Personal_Project_Booklet_2024-25 booklet

Personal Project 2024-25
STUDENT BOOKLET
RAFFLES WORLD ACADEMY

Index:
1. Checklist for criterion A 4-5
2. Checklist for criterion B 6-7
3. Checklist for criterion C 8-9
4. Assessment rubrics 10-12
5. Structure of PP written report (with examples) 13-20
6. The process and report submission format 21-23
ATL toolkit (addendum to student booklet

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Resource 1: Checklist for criterion A
Objective A: Planning REPORT CHECKLIST EVIDENCE (examples only)
LEARNING GOAL &
PERSONAL INTEREST
Criterion A
Strand i.
State a learning goal for the
project and explain how a
personal interest led to that
goal
• LEARNING GOAL: Explain what you want
to learn by completing this project
• Identify what initially sparked your interest
in this topic & explain its connection to the
learning goal
• Describe what makes your goal personal
through your experiences & interests
• Brainstorms
• Planning sheets
• Proposal plan
• A list and/or diagram of
interests and related learning
goals
• A list of possible strategies
to achieve personal and
academic goals
• A diagram showing the
connections between the
learning goal and the
product
PRODUCT GOAL &
SUCCESS CRITERIA
Criterion A
Strand ii.
State an intended product
and develop appropriate
success criteria for the
product
• PRODUCT GOAL: State what you want to
do or make as a product after completing
this project
• Develop criteria for this product that are
specific, rigorous, realistic, testable
• Develop criteria that capture multiple
aspects of your product.
• Develop criteria that measure the quality of
the goal
• Explain & justify criteria based on the
transfer of research to product (Important)
• Brainstorm of different
aspects of the product
• Planning sheets
• Evidence of research done
for developing the success
criteria e.g. interviewing an
expert, surveying the
audience for which the
product is intended for
• Evaluations of sources e.g.
OPVL, CRAAP etc.
• Summaries of the interviews
done with experts
• Summaries of different
research sources containing
main ideas or themes
• Drafts and plans of success
criteria
• Success Criteria of the
product (final)
• Emails to peers, experts,
supervisor asking for specific
information / feedback
• Evidence of use of social
media to reach to an
audience for feedback or
gather information relevant
to the project
PLAN
Criterion A
Strand iii.
• Include evidence of planning through
timelines, calendars, GANTT charts or other
tools/strategies
• Include details, specifics and personal
examples on planning tool used for
planning
• A series of steps leading to
the completion of the
product
• A timeline for completing
short- and long-term tasks
• To-do lists

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Present a clear, detailed plan
for achieving the product
and its associated success
criteria.
• Include both short and long-term planning
related to product success criteria broken
down by steps. Try to address the product
criteria in your planning chart. Show how
you are achieving different aspects of the
product criteria.
• Uses the RWA PP deadlines as a guide to
create your own timeline.
• GANTT Charts
• Long-term plan (personal)
• Annotated PP Timeline
• Short-term plans with details
of how each aspect of the
product will be achieved.
ATL SKILLS:
What ATL skills you can
demonstrate in this section
• Include specific skill indicator
• Self-Management: Organization: Set goals that are challenging and realistic
• Self-Management: Organization: Use appropriate strategies to organise
complex information (brainstorms, visual maps)
• Thinking Skills: Critical Thinking: Gather information that is relevant to the
project
• Thinking Skills: Creative Thinking: Use brainstorming and visual diagrams
to generate new ideas and inquiries
• Thinking Skills: Creative Thinking: Apply existing knowledge to generate
new ideas, products or processes
• Thinking Skills: Creative Thinking: Practice visible thinking strategies.
Check resource given at the link below.
http://www.pz.harvard.edu/thinking-routines#CoreThinkingRoutines
• Research Skills: Information Literacy: Evaluate and select information
sources and digital tools based on their appropriateness to specific tasks
• Communication Skills: Collaborate with peers or experts
• Communication Skills: Make effective summary notes
• Social skills: collaboration skills: Give and receive meaningful feedback

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Resource 2: Checklist for criterion B
Objective B:
Applying
Skills
REPORT CHECKLIST EVIDENCE (examples only)
ATL
SKILLS &
LEARNING
GOAL
Criterion B
Strand i.
explain how
the ATL skill(s)
was/were
applied to help
achieve their
learning goal
Strand ii.
explain how
the ATL skill(s)
was/were
applied to help
achieve their
product.
• Identify the chosen ATL
Skill(s)(category→cluster→specific
skill indicator) developed
throughout the process of achieving
the learning goal/ product. (ATL chart
appended from principles into
practice)
• Explain how the ATL Skill(s) were
applied to help achieve the learning
goal/ product (talk in detail the
specific strategies used)
• Include evidence of a broad range of
chosen ATL Skill Category
(Must be detailed and well explained)
• a series of inquiry questions (research skills)
• sample correspondence with the project
supervisor (communication skills)
• screenshot of daily reminders or alerts to
complete personal project tasks (self-
management)
• reflection about resolving a conflict (social
skills)
• summary of prior learning that is relevant to
the project (thinking skills)
• interview with a professional on the topic
chosen
Resource 3:
• ATL Skills Google Site Page

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Resource 4:
ATL skill cluster Possible evidence
Communication Correspondence with supervisor, social media posts
Collaboration
Essential agreement for group work, feedback to (or from)
peers
Organisation Action plan, calendar reminders, lists, timelines
Affective skills Lessons learned from setbacks, routines to enhance focus
Reflection Self-evaluations, status updates
Information literacy Lines of inquiry, annotated bibliography
Media literacy
Annotated research, Venn diagrams to compare and contrast
sources
Critical thinking Pro/con lists, data analysis
Creative thinking Prototypes, concept sketches, visible thinking diagrams
Transfer List of relevant prior learning, Mind Map® that connects ideas

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Resource 5: Checklist for criterion C
Objective C:
Reflecting
REPORT CHECKLIST Evidence
IMPACT OF
PRODUCT
Criterion C
Strand i.
Explain the impact of
the project on
themselves or their
learning
• Discuss what progress did you make
towards your learning goal.
• Explain how have you grown or
changed as a result of the project.
• Explain how has your project
changed you as a learner. Discuss
the impact the project will have on
your future learning path.
• You can discuss and explain how
you developed as a learner using the
IB learner profile. Identify & explain
how the student has developed as a
learner, using the IB Learner Profile
Traits
• Discuss strengths & weaknesses
Prompts to ask yourself:
• What did I learn since I started the
personal project?
• What advice would I give to someone
starting the personal project?
• What am I most proud of achieving
through the personal project?
• summary of new knowledge or
insights related to the learning goal
Possible Evidence
• Surveys of audience (impact)
• evaluation of the product against the
success criteria
• images showing key features of the
product
• analysis of the causes for success
and/or failure
• summary of new knowledge or
insights related to the learning goal.
EVALUATION OF
PRODUCT
Criterion C
Strand ii.
Evaluate the product
based on the success
criteria.
• Comment on each of your success
criteria.
• Describe the extent to which you
met each criterion.
• State whether there were any
unexpected features that you
achieved.
• Gather evidence to show the
success criteria that you met.
• Give evidence or examples to
explain why you were unable to
meet other success criteria.
Remember:
• When you have completed your
product, you will use the success
criteria that were developed early in
Prompts to ask yourself:
• Were my success criteria too easy or
too difficult?
• How did the ATL skills contribute to
the success of my product?
• How did the ATL skills contribute to
the success of my learning?
• What was in my control? What was
outside of my control?
• What would I do differently if I started
again?
Possible Evidence
• evaluation of the product against the
success criteria
• images showing key features of the
product

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the personal project to evaluate the
extent to which you achieved your
product goal. This evaluation forms
the basis for discussing the impact of
the project and can also help you to
select the evidence of the ATL skills
to include in their report.
• analysis of the causes for success and/or
failure
• Audience reviews & survey
• Meeting with supervisor notes
Resource 6: Explaining impact of learning
From PP guide 2021(IBO)

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Rubrics:
Criterion A: Planning
Maximum: 8
In the personal project, students should be able to:
• state a learning goal for the project and explain how a personal interest led to that goal
• state an intended product and develop appropriate success criteria for the product
• present a clear, detailed plan for achieving the product and its associated success criteria.

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Criterion B: Applying Skills
Maximum: 8
i. explain how the ATL skill(s) was/were applied to help achieve their learning goal
ii. explain how the ATL skill(s) was/were applied to help achieve their product.

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Criterion C: Reflecting
Maximum: 8
i. explain the impact of the project on themselves or their learning
ii. evaluate the product based on the success criteria.
Notes about Impact of the project:
• could refer to any aspect of having done the project: inquiry, action and/or reflection
• could include progress made towards the learning goal
• could include ways in which the student has grown as a learner, such as improvement in the
ATL skills or learner profile attributes
• could include ways in which the student has grown or changed as a result of the project

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Structure of the new personal project written report
• state a learning goal for theproject and explain how a personal interest led to thatgoal
• state an intended productand develop appropriate success criteria for the product
• present a clear, detailed planfor achieving the product and its associated success criteria.
Report Format:
My Learning Goal
Explain how did my personal interest led to this learning goal.
Product-State your intended product
Product Success Criteria- Brief narrative followed by success criteria table
Example

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Plan for achieving the product- Brief narrative followed by action plan
Example 1

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Example 4
Examples of supporting evidencecould include:
• a list and/or diagram of interests and related learninggoals
• a list of possible strategies to achieve personal and academic goals
• a diagram showing the connections between the learning goal and the product
• a series of steps leading to the completion of the product

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Criterion B: Applying Skills
• explain how the ATL skill(s)was/were applied to help achieve their learning goal
• explain how the ATL skill(s)was/were applied to help achieve their product
• support the explanationswith detailed examples orevidence.
Report Format
Achieving the learning goal-ATL skill: For Example- Research-Explain how did it help
you in achieving the learning goal.
Include an excerpt from the research plan
Example:
Description of ATL skill: Example Research (Include elaborate explanation of the
research plan)

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Evaluation of Sources
Example:
Gathering information (about the product)
Applying skills to create a product: Example-Thinking skills (Creative and Critical
thinking)-Explain how you applied these skills to create a product. Include evidence of the
process.
• a series of inquiry questions(research skills)
• sample correspondence withthe project supervisor (communication skills)
• screenshot of daily reminders or alerts to complete personal project tasks (self- management)
• reflection about resolving aconflict (social skills)
• summary of prior learning that is relevant to the project(thinking skills).

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Criterion C: Reflection
• explain the impact of theproject on themselves or their learning
• evaluate the product based on the success criteria
• support their comments withspecific evidence or detailed examples.
Reflection-Explain the impact of your project on yourself or on your future learning
Product Evaluation-include brief narrative of your product; evaluation based on success
criteria (Include strengths, limitations and improvements of the product based on the
success criteria)
● To what extent did I complete my product based on the success criteria?
● How can I demonstrate that I completed my product based on my success criteria?
● What are my project's strengths?
● What could I have done differently to make my product better reflect my success criteria?

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Example
Overall Evaluation
Bibliography
• evaluation of the product against the success criteria
• images showing key featuresof the product
• analysis of the causes forsuccess and/or failure
• summary of new knowledgeor insights related to the learning goal.

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The Process
Other examples of gathering and curating evidence
Evidence of the process is: Evidence of the process is not:
• gathered throughout the project to
document its development
• an evolving record of intents,
processes,accomplishments
• a collection of initial thoughts and
developments, brainstorming, possible
lines ofinquiry and further questions
raised
• a record of interactions with sources,
for example, teachers, supervisors,
externalcontributors
• a record of selected, annotated and/or
editedresearch and to maintain a
bibliography
• a collection of useful information, for
example,quotations, pictures, ideas,
photographs
• a means of exploring ideas and solutions
• a place for evaluating work completed
• reflection on learning
• devised by the student in a format that
suits hisor her needs
• a record of reflections and formative
feedback received
• collected on a daily basis (unless this is
usefulfor the student)
• written up after the process has
been completed
• additional work on top of the project; it is
partof and supports the project
• a diary with detailed writing about what
wasdone (unless this is useful for the
student)
• a single, static document with only one
format(unless this is useful for the
student).
ATL skills: Evidence of how students have applied the ATL skills.This evidence may
include:
• visual thinking diagrams
• bulleted lists
• charts
• short paragraphs
• notes

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• timelines, action plans
• annotated illustrations
• annotated research
• artifacts from inspirational visits to museums, performances, galleries
• pictures, photographs, sketches
• up to 30 seconds of visual or audio material
• screenshots of a blog or website
• self- and peer-assessment feedback.
At the end of the personal project, students will select pieces of evidence to demonstrate the ATL
skills that have had the most impact on their project. One piece of evidence must support their
analysis of how ATL skill(s) were applied to extend their learning goal, and another must support their
analysis of how ATLskill(s) were applied to achieve their product.
Assessment Criteria
The maximum length of student submissions
Document
File types: .doc, .docx, .pdf (non-
editable), .rtf
Recording
File types: .mp3, .m4a, .mp4, .mov
(codecH264), .m4v
15 pages and no recording
14 pages and 1 minute
13 pages and 2 minutes
1.To ensure that the written part of the report is clearly legible, each page must have a minimum:
• 11-point font size
• 2 cm margins.
2. Evidence presented in images must be clearly visible at the size submitted.
3. Audio and video must be recorded and submitted in real time.
4. Visual aids may be used to support spoken reports. However, evidence and
examples presented in thevisual aids should be submitted as documents. Visual aids
presented only in video format will not be considered for assessment.
5. The bibliography is uploaded separately and is not included in the page limit.

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6. Please do not include a title page; if included, it will count towards the page limit
Note: Oral, visual and multimedia reports must be recorded for internal standardization purposes and for
possible submission for moderation. Supervisors must ensure that the quality of the recording is
sufficient for submission to the IB.
Definitions
Learning goal-What students want to learn as a result of doing the personal project.
Product-What students will create for their personal project.
ATL skill(s) clusters-One or more of: communication, collaboration, organization, affective,
reflection
Terms Definition
Describe
Give a detailed account or picture of a situation, event, pattern or
process.
Develop
Improve incrementally, elaborate or expand in detail. Evolve to a more
advanced or effective state.
Evaluate Make an appraisal by weighing up the strengths and limitations.
Explain Give a detailed account including reasons or causes.
Outline Give a brief account or summary.
State
Give a specific name, value or other brief answer without explanation or
calculation.

MYP personal project—Teacher support materials
ATL toolkit—Approaches to learning in practice 1 | 47
Approaches
to learning (ATL)
Communication
Social
Self-
management
Research
Thinking
—

Thinking: Creative thinking
Generating novel ideas and considering new perspectives
Skills-related objective
• Use brainstorming and visual diagrams to generate new ideas and inquiries
ME
My interests and hobbies My skills
My project ideas My academic preferences
My academic shortcomings What I don't want
Taking these findings into account, what learning goals (what I want to learn) could I develop?

Self-management: Organization
Managing time and tasks effectively
• Set goals that are challenging and realistic
Students present what their project is about.
Choose a research
topic that you want
to explore.
What will your
learning goal be? (To
inform, to raise
awareness, to
develop a skill, etc)
Describe how your
learning goal is
linked to your
personal interests.
What will your
product be?
What impact will
your project have on
you or on your
learning?
Rationale:

Skills-related objectives
• Plan short- and long-term assignments
• Keep and use a weekly planner for assignments
• Create plans to prepare for summative assessments
ACTION PLAN
Expected
date
Task New date Rationale

Self-management:
Organization
Managing time and tasks
effectively
Research:
Information literacy
Finding, interpreting, judging
and creating information
Research:
Media literacy
Interacting with media to use and create ideas
and information
• Keep an organized and
logical system of
information
files/notebooks
• Use appropriate strategies
for organizing complex
information
• Present information in a
variety of formats and
platforms
• Collect, record and verify
data
• Locate, organize, analyse, evaluate,
synthesize and ethically use information
from a variety of sources and media
(including digital social media and online
networks)
• Seek a range of perspectives from multiple
and varied sources
• Compare, contrast and draw connections
among (multi)media resources
RESEARCH PLAN:
Learning goal:
Product:
1. LEARNING GOAL:
Strand Sources used Methods and
techniques
Links to success criteria
1.1
1.2
1.3
1.4
2. PRODUCT:
Strand Sources used Methods and
techniques
Links to success criteria
2.1
2.2
2.3

• Keep an organized and logical system of information files/notebooks
• Select and use technology effectively and productively
• Organize evidence collected (memory stick, Drive, portfolio, binder, etc)
• Learning goal and related personal interest
• Product and related success criteria
• Evidence of a plan for achieving the product and its associated success criteria
Criterion B: Applying skills
• Evidence of applying ATL skills to achieve the learning goal
• Evidence of applying ATL skills to achieve the product
Criterion C: Reflecting
• Explanation of the impact of the project on themselves or their learning
• Evaluation of the product based on the success criteria
**Research can be carried out at any point in the process.

Self-management: Reflection
(Re)considering the learning process
Choosing and using ATL skills
• Develop new skills, techniques and strategies for effective learning
• Use new ATL skills and evaluate their effectiveness
• Consider ATL skills development
How have you developed these skills? Give specific examples of how you have used them in
your project (before/after).
Media literacy
Organization
Affective skills
Collaboration
Communication
Critical thinking
Creative thinking
Transfer

• Identify strengths and weaknesses of personal learning strategies (self-assessment)
• Demonstrate flexibility in the selection and use of learning strategies
• Consider personal learning strategies
Have you reflected on how you learn? Have you reflected on what you used to do and what you
do now?
I used to think … Now I think …

Use the ATL chart to answer these questions.
Have I developed new skills, techniques and strategies for effective learning? If so, please give
examples.
During my project, have I identified strengths and weaknesses in my personal learning
strategies? If so, please give examples.
How can I make my learning more effective and efficient?
What has helped me to learn effectively?
During my project, did I use new learning strategies? If so, please give examples.
During my project, have I tried other ways or methods of working? Were they effective?
Which skills did I already have?
Which skill(s) will I work on in the future?
Have my strengths and ways of doing things benefited my peers? Give an example.

Answer these questions.
What did I learn about my learning goal?
What would I like to explore in relation to my learning goal or product?
What questions do I have after my project?
Have existing products inspired me to create my own? Give examples.
Am I aware of the ethical, cultural and environmental implications of my project? Give
examples.
When collecting evidence, have I recorded how my reflections changed?

Self-management: Affective skills
Managing state of mind
Mindfulness
Sources of distraction Means put in place to avoid this distraction and concentrate on
the task
Perseverance
What means did you use to …
Examples of means used
persevere and persist?
reward yourself?

Emotional management
What means did you use to …
Examples of means used
overcome your anger?
reduce your level of
anxiety and stress?
Self-motivation
Sources of demotivation Examples of means to motivate yourself
Resilience
Difficulties encountered
(adversity, failures,
mistakes,
disappointments, changes)
Examples of means used to manage these difficulties

Social: Collaboration
Effective collaboration
Find my contributors
• Use social media networks appropriately to build and develop relationships
• Listen actively to other perspectives and ideas
• Encourage others to contribute
• Give and receive meaningful feedback
Whom can I work with? Who will my resource people be?
• Supervisor
• Peers
• Alumni
• Community resource people
• Family
• Close friends
• Social media users
• Teachers
• Technicians
• Contacts via other people
• Others
Who will my resource people be? Name and
title.
State how this person can help you in one of
the strands of your project.

Offer help
• Practise empathy
• Help others to succeed
If one of your peers asks for help to complete their personal project, you can record your
collaboration using the table below.
Whom did I help? Why did they ask me for help?

Contribute to teamwork
• Take responsibility for one's own actions
• Delegate and share responsibility for decision-making
• Manage and resolve conflict, and work collaboratively in teams
• Build consensus
• Make fair and equitable decisions
• Negotiate effectively
• Exercise leadership and take on a variety of roles within groups
• Advocate for one's own rights and needs
If the project entails teamwork, you can fill in the table below.
Which skills-related objectives have you
developed?
Give a specific example.

Research: Information literacy
Finding, interpreting, judging and creating information
• Collect and analyse data to identify solutions and make informed decisions
CHOOSE A LEARNING GOAL
Steps Your information
1. Choose a learning goal
What about this learning goal interests me?
Solution→ Make a list or brainstorm my likes and interests.
Does my learning goal allow me to find enough information?
Solution→ Check your resource centre directory.
Question:
2. Define the learning goal
How should I approach my learning goal?
Solution→ Consult reference materials.
Is my learning goal specific?
Solution→ Try to pinpoint the approach, place, period, global context
or a societal aspect (geography, society, politics, economics, culture,
technology).
Question:
3. Identify your project's learning goal
What is the purpose of my research?
To convince? To compare? To describe? To explain? To clarify?
Question:

• Collect and analyse data to identify solutions and make informed decisions
What do I want to learn
(learning goal)?
What do I want to know
in relation to the
learning goal?
What have I found out? How does the
information I have
found out help me
achieve my learning
goal and complete my
product?

• Identify primary and secondary sources
Types Details
Secondary sources
Reference material Dictionary, encyclopedia (print, online, CD-ROM)
Book Novel, poetry anthology, play, biography, essay, atlas, etc (print or digital)
Journal article Article from a magazine or journal (print or online with a print edition)
DVD Film, documentary, short or feature film
CD Audio recording (music, interview)
Online journal article Article from a magazine or journal (online edition only)
Online encyclopedia
entry
Article from an online encyclopedia (for example, Wikipedia)
Photo or image Work of art, photograph, map
Website A company or organization's website
Online video All types of online videos (film clip, interview, videoclip, documentary, advert, etc)
Other Diagrams, statistical data, sewing pattern, thesis, archives, blog, radio programme,
correspondence, social media and online networks, etc
Primary sources
Data Survey, questionnaire
Resource people Mentor, interviewees (in person or otherwise)

Communication
Exchanging thoughts, messages and information effectively through interaction
• Use appropriate forms of writing for different purposes and audiences
• Use a variety of media to communicate with a range of audiences
• Collaborate with peers and experts using a variety of digital environments and media
• Write for different purposes
Letter template (interview, survey, telephone interview)
[Town], 14 April 2020
Re. Interview request
Dear Ms/Mr [name of addressee],
I am a student at [name of school] in [town]. I am carrying out a project as part of my studies. The topic of my
project is social engagement. I think you are an excellent example of someone actively involved in community
life. I am writing to ask you for an interview so that I may include your experience in my project.
If you agree to meet me, I will send you my questions in advance. They will mainly be about your reasons for
helping others. I would also like to ask you about the benefits you get out of your volunteer work. Through my
project, I wish to show that volunteering helps both the volunteer and those being helped.
Should you kindly accept my request, I am available every afternoon from 3pm. As your schedule will no doubt
be busy, kindly indicate whether you would prefer to be interviewed face to face, by email or by telephone.
Please rest assured that this is a serious undertaking. My supervisor's name is [name of supervisor] and his/her
telephone number is [telephone number].
Thank you for your consideration.
Student's name
Email:
Student at [Name of school]
[Class]

Communication
• Write for different purposes
Preparation for the interview or telephone call
Before the meeting
● Name of interviewee:
● Contact details:
● Meeting date:
Define the purpose of the meeting:
Prepare questions (be sure to formulate neutral questions)

Conducting the meeting
1. Introduce yourself.
2. Explain the purpose of the meeting.
3. Ask questions and write down the answers.
Question 1:
Answer
Question 2:
Answer
Question 3:
Answer
4. Thank the interviewee.
After the meeting
● Organize the information received.

Research:
Finding, interpreting, judging and
creating information
Research:
Media literacy
Interacting with media to use and
create ideas and information
Communication
Reading, writing and using language to
gather and communicate information
platforms
• Collect, record and
verify data
• Make connections
between various sources
of information
• Evaluate and select
information sources and
digital tools based on
their appropriateness to
specific tasks
• Locate, organize, analyse,
evaluate, synthesize and
ethically use information
from a variety of sources
and media (including digital
social media and online
networks)
• Seek a range of
perspectives from multiple
and varied sources
• Compare, contrast and
draw connections among
(multi)media resources
• Read critically and for
comprehension
• Read a variety of sources for
information and for pleasure
• Paraphrase accurately and
concisely
• Make effective summary notes
for studying
• Preview and skim texts to build
understanding
• Structure information in
summaries and reports
Records
Make a list of research questions. What is the learning goal? Does my learning goal allow me to find
enough information? How should I approach my learning goal? Is my learning goal specific? What is the
purpose of my research?
Craft the answers to your questions and indicate the sources used.
Source type:
Media reference:
Question:
Answer: information summarized in your own words
Source assessment:

Research:
Finding, interpreting, judging and creating
information
Communication
Reading, writing and using language to gather and communicate
information
• Collect, record and verify
data
• Make connections between
various sources of
information
platforms
• Read critically and for comprehension
• Read a variety of sources for information and for pleasure
• Paraphrase accurately and concisely
• Make effective summary notes for studying
• Preview and skim texts to build understanding
• Structure information in summaries and reports
Annotations
Annotations help you highlight key information in a text.
1. Identify and highlight information relevant to the project.
2. State what aspects of inquiry this information pertains to.

Research:
• Evaluate and select information sources and digital tools based on their appropriateness to
specific tasks
Source assessment grid

• Evaluate and select information sources and digital tools based on their appropriateness to
specific tasks
Source reference
Level descriptors 1 = Weak 2 = Average 3 = Excellent
Criteria
Achievement
level
Explanation of chosen level
Creator
Source
Objectivity
Quality
Quantity
Total
Comments:

Communication
• Share ideas with multiple audiences using a variety of digital environments and media
Throughout your project, how have you communicated and worked with others?
With your supervisor?
With your resource
people?
With your classmates? By email or text
message?
Using collaborative
documents (Google Docs,
etc)?
Orally?
In writing?

Communication
• Structure the meetings with your supervisor or another person
Meeting date Points to discuss
Meeting report
Subjects discussed:
Suggestions from your supervisor or another person:
Aspects to work on:
Follow-up tasks:
Date of next meeting:

Communication
• Use a variety of speaking techniques to communicate with a variety of audiences
• Interpret and effectively use modes of non-verbal communication
Below are different elements to think about for good oral communication.
Effective oral
communication
Ask specific,
clear and open
questions
Improve listening by
silencing your inner
voice (do not be
judgmental, keep an
open mind)
Adapt your
vocabulary
Have self-
confidence
Maintain eye
contact
Step back
Open, relaxed
body language
Reformulate your
interviewee's
words
Smile

Communication
• Participate in, and contribute to, digital social media networks
Below are different elements to think about for good written communication (formal writing, emails,
social media).
Effective written
communication
Verba volant,
scripta manent
Use varied,
appropriate and
suitable
vocabulary
Define the
purpose of the
communication
Pay attention to
your vocabulary
Be clear, concise
and specific
(summarize)
Use helpful
headings and
subheadings
Pay attention to
the layout
One idea per
paragraph Review
Greetings

• Examine opposing points of view to gain perspective
Current point of view:
FOR AGAINST CONCLUSION
FOR My point of view: AGAINST
In the end, I …

My idea …
Points of view about my idea
My conclusion:

Highlight similar ideas (underlined in colour, marked with a +, etc).
My idea: ________________________________________________________________________________________
Related points of view:
 ____________________________________________________________________________________________
 ____________________________________________________________________________________________
 ____________________________________________________________________________________________
 ____________________________________________________________________________________________
 ____________________________________________________________________________________________
 ____________________________________________________________________________________________
 ____________________________________________________________________________________________
 ____________________________________________________________________________________________
 ____________________________________________________________________________________________
Therefore,
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________

And if my idea doesn't work, what are my other options?
Option 1
Option 2 Option 4
Option 3
I would like to …

My product:
And if … Possible solutions/expected outcomes
my research is not successful or does not turn out as expected?
 ____________________________
 ____________________________
the desired materials to achieve my product are not available?
 ____________________________
 ____________________________
the planned location or time for my project is no longer available?
 ____________________________
 ____________________________
the product I chose to achieve my objective is no longer suitable?
 ____________________________
 ____________________________
I consider input from my supervisor or those around me when I
create my product?  ____________________________
 ____________________________
Other
 ____________________________
 ____________________________

My learning goal

• Look to others to find solutions
1) I find two or three people to help me overcome my problem. (It is better to work with people you do not know as well and who
can steer you towards new ideas.)
2) I explain my problem.
3) On a sheet of paper, each person writes possible solutions to this problem (5 minutes maximum).
4) Each person gives me their piece of paper, and then I have solutions I can use to solve my problem.
*** This exercise is more interesting if each participant has a problem. Students can then share their sheets and add their ideas for
solutions to those already offered.

On their own or in
teams, students
find solutions by
asking questions
rather than
responding
straight away.
• Look to others to find solutions
The problem:
Who?
What?
Where?
When? Why?
How?

Below are example questions that I can ask myself to brainstorm effectively to finish my product.
 What can I change to improve my product?
 Could I envisage a completely different product?
 Can I achieve my learning goal in another way?
 Can people help me to come up with new ideas?
 Can similar projects inspire me?
 Can the product I envisage help me achieve another learning goal?
 Could I create a product smaller in scope and still manage to achieve my learning goal?
 Can I change how I have worded my learning goal so that it better relates to my product?
 What do I need? Time? Resources?
 What can I add to my product? Is there anything I should add to my product?
 Are there any elements of my product that I absolutely cannot change?

• Apply existing knowledge to generate new ideas, products or processes
What I already knew … What new ideas can I have
thanks to this knowledge?
Impact on the product
about my product:
 _____________________
 _____________________
 _____________________
 _____________________
about the process to achieve my
learning goal:
 _____________________
 _____________________
 _____________________
 _____________________

• Play with ideas and experiment
Sticky notes activity
1) Students present a problem using three questions to be displayed in class.
2) Each student receives at least three different coloured sticky notes.
3) Students write a response and/or a question related to the questions posed.
4) Students stick the sticky notes in the relevant places.
5) Teachers and/or students read the responses.
6) Students choose the two best ideas for each question.
7) Students use or reject the result of this group reflection.
***Students can keep all the sticky notes to explore other options.

• Play with ideas and experiment
Best case/worst case activity
1) Students share a problem with the group.
2) The class is split into two:
a) best-case scenario
b) worst-case scenario
3) Each team has to respond to a problem based on the scenario they are working on.
a) What would the best possible scenario be if we had no constraints?
b) What would the worst possible scenario be if everything went wrong?
4) Students share thoughts and improve the other team's ideas, if possible.
5) In groups, students say what should be prioritized to achieve the better outcome.
6) In groups, students say what should be avoided to prevent the worst outcome.
7) Students leave with ideas on how to improve their work from their group work.

Thinking: Critical thinking
Analysing and evaluating issues and ideas
• Recognize the shortcomings in their knowledge and formulate key questions
• Define any important questions to study
What I already know about …
My product Actions to complete
What knowledge am I lacking ...
About my product? About the actions?
Can I use what I've noticed about my shortcomings to formulate questions to solve my problems?
 _______________________________________________________________
 _______________________________________________________________
 _______________________________________________________________
 _______________________________________________________________

Thinking: Transfer
Using skills and knowledge in multiple contexts
• Use knowledge, understanding and skills acquired in different subjects to create products or solutions
What I know (knowledge) What I understand (understanding) What I have mastered (ATL skills, technical
skills, manual skills, intellectual skills, etc)
How will this help me to carry out my project?

Thinking: Transfer
• Demonstrate personal responsibility for their continuous learning
Below is a list of questions that could help students reflect on the impact that their personal
projects have on them.
 What qualities do I need for lifelong learning?
 Have I carried out any research for my project out of curiosity?
 Have I carried out any research for my project because I am passionate about the subject?
 Has my research expanded my horizons?
 What impact has my personal project's learning goal had on me?
 I have finished my personal project. Has this work made me want to learn more about the
subject or other related subjects?
 In the course of my research, have I found interesting resources (books, resource people,
websites, etc) that have made me want to keep learning?
 Have I spoken to people who have inspired me or made me want to learn more?
 I made some mistakes during my project. How have these mistakes helped me learn and
move forward?
 Was the subject of my personal project interesting enough to make me want to learn
more?
 Did the people I encountered during my project teach me anything or make any
contribution?

Thinking: Transfer
• Make decisions
• The Eisenhower Matrix
Quadrant 2
Important but not urgent tasks
Schedule
Quadrant 1
Important and urgent tasks
Do
Quadrant 4
Not important and not urgent tasks
Delete
Quadrant 3
Not important but urgent tasks
Delegate
IMPORTANT
+
–
– URGENT +

ATL reflection tools
Criterion B: Applying skills
Choose the ATLs to inform the report wisely.
Using an assessment scale from 1 to 10 (10 being the most important and 1 the least important),
rank the ATLs in terms of importance.
ATL skill(s) clusters Importance for furthering my
learning goal
Importance for achieving my
product
I. Communication
II. Collaboration
III. Organization
IV. Affective skills
V. Reflection
VI. Information
literacy
VII. Media literacy
VIII. Critical thinking
IX. Creative thinking
X. Transfer

For ATL skills clusters that I have given a 10, which skills-related objectives (bulleted lists) have been most useful?
Skills clusters chosen to further my learning goal:
___________________________________________________________________________________
Skills-related objectives (bulleted lists):
 _________________________________________________________________________________
 _________________________________________________________________________________
 _________________________________________________________________________________
Skills clusters chosen to achieve my product:
______________________________________________________________________________________
Skills-related objectives (bulleted lists):
 _________________________________________________________________________________
 _________________________________________________________________________________
 _________________________________________________________________________________
The exercise I have just completed will be useful when I write my report and in fulfilling criterion B.

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