Term 2 MYP 2 Summative Assessment
Unit 3 Why do we need to belong?
Unit 4 Should we forgive and forget?
This Photo
under CC BY-NC-ND
by Unknown Author is licensed
Photo by Unknown Author is licensed under CC BY-NC-ND
NAME: __________________________
GRADE LEVEL: ____________________
Task 1
Analysing: (30 marks)
This task contains questions 1a to 1e.
Questions 1a to 1b focus on the key concept of communication.
You will be asked to demonstrate your understanding of texts 1 and 2 answering several analytical
questions.
Questions 1e and 1f focuses on the key concept of connections.
You will be asked to compare and contrast the texts/images.
The criteria being assessed are A (Analysing) and B (Organizing).
Task 2 (20 marks)
Producing literary text
This task focuses on the key concept of creativity.
You will see two images. You will be asked to create a piece of writing using one of the images.
The criteria being assessed are C (Producing text) and D (Using language).
Task 3 (30 marks)
Producing non-literary text
This task focuses on the key concept of perspective.
You will be asked to create a piece of non-literary writing about the global context orientation in space
and time.
The criteria being assessed are B (Organizing), C (Producing text), and D (Using language).
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TASK 1 ANALYSING
Timing recommendation for question parts 1a to 1d: 20 minutes
These question parts are assessed according to criterion A (Analysing).
They are worth 10 marks.
Text 1 "Our lives in foster care1: what it feels like to be given a new family" by Sarah Marsh
Thousands of children end up with foster families each year, we asked our readers to tell us their
experiences of growing up in a new home.
‘My foster mother taught me that home need not be associated with violence and neglect.’ Photograph: Brian Jackson/Alamy
Each year, thousands of children get put into the care of local authorities, with the majority ending up in
foster families. We asked our readers to share their experiences of fostering and tell us what it’s really
like to be given a new home. Writing anonymously, they tell us their stories. The names of family
members have been changed.
‘My foster mum said she’d send me away if I misbehaved’
I was very unhappy in foster care. After a few short placements and a year in a children’s home that
wouldn’t have been out of place in a Charles Dickens’s novel, I was placed with an older lady. I was
supposed to stay for two days but ended up there for 10 years. She was very controlling and threatened
to send me back to the children’s home if I misbehaved. But looking back I realise she got very little
money to look after me and social workers should have guided her better. Being there did bring me a
lovely big sister, who sadly died a few years ago, but her daughter is still in my life.
I now work with children in care and with foster carers, and while I never really planned this as a career
my own experience has given me the ability to see both sides and to try and put myself in the shoes of
the children and young people I work with.
‘I was uprooted – I wish I’d been more prepared’
I lost both my parents at the age of 13 and found myself in foster care. The local authority had, and still
have, a shortage of people willing to foster and I found myself moving away from the city where I grew
up. This meant I lost my community, my school and also the friends I had known since nursery.
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Foster care is a way of providing a family life for children who cannot live with their own parents.
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Education was a particularly difficult issue as I enrolled in a school where everyone already knew one
another. This combined with my inclination to withdraw emotionally on account of my early experiences
meant that it was difficult to make new friends.
After around 12 months I began to settle, the foster parents tasked with looking after me were in their
50s and had helped many children, some of whom had also experienced early trauma in life. Overall,
looking back, my experiences are positive, although the initial transition was difficult. I wish that I had
been prepared more for what happened – the move meant that my whole life was being uprooted and I
went from a loss of parents to dealing with many other factors.
‘Jenny was the kindest soul I’d ever met’
My foster mother Jenny’s first words to me were: “Can I have a hug?” This big-hearted Jamaican lady
was and is the kindest, most selfless soul I had ever met. We clicked instantly, and I ended up staying
with her for two years.
I blossomed in Jenny’s home, doing well at school. But after a while the difficulties of my past
manifested in bulimia and depression. Jenny’s unfailing support couldn’t reach me, and our relationship
broke down. At age 17 I moved out.
After the breakdown of the placement, Jenny made it clear that her door was always open. She was true
to her word and we are still in touch today. As a child I came to her afraid, having been deprived of
every liberty and associating home with violence and neglect. She showed me, with unrelenting
persistence, that this needn’t be the case.
‘I was afraid of some of the other kids in my family’
I remembered sharing a room with other children. In my first family there were only four of us, but with
my second family there were seven children and it was never very personal or intimate.
I felt like a leftover and like a piece of shit that was being carried around from family to family. I would
have appreciated more dialogue and discussions, and explanations about what was happening. I learned
a lot of bad things from the kids who were living in the same family (some were from violent
backgrounds and sometimes I was scared so I locked my bedroom door at night).
My second mum was like a businesswoman’
My first mum was very close to me and I know she would love to hear from me today. My second mum
was more of a businesswoman and I don’t think she cared too much. I didn’t care about leaving her
either.
‘My parents are impossible to replace, despite their faults’
I had a good experience in foster care. I had two sets of carers over a year, both of whom cared very
deeply for me. Did social services always get it right? No. Neither did my foster parents. But nobody is
infallible,2 and on the whole, I had a good childhood.
A foster carer should know the boundaries between being a foster parent and a biological/adoptive
parent. Neither sets of carers stayed within those boundaries, and it becomes extremely difficult for the
person in care. I care about my foster parents deeply, but no one can replace my parents no matter how
awful they were.
2
never failing; always effective. Source: Oxford languages
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‘I had an amazing experience’
My experience of being in foster care was amazing in 1989. My sister and I were fostered by a loving and
caring family. I was four and she was six at the time. We do have two other brothers who were sent to
two different foster carers, but we got to see them every now and then. My sister and I were in care
with our family for 25 years, and we regard them as our family and love them very much.
The most valuable thing I learned from my experience is that you should never give up on a child, even if
they upset you. They just need the time, love, support and energy to get them on track. I did a lot of
stupid things as a youngster but my mum never gave up on me
Question 1a (2 marks) Question 1b (2 marks)
What are the common themes in the Analyse how does the narrative portray the
experiences of the children in foster care as emotional impact of foster care on children?
described in the article? Explain.
Viewing Test (Test Completed)
Question 1c (3marks)
Question 1d (3marks)
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Timing recommendation: 20 minutes
This question part is assessed according to criteria A (Analysing) and B (Organizing)
This question part is worth 10 marks. (A - 5 marks and B - 5 marks).
Question 1e COMPARE and CONTRAST
Read the following two texts. Compare and contrast these texts. Respond to the questions below.
Text 1 Text 2
A Poison Tree The Man He Killed
BY WILLIAM BLAKE BY THOMAS HARDY
I was angry with my friend; "Had he and I but met
I told my wrath, my wrath did end. By some old ancient inn,
I was angry with my foe: We should have sat us down to wet
I told it not, my wrath did grow. Right many a nipperkin!
And I waterd it in fears, "But ranged as infantry,
Night & morning with my tears: And staring face to face,
And I sunned it with smiles, I shot at him as he at me,
And with soft deceitful wiles. And killed him in his place.
And it grew both day and night. "I shot him dead because —
Till it bore an apple bright. Because he was my foe,
And my foe beheld it shine, Just so: my foe of course he was;
And he knew that it was mine. That's clear enough; although
And into my garden stole, "He thought he'd 'list, perhaps,
When the night had veild the pole; Off-hand like — just as I —
In the morning glad I see; Was out of work — had sold his traps —
My foe outstretched beneath the tree. No other reason why.
"Yes; quaint and curious war is!
You shoot a fellow down
You'd treat if met where any bar is,
Or help to half-a-crown."
1. Compare and contrast the two poems. Interpret the message of both poems.
2. Consider the language and imagery used. Explain how this fits in with the meanings of the
poems.
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Question 1f
Compare and contrast the images and answer the questions.
This question part is assessed according to criteria A (Analysing) and B (Organizing)
This question part is worth 10 marks. (A - 5 marks and B - 5 marks).
1. Evaluate the images and decide which one corresponds most with what you have read about Caliban
so far. Justify your answer using some details from the text.
2. What does this reveal about attitudes towards ‘outsiders’ during Shakespeare’s time? Explain.
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Task 2 (20 marks)
Producing literary text
This task focuses on the key concept of creativity.
You will see an image. You will be asked to create a piece of writing using the pictures below.
Timing recommendation: 10 minutes
This task is assessed according to criteria C (Producing text) and D (Using language).
This task is worth 10 marks (C - 5 marks, D - 5 marks)
Question 2a
Create one Haiku for each image.
Image source: Bing
Photo by: MTheresa
__________________________________ __________________________________
__________________________________ __________________________________
__________________________________ __________________________________
Timing recommendation: 15 minutes
This task is assessed according to criteria C (Producing text) and D (Using language).
This task is worth 10 marks (C - 5 marks, D - 5 marks)
IS IT ALWAYS BETTER TO FORGIVE AND FORGET?
Mohandas Gandhi, leader of the Indian Independence movement against British rule, said that ‘the
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weak can never forgive. Forgiveness is the attribute of the strong.’ For many scholars, the theme of
forgiveness lies at the heart of The Tempest, but in the play Prospero is able to pardon the sins of his
countrymen only after executing an elaborate and, at times, cruel plan of revenge. Perhaps there is,
as some critics suggest, an absence of true forgiveness in the play, but as modern readers we can still
learn a great deal about the futility of vengeance and the peace of mind forgiveness can bring.
Question 2b
Think of how you will end the play. CREATE a scene for Act V, Scene I. Include stage directions,
characters, and dialogue.
_____________________________________________________________________________________
Task 3
Producing non-literary text
This task focuses on the key concept of perspective.
Timing recommendation: 25 minutes
Global context - Orientation in space and time
This task is assessed according to criteria B (Organizing), C (Producing text), and D (Using language).
This task is worth 30 marks (B- 10 marks, C - 10 marks, D - 10 marks)
Choose one of the two questions:
‘... the rarer action is / In virtue than in vengeance’. The Tempest teaches us that it is better to
forgive and forget than to seek revenge.
How far do you agree with this statement?
Caliban is ‘the bestial man [with] no sense of right and wrong, and therefore sees no difference
between good and evil. His state is less guilty’, therefore, as an audience we should sympathize
with him.
How far do you agree with this statement?
Write a persuasive essay to support your point of view.
Spend some time planning before you start writing. Use the following guidelines to help
structure your response.
Establish whether you agree or disagree with the statement in your introduction.
Include relevant quotations from the play to support your ideas.
Use PEA paragraphs to organize your response.
