Knowledge and Inquiry

Singapore-Cambridge General Certificate of Education

Advanced Level Higher 2 (2018)
(Syllabus 9759)

(For school candidates only)

CONTENTS
Page
1 INTRODUCTION 2
2 ASSESSMENT OBJECTIVES 2
3 SCHEME OF ASSESSMENT 3
4 DESCRIPTION OF COMPONENTS 4
5 NOTES FOR GUIDANCE ON THE INDEPENDENT STUDY 6
6 ASSESSMENT 8
APPENDICES 15
A INDEPENDENT STUDY – PROPOSAL FORM 16
B INDEPENDENT STUDY – DECLARATION AND SUBMISSION FORM 18
C INDEPENDENT STUDY – RECORD OF ADDITIONAL GUIDANCE 19

Singapore Examinations and Assessment Board

 MOE & UCLES 2016

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 9759 KNOWLEDGE AND INQUIRY GCE ADVANCED LEVEL H2 SYLLABUS (2018)

1 INTRODUCTION
1.1 The syllabus and examination are intended for school candidates who follow the Knowledge and Inquiry
(KI) course of study at H2 level.

2 ASSESSMENT OBJECTIVES
AO1 Understanding the Nature and Construction of Knowledge

Candidates will be expected to demonstrate an understanding of the nature and construction of knowledge.
They will be expected to show that they have read widely and have understood and can apply the concepts
involved. Candidates will be expected to demonstrate skill in selecting relevant material with which to tackle
the assessment tasks.

AO2 Critical Thinking

Candidates will be expected to demonstrate skills of critical thinking. They will be expected to analyse
different kinds of arguments and information, identify and evaluate assumptions and points of view, verify
claims and provide reasoned and supported arguments of their own.

AO3 Communication

Candidates will be expected to communicate their ideas and arguments clearly and coherently in good
English. They will be expected to structure their arguments, and select an appropriate style of presentation.
They will be expected to communicate responses which are fully relevant to the questions asked and
demonstrate clear ability to engage with different aspects of these questions.

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3 SCHEME OF ASSESSMENT
3.1 Candidates are tested on 3 papers. Papers 1 and 2 are written examinations taken during the end of
year examinations. Paper 3 takes the form of an Independent Study on a topic of the candidate’s
choice. All the papers are compulsory for students taking the subject.

3.2 Table of Specifications

Paper Description Mark Range Weighting Duration

1 Paper consists of 6 Candidates answer Total 60m 30% 3 hours

Essay questions in total: 2 questions: 1 from
each section

Section A covers the Candidates choose Section A: 30m

general theoretical 1 out of 2 questions
aspects of the areas of [Suggested range of AO1: 15m
exploration 1000–1200 word AO2: 10m
answer] AO3: 5m

Section B covers Candidates choose Section B: 30m

specific applications of 1 out of 4 questions
the areas of exploration [Suggested range of AO1: 15m
1000–1200 word AO2: 10m
answer] AO3: 5m

2 Paper consists of 2 Total 60m 30% 2 hours

Critical sections in total:
Thinking
Section A comprises an 1 compulsory Section A: 30m
unseen passage on a question
theme relating to the [Suggested range of AO1: 10m
nature and construction 400–600 word AO2: 15m
of knowledge followed answer] AO3: 5m
by 1 question

Section B comprises 3 Candidates choose Section B:

questions from different 2 questions 30m: 15m × 2
areas of knowledge, with [Suggested range of
each question requiring 150–250 word AO2: 10m × 2
candidates to evaluate answers] AO3: 5m × 2
the argument presented

3 An independent study or Candidates choose Total 80m 40% 6 months

Independent investigation a topic related to the
Study nature and AO1: 30m
construction of AO2: 30m
knowledge AO3: 20m
(2500–3000 words)

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4 DESCRIPTION OF COMPONENTS
4.1 Paper 1: Essay

4.1.1 This paper gives candidates the opportunity to demonstrate their understanding of and ability to
apply the concepts they have learned in their study of the nature and construction of knowledge.
It is divided into 2 sections: A and B.

4.1.2 Section A covers the theoretical aspects of areas of exploration identified in the syllabus and the
questions set will require candidates to draw on knowledge they have gained during their study
of the following key questions:
• Why ask questions?
• What is knowledge?
• How is knowledge constructed?
• What makes knowledge valid?
• How is knowledge affected by society?
• How should knowledge be used?

Questions may not be set on these questions discretely, but may require students to draw on
material from across the different questions.

4.1.3 Section B covers the application of areas of exploration identified in the syllabus and questions
set will draw on applications of the key questions.

4.1.4 The questions will require candidates to:

• demonstrate an understanding of the nature of knowledge and how knowledge is
constructed in the various fields
• apply their broader understanding of the nature and construction of knowledge to address
specific contexts as required by the questions
• select appropriate material from the content of the syllabus and apply it effectively to
address the questions
• refer to readings they have undertaken and use them to support the argument presented
• use language appropriately and effectively to communicate a clear and well structured
argument.

4.2 Paper 2: Critical Thinking

4.2.1 This paper gives candidates the opportunity to demonstrate critical thinking skills by applying
their knowledge and understanding of what they have studied to unseen stimulus material. The
paper is divided into 2 sections: A and B.

4.2.2 Section A consists of 1 passage on an area related to the nature and construction of
knowledge. The passage is followed by one compulsory question that will require candidates to:
• demonstrate an understanding of the nature and construction of knowledge in their critical
analysis of the arguments, information and views presented in the text
• apply their broader understanding of the nature and construction of knowledge to address
specific contexts as required by the question
• use language appropriately and effectively to communicate a clear and well structured
argument.

4.2.3 Section B will present candidates with a variety of texts that will require them to:
• critically analyse different kinds of arguments and information presented in the material
• identify and evaluate assumptions and points of view, and verify claims
• provide reasoned and supported arguments.

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4.3 Paper 3: Independent Study

4.3.1 This paper gives candidates the opportunity to select a topic of their choice, related to an area
of the nature and construction of knowledge outlined in the syllabus that they have studied, and
carry out independent research on that topic.

4.3.2 This paper will require candidates to:

• demonstrate their understanding of the nature and construction of knowledge as it relates
to their chosen area of study
• apply their understanding of the nature and construction of knowledge in addressing the
specific context of their chosen area of study
• select appropriate material from the content of the syllabus in addressing their chosen area
of study
• show that they have engaged in relevant reading during the course of their research by
presenting a literature review and applying what they have read to support the arguments
they present
• use language appropriately and effectively to communicate a clear and well structured
argument.

4.3.3 The selected topic must be focused and suitable for an in-depth study of 6 months’ duration and
candidates’ proposals must be submitted to the Principal Examiner for approval before the
study is embarked on.

4.3.4 The selected topic must be anchored in the syllabus and must allow candidates to demonstrate
their understanding and application of the nature and construction of knowledge.

4.3.5 Headings, footnotes, charts, tables and appendices will not count towards the 2500 to 3000
word limit.

4.3.6 The Independent Study must be typewritten on A4 size paper; with double-spacing and in Arial
font, size 12.

4.3.7 A complete bibliography of all resources used/referred to must be attached to the work.

4.4 The Approval Process for the Independent Study

4.4.1 Candidates must submit the soft copy of their Independent Study Proposal Form (Appendix
A) to SEAB by a specified date in Term 1 of the second year of study. Deadlines for
submissions will be specified by SEAB in a circular to schools.

4.4.2 The Proposal must include the following details:

• the research question/topic or area of study
• rationale for the choice of area of study
• the title of the Independent Study
• a synopsis which states clearly the objective(s) and scope of the research area, as well as
an indication of any potential problems or limitations
• a literature review giving an overview of the current state of research and knowledge in this
area of study
• if applicable, a description of the qualitative and/or quantitative methodology to be used in
gathering data
• the proposal should not exceed 500 words.

4.4.3 The hard copy of the proposal must be dated and signed by both the candidate and the teacher.
The hard copy should be retained by the school and submitted with the completed Independent
Study by the date specified by SEAB (see para. 4.4.1 above).

4.4.4 Proposal submissions will be sent electronically to CIE for approval by the Principal Examiner.

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4.4.5 If a proposal is acceptable as it stands, the Principal Examiner may approve it without further
feedback.

4.4.6 If the Principal Examiner rejects a proposal, or indicates that a proposal needs to be revised
before it can be approved, s/he will send feedback accordingly. This feedback must be retained
by the school and submitted to SEAB with the completed Independent Study, along with the
hard copy of the original proposal submission (see para. 4.4.3 above).

4.4.7 If a candidate has been advised by the Principal Examiner that s/he must make a resubmission
of the amended proposal for approval, or submit a 2nd proposal, the candidate must do so by
the date specified by SEAB, the hard copy of which must be submitted with the completed
Independent Study.

5 NOTES FOR GUIDANCE ON THE INDEPENDENT STUDY

5.1 The Independent Study submitted for assessment must be candidates’ own work and should represent
their ability to work independently. Nevertheless, all candidates will need support from their Centres in
the form of monitoring the work in progress and giving some degree of guidance. The extent of teacher
guidance is outlined in paragraphs 5.2 to 5.5 below.

5.2 At the Proposal Stage

5.2.1 Before candidates embark on the writing of their paper, at the Proposal Stage of the
Independent Study, teachers are expected to:
• guide candidates in the selection of an appropriate research topic
• guide candidates in the formulation of their research proposal and in interpretation of
examiners’ comments on their proposal
• advise candidates on work schedule
• advise candidates on research ethics
• advise candidates on research skills and techniques
• advise candidates on the suitability of resources/references selected
• explain to candidates what they will be assessed on and how their performance will be
assessed
• draw candidates’ attention to the importance of the declaration they will be required to
make in the Independent Study Declaration and Submission Form (Appendix B).

5.2.2 During the formulation of proposals, teachers may guide candidates as required. This guidance
includes discussion with the candidate of any feedback given by the Principal Examiner on the
proposal, as well as proposal revision, or the formulation of a second proposal, should this
prove necessary.

5.3 During Writing

5.3.1 The teacher will schedule a conference with the candidate, at the latest by the 4th month of
writing.

5.3.2 The length of time required for the conference will depend on each candidate’s needs.
However, the conference should take place over one sitting. This means that Centres should
schedule each conference in such a way that it takes place over a single session within one
day.

5.3.3 Teachers may accept a draft of a candidate’s work in advance of the conference, for discussion
during the session, but teachers should not give any written feedback on the work submitted.

5.3.4 Teachers should encourage candidates to take notes during the conference, so that they can
refer to these notes subsequently, when working independently.

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5.3.5 At the request of a candidate, the teacher may schedule a 2nd conference. In the event of a 2nd
conference being scheduled, the teacher will be required to complete the Record of Additional
Guidance (Appendix C), giving details of key points of guidance given during the 2nd
conference. The completed form must carry the teacher’s signature and date.

5.3.6 The candidate should be given the opportunity to see what has been noted down on the form
and should sign his/her acknowledgement of the additional guidance given.

5.3.7 The completed Record of Additional Guidance must be submitted with the candidate’s
Independent Study.

5.3.8 It should be noted that the nature and extent of additional guidance given may be taken into
consideration during the marking of the candidate’s work.

5.3.9 Should the teacher feel that a candidate would benefit from a 2nd conference, s/he may
suggest it to the candidate, but it should be the candidate’s decision whether or not to take up
the suggestion.

5.4 Acknowledgement of External Sources of Information

5.4.1 Candidates are permitted to seek advice or information from people outside of the school
environment who have expertise that is relevant to their research. However, as part of their
guidance on the ethics of carrying out independent research, teachers should advise candidates
that it is not acceptable for them to either seek or accept help from any outside agency,
including family and friends, in the actual writing of their Independent Study.

5.4.2 Candidates must acknowledge advice or information provided by people other than their
Knowledge and Inquiry teachers. They may do this through the use of footnotes, or endnotes, or
in their bibliography.

5.5 On Submission and on Suspicion of Plagiarism

5.5.1 When candidates submit their Independent Study for assessment, teachers are expected to
ensure that candidates have completed the Independent Study Declaration and Submission
Form and attached it to the front of the work.

5.5.2 Teachers should also submit the hard copy of the proposal(s), along with any feedback given by
the Principal Examiner, as well as the Record of Additional Guidance, if any has been given.

5.5.3 While teachers do not need to assess the work that is submitted, or check that requirements for
the Independent Study have been fulfilled, nevertheless, they will need to read the work in order
to satisfy themselves that it is authentic.

5.5.4 If the teacher is satisfied that, to the best of her/his knowledge of the candidate and the
progress of the Independent Study, the work is authentic, s/he should sign and date the
declaration on authenticity on the Declaration and Submission Form. It is understood that this
declaration is made in good faith by the teacher and that ultimately, the authenticity of the work
is the candidate’s responsibility.

5.5.5 If the teacher has cause for suspicion of plagiarism in the work submitted s/he should circle
‘reason’ [to believe that the candidate has plagiarised work in this Research Paper] and give
details in an Irregularity Report (to be issued by SEAB) which should be submitted to SEAB,
along with the work in question, including the candidate’s approved proposal.

5.5.6 All documentation regarding cases of suspected plagiarism, proven or otherwise must be
submitted to SEAB. The examining authority will take disciplinary action against any candidate
found to have committed or aided the offence of plagiarism.

5.5.7 If there are no Irregular Cases, a ‘nil return’ must be submitted by the school.

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6 ASSESSMENT
6.1 KI is assessed using band descriptors for the relevant Assessment Objectives for each paper.

6.2 The assessment of KI essay questions involves qualitative judgements rather than quantitative
evaluation. Judgements on the appropriate band of each essay assessed will be based on the principle
of ‘best fit’ determined by the descriptions within each band for each Assessment Objective.

6.3 In Paper 1, the essay in Section A carries a total of 30 marks, with the following weighting between
Assessment Objectives:

Marks Assessment Objective

15 AO1 Understanding the Nature and Construction of Knowledge

10 AO2 Critical Thinking

5 AO3 Communication

The essay in Section B also carries 30 marks, with the same weighting as for Section A.

AO1 Understanding the Nature and Construction of Knowledge (15 marks)

Grade/Mark Descriptors
Range

The candidate produces a response which demonstrates:

13–15 Comprehensive and insightful understanding of the nature and construction of

knowledge, with a thorough exploration of the issues raised in the question and
their implications, and with sufficient examples which are consistently relevant,
effective and accurate.

10–12 Wide-ranging understanding of the nature and construction of knowledge, with an

exploration of most of the issues raised in the question and their implications, and
with sufficient examples which are generally relevant, effective and accurate.

7–9 Generally sound understanding of the nature and construction of knowledge, with
an exploration of some of the issues raised in the question and their implications,
and with a limited number of examples which are generally relevant, effective and
accurate.

4–6 Basic understanding of the nature and construction of knowledge, with a limited
exploration of some of the issues raised in the question, and any examples given
are limited in relevance, effectiveness and accuracy.

1–3 A limited understanding of the nature and construction of knowledge without

exploration of the issues raised in the question, and without examples.

0 No evidence of understanding.

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AO2 Critical Thinking (10 marks)

Grade/Mark Descriptors
Range

The candidate presents an argument which is:

9–10 Consistently clear, logical and relevant, with thorough and insightful evaluation of
reasoning, leading to an appropriate and well-justified conclusion.

7–8 Consistently clear, logical and relevant, with a thorough evaluation of reasoning,
leading to an appropriate conclusion, with some justification.

5–6 Generally clear, logical and relevant, with an evaluation of some of the reasoning,
leading to an appropriate conclusion.

3–4 Basically clear, logical and relevant.

1–2 Limited in clarity, logic and relevance.

0 No evidence of critical thinking.

AO3 Communication (5 marks)

Grade/Mark Descriptors
Range

The candidate presents a response which is:

5 Cogent, using language which is consistently clear, effective, accurate and

appropriate.

4 Coherent, using language which is consistently clear, effective, accurate and

appropriate.

3 Structured, using language which is generally clear, accurate and appropriate.

2 Basic in structure, using language which is generally clear, but limited in accuracy
and appropriateness.

1 Limited in structure and relevance, using language which is unclear.

0 No evidence of effective communication.

6.4 In Paper 2, the question in Section A carries a total of 30 marks, with the following weighting between
Assessment Objectives:

Marks Assessment Objective

10 AO1 Understanding the Nature and Construction of Knowledge

15 AO2 Critical Thinking

5 AO3 Communication

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The questions in Section B carry 15 marks each, with the following weighting:

Marks Assessment Objective

10 AO2 Critical Thinking

5 AO3 Communication

SECTION A 30 MARKS

AO1 Understanding the Nature and Construction of Knowledge (10 marks)

Grade/Mark Descriptors
Range

In responding to the passage, the candidate demonstrates:

9–10 Comprehensive and insightful understanding of the nature and construction of

knowledge, with a thorough exploration of the issues raised in the question and
their implications and with sufficient examples which are consistently relevant,
effective and accurate.

7–8 Wide-ranging understanding of the nature and construction of knowledge, with a

thorough exploration of most of the issues raised in the question and their
implications, and with sufficient examples which are generally relevant, effective
and accurate.

5–6 Generally sound understanding of the nature and construction of knowledge, with
an exploration of some of the issues raised in the question and their implications,
and with a limited number of examples which are generally relevant, effective and
accurate.

3–4 Basic understanding of the nature and construction of knowledge, with a limited
exploration of some of the issues raised in the question, and any examples given
are limited in relevance, effectiveness and accuracy.

1–2 A limited understanding of the nature and construction of knowledge without

exploration of the issues raised in the question, and without examples.

0 No evidence of understanding.

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AO2 Critical Thinking (15 marks)

Grade/Mark Descriptors
Range

The candidate presents an argument which is:

13–15 Consistently clear, logical, and relevant with thorough and insightful evaluation of
reasoning, leading to an appropriate and well-justified conclusion.

10–12 Consistently clear, logical and relevant, with a thorough evaluation of reasoning,
leading to an appropriate conclusion, with some justification.

7–9 Generally clear, logical and relevant, with an evaluation of some of the reasoning,
leading to an appropriate conclusion.

4–6 Basically clear, logical and relevant.

1–3 Limited in clarity, logic and relevance.

0 No evidence of critical thinking.

AO3 Communication (5 marks)

Grade/Mark Descriptors
Range

The candidate presents a response which is:

5 Cogent, using language which is consistently clear, effective, accurate and

appropriate.

4 Coherent, using language which is consistently clear, effective, accurate and

appropriate.

3 Structured, using language which is generally clear, accurate and appropriate.

2 Basic in structure, using language which is generally clear, but limited in accuracy
and appropriateness.

1 Limited in structure, using language which is unclear.

0 No evidence of effective communication.

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SECTION B 30 MARKS (2 X 15 MARKS)

AO2 Critical Thinking (10 marks)

Grade/Mark Descriptors
Range

In analysing the argument(s), the candidate demonstrates:

9–10 Critical engagement consistently, with thorough and insightful assessment of the
argument, and with a full and perceptive evaluation.

7–8 Critical engagement consistently, with thorough assessment of the argument, and
a full evaluation.

5–6 Critical engagement generally, with general assessment of the argument, and an
evaluation of the main points of the argument.

3–4 Critical engagement at times, with a basic assessment of the argument, and a
tentative evaluation limited to only part of the argument.

1–2 Limited critical engagement, with a superficial assessment of the argument, and
no evaluation.

0 No evidence of critical thinking.

AO3 Communication (5 marks)

Grade/Mark Descriptors
Range

The candidate produces an answer which is:

5 Cogent, using language which is consistently clear, effective, accurate and

appropriate.

4 Coherent, using language which is consistently clear, effective, accurate and

appropriate.

3 Structured, using language which is generally clear, accurate and appropriate.

2 Basic in structure, using language which is generally clear, but limited in accuracy
and appropriateness.

1 Limited in structure, using language which is unclear.

0 No evidence of effective communication.

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6.5 In Paper 3, the Independent Study carries a total of 80 marks, with the following weighting between
Assessment Objectives:

Marks Assessment Objective

30 AO1 Understanding the Nature and Construction of Knowledge

30 AO2 Critical Thinking

20 AO3 Communication

AO1 Understanding the Nature and Construction of Knowledge (30 marks)

Grade/Mark Descriptors
Range

The candidate produces a study which demonstrates:

25–30 Comprehensive and insightful understanding of the nature and construction of

knowledge, making thoughtful use of a broad range of resources, with a thorough
and perceptive exploration of implications, and with sufficient examples which are
consistently relevant, effective and accurate.

19–24 Wide-ranging understanding of the nature and construction of knowledge, making

thoughtful use of a range of resources, with an exploration of most of the
implications, and with sufficient examples which are generally relevant, effective
and accurate.

13–18 Generally sound understanding of the nature and construction of knowledge,

making efficient use of a range of resources, with an exploration of some
implications, and with a limited number of examples which are generally relevant,
effective and accurate.

7–12 Basic understanding of the nature and construction of knowledge, making

reasonable use of a narrow range of resources, with a limited exploration of some
implications, and any examples given are limited in relevance, effectiveness and
accuracy.

1–6 A limited understanding of the nature and construction of knowledge, making

limited use of a narrow range of resources, without exploration of implications, and
any examples given lack relevance, effectiveness and accuracy.

0 No evidence of understanding.

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 9759 KNOWLEDGE AND INQUIRY GCE ADVANCED LEVEL H2 SYLLABUS (2018)

AO2 Critical Thinking (30 marks)

Grade/Mark Descriptors
Range

The candidate produces a study which is:

25–30 Consistently clear, thorough and logical, leading with insight to an appropriate and
well-justified conclusion. Resources are consistently used selectively and critically.

19–24 Consistently clear, thorough and logical, leading to an appropriate and well-justified
conclusion. Resources are generally used selectively and critically.

13–18 Generally clear, thorough and logical, leading to an appropriate conclusion, with
some justification. Resources are used generally selectively and sometimes
critically.

7–12 Basically clear and logical. Resources are used selectively only at times, without
critical comment.

1–6 Limited in clarity and logic. Resources are used generally without selection or
critical comment.

0 No evidence of critical thinking.

AO3 Communication (20 marks)

Grade/Mark Descriptors
Range

The candidate produces a study which is:

17–20 Cogent, using language which is consistently clear, effective, accurate and
appropriate.

13–16 Coherent, using language which is consistently clear, effective, accurate and
appropriate.

9–12 Structured, using language which is generally clear, accurate and appropriate.

5–8 Basic in structure, using language which is generally clear, but limited in accuracy
and appropriateness.

1–4 Limited in structure, using language which is unclear.

0 No evidence of effective communication.

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APPENDICES

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[APPENDIX A]

KNOWLEDGE AND INQUIRY

HIGHER 2

(SYLLABUS 9759)

INDEPENDENT STUDY
PROPOSAL FORM

Candidate’s Name: Index Number:

Centre Name: Centre Number:

Year of Examination:

If this is the 2nd submission, please tick here

Research Topic or Area of Study:

Rationale for Choice of Topic (e.g. potential contribution of study to existing knowledge/
research):

Proposed Title of Independent Study:

Synopsis of Independent Study:

[State clearly the objective(s) and scope of your research or area of study, and identify any
potential problems or limitations]

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Literature Review (i.e. an overview of the current state of research and knowledge in this area
of study):

Methodology (if applicable):

[State clearly which, if any, qualitative and/or quantitative methods will be used]

Candidate’s Signature: Date:

Teacher’s Name: Signature: Date:

School
Stamp

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 9759 KNOWLEDGE AND INQUIRY GCE ADVANCED LEVEL H2 SYLLABUS (2018)

[APPENDIX B]
[To be attached to the front of H2 Independent Study/H3 Research Essay/H3 Research Project]

H2 INDEPENDENT STUDY/H3 RESEARCH ESSAY/H3 RESEARCH PROJECT

DECLARATION AND SUBMISSION FORM

Subject: Subject Code:

Candidate’s Name: Index Number:

Centre Name: Centre Number:

Teacher’s Name: Year of Examination:

Title of Independent Study/Research Essay/Research Project:

Word count for Independent Study/Research Essay/Research Project: _____________ words

Plagiarism Warning:
Plagiarism is using someone else’s work without acknowledging the source of that information. (Refer to
the examination syllabus for more details on what constitutes plagiarism.) Plagiarism amounts to
intellectual theft and is seen as an act of dishonesty. An investigation will be conducted when there is
cause for suspicion of plagiarism. Where clear and convincing evidence exists, disciplinary action by the
examining authority will be taken against any candidate found to have committed or aided the offence of
plagiarism. Candidates who have contravened the examination regulations will not be given a grade and a
‘T’ symbol for the subject will be indicated.

Candidate’s Declaration:
I declare that the attached work was produced solely by me.

I also declare that the subject area and content used in this Independent Study/Research Essay/
Research Project is not used in any other H2/H3 Independent Study/Research Essay/Research Project
that I am submitting in the same examination year, or have submitted previously.

I am aware that if I am submitting two or more pieces of research work, only one of the works will be
assessed if it is found that there is substantial overlap of content in the various pieces of research work
submitted.

Candidate’s signature and date _________________________________

Teacher’s Declaration:
In supervising this candidate, I declare that I have / have not* supervised this candidate in accordance
with the Notes of Guidance contained in the Examination Syllabus.
* If ‘have not’, please attach an Irregularity Report containing the details to this Form.

Teacher’s signature and date___________________________________

I have no reason / reason** to believe that the work submitted by the candidate contains plagiarised
material (please circle accordingly).
** If there is evidence to suggest plagiarism may have occurred, please complete an Irregularity Report
and submit it to SEAB with the candidate’s work.

Teacher’s signature and date___________________________________

School
Stamp

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[APPENDIX C]
H2 INDEPENDENT STUDY

RECORD OF ADDITIONAL GUIDANCE

Subject: Subject Code:

Candidate’s Name: Index Number:

Centre Name: Centre Number:

Year of Examination:

Title of Independent Study:

The additional guidance given to this candidate is recorded above.

Teacher’s Name: Signature: Date:

Candidate’s Signature: Date:

School
Stamp

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