What is the best project plan title

DIRECTING INDEPENDENT WORK FMS 2016

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1 SELF-EMPLOYED WORK GUIDANCE FMS 2016 Cantonal School Zurich North

2 1 Educational goal Indicative goals Legal basis Preparation of topic and supervisor Choosing the topic Finding the supervisor Conclusion of the contract Tasks of the supervisor Tasks of the working group Independent work Tasks of the pupils Work steps and schedule Scope of the work Language / text design Outline Outline Humanities Outline Natural sciences Outline Practical and creative work Sources Figures / tables Submission of the written work Presentation Evaluation of the independent work Provisions in the regulations Evaluation scheme Insufficient work Delayed submission Opportunity to appeal Tasks of the school management Repetition of the last school year Abuse Exhibition of the work Archiving

3 1 Educational goal The goal of independent work is the learner's systematic and personal examination of a topic of their own choosing. The learners work on a demanding task from the learning areas of general education or from the field-related area independently, are accompanied by a teacher and present the results. You also provide evidence of the acquisition of interdisciplinary skills in the FMS. The subject and grading are included in the FMS card. The grade is one of the grades that are decisive for passing the final exams. 2 Indicative objectives The learners can analyze the problems of the chosen topic, illuminate its aspects and develop questions, apply the research strategies they have learned critically, can plan and implement their work over a longer period of time and in selective cooperation with a supervising teacher, differentiate between the important and the unimportant , make independent decisions, structure their considerations and implement them in a stylish and professional manner, work independently on the topic with perseverance and communicate with the supervisor in a solution-oriented manner in the event of problems, can deal with constructive criticism and adjust their own actions accordingly, develop adequate forms of representation and presentation and present results formally correctly and clearly, present their work competently verbally and in writing. 3 Legal basis Regulations on the recognition of technical secondary school qualifications from: Art. 13, Paragraph 1, Art. 14, Art. 16, Art In the first two years of their training, pupils at the Fachmittelschule acquire the knowledge they need to successfully complete their own work. These interdisciplinary skills are taught in accordance with the curriculum of the FMS of the Canton of Zurich. 3

4 5 Topic and supervisor 5.1 Choice of topic Self-employed work can be carried out in all doctoral subjects offered at the FMS of the KZN and attended by the pupil, and in sport. Interdisciplinary or interdisciplinary work is possible. When choosing a topic, a pupil orients himself to her personal interests. It limits the topic in such a way that it can be tackled in the time available. Independent work can, depending on the topic, be primarily a literature work, or it can include surveys, interviews, field studies or experiments. It is worth paying special attention to this phase of work, taking your time when choosing a topic and remaining realistic. The following applies: It is better to treat a smaller, limited topic well than to fail on a topic that is too large and comprehensively chosen. 5.2 Finding a supervisor In the week after the spring break, the school management informs the pupils about the process of self-employed work. In the first two weeks after the spring break, the students develop ideas for possible topics for their independent work and think about which teacher they want to ask as a supervisor. The pupil who has decided on a topic fills in the sheet of choice of topic for independent work. On this sheet, the student formulates the title of the work and provides information on the planned procedure. A student who gives precise and thoughtful information on the topic of their work increases the chance that their work will be supervised by the desired person. The pupil can address a teacher at the beginning of the contact phase with regard to the supervision of the work and hands her the fully completed form, subject choice self-employed work. The teacher informs the student within a few days whether they want to supervise this work. If a teacher refuses to supervise a thesis, the pupil contacts another teacher. The supervisor is a KZN teacher. As a rule, the supervisor comes from the subject in which the topic is located or, due to personal interests, is able to supervise a topic from this specialist area. Every KZN teacher is obliged to supervise at least two papers if necessary, but may not supervise more than 5 papers. 5.3 Conclusion of the contract As soon as a teacher has agreed to supervise a work, the "Agreement" document is mutually signed by the student and the supervising teacher. This document includes the restricted title of the work. In the following weeks the pupil works out a project plan. This 4th

5 Project plan shows exactly how the work is scheduled and which methods are to be used. All important information is recorded in the project plan form. This project plan also shows which milestones in the work the student wants to have reached by the date of the 2nd and 3rd session. In a first major meeting with the supervisor, this project plan is adjusted and signed. Together with the agreement, the document forms the contract. This session can take place in a group together with all students who are supervised by a teacher. This ensures that the exchange between the students increases the learning effect. A copy of the contract (agreement + project plan) will be given to the class teacher together with the agreement. The class teacher forwards these contracts to the secretariat and reports any open problems that have arisen in the choice of topic to the responsible school principal. The original remains with the supervisor. 5.4 Tasks of the supervisor The teacher accompanies the process of developing independent work and advises the pupil if the pupil seeks help actively and in a solution-oriented manner. During the work, the teacher conducts three larger sessions with the supervised pupil or with the group of all supervised pupils. In the first larger session, the teacher gives critical and supportive feedback on the project plan of the work and agrees the dates and milestones of the work with the pupil. The teacher periodically inspects the work journal, which the pupil keeps in classic form or with the help of a blog on the learning platform. In a second larger session, the teacher gives feedback on the course of the work so far and intervenes in the course of the work if it is foreseeable that the path taken by the student will not lead to any goal. The teacher corrects the disposition of the written work and gives the supervised student detailed feedback on this disposition. She reads the rough version of the written work, checks whether the work complies with the specifications and gives the pupil tips on how the work could be improved in the remaining time (autumn vacation). (In this phase, however, the teacher does not hand in a completely corrected paper for the fair copy!) The teacher corrects and evaluates the written paper that was completely submitted in the first week after the autumn break, formulates a written evaluation according to the present evaluation scheme, and discusses it with supervised pupils or with the group of all supervised pupils in a feedback session. The corrections can and should be entered directly and indelibly in the submitted copy. The student receives the evaluation form and the submitted work with the entered corrections as written feedback on the work. She has the opportunity to incorporate the findings from this feedback into the presentation. The teacher can ask the pupil to improve the written work. This improved copy is intended for the files of the supervisor and is no longer corrected by the teacher and not included in the assessment. 5

6 Each supervisor receives a clean version of the written work on the day of the presentation. The teacher evaluates the presentation of the work, supplements the written evaluation and the evaluation of the presentation and gives the pupil supportive feedback on the written work, the work process and the presentation. The teacher has the opportunity to test the work for independence with the help of web-based test methods and reports plagiarism to the school management. The teacher sets an overall grade for the written work, in accordance with the guidelines. The supervisor meets with the students after the presentation for a final feedback and after this final feedback gives the fully completed assessment schemes of all supervised students to the school management via the secretariat. She enters the grades of the students in the secretariat in the list of grades. 5.5 Tasks of the independent work working group The independent work working group has the task of advising teachers on the supervision of independent work. The independent work working group helps find supervisors for schoolchildren who have not found a supervisor. The Independent Work working group sifts through the contracts between pupils and teachers and seeks contact with supervisors if topics need to be specified or changed. The independent work working group, together with the school management, selects the 20 best independent work that will be exhibited and archived. 6 Tasks of the pupil According to the regulations and the guidelines, the pupil creates an independent work, the topic of which she has chosen herself. The pupil creates a project plan with all foreseeable dates and keeps these dates as well as all meeting dates on time. A pupil who is unable to attend a meeting with the supervisor due to illness should cancel his or her appointment with the supervisor in good time by email, telephone or, in an emergency, via the secretary's office. The pupil documents the course of her work with a work journal. The pupil logs every work step that she has done on a certain date and assesses the success of this work step. It indicates what will be kept in the project plan, what needs to be changed and what the next steps in the work are. The work journal can be kept online as a blog with the consent of the supervisor. This procedure also makes it possible to store all current digital documents in the relevant entry and thus to archive and document the various versions of the work. The teacher can comment on the entries directly in this blog. The work journal is handed in together with the work. The pupil brings documentation of the previous work to the meetings with the supervisor (learning journal, drafts, rough versions, address lists 6

7 etc.). If necessary, the pupil can independently obtain advice and help from the supervisor. 7 Work steps and schedule The independent work is basically divided into three phases. Phase 1: Topic selection and planning (4th quarter of the 2nd FMS) The student looks for a suitable topic and a suitable supervisor and narrowed down their topic. She works out a project plan with binding dates and milestones in consultation with the supervisor. Phase 2: Material search, practical work, text work (summer vacation and 1st quarter of the 3rd FMS) The pupil collects material, evaluates the material and writes the work according to the formal requirements. During this phase, the student meets the supervisor for two sessions. Phase 3: Receiving feedback, presentation (2nd quarter of the 3rd FMS) The pupil prepares a short presentation of the work and presents it in the given framework. The pupil tries to evaluate his own performance during the work in a self-assessment and receives the feedback from the supervisor. Overview: Work steps and schedule for self-employed work (SA) Phase 1: yellow Phase 2: blue Phase 3: green Week Dates Date (with details of the chapter in the guidelines) Orientation of the 5th FMS classes Searching for the topic, first thoughts on the Procedure (Section 5.1) Record the topic and the planned procedure on the form Selecting the subject Self-employed work Searching for a supervisor (Section 5.2) Filling out and mutually signing the form Agreement on Independent Work (Section 5.3) 7

8 ff from July summer vacation to autumn vacation Development of the project plan with binding goals and milestones (Chapter 5.3) At the first meeting: clearing up and recording of goals, milestones and dates in the project plan form To the secretariat (bis) Working on the SA (collecting material, familiarizing yourself with the topic, creating a disposition (!), practical work, text work, etc.) Documenting the work process using a work diary (Chapter 6) Also use as working time at the SA ! (Tips and hints Chapter 8) Second session: Discussion of previous work and results Latest submission of the rough version of the paper (at least 5 working days before the third session) Third session: Detailed feedback on the rough version with tips for improvement (no complete correction) (Chapter 5.4 ) Completion of the SA! Submission of the work to the secretariat (for exact specifications see Chapter 9!) Beginning of correction phase 47 until the student receives corrected work (corrections and comments directly and in ink) and written feedback (completed evaluation form, Chapter 11) Presentation (Chapter 11). 10) Submission of a corrected and (if requested) revised work to the supervisor (chapter 5.4) Discussion of the presentation (evaluation form chapter 11) Discussion / review of the entire work and the work process Announcement of the final grade to the student and entry in the secretariat by supervisor exhibition of the best 20 works in the media library 8

9 8 Extent and form of the thesis 8.1 Extent of the thesis The text part (without title page, table of contents and appendix) should not be significantly below or exceed 8-12 A4 pages. An experimental or artistic work must be accompanied by a technically and formally impeccable text of at least 5-10 A4 pages. If a paper contains a lot of graphic or table material, the length of the text part must be extended accordingly. The following applies to all work: Helvetica or Arial font, font size 12, line spacing 1.5, margin: 2cm each. Further formal framework conditions are based on the specifications of the supervising teacher. 8.2 Language / text design The work is to be written in correct, meaningful and independent language. The level of the work is aimed at FMS graduates and middle school teachers. The work is written with the computer, graphics are created with the computer and inserted into the text or the appendix. The basic typographical rules must be observed. In particular, different fonts should be avoided within a document. Title hierarchies are represented by font size and numbering. Bold or italic fonts are suitable for emphasizing particularly important points; underlining is not recommended. A copy of the thesis will be handed in. In the case of unique items (e.g. artistic works), written documentation must be submitted, for which the same formal rules apply as for other works. 8.3 Structure The following overview shows a rough structure of the written work in various academic areas: Structure of the humanities title page The title page can be designed according to your own taste, but must contain the topic of the work, name and class of the author, name of the supervising teacher and school, and the year of creation . Table of contents The table of contents lists the numbered chapter headings and indicates on which page of the work the chapter begins. Page numbering begins after the table of contents. 9

10 If the table of contents comprises several pages, it must be numbered with Roman numerals. In the word processing program, mark the titles according to their priorities (Word: Formatting palette: Style: Heading 1; Heading 2; Heading 3). So you can automatically create the table of contents after completing the work. Foreword In the foreword, the motives that led to the finding of the topic are described.All persons and institutions are given who helped with the work and supported the work. Introduction In the introduction, the theoretical foundations of the work that are important for the work are presented. You present the initial situation and based on this you describe the goal of the work, delimit the topic and formulate the central question or hypothesis that you want to answer in the work. In the introduction, based on the key question, the procedure used, the method chosen, the procedure during the collection of material and the evaluation of the results are presented. Main part In this part of the work, the results and findings of the work are presented, interpreted and discussed in a clear and concise manner. Depending on the topic selected, text analyzes or interpretations can be presented here, for example, or measurement results can be graphically displayed and interpreted. At the first meeting with your supervisor, determine how the results are to be presented and interpreted. Conclusion / Summary The summary gives a brief overview of the entire work. The following points are briefly mentioned: Question Selected method Most important conclusions Record your personal experiences that you have made during your work. Reflect on your work. State what went well and what you would improve. Briefly evaluate your personal experiences and indicate in which area you have improved through your work. References In this chapter you indicate the sources of information for all information, tables and graphics that did not come from you. A marking (for example a number in square brackets) is set directly in the text or in the relevant table or figure, which enables the source to be found in the list of sources. (see 8.4.) Appendix (optional) Original documents can be presented here in full or in excerpts, which support the argumentation in the main part. Of course, 10

11 tables, figures, maps, etc. can also be inserted for additional illustration. If frequent or not generally known abbreviations are used, a list of abbreviations is required, which should also be included in the appendix. Structure of natural sciences The structure of scientific papers differs slightly from the structure of papers in the humanities. Unless otherwise noted under the titles, the content of the chapters can be compared with the works in the humanities. Table of contents Introduction Material and methods This chapter lists which material and which method were selected for the investigation or experiment. The procedure must be described in such a way that the experiment can be reproduced. An outside person must be able to repeat the experiment and arrive at comparable results. Results In this chapter the results of the investigations are presented. The results are presented in diagrams, sketches, photos and tables and clearly described in a text. The figures and tables are numbered. In the text, reference is made to the numbers in the illustrations. In this chapter the results are only presented but not evaluated or interpreted. Discussion In this chapter the results are interpreted. The results are compared with the theoretical principles from the introduction and evaluated. If a hypothesis has been made in the question, it is said whether this can be confirmed or refuted on the basis of the results. One looks for reasons for difficulties that have arisen, for the failure of experiments, and makes suggestions for further investigations. Summary Bibliography Corresponds to the bibliography (see 8.4.) Appendix (optional) 11

12 8.3.3 Structure of practical and creative work Table of contents Foreword Describe the reasons for choosing and realizing the artistic work. Name the supporting people and institutions. Introduction In the introduction the project idea is described, the problem is explained and the field of work is narrowed down. Documentation of the artistic work process This section contains a protocol of the entire process with a schedule and results. A visualization (drafts, sketches, studies, etc.) gives a good insight into the work process. Give information about ideas, procedures. This includes not only the analysis of successes but also of failures. Do not forget to put theoretical preparatory work and research (art, materials, techniques, etc.) in writing. Reflecting on the work On the one hand, describe your personal experiences during the work process and assess it critically. Reflect on and evaluate your work, and possibly point out further aspects or possible alternatives. 8.4 Sources 1. Quotations Book quotations Authors (separated by commas) Year of publication: Book title Chapter, publisher and place of publication, page references Journal quotations Authors (separated by commas) Year of publication: Journal name and issue number Article, page references Internet quotes Author and location: full address (URL) (date of Access) Quoting is different in different areas of science. Discuss with the supervising teacher how to cite in your paper. 12th

13 Two examples of correct citation in different subject areas: a) Scientific citation type: Markings appear in the text Sunburn is caused by ultraviolet components in the sun's rays if the skin is exposed to it for a long time without protection. The rays penetrate the skin and damage the cells there [1]. To repair this damage, increased blood flows into the affected areas, which causes the skin to turn red [2]. If the damage is too severe and can no longer be repaired, the affected skin cells die and the top layer of skin loosens [3]. The source of the information can be found in the list of sources: 1) Feller A., ​​Tschumi D., Neumann E. 2001: Our skin skin damage, Verlag Bioscope Sion, S) Laver W.G. 1999: Spectrum der Wissenschaft 3 skin cells, S) Stricker D, UCS AG Dittikon: () b) Type citation in didactic literature Text: When studying the literature, one finds that questioning-based teaching is a very problematic form of imparting knowledge, although it is widespread at Swiss grammar schools (Krampf 1985, p. 56). The lessons are often perceived as nudging because there is no intellectual challenge (Dubs 1995, p. 183). Studies have shown that some questions are asked in lessons, with only 20% of the questions being thought-provoking questions and 80% being reminder questions. The bibliography then reads: Krampf, B. (1985), Lesson Structures and Intellectual Requirements at Gymnasium. Bern: Paul Haupt. Dubs, Rolf (1995), Teacher Behavior. Zurich: Publishing house of the Swiss Commercial Association. Grell, Jochen and Monika (1994), teaching recipes. Weinheim: Beltz. In general: Page references Page references must be as precise as possible. If only two pages are referred to, the page number is followed by an "f" (121f.). If reference is made to several pages, two "ff" (121ff.) Follow. In the latter case, however, more precise information would be better (S). 13th

14 Internet sources from the Internet are cited in the same way as printed sources. Due to the great dynamism in the World Wide Web and the frequent change of the URL (Universal Resource Locator = Internet address), when specifying an Internet source, the date on which the website in question was accessed must always be noted: surname, first name of the author , Title of the article. URL (query date). Example: Schmid, Fritz, Why the gods learned to fly. (). 2. Figures / Tables A legend belongs to every representation within a text. Tables and figures are numbered consecutively (e.g. Fig. 1). If they are used at the same time, they must be numbered separately (e.g. Tab. 1, Fig. 1, etc.). Despite the legend, reference must be made to the illustrations in the text. Tables are labeled above, while the legend is placed below the figure. 9 Submission of the written work You must submit your self-employed work to the secretariat in a printed version and on CD-ROM by the deadline specified in the schedule. You save the work in two versions on the CD-ROM: Version 1: The first version corresponds completely to the printed version. Save the work in Word format or as a pdf. file. (Name of the file: SA_Name_First name.doc or SA_Name_First name.pdf) Version 2: Remove the names of the author, the supervisor and any third parties from the title page and header and footer of the work. Remove all pictures from the work. Save the work in Word format or as a pdf. file. Give the work a title that gives a clue as to the content of the work, but does not contain any names. Do not use umlauts in the name of the file. Example: AuenwaelderKantonZuerich.doc or AuenwaelderKantonZuerich.pdf Signature When submitting your work to the secretariat, you confirm with your signature that you, as the author of the independent work, allow the school to upload an anonymous version of your work to the server of the secondary school and vocational training office for the purpose of plagiarism detection to load. 14th

15 10 Presentation The final part of the independent work is a presentation in the form of a 10-minute oral lecture or an artistic performance with commentary in front of the class. The presentation takes place in presentation teams of approx. 12 presenting students from different classes and approx. 12 guests. In addition to participating in their own presentation team, each student is also obliged to attend the presentations in a third-party presentation team and to register for these presentations on the lists posted in the stairwell. The presentation should be structured according to the following scheme: Introduction 10-15% attractive entry (headline) Statement of topic and goal Appeal: Importance Explanation: Benefit for the listener Structure; Red thread Goal: Motivation Main part% Presentation of the facts Overview of the current situation Definition - problem definition Possible solutions Consideration, consequences Significance for the audience Goal: Information Conclusion 10% Determination of results Calling for action Outlook Goal: Summary appeal After the presentation, the pupil poses the questions of the audience. 11 Assessment of self-employed work 11.1 Provisions in the regulations 11 Self-employed work is graded. The grades range from 6 to 1, with 6 being the best and 1 being the weakest. It is possible to give half marks. 12 The grade for self-employed work is part of the relevant grades, wel- 15

16 are necessary for passing the final examination and submitting the specialist high school certificate. 13 The supervisor sets the grade for self-employed work. 14 If the supervisor considers the self-employed work to be insufficient, another teacher from the school is called in for the assessment. Both jointly give the grade for self-employed work. In the event of a disagreement, the school management decides. 15 Once the self-employed work has been submitted, it cannot be revised again. Evaluation scheme The self-employed work is graded and assessed by all supervisors using the same evaluation scheme. This scheme enables comparability of the grades and a high degree of transparency. The teacher justifies each score with a small text and represents it orally in the final feedback discussion. The evaluation sheet makes it clear to the pupil which areas are evaluated. The evaluation sheet is saved as an Excel document on the intranet and can be downloaded. The evaluations and points can be entered directly in this document. A teacher may require a student to do a self-assessment of the work and to submit her self-assessment prior to the feedback session. In the feedback session, the assessment points in which the assessments differ can be discussed. The weighting of written work (60%), form (20%) and presentation (20%) corresponds to the values ​​suggested in the literature for evaluating independent work. Changes to the assessment scheme If a thesis is thematically structured in such a way that it cannot be assessed using the assessment scheme in the area of ​​written work, the supervising teacher can adapt the assessment scheme in terms of content and form. However, the students must be informed about the assessment scheme that applies to them before the summer holidays. At the same time, the school management receives a copy of the modified assessment scheme for approval. If an individual assessment point cannot be assessed in a work, the teacher reduces the maximum number of points to be achieved and recalculates the grade using the formula: ((number of points achieved) / (new maximum number of points) * 5) + 1 = grade The grade is now mathematically rounded Unsatisfactory theses Unsatisfactory graded theses must be assessed by a second teacher. The supervisor reports to the school management in good time that a work has been rated unsatisfactorily. The school management then appoints a competent teacher and obtains a second assessment for the written work. If the assessments differ, the school management will decide in consultation with the assessing teachers. 16

17 Written work: content of assessment criterion: number of points (maximum remarks points) Problem: Is the topic narrowed down and is the goal of the work clearly formulated based on the key question (s)? Choice of method: Are the selected aids and methods critically questioned and are they tailored to the objective of the work? Capturing the topic: Is the topic covered in principle and are the thematic connections made clear? Coping with the topic: Is the question answered and the goal of the work achieved? Correctness of the statements Are basic terms and facts correctly explained and are results interpreted correctly? Differentiation of the statements Is there a clear distinction between other people's thoughts and one's own opinion as well as between observations, interpretations and one's own value judgments? Processing of sources, literature, test results Are the sources of information and results processed correctly and critically in relation to the topic? Independence and originality of the work Is your own perspective with your own experiences, findings, and conclusions introduced into the work? Reflection Does a self-critical reflection take place with the entire work? Score content (maximum 45 points) 0 Written work: Form of assessment criterion: 1 Content structure of the work Does the content structure of the work correspond to the guidelines from the guidelines? Is the work structured correctly in terms of content? 2 Clarity of presentation Is the content of the thesis presented clearly? Does the presentation make it easier to understand the content presented? 3 Illustration of the work, design of the title page Is the work aptly illustrated. Do the illustrations fit into the thematic context? Do the illustrations create understanding, consternation or motivation? 4 linguistic expression; Orthography Is a target group-specific language chosen in the work? Is the language orthographically correct? Is the correct type of text chosen? 5 Quoting, references Are sources cited correctly in terms of content and form? Score (maximum 5 points) Total number of points (max 25) 0 Comments Process Assessment criterion: Score (maximum 5 points) 1 Project plan Was the project plan drawn up in accordance with the specifications? Was the project plan adhered to or was it adjusted in a targeted manner after communicating with the supervisor? 2 Compliance with schedule and agreements Were the schedule and agreements adhered to? 3 Initiative and self-reliant action Did the pupil independently take the initiative with regard to the work, or did she need a lot of suggestions and inputs? Did the student react proactively to (unexpected) developments in the process? 4 Self-critical examination of their own work and results Did the pupil reflect on the course of the process critically and accurately? Did she also react to these conclusions at the specific level of action? Comments 6 Keeping the work diary Was the work diary kept in accordance with the guidelines in the guidelines? total points process (max 25) 0 17

18 1 Presentation Assessment criterion: Technical and professional competence Is the information conveyed in the presentation correct? Is the student professionally stable? Does the student answer the questions asked competently and comprehensively? Score (maximum 5 points) Comments 2 Presentation: Language Does the student speak fluently, understandably and linguistically correctly? Are the speaking speed and volume adjusted to the situation? Do the rhetorical means support understanding? 3 Presentation method: Posture, gestures, facial expressions Are the physical posture, gestures and facial expressions adapted to the situation.Do they support and improve communication with the audience? 4 Structure of the presentation Does the structure of the presentation correspond to the guidelines in the guidelines? Does the structure of the presentation support the understanding of the presentation and the motivation and interest of the audience? 5 Use of media Has the use of media been adapted to the framework of the presentation? Do the media used support understanding of the content? Does the student have technical control over the use of media? Total points for presentation (maximum 25) 0 Assessed area Written work: Content 45 Written work: Form 25 Process 25 Presentation 25 Total: 120 maximum number of points Total points awarded grade Delayed submission A late submission of the thesis or the failure to deliver the presentation leads to a appropriate deduction of grades in accordance with the guidelines for grading. This grade deduction is determined by the supervisor in consultation with the responsible school principal. 13 Possibility of appeal A student who does not agree with the evaluation of the work fills in the evaluation sheet for himself, gives it to the supervisor and arranges an interview to compare the self-assessment with the assessment of the supervisor. If this meeting does not lead to an agreement, the pupil can contact the responsible school principal. 18th

19 The pupil is informed of the final grade of the written work in writing. After receiving all grades of the FMS degree, she has the opportunity to appeal against the grade for self-employed work. The provision in the regulations: 16 The decision regarding self-employed work can be appealed against in accordance with 39, Paragraph 1 of the Middle Schools Act. The school management informs the learners about procedural questions (scope of the review as well as possible cost consequences). 17 In special cases, the school management decides. 14 Duties of the school management The school management is responsible for carrying out the independent work. She ensures compliance with the framework conditions and is therefore responsible for the quality of the independent work. The responsible member of the school management has the following specific tasks: In consultation with the WG Independent Work, it holds an information event with the classes of the 2nd FMS in the first week of the 4th quarter, confirms the agreement with the visa at the request of the WG Independent Work between the FMS pupil and the supervising teacher, the working group supports independent work and the supervising teacher, ensures that the framework conditions are adhered to and deals with reconsiderations, and determines the presentation period. 19th

20 15 Repetition of the last school year If you repeat the last school year, the self-employed work does not have to be repeated. 16 Abuse When submitting the work, the student confirms with a signature that the work was written independently and that she authorizes the school to upload the work to the copy-stop.ch server for the purpose of checking for any plagiarism. The supervising teacher therefore has the opportunity to examine the digital version of the work for copies from the Internet or other media. Plagiarism is an abuse and leads to a deduction of grades. The school management determines this grade together with the supervisor and puts it in relation to the abuse. Plagiarism with full content leads to grade Exhibition of the works The working group independent work selects the 20 best independent works together with the school management, which are exhibited and archived. The pupils whose work is exhibited and archived receive the request from the school management to hand in a clean work to the secretariat. According to the correction made by the supervisor, this work must be edited in such a way that it is ready for exhibition. 18 Archiving The 20 best independent works that were shown in the exhibition are archived together with the written comment of the supervising teacher. 20th

21 Choice of subject: Independent work Use this form to apply to a KZN teacher for supervision of your independent work. Subject Pupil Surname First name Planned procedure Signature: 21

22 Agreement on independent work Student name: Supervisor Surname: First name: First name: Class: Subject: Topic of the thesis: Key question (possibly use the reverse side): By signing this agreement, the student and the supervising teacher confirm that they will be self-employed until the end of the course Want to work together. At the same time, they announce that they have taken note of the general conditions, in particular the specified dates as set out in the guidelines. In special cases the school management can change or dissolve this agreement. Place and date: Place and date: Student supervisor [do not fill in] Comments: Date: Visa from school management: 22

23 Project plan Title of the work: Student Supervisor Description of the project: Selected methods: Method (tick) Who / Where / How / When? o Literature research o Practical experiment o Survey o Interview o Other 23

24 Dates of the meetings: Date: Time: 2nd meeting (DIN 34-35) Achieved goal: Specification: Achievement of goal: Specification: Goal achieved: Specification: Dates of the meetings: Date: Time: 3rd meeting (DIN 40) Achieved goal: Specification: Achieved goal: Specification: Achieved goal: Specification: Feedback session: (DIN 49-50) Date: Time: 24

25 Detailed time schedule Enter here when important work steps are to be expected DIN week work steps-milestones place of work reference persons

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