Implementation date	August 2020
SLT approval	May 2020
Advisory Board approval
Review date	August 2021

Fettes College Guangzhou

广州斐特思公学

‘As [IB] learners we strive to be: principled – we act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences’ (IBO 2013).

作为[IB]学生，我们努力做到:坚持原则——我们行为正直、诚实，有强烈的公平和正义感，尊重世界各地人民的尊严和权利。我们对自己的行为及其后果负责”(IBO 2013)。

‘When students understand the role that they have in the process of their own learning, they can also understand that they are responsible for the production of work submitted for assessment and that all completed examination papers must reflect their own authentic and genuine work. This is the only way students can receive a grade that is fair and reflects their effort’ (‘Academic Integrity’, IBO 2019, p 15).

“当学生们了解到他们在自己学习过程中所扮演的角色时，他们也就会明白，他们对提交的评估成果负有责任，所有完成的试卷都必须反映真实的自己的成果。”这是学生获得公平和反映其努力的成绩的唯一方式”(《学术诚信》，IBO 2019，第15页)。

 

Fettes College Guangzhou seeks to promote an ethos of Academic Integrity. We aim to develop students who are enquiring, ambitious, reflective, and self-regulated learners. Increasingly, as they move through the school, students are expected and encouraged to consult the work of others in formulating their own ideas and arguments, and to collaborate in their study. This carries obligations, and students are expected to make visible and explicit the impact of others’ ideas on their own.

广州斐特思公学致力于弘扬学术诚信的精神。我们的目标是培养具有探究精神、雄心勃勃、善于反思和自我调节的学习者。随着学生们在学校的学习，学校越来越希望并鼓励他们参考他人的作品，以形成自己的观点和论点，并在学习中进行合作。这是一种义务，学生们被要求让别人的想法对他们自己产生可见和明确的影响。

Academic integrity will be supported and promoted by all teaching staff, tutors and SLT, and checked, and where demanded, reported, according to the procedures set out later in this policy. Aspects of this policy will be translated, shared and revisited with students at key points in their education by teachers and tutors, and through the PSHE programme. Integrity is a core Socialist value in China and all of our community seek to uphold it.

学术诚信将得到所有教职员工、导师和教师的支持和促进，并根据本政策后面的程序进行检查和报告。这一政策的各个方面将由教师和导师翻译，并通过PSHE计划与学生在其教育的关键时刻分享和重新探讨。诚信是中国社会主义的核心价值观，我们所有人都在努力维护它。

We recognise the pressure that students can feel to perform well academically and that this pressure can lead to them making decisions which are harmful; robust pastoral support is core to this policy, and pastoral teams integral in its development and implementation.

我们认识到学生在学习上有很大的压力，这种压力会导致他们做出有害的决定;强有力的人文关怀支持是这项政策的核心，而人文关怀团队在政策的制定和实施中不可或缺。

Students learn what acts compromise academic integrity and what constitutes academic dishonesty and malpractice, defined as: ‘The representation of ideas or work of another person as the candidate’s own’ (see IB guide Academic honesty: guidance for schools):

学生了解到哪些行为会损害学术诚信，哪些行为构成学术不诚实和不当行为，定义为:“将他人的想法或工作作为候选人自己的成果发表”(参见IB学术诚信指南:学校指导):

 

i. Plagiarism[①] – Failing to respect intellectual property and authentic authorship by using ideas, words, illustrations, music, data, or any other form of published information produced by someone else and passing it off as your own. Plagiarism varies greatly and can stretch from word-for-word, or verbatim copying, to poor paraphrasing attempts through simple word substitution. Copying work is not restricted to published text on the internet or elsewhere but can include the reuse of work submitted in past examination sessions by the same or other student(s) that might not be published. Copying pieces of art such as paintings and music is also considered plagiarism as is copying computer programming codes. Plagiarism even occurs when students memorize text and then reproduce it in written or oral examinations or when a source is translated and used in the target language of the assessment;

i.剽窃——使用他人的观点、文字、插图、音乐、数据或任何其他形式的出版信息，并将其冒充为自己的，不尊重知识产权和真实作者身份。剽窃差别很大，可以一字不差地逐字复制，也可以通过简单的单词替换来进行拙劣的释义。抄袭的作品不限于在互联网或其他地方发表的文章，但可以包括重复使用同一或其他学生在过去的考试中提交的可能不会被发表的作品。复制绘画、音乐等艺术作品和复制计算机程序代码也属于剽窃行为。甚至在学生背诵课文后，在笔试或口试中复制课文，或将原文翻译成评估的目标语言，也会出现剽窃现象。

ii. Copying – another student’s work with or without their knowledge and passing it off as your own;

ii.抄袭——在别人知道或不知道的情况下抄袭别人的作业，并把它当作自己的;

iii. Cheating – during an examination communicating with another (other than the invigilator) either in the examination room or outside by speech, sign language, signalling, in writing, via mobile device or by any other means, bringing into the examination room or consulting any unauthorised material;

iii.作弊—在考试期间，在考场内或考场外与他人(监考人员除外)通过言语、手语、信号、书面、移动设备或任何其他方式交流，带入考场或查阅任何未经授权的材料;

iv. Collusion[②] – allowing another student to copy your work and submit it as their own, and, copying the work of another student with their agreement and submitting it as your own (please see appendix for further worked examples of collusion). Collusion is any kind of cooperation that unfairly advantages a student, or group of students, over others. (see appendix for examples of collusion versus cooperation)

iv.串通-允许其他学生抄袭你的作品并作为他们自己的作品提交，并且，在另一个学生的同意下复制他们的作品并作为你自己的作品提交(请参阅附录以获得更多串通的例子)。串通是指任何一种不公平地使一个学生或一群学生比其他学生更有优势的合作。(勾结与合作的例子见附录)

v. Falsification – fabricating or altering data;

 v.伪造—伪造或改变数据;

vi. Students working for the IBDP are not permitted to submit the same work for two different assignments.

vi. IBDP课程的学生不允许提交两个不同的作业。

How we promote Academic Integrity

如何促进学术诚信  

Students学生

• Students are expected to respect the school values and learn about honesty and integrity during their education at Fettes College Guangzhou. This begins in the Early Years School when the children learn to understand honesty and integrity, how to act in an honest way, and how dishonesty and a lack of integrity can cause harm to others, and to self.

• 学生在广州斐特思公学接受教育期间，应尊重学校的价值观，学习诚实和正直。这要从早期学校开始，当孩子们学会理解诚实和正直，如何以诚实的方式行事，以及不诚实和缺乏正直会对他人和自己造成怎样的伤害。

• Children learn to take pride in their achievement and in the processes involved in producing good work including editing, saving and labeling.

• 孩子们学会为他们的成就和在包括编辑、保存和标签在内的制作好作品的过程中感到自豪。

• Teachers offer clear direction based on formative assessment what approach a particular task requires – creativity, for example, or accuracy (not that these are mutually exclusive terms).

• 教师在形成性评估的基础上，提供明确的方向，说明特定任务需要什么样的方法——例如，创造力或准确性(这两个术语并非相互排斥)。

• Through effective classroom management, reward, feedback, monitoring and teaching and learning strategies, children learn to have confidence in their answers so that they do not feel the need to mimic the ideas of their peers.

• 通过有效的课堂管理、奖励、反馈、监控和教与学策略，孩子们学会了对自己的答案有信心，这样他们就不会觉得有必要模仿同龄人的想法。

• Students learn to acknowledge, cite and reference within a progression from a single citation strategy in Primary School, to the MLA in Middle School and MHRA in the top two years of Senior School. Some students’ work, especially that which is particularly academic, might be better served by other referencing systems, such as Oxford, and students will be supported in learning these as required.

• 学生学习承认，引用和引用，从小学的一个单一的引文策略，到初中的MLA和高中前两年的MHRA。有些学生的作业，尤其是那些特别学术性的作业，可能会被其他参考系统(如牛津)更好地服务，学生也会在学习需要的时候得到支持。

• Opportunities are provided through subject teaching in Middle and Senior School for students to practice and learn, if necessary, through their mistakes, in ‘low stakes’ assignments that are not intended for external submission to examination boards.

• 在初中和高中的学科教学中，学生有机会在必要时通过错误练习和学习“低风险”作业，这些作业不打算外部提交给考试委员会。

• All Language B learners are potentially vulnerable to plagiarism via translation apps and as a bilingual-international school we discuss with students to make them aware of how to use supportive translation software without compromising their integrity.

• 所有B语言学习者都有可能在翻译应用程序中被剽窃，作为一所双语国际学校，我们与学生讨论，让他们意识到如何在不损害其诚信的情况下使用支持性翻译软件。

• Explicit and up-to-date refresher instruction in what constitutes malpractice and its consequences in an examination setting is delivered to students ahead of external examination sessions.

• 在外部考试之前，向学生提供明确的、最新的、关于在考试设置中什么构成不当行为及其后果的复习指导。

• Assignment-specific discussion is had in class, of strategies to ensure the submission of work for assessment that has been conducted, and is presented, in an acceptable manner. This is understood to be of particular importance for students studying in the IBDP who submit for assessment a range of assignments with specific demands and challenges.

• 在课堂上进行特定作业的讨论，以确保以可接受的方式提交已进行的评估工作的策略。这对于IBDP的学生来说是非常重要的，因为他们需要提交一系列具有特定要求和挑战的作业来进行评估。

• Students submitting ‘coursework’ (ie. IB assessments whether internally or externally assessed, or GCSE and A Level assignments) complete and sign a cover sheet declaration that the work they submit is their own. In the case of GCSE and A Level this is provided by the examination board; in the case of the IB, this is designed by the IB Coordinator in accordance with the IB’s suggested model, and students and coordinator make a declaration at the point of upload.

• 学生提交“课程作业”。（IB评估，无论是内部或外部评估，或GCSE和A Level作业）完成并签署封面声明，他们提交的工作是自己的。GCSE和A Level考试中是由考试委员会提供的;对于IB，这是由IB协调员根据IB建议的模式设计的，学生和协调员在上传时进行声明。

• For ongoing handy reference, students in the IBDP are issued with the IB’s leaflet: ‘Are you completing your IB assignments honestly?’

• 为了便于参考，IBDP的学生会收到IB的传单:“你是否诚实地完成了IB作业?”

• In the Sixth Form, students pursuing research projects take a structured approach to their research supported by: academic honesty workshop exploring the changing nature of knowledge in a media age and the implications of that; effective citing and referencing; work-in-progress presentations; and Viva Voce.

• 在六年级，从事研究项目的学生采用结构化的方法来进行他们的研究:学术诚信研讨会，探索媒体时代知识的变化性质及其影响;有效的引用和参考;产品演示;和口试。

• In line with the IB’s own policy, it is the School policy that feedback comments are given on one assignment draft only; many students find it hard to restrict themselves to one draft only and by adopting this policy throughout our school we prepare students to present their work responsibly and appropriately, and work hard to prepare the best possible draft, the first time.

• 根据IB自身的政策，学校的政策是只对一份作业草稿给出反馈意见;许多学生发现很难把自己限制在一份草稿上，通过在我们学校采取这一政策，我们准备让学生负责地和适当地提交他们的工作，并努力在第一时间准备最好的草稿。

• Once in Middle School, and once in Senior School, each student presents an agreed assignment which is run through plagiarism software and the assignment report is subsequently reviewed and discussed.

• 一旦进入初中和高中，每个学生都要提交一份通过抄袭软件完成的作业，作业报告随后会被审查和讨论。

• Student Voice is regularly consulted to learn from student experience of all the factors that can affect academic integrity from calendar planning to the availability of resources.

• 定期咨询学生之声，从学生经验中了解所有可能影响学术诚信的因素，从日程规划到资源的可利用性。

Teachers, Tutors and SLT教师、导师和SLT

• Relevant documentation is made readily accessible for example, electronic and hard copies of relevant school IB and exam board regulations and publications are made available so that teachers can easily refer to them for information.

• 相关文件易于获取，例如，相关学校IB和考试委员会规定和出版物的电子和硬拷贝都可以获得，以便教师可以方便地查阅信息。

• Through good record keeping and open-communication SLT will support teachers, administrative staff and programme coordinators in avoiding conflicts of interest (apparent or real) in academic administration.

• 通过良好的记录保存和开放的沟通，SLT将支持教师、行政人员和项目协调员在学术管理中避免利益冲突(表面或实际)。

• Teachers assess work regularly and cross-reference the work of students.

• 教师定期评估学生的作业，并相互参照学生的作业。

• Teachers model integrity through their discussion of sources and presentation of class materials including ppts and handouts in the Middle School and beyond, and in all presentations to parents and whole-school audiences.

• 教师通过讨论资源和课堂材料(包括在中学及中学以外的ppt和讲义)的展示，以及对家长和全校听众的所有展示，来树立诚信的榜样。

• One way in which an institution can make a student vulnerable to plagiarism is by poor deadline and calendar planning; we maintain and review an appropriate outline of deadlines for Senior School students, and it is published at the start of the academic year, and in the case of the DP, at the start of DP1 for the two-year programme.

• 学校让学生容易被抄袭的一个方法是糟糕的截止日期和日程表计划;我们为高中学生维持和审查一个适当的截止日期大纲，并在学年开始时公布，对于DP，在两年课程的DP1开始时公布。

• Academic Integrity features in the new staff induction programme during which anonymized scenarios of malpractice for all ages, stages and contexts are shared and discussed.

• 学术诚信也体现在新员工入职培训计划中，在该计划中，我们分享和讨论所有年龄、阶段和背景的匿名渎职场景。

Parents家长

• Parents, Legal Guardians and House Parents are made aware that opportunities are provided through subject teaching in Middle and Senior School for students to practice and learn, if necessary, through their mistakes, in ‘low stakes’ assignments that are not intended for external submission to examination boards. It is important that they are aware as parental alarm could inhibit learning.

• 家长、法定监护人和家长应意识到，在初中和高中的学科教学中，学生有机会在必要时通过错误和“低风险”作业练习和学习，这些作业将不会外部提交给考试委员会。重要的是，他们要意识到父母的警告可能会抑制学习。

• Both this policy, and the IBO ‘Academic Integrity Policy is made available to parents via the website.

• 这一政策和国际文凭组织的学术诚信政策都可以通过网站提供给家长。

• The Parent Agreement/Code of Conduct features a statement defining academic misconduct in parents.

• 家长协议/行为规范中有一份声明，定义了家长的学术不端行为。

Malpractice procedure不当行为的程序

It is envisaged that by educating students in the forms of malpractice and the need for particular integrity in the media age, our students will develop confidence in their methods of study and present assignments in a manner that is honest. In the event an assignment of any kind is found to contain information lifted from another source and not referenced, the following measures are taken:

我们设想，透过教育学生在传媒时代的不当行为和特别诚信的需要，我们的学生将会对他们的学习方法有信心，并以诚实的方式完成作业。如果发现任何类型的作业包含从其他来源引用而未被引用的信息，则采取以下措施:

1. Students in Grade 5五年级学生

   This procedure should be followed in the appropriate spirit; it is intended to be a learning progress for the child rather than a punishment.

   应本着适当的精神遵循这一程序;这对孩子来说是一种学习的进步，而不是一种惩罚。

    

   i. If a teacher suspects that a student copied the work, the teacher should talk with the student first to find out whether this is the case.

   i. 如果一个老师怀疑一个学生抄袭了作业，老师应该先和学生谈谈，看看是不是这样。

   ii. If the student confirms that he/she has copied work from another student, or students, from books, the Internet or other sources, the student is reminded of the definition of copying, and is coached in strategies to avoid any subsequent copying. The student’s class tutor should be present in a supporting role during the conversation.

   ii. 如果学生确认他/她抄袭了其他学生、或其他学生、书籍、互联网或其他来源的作品，那么他/她就会被提醒抄袭的定义，并被教导如何避免以后的任何抄袭。在对话过程中，学生的导师应该以辅助角色出现。

iii. If the student denies that he/she copies the work, his/her work is presented to him/her and discussed. This conversation should also emphasise positive aspects of the work too. The student is reminded of the definition of copying, is coached in strategies to avoid any subsequent copying. It might be deemed appropriate that the class tutor be present in a supporting role during the conversation; in any case, the class tutor should be kept informed. Where there is repetition within one school Term this might indicate that a student’s understanding remains imperfect and parents/house parents are informed.

如果学生否认他/她抄袭的作品，他/她的作品将被拿出来与他/她讨论。对话也应该强调工作的积极方面。学生被提醒抄袭的定义，被教导如何避免后续的抄袭。在对话过程中，班主任作为辅助角色出现是合适的;在任何情况下，应及时通知班主任。如果在一个学期内出现重复抄袭，这可能表明学生对抄袭的理解仍然不完善，家长/住校家长将被告知。

1. Students in Grades 6-8 (not submitting coursework for public examinations).

   六至八年级的学生（未向公开考试提交课程作业）

   This procedure should be followed in the appropriate spirit; it is intended to develop the child’s understanding for the future and establish their confidence and help them take the right approach next time. Any class teacher wishing to discuss their approach in advance is welcome to talk to the Head of Middle School for guidance.

   应本着适当的精神遵循这一程序;它的目的是培养孩子对未来的理解，建立他们的信心，并帮助他们下次采取正确的方法。任何班主任，如果想提前讨论他们的方法，欢迎与中学校长交谈，寻求指导。

1. Class teacher suspecting malpractice approaches the student individually to explore whether they received help from another source:

   班主任如果怀疑学生有不当行为，将会单独接近学生，弄清楚他们是否从其他来源获得帮助:

i. If the student confirms that they have received help, the student is reminded of the definition of malpractice, is coached in strategies to avoid any subsequent infringement, and is asked to repeat the assignment. It might be deemed appropriate that the student’s tutor be present in a supporting role during the conversation; in any case, the student’s tutor is informed.

i. 如果学生确认他们得到了帮助，他们会被提醒不当行为的定义，被指导如何避免任何后续的侵权行为，并被要求重新再做一次作业。可以认为，学生的导师在对话中扮演辅助角色是合适的; 在任何情况下，都要通知学生的导师。

ii. If the student denies having received any external help, mistakenly or otherwise, their work is presented to them and discussed. This conversation should also emphasize positive aspects of the work too. The student is reminded of the definition of malpractice, is coached in strategies to avoid any subsequent infringement, and is asked to repeat the piece of work, or a section of it, with the support of the teacher. It might be deemed appropriate that the tutor be present in a supporting role during the conversation; in any case, the tutor, and Head of School should be kept informed.

ii. 如果学生否认接受过任何外部帮助，不管是错误的还是其他的，他们的作业都会被拿出来与他们进行讨论。这种对话也应该强调工作的积极方面。老师会提醒学生不当行为的定义，指导学生如何避免后续的侵权行为，并要求学生在老师的支持下重复作业或其中的一部分。在对话过程中，导师作为辅助角色出现可能被认为是合适的; 在任何情况下，应通知导师及学校校长。

1. In both cases, any student who has received a first warning but repeats the malpractice should be raised with the Head of Middle School so that appropriate support can be given, including informing their parents.

   在这两种情况下，任何已经收到第一次警告的学生，如果再次犯错误，应该向中学校长提出，以便给予适当的支持，包括通知他们的父母。

2. In any formal test, such as a Bureau examination, any student who commits an act of malpractice will be disqualified from the test and the score should be recorded as invalid. Students have the right to appeal.

   在任何正式的考试中，如教育局考试，任何有舞弊行为的学生将被取消考试资格，其成绩将被视为无效。学生有权上诉。

 

B. Grades 9-12 九至十二年级

Students experience greater freedom in, and responsibility for, their work as they move through the school and are increasingly expected to cite formally and accurately the work of others. They are also asked to work collaboratively with the additional vigilance this requires. Effective citation and referencing are skills to be taught, learnt and practised and it is natural initially for some of this learning to take place through genuine mistakes having been made. As such, the following is staged from restorative to disciplinary procedures. While this is an academic matter, usual College standards of pastoral care should apply and due consideration given to emotional, wellbeing or organizational issues which might lead to malpractice.

学生们在学校里学习的时候，会有更大的自由和责任感，而且越来越多的人希望他们能够正式而准确地引用他人的作品。他们也被要求与这需要的额外的警惕合作。有效的引用和参考是需要教授、学习和实践的技能，最初，通过真正的错误来学习是很自然的。因此，以下是从恢复性程序到纪律程序的阶段。虽然这是一个学术问题，但通常学校的人文关怀标准应该适用，并适当考虑可能导致不当行为的情感、健康或组织问题。

1. Malpractice in citation in non-coursework assignments in genuine error – If malpractice (envisaged in this case as, plagiarism, or collaboration that has become collusion) is suspected in a piece of work the teacher will speak to the student(s) individually and separately to ascertain if malpractice has occurred. If the teacher is satisfied that a genuine error has occurred, the teacher will clarify and coach the student(s) in how to present work honestly. The teacher will inform the tutor of the incident and circumstances, copy to the relevant HoD and IB Coordinator as necessary. The student will rectify the error. No further action is required.

   在非课程作业中，因真正的错误而被引用的不当行为——如果在一篇作业中存在不当行为(在本案例中设想为，剽窃或协作已成为合谋)，教师将单独与学生交谈，以确定是否存在不当行为。如果老师确信确实发生了错误，老师将澄清并指导学生如何诚实地完成作业。教师将事件和情况通知导师，必要时抄送相关的部门领导和IB协调员。这个学生将会改正错误。任务结束。

2. First instance of malpractice in non-coursework assignment – if malpractice is suspected, the teacher should notify their tutor as soon as possible. The tutor will know if this is a first offence: if it is, the tutor and relevant HoD will speak to the student of the consequences of any further misconduct. The student will repeat the assignment, or resubmit having rectified the error, as deemed appropriate.

   第一次在非课程作业中有舞弊行为-如怀疑有舞弊行为，教师应尽快通知导师。导师将知道这是否是初犯: 如果是，导师和相关的部门领导将告诉学生任何进一步的不当行为的后果。学生将重复作业，或纠正错误后重新提交，视情况而定。

3. Repeat malpractice in non-coursework – in this case, where there is evidence of malpractice and a student has previously been warned about the consequences of malpractice, the tutor should be informed, and a meeting arranged with the Head of School.

   在非课程作业中重复出现抄袭行为——在这种情况下，如果有渎职行为的证据，且学生此前已被警告过抄袭行为的后果，应通知导师，并安排与学校校长会面。

4. Malpractice detected in coursework prior to submission to an examination board – if there is evidence of malpractice in coursework, the student will repeat and resubmit the work to their teacher, and this work will be completed under strict supervision. A student whom this applies has, by their actions, forfeited their entitlement to teacher feedback of a draft.

   在提交给考试委员会之前，在课程作业中发现舞弊——如果在课程作业中有舞弊的证据，学生将重复和重新提交作业给他们的老师，这些作业将在严格的监督下完成。一个被申请的学生，由于他们的行为，已经丧失了他们获得老师对草稿的反馈的权利。

5. Malpractice detected in coursework by examination board – coursework will be subject to the examination board’s procedures and sanctions. This could lead to a student failing a subject, or, in the case of the IBDP, failing the Diploma.

   考试委员会在课程作业中发现的舞弊行为——课程作业将受到考试委员会的程序和制裁。这可能会导致一个学生挂科，或者，在IBDP的情况下挂科。

6. Malpractice detected in an examination will be subject to the examination board’s procedures and sanctions.

   在检查中发现的不当行为将受到检查委员会的程序和制裁。

7. Other possible consequences – In addition to the above, any student in Grades 9-12 who has faced serious disciplinary action, should be aware that the School could in the future be obliged to report this information to any universities that may require it.

   其他可能的后果-除上述情况外，任何9-12年级的学生，如果遇到严重的纪律处分，应注意学校未来可能有义务向任何需要的大学报告这些信息。

8. This policy should be read in conjunction with the ‘Academic Integrity Appendix’ regarding assignments.

   本政策应与作业的“学术诚信附录”一起阅读。

This policy will be reviewed annually, in August, according to the school’s established policy review cycle. This will include comparison of official policy and linked resources and activities to ensure a balance in treatment with a focus on learning, and an awareness of the possibility of an information gap. If there is any concern that the policy is ineffective, policy strategy will be reviewed out with that cycle.

根据学校既定的政策审查周期，这一政策将在每年8月进行审查。这将包括官方政策和相互关联的资源和活动的比较，以确保治疗与注重学习之间的平衡，并认识到可能存在信息差距。如果有人担心政策是无效的，政策策略将在这个周期中被重新审视。

NB. An appendix will be added to this policy (in development August-December 2021) in which details departmental protocol for the production of all specific individual items of internally and externally assessed coursework (IBDP, IGCSE and A Level).

NB。该政策(在2021年8月至12月开始制定中)将增加一个附录，其中详细列出了所有内部和外部评估课程作业(IBDP、IGCSE和A Level)的具体项目的制作部门协议。

 

April 2020

Interim review for IB Authorisation: March 2021

 

Linked Policies:

Admissions

Assessment

Language

Inclusive

Gifted and Talented

AUP

Positive Behaviour policy

 

 

APPENDIX附录

1. WORKED EXAMPLES OF COLLUSION勾结的例子

Two students are completing their coursework assignments for Mathematics. They have worked alone on the research and have written their literature reviews separately. They decide to work on the analysis of results together. Because the formal structure required of this section means that their final work will look very similar, they feel it is fine to work together this way, and submit the assignments as their own individual work.

两个学生正在完成他们的数学作业。他们单独从事这项研究，并分别撰写了各自的文献综述。他们决定一起对结果进行分析。由于本部分要求的正式结构意味着他们的最终作业看起来非常相似，他们觉得这样一起工作很好，并将作业作为自己的个人作业提交。

This is collusion. The students have worked together on one part of the assignment and therefore submit work which cannot be considered their own work.

这是勾结。学生们共同完成了作业的一部分，因此提交的作业不能被认为是他们自己的作业。

 

Three students are working on an English Literature essay in which they have to present a summary of three major literary theories. As the research required is substantial, and they only have one week, they decide to share the load with each taking responsibility for one theory each. They work independently on their theory, then share their summaries before writing up their individual final essays for submission.

三个学生正在写一篇英国文学论文，他们要总结三个主要的文学理论。由于需要进行大量的研究，而且他们只有一周的时间，所以他们决定每人负责一个理论。他们独立研究自己的理论，然后分享他们的总结，然后再写出他们各自的最终论文提交。

This is collusion. Each student should use their own research in their own assignment.

这是勾结。每个学生都应该在自己的作业中使用自己的研究。

 

Four students have been put into a group together to develop a concept for a Children’s Holiday Camp. They use the internet to research existing camps, and they survey their peers to find out what people want in a camp experience. Once they have finalized the concept they must produce a collaborative information leaflet and make a group pitch/presentation in which everyone must speak. The instructions and success criteria say that (apart from the stipulation regarding the presentation) the group can divide the work however they wish. One student designs the ppt slides; one prepares the report on the survey; one writes the pitch and leads the rehearsal; and one takes charge of the technical side of the presentation.

四名学生被分成一组，共同开发一个儿童假日营的概念。他们利用互联网来研究现有的营地，并调查他们的同伴，以了解人们对营地体验的需求。一旦他们确定了这个概念，他们就必须制作一份合作信息传单，并进行集体宣传/演示，每个人都必须发言。成功的标准和指导说明(除了关于演示的规定)小组可以按照他们的意愿分配工作。一个学生设计ppt幻灯片;一个人准备调查报告;一个人写稿，带领所有人排练;一个负责演示的技术方面。

This is not collusion, it is collaboration: the success criteria of the task involves dividing the work in any way the group chooses, and it is accepted by all involved that the presentation and its background work is the outcome of collaboration.

这不是串通，而是协作:任务的成功标准包括以团队选择的任何方式来划分工作，所有参与者都承认，演示及其幕后工作是协作的结果。

 

 

MIDDLE SCHOOL FCG CITATION GUIDE

广州斐特思公学中学部引用指导

Citation Guide

引用指导

Middle School FCG

广州斐特思学校中学部

Fettes College Guangzhou seeks to promote an ethos of Academic Honesty and Integrity. We aim to develop students who are enquiring, ambitious, reflective, and self-regulated learners. Increasingly, as they move through the school, students are expected and encouraged to consult the work of others in formulating their own ideas and arguments, and to collaborate in their study. This carries obligations, and students are expected to make visible and explicit the impact of others’ ideas on their own.

广州斐特思学校致力于弘扬学术诚信的精神。我们的目标是培养具有探索精神、雄心勃勃、善于反思和自我调节的学生。随着学生们在学校的学习发展，学校越来越希望并鼓励他们参考他人的作品，以形成自己的观点和论点，并在学习中进行合作。这是一种义务，学生们被要求让别人的想法对他们自己产生可见和明确的影响。

Teachers are the main agents of academic integrity in the classroom and their role is as important as that of the programme coordinators. They must therefore have the same level of understanding of the expectations of the school’s academic integrity policy and IB expectations. Teachers should be aware that their conduct sets an important example to students. Actions which exhibit infringements to the Academic integrity policy, such as plagiarism, may lead students to believe that rules are irrelevant with severe consequences for their assessment. [③]

教师是课堂上学术诚信的主要推动者，他们的作用与项目协调员的作用一样重要。因此，他们必须对学校的学术诚信政策和IB期望有相同水平的理解。教师应该意识到他们的行为为学生树立了重要的榜样。违反学术诚信政策的行为，如剽窃，可能会导致学生认为这些规定无关紧要，并对他们的评估造成严重后果。

 

FCG Middle School follows the citation formats in MLA (Modern Language Association) Style. MLA style is widely used in the humanities, especially in writing on language and literature. Middle School students are expected to cite the work of others in MLA format. Any class teacher wishing to discuss their approach in advance is welcome to talk to the Head of Middle School for guidance.

广州斐特思学校中学部遵循MLA(现代语言协会)风格的引文格式。MLA文体广泛应用于人文学科，尤其是语言文学写作。中学生被要求以MLA格式引用他人的作品。任何班主任，如果想提前讨论他们的方法，欢迎与中学校长交谈，寻求指导。

 

This guide contains examples of common citation formats, based on the 8th edition (2016) of the MLA Handbook.. Here is a quick citation guide:

 The 8th edition of the MLA Handbook recommends using the following core elements in every citation. If elements are missing from the source, they should be omitted from the citation.(“MLA Quick Citation Guide”)[④]

Author.

Title of source.

Title of container,

Other contributers,

Version,

Number,

Publisher,

Publication date

Location.

 

Works Cited 参考资料

Citing Books书本引用:

Adams, Amanda. Citing Sources: How to Cite a Book. Academic Press, 2019.

戴炜栋、何兆熊. 新编简明英语语言学教程. 上海外语教育出版社, 2002.

 

Barnes, Barney. “A Chapter in an Edited Collection.” A Book of Examples, edited by John Smith, Academic Pess, 2019, pp.5

张萍萍. “课程内容分析及教学实践指导.” 新版课程标准解析与教学指导, 张秋玲、王彤艳编, 北京师范大学出版社, 2012

 

E-Reader book (such as Kindle) 电子书引用:

Tetlock, Phillip E., and Dan Gardner. Superforecasting: The Art and Science of Prediction. Kindle edition, Crown, 2015.

 

Citing Web Pages and Social Media 网页和社交网站引用:

Web Pages网页

Website with author:

Kraizer, Sherryll. Safe Child. Coalition for Children, 2008, www.safechild.org.

Cox, Christopher, and Brian D. Smith. “The Title of the Article.” Website name, 15 Sept. 2019, www.scribbr.com/page.

王小平、刘文亮. “古今往事再看三国风云.” 历史再观网，2017年11月18日, www.history.com/pagesanguo.

 

Web page with no author:

"Several Injured in Wrong-Way Crash on FDR: NYPD." NBCNewYork.com, 13 Nov. 2014, www.nbcnewyork.com/news/local/NYC-FDR-Drive-East-Side-Highway-Wrong-Way-Crash-Traffic-Jam-282538721.html.

Social Media社交网站

YouTube Video:

Penn State University. "This Is Penn State, This Is Your Career." YouTube, 15 Sep. 2012, https://www.youtube.com/watch?v=Twf6DBYoecY.

 

Facebook Post:

TIME. "Angela Merkel is TIME's 2015 Person of the Year." Facebook, 9 Dec. 2015, www.facebook.com/search/top/?q=angela%20merkel%20is%20time%27s%202015%20person%20of%20the%20year

 

Blog Post:

Whitehead, Tiffany. (librariantiff). "Interacting with Non-Fiction Text." Mighty Little Librarian, 27 Oct. 2015, http://www.mightylittlelibrarian.com/?p=1328.

Citing articles 文章引用:

Article in a daily newspaper:

Dougherty, Ryan. “Jury Convicts Man in Drunk Driving Death.” Centre Daily Times, 11 Jan. 2006, p. 1A.

 

Article in a scholarly journal:

Stock, Carol D. and Philip A. Fisher. “Language Delays Among Foster Children: Implications for Policy and Practice.” Child Welfare, vol. 40, no. 3, 2006, pp. 445-462.

 

Article in an online magazine:

Schumaker, Erin. "What's the Deal with 'Natural' Sunscreen?" Huffington Post, 5 July 2016, www.huffingtonpost.com/entry/does-natural-sunscreen-work_us_57767571e4b0a629c1a98df8.

Citing Dictionary 词典引用:

“Mandarin.” The Encyclopedia Americana. 1994 ed.

“Noon.” The Oxford English Dictionary. 2nd ed. 1989.

“一波三折.”新华词典. 2020版. 

 

 

Work Cited

 

Academic integrity. IB Education.October 2019. P.13

“MLA Quick Citation Guide”. PennState University Libraries, Feb 19, 2021, https://guides.libraries.psu.edu/mlacitation

“MLA Formatting And Style Guide”. Purdue University, Mar 9, 2021, https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/mla_general_format.html