate (known as the appellant) was registered. This appeal stage consists in a review of the case by senior assessment officers of the IB. A stage 2 appeal can be requested directly by a candidate and/or his or her legal guardian/representative in addition to the head of school and Diploma Programme coordinator if the outcome of a stage 1 appeal is not satisfactory. This stage of appeal grants the candidate a formal hearing by a constituted panel with one member independent from the IB. 6 | LAURISTON GIRLS’ SCHOOL GUIDE TO THE IB DIPLOMA PROGRAMME
A school for life.
A request for appeal at either stage must be submitted with a completed appeal request form that can be obtained from the IB
via the IB Answers service.For any queries, the IB should be contacted at appeals@ibo.org. For more information please refer to the
Diploma Programme Assessment Appeals Procedure Policy document.
WHY CHOOSE THE IBDP?
Breadth: the course structure dictates a selection of English, additional Language, Humanities, Science and Mathematics subjects
Depth: students pursue 3 subjects at Higher Level, TOK and the Extended Essay also emphasise sustained research and writing.
International mindedness: the IBDP curriculum values contributions to knowledge from a range of cultural traditions and develops
empathy and critical exploration of divergent perspectives.
Currency: each course within the IB Diploma Programme is reviewed every seven years, and all schools are involved in the process
of review.
Personal growth: the course requires personal reflection and allows students to develop an awareness of the world-wide
community of thinkers and learners through all subjects and the CAS program.
WHY DO UNIVERSITIES VALUE IB STUDENTS?
IB students are well prepared for academic success at the tertiary level. Based on their experiences, IB students possess a broad range
of skills that enhance their ability to adapt and contribute to university life.
IB students demonstrate a level of emotional and intellectual maturity for managing the demands of challenging coursework and
making meaningful contributions. They have extensive experience in undertaking independent research and presenting what they
have learned through presentations, papers and other projects. They think critically and draw on diverse perspectives that reflect an
international outlook.
WHAT ARE THE ATTRIBUTES OF A SUCCESSFUL IB STUDENT?
The International Baccalaureate Diploma programme is designed for all students who intend to continue further study at a tertiary
level. When giving consideration to undertaking the Diploma students must remember that the course involves study in six subjects
over two years, three of which must be taken at Higher Level in Year 12. It is important to have ongoing interest and ability in at
least three subjects so that the choice of HL subjects will be easier. In addition, all students must complete the Core subjects:
Creativity, Activity, Service (CAS), the Extended Essay and Theory of Knowledge.
The Core subjects are compulsory areas that require a great deal of commitment and the Diploma is only awarded if these are
completed to a good standard. As an independent research-based task, the Extended Essay challenges students to work independently
over an extended period of time, with most of this being out-of-class time. Students must be diligent in documenting the CAS activities
they are involved in and they must be consistent in their involvement in their chosen activities and complete each one. Theory of
Knowledge has challenging assessment items for the students and tasks are often completed outside of the classroom.
All students who undertake the International Baccalaureate Diploma programme must have achieved highly competent standards in
both their written and oral expression. They should have an ongoing interest in reading widely.
While it is not expected that by the end of Year 10 students will be able to consistently display these common attributes, their
teachers and parents should have seen some aspects within the classroom and in daily activities. The necessary characteristics can
be developed over the two years of the programme as intellectual maturation occurs.
The common attributes are listed below to help you decide if the IB Diploma is the best choice for you.
• Genuine enjoyment in learning new things, almost independent of the subject matter
• Determination, persistence, tenacity; a willingness to keep going when it gets tough
• The ability to live with ambiguity and complexity and even welcome it
• Reflection- enjoying ‘thinking about your thinking’
• Being a good juggler who is able to maintain a variety of interests and commitments in an organised way, without undue panic
• Self-reliance and the ability to self-manage, especially with the larger, long-term tasks
• Finding pleasure in being busy. Students who enjoy doing a lot and doing it well will enjoy the programme
LAURISTON GIRLS’ SCHOOL GUIDE TO THE IB DIPLOMA PROGRAMME | 7
A school for life.
Internal and External Assessment Calendar 2022
IA= Internally Assessed and Externally Moderated (NOTE: Groups 1 to 5 in 2022 all are marked not moderated)
EA=Externally Assessed
11IB
Events
JANUARY FEBRUARY MARCH
Week 2: Year 11IB Introduction to CAS Part 2 Week 5: March 4th- Visual Arts Comparative
Week 2: February 11th- Extended Essay Study (EA)
Second Submission 1000 words (EA) Week 6 March 7th: Physics and Biology
Week 3: February 18th – Theory of Experimentation Day
Knowledge Final Exhibition Reflection (IA) Week 6: March 10th and 11th-Year 12IB HL
Weeks 2-5: Interim Formal Reflection Literature Individual Oral (IA)
Session Extended Essay Week 6: March 11th- Theatre Research
Presentation Final Recording (EA)
Week 7: March 14th- DRAFT Practical Work
HL and SL Biology (IA)
Week 7: March 14th- DRAFT Practical Work
HL and SL Physics (IA)
Week 9: March 30th to April 1st -Theory of
Knowledge Camp and Conference
APRIL MAY JUNE
Week 10: April 4th- Economics Commentary Week 3: May 9th - Chemistry Week 6: June 2nd- Analysis and Approaches
1 DRAFT (IA) Experimentation Day HL Exploration DRAFT (IA)
Week 10: April 4th- Extended Essay FULL Week 3: May 9th -Economics Commentary 1 Week 6: June 3rd- Applications and
DRAFT (EA) FINAL (IA) Interpretations SL Exploration Draft (IA)
Week 10: April 4th Interim Reflection Week 5: May 23rd- Directors Notebook Week 6: June 3rd - Analysis and Approaches
submitted to Managebac Theatre (EA) SL Exploration DRAFT (IA)
Week 1: April 26th -Practical Work Biology Week 5: May 23rd- Exploring Music in Week 7: June 6th- Chemistry Practical Work
HL and SL FINAL (IA) Context (EA) Draft (IA)
Week 1: April 26th -Practical Work Physics HL Week 5: May 26th and 27th -Year 12IB SL Week 7: June 9th -DRAFT HL Essay HL
and SL FINAL (IA) Chinese and English A: Literature Individual English A: Literature (EA)
Oral (IA) Week 7: June 10th- Economics Commentary
2 DRAFT (IA)
Week 8: YEAR 11 Assessment Week
Week 8: June 17th- Extended Essay FINAL
SUBMISSION (EA)
Week 8: June 16th- Year 11 CAS Reflection
Writing Activity
Week 9: June 22nd- Experimenting with
Music DRAFT (EA)
Week 9: June 23rd- Economics Commentary
2 FINAL (IA)
8 | LAURISTON GIRLS’ SCHOOL GUIDE TO THE IB DIPLOMA PROGRAMME
A school for life.
JULY AUGUST SEPTEMBER
Week 1: July 21st- Theory of Knowledge Week 4: Introduction to the Extended Essay Week 8: September 5th- Theory of
Essay Consultation and Planning Day (Year 11 IB- 2023 Cohort) Knowledge Essay FINAL (EA)
Week 1: July 22nd- Analysis and Approaches Week 4: August 8th- Historical Investigation Week 8: September 7th Victorian GAT all
HL Exploration FINAL (IA) (IA) 12IB
Week 1: July 22nd- Analysis and Approaches Week 4: August 8th- Economics Week 8: September 7th Extended Essay Half
SL Exploration DRAFT (IA) Commentary 3 DRAFT (IA) Day 1 (Year 11)
Week 1: July 22nd- FINAL HL Essay HL Week 5: August 19th- Theory of Knowledge Week 9: September 12th -Theatre Solo
English A: Literature (EA) Essay Draft (EA) Report (EA)
Week 1: July 22nd- Geography Fieldwork Week 5: August 19th- Experimenting with Week 9: September 12th- Music Presenting
Report FINAL (IA) Music FINAL (EA) (EA)
Weeks 1-2- Viva Voce Meeting for the Week 6: August 22nd- Economics Week 10: September 22nd- Visual Arts
Extended Essay Commentary 3 FINAL (IA) Exhibition Ready to Hang(IA)
Week 2: July 25th- Chemistry Practical Work Week 6: August 22nd- Visual Arts Process Week 10: September 22nd -Visual Arts FINAL
FINAL (IA) Portfolio (EA) Process Portfolio (EA)
Week 2: July 28th Final Reflection Extended Week 6: August 24th- Theatre Solo Week 10: September 22nd- CAS: Managebac
Essay (EA) Performance (EA) File Closed for final reflections
Week 2: July 29th- Year 12 Final CAS Week 7: August 29th and 30th- Language B
Reflection Writing Orals for Spanish Ab Initio, French B SL and
Week 2: July 29th- Applications and Chinese B SL and HL (IA)
Interpretations SL Exploration FINAL (IA)
OCTOBER NOVEMBER DECEMBER
Holiday Break- September 28th to October Week 7: Year 11 Internal Examinations
4th- Trial Examinations Week 8: Year 11 Group 4 Project
Week 2: 12th October to 14th October- Week 9: CAS Launch Day
Visual Arts Exhibition and Theory of
Week 9: First Digital Submission via
Knowledge Exhibition (Year 11IB)
Managebac (Year 11IB Introduction and dot
Week 3: October 17th HL English A: point plan)
Literature Individual Oral (IA) 2023 Year 11
Week 10: December FIRST REFLECTION (Year
Cohort
11IB)
Week 4: October 21st- Year 11IB Extended
Essay Half Day 2(Year 11IB) FIRST
MANDATORY REFLECTION SESSION
Week 4: October 24th to November 11th-
FINAL IBDP Examinations
LAURISTON GIRLS’ SCHOOL GUIDE TO THE IB DIPLOMA PROGRAMME | 9
A school for life. POLICY FOR HOMEWORK AND FORMATIVE ASSESSMENT TASKS FOR IBDP STUDENTS Lauriston remains committed to preparing our students for Tertiary study and the world of work beyond their schooling at Lauriston. To this end, teachers will set tasks which demand the knowledge and skills necessary to be successful in the external examinations and the internal assessment. SUBMISSION OF WORK Students are expected to submit work by the deadlines set by their teacher, this includes both homework and internally and externally assessed coursework. YEAR 11 Homework and formative assessment tasks are a vital opportunity in a two-year course to apply skills and knowledge as well as enabling teachers to give valuable feedback. Where a student fails to submit a homework or formative assessment task: • An email will be sent to the student and cc’d to the parents and the IB coordinator providing students with a weeks’ extension to submit the work. • In the event that the student does not submit the work by the revised deadline, an email will be sent and cc’d to parents/guardians and the IB coordinator notifying them that the time for submission and feedback has lapsed. • Where a student repeatedly (on more than two occasions) fails to submit homework and/or formative assessment tasks, the student will be invited to have a conversation with the IB Coordinator about their organisation and time management. YEAR 12 Homework and formative assessment tasks are an important opportunity to apply skills and knowledge as well as enabling teachers to give valuable feedback. In Year 12 where there are also endpoint IA submissions for students to complete and prioritise, the policy will be as follows. Where a student fails to submit a homework or formative assessment task: • An email will be sent to the student providing students with a weeks’ extension to submit the work. • In the event that the student does not submit the work by the revised deadline, an email will be sent and cc’d to parents/guardians and the IB coordinator notifying them that the time for submission and feedback has lapsed. • Where a student repeatedly (on more than three occasions) fails to submit homework and/or formative assessment tasks, the student will be invited to have a conversation with the IB Coordinator about their organisation and time management. POLICY FOR IA SUBMISSION: YEAR 12 ONLY Internal Assessment tasks (including externally assessed work other than the examinations such as the HL essay in English A: Literature) published in February of each year must be submitted to the relevant teacher on the due date. Unless an extension has been applied for in advance, work not submitted in this way may result in no marks for the component. Extensions of time will only be granted by making an application in writing, to both the teacher and the IB Coordinator, at least a week before the due date. Where a student fails to meet a published date for an Internal Assessment: • an email will be sent by the teacher and cc’d to parents/guardians and the IB coordinator notifying them of the missed deadline. • if the work is not forthcoming within three days of the deadline then the student will be invited to have a conversation with the IB coordinator and may be required to complete the assessment at school and under supervision. • for the Extended Essay, submission deadlines will be monitored by the supervisor and the IB Coordinator 10 | LAURISTON GIRLS’ SCHOOL GUIDE TO THE IB DIPLOMA PROGRAMME
A school for life.
INTERNATIONAL BACCALAUREATE TERMS: GLOSSARY OF KEY TERMS
NOTIONAL ATAR – (Australian Tertiary Admission Rank)
This is the name and acronym for the conversion of the IB Diploma score out of 45 to an Australian Tertiary Admission Rank. The ATAR is a
number between 0.00 and 99.95 that indicates a student’s rank position relative to other students. The ATAR is used by Australian tertiary
institutions, to compare student achievement despite the different subject combinations, students may have.
Below is the conversion table for 2022 university entrance:
AUTHENTICATION
This is the process teachers undertake to ensure a student has submitted work that is genuinely their own. Authentication
is the process of teacher’s viewing drafts and work in progress so that they can see the progression of ideas from development to
production of the piece and submission. While English teachers may view creative pieces or essays through various drafts, visual and
performing arts subjects, science and mathematics subjects may also view work in progress and read diary or journal entries.
Each internal and external submission to the IBO must have been through a process of authentication. See the declaration of authenticity
at the close of this handbook.
GENERAL ACHIEVEMENT TEST (GAT)
The GAT is a 3-hour test of general ability undertaken by residential Australian students in Victoria. The GAT is used by the VCAA to compare
the level and spread of IBDP scores with those of other Victorian students In general, the GAT occurs in June.
LAURISTON GIRLS’ SCHOOL GUIDE TO THE IB DIPLOMA PROGRAMME | 11A school for life. VICTORIAN TERTIARY ADMISSIONS CENTRE (VTAC) The VTAC is the administrative body which administers students’ applications for tertiary courses. Students apply for tertiary courses through the VTAC website by making an account and registering preferences for various courses, universities and TAFEs. VTAC does not make decisions about entry into courses, it is the vehicle by which students apply for courses. Drawing on the information provided by VTAC, tertiary admission centres make decisions about students’ applications and VTAC on behalf of the institution, alert students to any offers being made to them by an institution. Students then accept or reject offers using the VTAC website. SEAS applications are conducted through VTAC. Submission of course preferences generally open in August. Some useful websites: VCAA: https://vcaa.vic.edu.au/Pages/HomePage.aspx VTAC: https://www.vtac.edu.au/ ACADEMIC INTEGRITY Academic integrity is a guiding principle in education and a choice to act in a responsible way whereby others can have trust in us as individuals. It is the foundation for ethical decision-making and behaviour in the production of legitimate, authentic and honest scholarly work. All IB students are expected to understand: • their responsibility for producing authentic and genuine individual and group work • how to correctly attribute sources, acknowledging the work and ideas of others • the responsible use of information technology and social media • how to observe and adhere to ethical and honest practice during examinations. ACCESS AND INCLUSION Access arrangements are changes introduced to teaching, learning and assessment to remove or reduce barriers. They do not change what the student is expected to learn and do not lower expectations, but instead provide the optimal support to address challenges and to enable the student to work around them. At a fundamental level, they address equal access and fairness to learning and teaching and in addition, validity and meaningfulness to assessment. A candidate with access requirements is one who requires access arrangements in teaching, learning and assessment. ADVERSE CIRCUMSTANCES Adverse or unforeseen circumstances are defined as those beyond the control of the candidate that might be detrimental to their performance. These may include: • medical conditions/illness (with onset or occurrence up to three months before the IB examinations offered in May/ November) • accident or injury • severe stress/anxiety • exceptionally difficult family circumstances • bereavement (within the six-month period preceding the start of the examinations) • events that may threaten the health or safety of a candidate. Adverse circumstances may also include events that affect the whole school community, such as civil unrest or a natural disaster. 12 | LAURISTON GIRLS’ SCHOOL GUIDE TO THE IB DIPLOMA PROGRAMME
A school for life.
Declaration of Authenticity
Student Name:
Subject Name:
Task:
I declare that this work is my own original work. Furthermore, I confirm that:
i. This work has been composed by me without assistance;
ii. I have clearly referenced in accordance with requirements, in both the text and the bibliography or references, all sources (either from a printed source,
internet or any other source) used in the work;
iii. This work has not been previously, or concurrently, used either for other courses or within other assessment processes;
iv. I confirm that I understand that my work may be electronically checked for plagiarism by the use of plagiarism software and stored on a third party’s server
for eventual future comparison.
Signature:............................................................... Date:..........................
This declaration must be filled out, signed and submitted to your teacher as a hard copy at the time of submission of the task.
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Lauriston Girls’ School 38 Huntingtower Road t: +61 3 9864 7555 Armadale VIC 3143 Australia f: +61 3 9822 7950 CRICOS number 00152F e: admissions@lauriston.vic.edu.au 24.02.2022 ABN 15 004 264 402 www.lauriston.vic.edu.au
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