Personality

Session 32 - Introduction into Personality

Run through the homework from last session concerning Intelligence - ensure that all students have completed the set work.

Inform the students that we will be moving onto Personality and that we will be undergoing a number of personality tests over the coming weeks. The first one is called the lemon juice experiment: 

http://www.bbc.co.uk/science/humanbody/mind/articles/personalityandindividuality/lemons.shtml 

The teacher will need to discuss the main ideas with the class such as introvert / extrovert and the reticular activating system (how it works).

Discuss the results and the reliability and validity of such test...

Move onto the Personality PP - run through the main ideas and concepts with the class, ensuring that all students record notes and complete the set questions / activities - must be completed by the next session.
  
 Session 33 - Personality Types, Traits & Theories

Begin session looking at the relevant homework - discuss main ideas.

Move onto the specific PowerPoint - run through each slide, take notes and discuss main concepts and ideas with the class.
 
Complete the relevant handout using the information from clips, slides and textbook.

All students are to read through pages 271 - 279 of the textbook and ensure that the relevant worksheet is completed.

Intelligence - Reliability and Validity

Session 30 - Intelligence, Validity & Reliability

Run through the set work from last session - all students must now know what to complete to ensure their workbook is up to date.

Move onto the 'Measuring Intelligence' PowerPoint - complete selected activities accompanying the presentation.

Students are to read through 258 - 261 and complete CYU 8.7 in their workbooks.


Session 31 - Intelligence => Strengths / Limitations

Open with a group task - designing an intelligence test that is as reliable and valid as possible. Refer to the relevant handout for more details...

Students are then move onto completing the Chapter 8 Summary – read and complete Section A (All of the Multiple Choice Q’s) and the following Section B / Short Answer Questions – 3, 6, 8, 9 & 10.

Classical Approaches to Describing Intelligence

Session 27 - Classical Approaches to Describing Intelligence

Open the session by revisiting the concepts discussed in last session - the effects of nature and nurture in response to intelligence.

Move onto the ongoing debate of men and women, who are the smartest:

http://www.dailymail.co.uk/news/article-405056/Men-intelligent-women-claims-new-study.html

http://www.psychologytoday.com/blog/the-scientific-fundamentalist/200901/why-men-are-more-intelligent-women

Discuss the articles with students – what are their thoughts…

Move onto group work (maybe pairs depending on numbers) involving students to answer and place their observations regarding the different approaches to describing intelligence – all of the observations are to be placed on the following etherpad for individual mind map exercise – most of the information used will come from the textbook pages 235 -242:

http://titanpad.com/fDWZdPsVvJ

Once all of the information is placed under each of the appropriate questions, your job is to create a mind map that includes the following:

• ·       Title: Classic Approaches In Describing Intelligence
• ·       An overview of each of the approaches to intelligence.
• ·       A small drawing / picture / scenario that captures the basic idea of the approach to intelligence. 
• ·       Some colour and pizzazz - as well as being informative and demonstrating your understanding you also need to make your mind map engaging to read / view.

This needs to be completed and shown to me by Friday 19th October

Session 28 - Classical Approaches to Describing Intelligence

Run through the content researched from last session - students are to begin to complete the following tasks:

1. The Classical Approaches to Describing Intelligence Mind Map using the information provided on the titanpad outlined above - details concerning the task are also stated above in Session 27.
2. Students need to read through pages 238 - 257 and complete the following Check Your Understandings => 8.3 to 8.6 in their workbooks. 

 While students are working - workbook checks will be undertaken.

All of the work outlined above needs to be completed by this coming Friday 19th October.


Session 29 - Work Outline => Behaviour & Influence and Intelligence

Located below is a checklist of the work requirements that need to be completed by next Wednesday. I've broken it down into two categories; Behaviour & Influence and Intelligence.

1.  BEHAVIOUR & INFLUENCE:
Other Activities:
- Zimbardo's Research Design
- Summer Heights High Power Q's
- Milgram's Research Design 
- Conformity Mix & Match Activity
- Pro & Anti Social Behaviour
- Aggression Table
- Good V Evil Q's 

Check Your Understanding: 

- 7.1, 7.2, 7.4, 7.6, 7.7, 7.8 & 7.9


2. INTELLIGENCE:
Other Activities:
- Nature V Nurture Data Analysis
- Approaches to Intelligence Mind Map

Check Your Understanding:

- 8.2, 8.3, 8.4, 8.5 & 8.6

ALL OF THIS WORK MUST BE COMPLETED BY NEXT WEDNESDAY - I'LL BE DOING WORKBOOK CHECKS ON WEDNESDAY AND FRIDAY.

Intelligence

Session 25 - Intelligence

Begin with an overview of what we will be covering over the next 3 weeks: -

-       Factors that influence Intelligence

-       Biological basis for Intelligence

-       Gender & Intelligence

-       Emotional Intelligence

-       Multiple Intelligence

-       Classical approaches in describing Intelligence

Move onto the Intelligence Ratings PowerPoint and explain the activity to the class – run through and discuss the observations gathered from the results.

Ask students to develop their own definition of intelligence – move onto developing a class definition…

Ask the students to place the following in their workbooks:

Intelligence

Intelligence involves the ability to learn from experience, acquire knowledge, to reason and solve problems, to deal with people and objects and to adapt effectively to the environment. Intelligence is also culture reliant.

Have a look at the top8 smartest people in the world:

http://palscience.com/science/the-worlds-top-8-smartest-people/

Watch the Chris Langan Youtube Clips and discuss the outcome as a class…

Place the following questions up on the board for students to take notes on:

1. ·      When analysing Chris’ childhood, how does society view his intelligence? Do you think this is common?
2. ·      What does Chris’ story reveal about the relationship between intelligence and the external environment?
3. ·      Should the Higher IQ or ‘smart people’ should be given more responsibility when tackling important world issues?

Discuss students’ observations and notes…

All students are to read through pages 231 & 232 and complete the Check Your Understanding 8.1 in their workbooks. – H/W if not finished…

 Session 26 - Intelligence => Nature V Nurture

Ask students to place the following in their workbooks:

Factors That Influence Intelligence

There are many factors that influence intelligence and performance on intelligence tests.

Interaction Of Genetic & Environmental Factors

It is not possible to separate the effects of hereditary and the environment on intelligence, psychologists believe that variations in intelligence can be attributed to both hereditary and the environmental factors. There is general agreement that inherited genes set the upper and lower limits of an individual’s intellectual capability.

There appears to be a very high positive correlation between how closely related people are, the more similar their IQ scores. 

The Flynn effect is a research finding that suggests that IQ scores have risen over time. This is thought to be because of environmental factors, including students staying in schools longer, improved educational methods, smaller families, increased exposure to technology and better nutrition and health care. 

All students are to read through 233 - 236 of the textbook and complete Check Your Understanding 8.2 in their workbook.

Students are then to complete Activity 7.1 from the Nelson Student Activity Handbook - must be completed before the next class which is on Monday.

Agression & Revision

Session 23 - Agression

Run through the ideas and concepts discussed last session - view, listen to or read the sources outlined in the relevant PowerPoint.

Watch the 'How Violent Are You?' - from beginning up until 19 minutes. Discuss the links / relationships to those findings from Bandura's study...

Question: Thinking about what you have explored over the last 2 weeks, do you believe that 'criminals are born bad'?

Read through 'Behaviour: Are Criminals Born, Not Made?'

Watch Zimbardo's lecture - 'The Lucifer Effect' and ask students to complete the 4C's (Connections, Challenges, Concepts & Changes) activity in their workbooks.

Run through observations on the W/B and discuss main ideas and concepts with the class...

Students are to place the following in their workbooks under the title Agression:
Aggression is defined as any behaviour that is intended to cause physical or psychological harm to a person, animal or object.  Aggression can be physical, verbal or a combination of both. It can be subtle or obvious.  Behaviour is considered aggressive when the intention is to harm, regardless of whether harm is done.

Read through pages 221 - 22 of the textbook and complete the following table in workbooks:

Concept & Definition  /  Links to Agression  /  Evidence

Place the observations on the W/B and discuss the main ideas with the class.

Students are to complete CYU 7.8 in their workbooks.

Session 24 - Agression (con't) & Ethics

Run through concepts discussed last session (notes from Zimbardo and Agression) and also 7.8 - ensure key ideas are discussed and understood.

Watch ' Are You Good or Evil?' - students are to complete the viewing sheet while watching the show.

Discuss the main ideas from the show and link back to previous content. 

Read through pages ... of the textbook and complete CYU 7.9 in workbook. 

Social Learning Theory

Session 22 - Social Learning Theory

Run through the CYU 7.6 & 7.7 with the class - ensure that all students understand the content.

Make reference to the bystander effect and ask the leading question from last session concerning whether this would happen in Melbourne / Fitzroy.

Move onto the concept of Social Learning Theory and explain the link to behaviour...

Run through the relevant PowerPoint with the class - students copy down the information and complete the activities.

Students are to complete their observations concerning the implications of Bandura's study for homework and be ready to present it next class.

Pro & Anti - social Behaviour

Session 20 - Pro - social Behaviour

Run through the main ideas and concepts from last session - including the CYU 7.4 from the textbook. Ensure all students have completed and up to date...

Move onto Pro-social Behaviour, students are to place the following in their workbooks:

Pro-Social Behaviour refers to any behaviour intended to help or benefit another person, group or society. It is intentional, i.e. the goal was to provide assistance. When the goal is not to help someone, regardless of whether somebody else benefits, it is not pro-social behaviour.  There are a number of factors that can influence pro-social behaviour. These include situational factors, social norms and personal factors.

Run through the ideas and concepts outlined above - discuss with the class. Discuss any examples that students have have experienced, witness or heard of...

Move onto the Pro–social Behaviour table – all students must complete using 213 – 216 of the textbook (definitions/examples). Will need to run through how to fill out the sheet with the class.

Allow time for students to complete – then go through definitions and examples.

Discuss the rest of the concepts and theories outlined in table with the class.

Move onto the questions:

• Are we born with a universal set of morals? Or are they learnt?
• Why do we behave they way we do in certain situations?
• Are these behaviours common across all organisms?

Discuss the questions above as a class - then move on to and introduce the TED talk:

http://www.ted.com/talks/lang/en/frans_de_waal_do_animals_have_morals.html

Discuss the main ideas from the clip - What can you take away from the experiments shown in the clip?

Session 21 - Anti-Social Behaviour


Run through the main ideas and concepts from last session - specifically the idas based around the TED talk (see above)...

Move onto the idea of Altruism – read section on page 216.

Question: If you could change the world (for the better) what would you do?

Look at the idea ‘Pay It Forward’

 http://en.wikipedia.org/wiki/Pay_it_forward

Watch ‘Pay it Forward’ clip and get student opinions – could this actually work???

Real life examples / movements:

http://www.dothedeed.org/

http://www.keloland.com/NewsDetail6162.cfm?Id=109374

http://www.dailymail.co.uk/health/article-1310356/Dont-worry-happy-Doing-good-deed-day-world-good.html

Move onto Anti-social Behaviour students are to copy the following down in their workbooks:

Anti-social behaviour is any behaviour that is disruptive or harmful to the wellbeing or property of others or to the functioning of a group or society.

Students are to then fill out the Anti-social behaviour section of the A3 paper - run through the definitions and the examples with the class.

Discuss the origins of the Bystander Effect - look at the Kitty Genovese murder:
http://www.wired.com/science/discoveries/news/2009/03/dayintech_0313

Watch the Bystander Effect clips - Would the general results from the clips be applicable to Melbourne or Fitzroy?

Students are to complete CYU 7.6 and 7.7 in their workbook.

Obedience & Conformity

Session 17 - Obedience

Run through the work from last session, including the homework...

Students are to place the following in their workbooks:

Obedience

Obedience occurs when we follow the commands of someone with authority, or the rules or laws of our society. There are a number of factors that can influence obedience to an authority figure.  These include social proximity, legitimacy of the authority figure and group pressure.

Move onto the Milgram Experiment - the overall question Milgram set out to investigate was how far people would go obeying an instruction if it involved hurting another person...

Watch the Milgram Obedience Study clip...

Discuss the implications of the study - what do the results actually mean???

Move onto the Milgram Experiment Role Play - see instruction sheet for details.

Once the role play has been completed students are to deconstruct the experiment using the research methods stated below - Title = The Milgram Experiment - An Obedience Study:

• Hypothesis
• IV & DV
• Method
• Participants
• Materials
• Procedure
• Results
• Conclusions
• Ethical Considerations
• Limitations

Run through the student's observations concerning the activity above - ensuring that all aspects are thoroughly covered.

Students are to place the following in their workbooks - Factors Affecting Obedience:

Social Proximity

Social Proximity refers to the physical closeness between 2 or more people.  It has been found that the closer the authority figure, the more likely that obedience will occur.

Legitimacy of Authority Figure

Legitimacy of Authority Figure refers to the perceived legitimacy of a person in authority. If a person/group’s authority is deemed legitimate, obedience is more likely to occur.

Group Pressure

Group Pressure refers to the perceived pressure due to the presence of other members of the group. An individual is more likely to be obedient when there is little or no group support for resisting the authority figure.

Homework - due Wednesday 22nd August:

Students are to read through pages 204 - 206 of the textbook and complete CYU 7.2 in workbook.

Session 18 - Conformity

Run through the work from last session, including the homework...

Here's a link to a really interesting article about Milgram's experiment - more detail and raises some insightful ideas / theories:
http://www.simplypsychology.org/Milgram%20-%20Obedience.pdf

Following on from this watch a clip from 'How Violent Are You?' (36:50 - 59:41) - introduce the series and discuss main ideas.

Students are to place the following in their workbooks:

Conformity

Conformity refers to the tendency to adjust one’s thoughts, feelings or behaviour in ways that are in agreement with those of others, or with accepted standards about how a person should behave in certain situations

Watch man in elevator clip...

Task: Come up with three past events / experiences / events where you had to conform - share with class.

Move onto Asch's Conformity Experiment - read through his studies on page 207 of the textbook. Watch the relevant clip and discuss...

Move onto the Mix & Match Activity – will involve students reading 208, 209 & 210 and completing the Factors Affecting Conformity Act 6.2 from Student Activity Manual – discuss results.

Session 19 - Group Influence = Changing Behaviour

Run through the main ideas from last session - specific focus on Social Loafing..

Read through article:
http://www.spring.org.uk/2009/05/social-loafing-when-groups-are-bad-for-productivity.php

Move onto watching the London Riot mugging video and ask: 

                          How do incidents like this happen?

List ideas up on the W/B and then lead onto the content below.

Students to place the following in their workbooks under the heading Group Influence to Change Behaviour:

The Peer Group

The peer group is a group usually made of people who have similar interests, do the same sorts of things and associate or interact with one another on relatively equal terms.

 E.g._______________________

Peer Pressure

Peer pressure refers to the social influence of peers on each other, whether it is real or imagined.  It can affect how the individual thinks, feels and behaves. 

Risk-taking Behavior

Risk-taking behaviour is behaviour that has potential negative consequences, whether they are physical or psychological.  The outcome of risk-taking behaviour is not always negative however.

Identify, as a classroom some real life examples of risk –taking behaviour – place up on W/B. Maybe even rank these examples from most to least risky…

Move onto the concept of young people / risk-taking and driving – read through the stats and ideas on this website:

http://www.tacsafety.com.au/jsp/content/NavigationController.do?areaID=13&tierID=2&navID=5CF5918F7F000001008BD6860747371E&navLink=null&pageID=345

Watch the Australian Story, 'Dumb and Dumber' - students need to highlight the reasons why these two boys did what they did...

Students are then to read through pages 210 & 211 and complete ‘Check Your Understanding 7.4’ in their workbooks - must be completed by next Wednesday.

Social Influences on Individual Behaviour

Session 15 - Status & Power

Begin with looking at and scoring the Likert Scales from last session - make sure that scoring details are up on the whiteboard for students to use. Gather the scores from all students relating to all of the Likert Scales in the activity - place up on W/B and get the class attitude average for each scale / issue / attitude.

Run through Chapter 6 Multiple Choice and Short Answer Questions with the students - ensure that all students have completed the set work.

Move onto next unit of study - Social Influences on Individual Behaviour

Place the following title and content up on the W/B for students to get down in their workbooks:

Social Influences on the Individual

Social influence refers to the effects of the presence or actions of others, either real or imagined, on how people think, feel and behave.  Social influence can be constructive, destructive or neutral.

Status and Power Within Groups

Within in a group, each member can have an identifiable status. Status refers to the importance or ‘standing’ of individuals within a group, as perceived by members of the group.

A person’s status in a group determines how much power they have within the group. Power is an individual’s (or group’s) ability to control or influence the thoughts, feelings or behaviour of another person (or group).

Move onto reading through pages 201 - 202 of the textbook concerning Zimbardo's Prison Experiment.

Watch documentary and students to complete the following in their workbooks:

• Hypothesis
• IV & DV
• Method
• Participants
• Materials
• Procedure
• Results
• Conclusions
• Ethical Considerations
• Limitations

Run through the observations concerning the above with the class - ensure that all aspects of the experiment are covered and explained.

Session 16 - Status & Power (cont.)

Finish the Stanford Prison clip and run through the observations concerning the above with the class - ensure that all aspects of the experiment are covered and explained.

Move onto Social Power students are to read through page 202 & 203 of the textbook and place the following in their workbooks:

Social Power refers to a person's capacity to exert influence over others. According to psychologists Raven and French (1958), there are 5 distinct types of social power that have been identified. They suggested that depending on the situation and the group, the nature of the influence a person has differs.

Students are to copy down Table 7.1 in their workbook - include title, description, one example from the text and another personal example.

Move onto 'The Summer Heights High' clip - students to answer questions from the viewing sheet.

Students are to complete CYU 7.1 in their workbooks.

Measurements of Attitudes

Session 14 - Measurements of Attitudes

Ask the question to the class – ‘How do we measure peoples attitudes?’ – Place ideas up on the W/B.

Open with the ‘Measurements of Attitudes’ PowerPoint and ensure that all students have a copy of the W/S to fill out while viewing the PowerPoint.

Run through the number of ways presented and the slides with the class – ensuring that all students are completing the appropriate H/O.

After completing the PowerPoint, move onto students creating their own Likert scale (firstly read through pg 192 and look at the scale on pg 193 from text) – then Activity 5.12 from the Nelson Student Book.

Hand out A3 'Create Your Own Likert scale' sheet and run through with the class - work in table groups. Move onto the activity of each group creating their own active likert scale on a particular topic/issue - place possible issues up on the whiteboard.

Allow time for groups to develop 10 statements (5 positive and 5 negative) and place on butcher's paper. Once all of the scales are completed, hand out the likert recording sheets and each student must fill out their responses on the record sheet.

Homework - DUE WEDNESDAY 15TH AUGUST:
Read through pages 191-192 and complete Check Your Understanding 6.5 in workbook.

Read through Chapter Summary page 196 and complete all of Section A - Multiple Choice Questions and Section B - Short Answer Questions ONLY QUESTIONS 1,2,3,4,5 & 10. Your written responses must include specific psychological terminology, language and definitions.

'The Ism's' & SAC Completion

Session 10 - Sexism, Racism & Ageism


Students need to place the following in their workbooks underneath the heading Sexism, Racism & Ageism:

Sexism, racism and ageism are all forms of prejudice. These concepts are attitudes in which an individual or group has that is a mixture of negative thoughts, feelings of fear, envy or hostility that eventually results in discrimination based on gender, race or age.

Sexism & Advertising


Watch the following clip, read the media response and answer the following questions in your workbooks.


http://www.youtube.com/watch?v=i9cV6uAhFEA


http://www.smh.com.au/opinion/society-and-culture/sexism-dovetails-with-hypocrisy-20120620-20ocf.html

1. What were your initial thoughts about the advertising campaign? Do you find it offensive? Why or why not.
2. What does both the advert and the written response reveal about the world of advertising?
3. Do you think that this form of advertising is a true reflection of how many people feel about our society? Explain your answer.

Here's some other related articles that might be of interest:

http://www.abc.net.au/unleashed/39108.html

http://www.680news.com/sports/article/387299--british-cyclist-speaks-out-on-sexism-after-winning-silver-at-olympics

http://www.news.com.au/business/worklife/sexist-jokes-slang-hold-women-back-at-work/story-e6frfm9r-1226434736787

Racism in Australia


http://www.youtube.com/watch?v=yBVcqLyU_2c&feature=related

1. What is the main perception of Australia presented in this story? Do you agree the image being portrayed?
2. What does the term 'monoculturalism' refer to and how does it this term (or does this term) relate to the Australian society? 

http://www.youtube.com/watch?v=wG3pwYWSP34

1. What are your thoughts on the clip above? How do stories like this influence prejudice attitudes?
2. What role does the media have in addressing issues such as race and multiculturalism?

Age & Discrimination

http://www.youtube.com/watch?v=uYzLsNiAt00&feature=related

1. Although this clip is shot in England, do you think it resonates with some of the attitudes within the Australian society? Explain your answer - use your own personal experiences to support your opinion.

This next podcast relates to the story concerning an Australian politician, Sophie Mirabella who described Generation Y as the 'Meh Generation'. Basically she believes that due to all of the technological advances and parents pandering to their child's needs, Gen Y have become apathetic and self absorbed.

Click on the link below, read the introduction and then click on download mp3: MB to download the radio story. Answer the following questions once you have listened to the relevant audio byte.

http://www.abc.net.au/triplej/hack/stories/s3524496.htm

1. Is there any truth to Mirabella's opinion on this issue? Why or why not.
2. Does this type of story / opinion promote ageism in our society? Explain your answer.

You need to view (or listen) all of the clips presented above and answer the outlined questions in detail in your workbook. 

This work is due to be finished by Friday 3rd August - this is the day I will be checking workbooks.

The Bases of Prejudice, Reducing Prejudice, Discrimination & The 'Ism's'

Session 7 - The Bases of Prejudice & Reducing Prejudice


Run through the activities and observations from last session - 'D,D&R' and definitions of the Bases of Prejudice.

Watch the Australian Protectionist Party section of 'D,D&R' (20:20) - this time students are to highlight an example from the section whereby one / all of the bases of prejudice are evident. Run through thoughts and discuss...


Move onto Reducing Prejudice.


Students are to read through pages 180 -182 of the textbook and provide their own definitions and examples for the following terms:

• Inter-group Contact
• Sustained Contact
• Superordinate Goals
• Mutual Interdependence
• Equality

Run through definitions and examples...

Introduce the film / idea '12 Angry Men' and discuss the main ideas within the film (specifically Superordinate Goals, Mutual Interdependence & Equality:

http://en.wikipedia.org/wiki/Twelve_Angry_Men

The film is just outstanding - I have a copy for those interested...

Move onto completing 'Check Your Understanding 6.2' the activity from the Student Activity Handbook.

Session 8 - Cognitive Interventions & Discrimination

Students are to place the following in their workbooks under the heading Cognitive Interventions:


Some individuals may use cognitive interventions to guard against prejudice views and attitudes. Cognitive interventions are learned skills and behaviours that are intended to combat prejudice. Thoughts (cognition) about what skills can be adopted to minimise prejudice are kept in an individual's conscious with the intention of these skills becoming apart of everyday behaviour (interventions).


Read through pages 182 -184 of the textbook and discuss the main ideas.


Move onto Discrimination - students are to place the following in their workbooks:

An individual’s or groups prejudices (attitudes) may lead to discrimination (behaviour) or the unequal treatment of people who should have the same rights as others. Discrimination frequently prevents people from doing things they should have the opportunity to do, such as getting a job, attending a particular school or playing a type of sport.

Introduce 'A Class Divided - Blue Eyes / Brown Eyes Experiment' - students must fill out relevant handout while watching the documentary.


Here's an interesting internet site that looks at the idea of Implicit Association - take one of the test...


https://implicit.harvard.edu/implicit/australia/takeatest.html

Session 9 - Prejudice - Nature V Nurture


Open with discussion concerning last session - 'A Class Divided - Blue Eyes / Brown Eyes Experiment' and the Implicit Association Test...


Move onto the nature v nurture debate surrounding prejudice:
http://www.sciencedaily.com/releases/2005/05/050525105357.htm

Watch the first 15 or so minutes of the Insight program - 'I'm not a racist but...' discuss the main ideas.


As a follow up to Blue / Brown Eyes - watch 'The Anatomy of Prejudice' - students are to fill out viewing sheet while watching. Discuss the main ideas and concepts.

*** IMPORTANT INFORMATION ****

SAC NOTIFICATION

UNIT 2 - OUTCOME 1:  On completion of this unit students should be able to explain how attitudes are formed and changed and discuss the factors that effect the behaviour of individuals and groups.


TASK:  Media Response

DURATION OF TASK:   Friday 3rd August (Viewing Film / Taking Notes) to Wednesday (Applying Knowledge Questions) - 70 minutes (5 minutes reading time)


Please note: Attendance at examinations and/or submission of SAC work on due dates is compulsory. If you are unable to attend or submit your work on this date you MUST bring documentary evidence of illness (medical certificates in year twelve) or an ‘N’ grade will be given.