ISL Personal Project

Action Guide 2024-25

Yustyna Kovalenko, winner Best Personal Project Award for teaching gymnastics to Dutch children.

Learn more about your interests

Improve your skills

Enjoy making your

own choice of product!
 What’s in the Guide

Timetable .................................................................................................. 4

What is the Personal Project? ..................................................................... 6

Assessment ................................................................................................ 7

Your Project Google Doc ............................................................................. 8

Planning – Learning Goal + Product .............................................................. 9

Task 1 - Create your Personal Interests + Passions Brainstorm .............................. 10

Task 2 – List Possible Learning Goals ................................................................... 11

Task 3 – Connect to Product ideas ...................................................................... 11

Task 4 - Make a first ideas digital poster/collage on Canva .................................. 12

Task 5 – Summarise your final learning goal and product ...................................... 12

Task 6 – Make Product Success Criteria ............................................................... 12

Task 7 – Product Action Plan ............................................................................. 16

Research – Info, opinions, experiences ......................................................... 18

Task 8 - Create research questions ..................................................................... 18

Task 9 - Research Sources + Methods................................................................. 19

Task 10 – Research Results Summary ................................................................. 20

Task 11 – Create an Evaluation Rubric ................................................................. 20

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Making Your Product ................................................................................ 22

Task 12 – Make your product on time! ............................................................... 22

Task 13 – Prepare display for the Celebration Exhibition ..................................... 22

Writing Your Project Report...................................................................... 23

Report Template + Grading Rubrics ............................................................ 25

Task 14 – Analyse a Key Source ......................................................................... 31

Task 15 – Prepare evidence of AtL skills used .................................................... 33

Task 16 - Prepare evidence for Product Evaluation .............................................. 35

Task 17 – Prepare notes on learning + impacts.................................................... 36

Academic Integrity Form................................................................................... 38

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 Timetable
Sept 3–6 9 - 13 16 - 20 23 - 27

KICK OFF 5th PLANNING PLANNING RESEARCH

• Intro to the PP Action tasks Gallery Walk 19th Action

15-15.30 tasks:
• Brainstorming pe o Choose final idea
rsonal interests + what would be Meet supervisors o Start
+ possible a success and present the research
Learning goals + posters
Product ideas o Making Canva or o List
physical posters Action tasks: sources
and
(Fast trackers: students o Make product o Get feedback on summarise
who have decided their success criteria success criteria key info
goal+ product do and
o Make Product
brainstorm, then poster learning
Action Plan
just on their choice + from
next tasks in Guide. o Make research each
questions

o Plan research
methods

Oct 30 Sept-4 Oct 7 – 11 14 – 18 21 – 25

RESEARCH MAKING PRODUCT MAKING PRODUCT MAKING PRODUCT

Action tasks: Product progress

Action tasks: check and
o Summarise feedback.
learning o Take
photos/screenshots
o Maybe extra to use later in
research Project Report
on making
product

o Get feedback
on research

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Nov 28 Oct-1 Nov 4-8 11 - 15 18 - 22 Test free 25–29
FINISH PRODUCT + CELEBRATION WRITE
EXHIBITION + PREP REPORT DRAFT
PREP EXHIBITION AWARDS WRITING REPORT
HOLIDAYS

Action tasks: Action tasks: Continue preparation In test

o Make Canva posters o Upload product for test week. setting fill in
to print and stick on evidence – to the report
display boards) help voting! template and
Action task:
add
o Prepare method to Reflect
your evidence.
get visitor
feedback PREP REPORT o how used
WRITING thinking/self-
management
Action task: skills to make
Reflect product

o research skills o what learned

used to reach
learning goal

o what learned

Dec 2 – 6 Testweek 9 - 13 16 –20 23 - 29

PREP IMPROVING FEEDBACK MTG

REPORT

o Supervisor HOLIDAYS
Action task: Reflect feedback

• Get feedback on verbally and in

product from booklet
target group if
not yet done

• Make
sure report well
formatted

Jan -3 6 - 10 13 - 17 20 – 24 27 – 31
DEADLINE FINAL
HOLIDAYS IMPROVE REPORT REPORT UPLOAD
9th 13th
Each class a half day @
Buitenhuis
CELEBRATE!!!

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 What is the Personal Project?

It is an opportunity for you to choose what personal interests you want to

explore to develop your knowledge and talents. You choose what you want to
learn and what product you make.

It’s part of the MYP Certificate, so you need to pass! It showcases all the
MYP skills you have developed. You will use your self-management, research,
communication, social and thinking skills. As in Humanities and Design lessons,
you go through the stages of inquiry, action and reflection.

You get time and guidance in Personal Project lessons to help you develop
your product and complete tasks as described in this Action Guide. YYou also
have a teacher as your supervisor who gives feedback on and support.

You show your product or outcome to gr9, parents and teachers at the
Celebration Exhibition in November. There are prizes for the best products!

Then you write your Project Report – this is what you are graded on by
your supervisor. See next page for assessment details.

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 Assessment

You are graded on your Project Report, which you write in Test Week.
A supervisor gives you feedback on this version so you can improve it before
the final deadline in January, and they sign off your report as your own work.

You get the final grade in September when the IB has looked at samples
from schools around the world. You use the report template in this Guide
which includes the grading rubrics.

Chapter 1 Planning Chapter 2 Applying skills Chapter 3 Reflecting

State your learning goal Explain how you used Explain the impact of
your research skills to the project on yourself
Explain how your personal
help reach your learning and your learning
interests connect to this goal
goal

State your intended product Explain how you used Evaluate the product

Present appropriate success your thinking and self- based on your success
criteria for your product management skills to criteria
make your product
Present a detailed action

plan for making the product

to meet your success criteria

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 Your Project Google Doc

You complete your action tasks in a Project Google Doc as outlined in the
timetable. Your mentor will give you feedback and check your progress.

Download the template from Managebac, save it as ‘[Link]’. Share

it with your mentor and upload tasks in line with the deadlines.

Tasks not completed in Personal Project lessons must be finished in your own time
to meet the project deadlines. Do not upload this Guide!

For some tasks you upload photos or other visuals as evidence of how you did your
project, for example, how you used research or communication skills, and, of course,
to show what product you made, things like:

✓ visual thinking diagrams (mind maps/brainstorms etc.)

✓ images of research like screenshots of useful websites, places you

visited, people you interviewed.

✓ results of surveys and interviews with questions and answers

✓ messages or emails of communication with key people who helped you

(teachers, family friends, your supervisor or external experts)

✓ images/drawings, screenshots of your product being made and final form

✓ feedback on your final product from your target audience

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 Planning – Learning Goal + Product

Learning goal
= what you want to learn,
clearly connected to your
personal interests/passions.

Product
= what you create or do
how you reach your learning
goal or how you show what you
learned.

Different sorts of products could help you reach or show your learning goal.

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Task 1 - Create your Personal Interests + Passions Brainstorm

ü Use a brainstorm app like Mindmup or do your brainstorm on paper

ü Use these questions as inspiration to get your thinking!

à What do you enjoy doing in your free time?

à What would you like to do more of if you had more free time?
à What have you always loved to do ever since you were a child?
à What would you like to find out more about or get better at?
à What have you always dreamt of doing or becoming?
à What are you thinking of studying or doing after school?
à What professions might you enjoy?
à Which school projects have you enjoyed and you’d like to follow up?
à Which community/voluntary service have you done and felt good about?
à What problems would you like to help solve locally, nationally or
globally?

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Task 2 – List Possible Learning Goals

What (be specific!) Why (your motivation)

I want to
learn…

I want to
learn…

I want to
learn…

Task 3 – Connect to Product ideas

ü For each learning goal list a few possible products. A product can also
be an activity like giving a talk/performance.
ü Then think about the advantages (pros) and disadvantages (cons) of
each

Is it too challenging (needs too much time/too expensive)?

Is it not challenging enough (you won’t really learn anything, it is too
easy/simple)?

Possible products Pros/Cons

Learning Goal 1

Learning Goal 2

Learning Goal 3

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Task 4 - Make a first ideas digital poster/collage on Canva

ü Make a poster with your best ideas so far – possible learning goals and
products

ü Include photos showing how these connect to your personal interests.

ü Make sure your poster is ready to display at the Gallery Walk when
you meet supervisors and get peer and mentor feedback.

Task 5 – Summarise your final learning goal and product

ü State your final learning goal in one sentence.

Be specific – do not use general words like ‘people’ - say which people.

ü Insert some photos that show how your chosen learning goal connects to
your personal interests and experiences.

ü State your product in one sentence.

Task 6 – Make Product Success Criteria

Success criteria describe what you want your product to be like and why!

They also help you to evaluate it afterwards in your Project Report. In Design you
have created these (called specifications), so you know what to do!

Think about:

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 The product’s form: The product’s content:

Good criteria avoid vague generalisations

Don’t say, for example, ‘My video must have music’.

Say what type of music and for what effect.

Good criteria don’t have unjustified opinions.

Don’t say, for example, ‘The book should not be too long’.

Say how many pages and why that number.

Examples of poor and good criteria

Content/function = what it must do and for who

Poor criteria Good criteria

My posters must My posters must show actions teenagers at my school

inform people about can take to reduce their exposure to microplastic in
plastic. food and drink packaging.

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 My video must teach My video must teach teenagers at my school and
people how to cook their social networks how to make easy, low fat, low
healthier food. sugar vegetarian and vegan dishes.

Size/Length

Poor criteria Good criteria

The jewelry tree My jewelry tree must be tall enough to hang my

must be the right biggest necklace, so at least 20 cm high, and have
size. branches for my favourite earrings, so at least 10
branches.

The songs should The songs should be 3-5 minutes long as this is the
be a typical average length of a pop song. (Vox, 2014)
length.

Aesthetics = visual and/or sound quality

Poor criteria Good criteria

My painting must look My painting should harmonise with the living room’s
nice/attractive. neutral decoration by using a neutral colour palette.

My book must look My book must use colours and images that evoke the
French. French culture; like the red, white and blue of the
French flag; Eiffel Tower; typical foods like croissants.

Materials = what your product is made from

Poor criteria Good criteria

The product I must use locally produced organic ingredients and the
packaging should be packaging should avoid plastic yet have some waterproof
eco friendly. qualities, like bee-waxed recycled paper.

I must use wood. I must use a strong wood that can be outside all year.

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You need to add how you’ll measure if your product meets your success criteria!

o Use solid reasons or facts

Examples: a pop song should be 2-5 minutes long or an

info video for teenagers should be 5-10 minutes long
according to a survey of your classmates.

o Make it measurable/observable/testable

o Quantitative methods: you can collect data using

numbers, like how many families agreed to save
energy in their home or how fast your robot went
compared to how fast you hoped it would go.
o Qualitative methods: you cannot measure in numbers,
but you can get feedback in a survey or interview,
for example what people liked or how they felt it
could be even better.
o A mix of both: like a star rating or a 1-5 scale of how
much people liked your product.

ü Create a table like this (See example on next page.)

ü Aim for at least 5 and no more than 10 criteria.

Success Criteria Why How to measure

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Example of success criteria for an animation

Success Criteria Why How to measure

Content/Function: It is important that my animation has a story. I will measure this

I want to be sure that I can create an through a short
1. The story is clear, animation that is meaningful and has a purpose survey that I will
understandable to my and that viewers get my message. give.
classmates, family friends.

Aesthetics: I want to make sure that the drawings are my I will ask my art
best work, and that I include details (such as teacher to assess
2. All drawings are of high shading) that makes them look realistic. my drawings
visual quality, with shading before animating.
and finer details

Animation quality: After my initial research, I was able to set I will be able to
realistic expectations for what I could create measure this
3. I will create two in my first attempt and within the deadlines myself in the
minutes of animation for the Personal Project. 2 minutes will be programme I use.
challenging but achievable as it takes 1-2
weeks per minute (Yumyum Videos)

4. Movement in the I want to make sure that my animation is more I will measure this
animation will be fluid and than stop- motion, so that I can prove to through a short
realistic myself that I can move to the next level. I survey that I will
want my work to look polished, even though I give to a test
am a beginner. group of viewers.

5. All of the animation My initial research told me that colouring I will be able to
frames must be coloured backgrounds and frames would take me a long measure this
and complete. time but was essential to achieve a finished myself.
look (no white spaces or missing parts). I
decided early on that I wanted to make sure I
achieved as professional a look as I could.

Task 7 – Product Action Plan

✓ detailed, logical steps to make your product

✓ specific dates and deadlines
✓ the product success criteria each step helps you achieve

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Tips - Work out how much time you have after school and outside
school activities. Set reminders on your phone and in your agenda.

Example: part of a product action plan for a vegan YouTube channel

What Why How When Which *Progress

long success (to be
criteria filled in as
helps to your make
achieve your
product

Find out the I know it’s very 30 25 Sept Nr 2 Cover This took
most important different to mins the main me all
techniques and cooking with start in vegan mentor
processes in meat and this mentor cooking lesson -
vegan cooking makes it hard to lesson techniques there are
switch +processes many
processes
and
techniques

Do research I don’t have 1 25-6 Nr 2 Cover This took

online and in our enough info in our hour the main me 2 hours
cookbooks to home cookbooks or Start in vegan because a
find 5 recipes and my parents more mentor cooking vegan friend
that show key don’t have much lesson,c techniques helped and
techniques + knowledge as not arry on +processes we chatted
processes vegan. at home a lot while
we
researched

Make a list of I need to buy 15 5 Oct nr 3 Fresh, Done on 6th

ingredients for this before I film mins local, bio as had
the 5 vegan me making the list ingredients hockey
dishes and go to recipes and 1 match on
shops to buy hour 5th! Parents
shop knew where
to buy bio
locally

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 Research – Info, opinions, experiences

Your research should help you to achieve your learning goal.

Making research questions helps you find the right information. Then plan where
to get the information. You know what to do from projects in Science, Design and
Humanities! You will get feedback on your research question and subquestions.

Task 8 - Create research questions

ü Make your main research question - it will be very close to your learning
goal.
ü Then break it down into subquestions

A good research question is:

o Clear and specific

o Relevant and useful
o Realistically possible to answer
o Open - using ‘why’, ‘how’ ‘which’ type question starters

Poor Example: ‘Can I learn vegan cooking?’ does not focus your research!

Good example: Which vegan cooking techniques are most important to learn to be
able to switch my family most easily to cooking popular, simple and low-cost vegan
meals in the Netherlands?

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Subquestions for this example: (to break down info needed into detailed steps)

□ What is vegan cookery?

□ What are the most useful and easiest vegan cooking techniques?
□ What are the most useful vegan cookery ingredients available in NL?
□ What are the most popular, simple and low-cost vegan dishes I can make
in NL?
□ Which are my family’s favourite meals and how I can switch them to
being vegan?

Task 9 - Research Sources + Methods

You are likely to need a mix of sources and research methods.

ü Make a research plan means you think about where and

how to get the information you need.
o Which people should you try to interview or survey and how?
o What sort of sources would be most useful and most reliable?
o What primary sources do you need (new data not collected before)
– like your own experiments, visits, interviews, surveys.
o What secondary sources will you look for (data that already exists)
– like online sources, books etc.

ü Aim for at least 7 sources of at least 5 different types, for example,

a newspaper, a magazine, an expert website or social media channel, a
government website, a YouTube video, books, your own interviews,
observations or surveys.

ü Many members of the community can support you in your Project.

In school: the librarian, expert teachers and other students. Outside school:
experts in relevant fields like artists, athletes, YouTubers, local libraries and
musea, your family and family friends (these can be a good source of contacts
to get interviews etc.)

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Task 10 – Research Results Summary

ü Make notes of what information you get from which source - you
need this for your Project Report as evidence of your research skills and
academic integrity.

ü Format your source list as an MLA bibliography using Easybib or Bibme.

ü Interviews are sources too, so include your interview questions and a

summary of answers and/or quotes that show their main tips. You can
use an online programme to transcribe interviews into text. If you use
ChatGPT to summarise a long interview you include this as a source too.

Task 11 – Create an Evaluation Rubric

Now you’ve done your research you have a clearer idea of what you want your
product to be like. So, it’s time to revisit your success criteria, to see if they need
changing and then use them to make a simple evaluation rubric. This will help you
make your product and do a better evaluation in your Project Report on what you
did well and what you could have done differently.

ü Create a simple rubric with three levels:

o Below expectations
o Meets expectations
o Above expectations

‘Meets expectations’ means it is what you planned, so put your success criteria in
this column. ’Above expectations’ means it could be even better than you hope in
some ways. ‘Below expectation’ means your product turns out less well but you can
explain why and what you learned. It will not affect your Report grade.

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Example of an evaluation rubric

I want to learn about healthy eating and fitness for teenagers by designing a free

personal fitness programme that teenagers at my school will want to do.

Below Expectations Meets Expectations Above Expectations

Less than 5 healthy 5-10 varied healthy More than 10 widely healthy
snacks and lunch lunches, dinners and breakfasts, lunches, snacks and
ideas of limited snacks ideas. dinners with recipes and
variety. shopping lists and to suit all
dietary needs.

Limited exercises for 1-2 exercises for At least 3 exercises for all
some of the main each of main muscle main muscle groups and 3 links
muscle groups groups and at least to find more for each.
one link to find out
more.

No visual aids to A website with A video explaining and showing

help explain the pictures. short texts exercises plus a monthly
exercises. on how to do them schedule
and a week
schedule.

My programme is not My programme is My programme is very

appealing to teens appealing for teens appealing to teens at my
at my school. Less at my school. 30% - school. More than 50% want to
than 30% want to 50% want to do it. do it.
do it.

There is a cost to There is no cost to There is one or more

use it. use it. freebies/discounts from local
shops/fitness centres

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 Making Your Product

Task 12 – Make your product on time!

It has to be done by the Exhibition on the 13th November but it’s less stressful
to aim to finish it the week before. Things often take longer than you expect…

ü Use your action plan, adjust it to help you keep on track

ü Test your product and get feedback
Get feedback especially from your target audience, but also
schoolmates and parents. For example, if you make a children’s
book, then read/show it to some and ask for reactions.
ü Take photos, screenshots or film
You need to show how you make your product and the end result as
part of your Project Report.

Task 13 – Prepare display for the Celebration Exhibition

ü You get a display board, the size of 2 pieces of A3, to put on a table
ü Use 2 Canva posters to cover it: include your learning goal, connection to
personal interests, your product success criteria evaluation rubric
ü Show images of how you made your product and display your product.
ü Prepare a Google Form for visitors to give you feedback code so they can
scan it on their phones.

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 Writing Your Project Report

Before Test Week your mentor will help you understand what to write and how to
prepare your notes and evidence.

You will mostly use what you already did in the action tasks, like your action plan
and research summary. You will also need to prepare a few new elements like a
rubric to grade your product and one source analysis.

In Test Week you write the first version of your Project Report. You fill in the
report template which tells you exactly what to write. In the next pages you see
the template per chapter with the grading criteria included.

A few weeks after Test Week you meet your supervisor for feedback. You then
improve your report and upload it to ManageBac by the deadline. ManageBac
performs a plagiarism check. Supervisors access your report more easily on
Classroom. Your supervisor and you sign an academic integrity form to confirm the
report is your own work and that you acknowledged your sources.

You will soon get an indication of passing or failing. However, you only get your
actual grade after the summer. This is because the IB checks 10 reports per
school to make sure grading is being done in the same way around the world.

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IB Personal Project Report Requirements

o Maximum 15 pages report following structure of rubrics

o No cover page or contents list

o Margins must be 2 cm all around.

o Text size must not be smaller than 11-point font.

o No appendices, no URLS or hyperlinks allowed in chapter text.

o Bibliography in MLA format must be uploaded separately

and it is not part of page limit.

o Evidence of process must be included in Chapter 2

(photos, screenshots, research notes, drawings etc.)

o Evidence of product must be in Chapter 3. The product may be in

Dutch but with translation/summaries of some extracts in English

o Written evidence like emails, questionnaires or surveys must be

(translated) in English.

o All evidence must be big enough to see/read on A4 paper.

o For video/audio products a 30 sec extract is required as evidence.

(As .mp3, .m4a, .mp4, .mov (codec H264), or .m4v)

o The report can be partly delivered in video format, but every

minute of video report means 1 less page of written report allowed
(max is 9 mins video + 6 page report). It follows the same structure
and cover the same content as the written report.

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 Report Template + Grading Rubrics

Insert the name of your project/product here as report title.

Chapter 1 – Planning

Learning goal and Personal Interest

□ State your learning goal in one sentence. (Do not say what your product is
yet!)
□ Explain why this is important to you – how it connects to your interests,
values and experiences.
□ Explain how much you already know in relation to your learning goal and
what you still want to discover or improve.
□ Include visual evidence of the connection to your interests/experience.

Product and Success Criteria

□ State what product you want to make in one sentence.

□ Explain why/how this will either help you reach your learning goal or show
your learning process and results.
□ Insert your Product Success Criteria table.

Product Action Plan

Insert your Product Action Plan table.

25
How to do well in Chapter 1

Criterion A - Planning

1–2 The student:

i. states a learning goal

ii. states their intended product
iii. presents a plan that is superficial or that is not focused on a product.

3–4 The student:

i. states a learning goal and outlines the connection between personal interest(s) and
that goal
ii. states their intended product and presents basic product success criteria
iii. presents a plan for achieving the product and some of its success criteria.

5–6 The student:

i. states a learning goal and describes the connection between personal interest(s) and
that goal
ii. states their intended product and presents multiple appropriate product success
criteria
iii. presents a detailed plan for achieving the product and most of its success criteria.

7–8 The student:

i. states a learning goal and explains the connection between personal interest(s) and
that goal
ii. states their intended product and presents multiple appropriate, detailed success
criteria
iii. presents a detailed plan for achieving the product and all its success criteria.

State Give a brief answer without explanation or details.

Outline Give a brief account with minimal details

Describe Give a detailed account.

Explain Give a detailed account including reasons or causes.

26
Chapter 2 – Applying Skills

ATL skill(s) used to help achieve learning goal

□ Explain how you did your research, using your research skills
□ Include evidence such as:
your research
ATL skill(s) applied questions, interviewproduct
to help achieve questions and answers; summaries of
research notes showing source name and main info you got; screenshots or
photos of important sources, refer to your Bibliography (how many sources
and what range of source types)
□ Include your analysis of one of your most important sources using the
method you know from Humanities (OPCVL)

□ If other skills were very important for your learning you can include
them – for example communication if you managed to do difficult
interviews. Include evidence of these if you can.

ATL skill(s) applied to help achieve product

□ Explain how you used thinking skills to make your product

Use 1-3 situations where you had to use critical and/or creative thinking
to solve
Chapter 3 –a Reflection
problem or come up with new ideas and inspiration.
Include evidence such as photos, screenshots, diagrams etc if possible.

□ Explain how you used self-management skills to make your product.

Use 1-3 situations where you had to organise and/or keep your focus, deal
with failure etc. to keep on track to finish on time.
Include evidence of your process such as: reminders or lists on your phone,
post-it notes, emails or apps

□ If other skills were very important for making your product you can
include them – for example communication skills if your product involved
writing a song or a book, making a speech or giving a performance, or social
skills if you had to work well with other people to make your product.
Include evidence of these! 27
How to do well in Chapter 2

Criterion B: Applying skills

(AtL skill groups: research, thinking, self-management, communication and social)

1–2 The student:

i. states which ATL skill(s) was/were used to help achieve their learning goal
ii. states which ATL skill(s) was/were used to help achieve their product.

3–4 The student:

i. outlines which ATL skill(s) was/were used to help achieve their learning goal,
with superficial examples or evidence
ii. outlines which ATL skill(s) was/were used to help achieve their product, with
superficial examples or evidence.

5–6 The student:

i. describes how the ATL skill(s) was/were used to help achieve their learning
goal, with examples or evidence
ii. describes how the ATL skill(s) was/were used to help achieve their product,
with examples or evidence.

7–8 The student:

i. explains how the ATL skill(s) was/were used to help achieve their learning
goal, supported with detailed examples or evidence
ii. explains how the ATL skill(s) was/were used to help achieve their product,
supported with detailed examples or evidence.

State Give a brief answer without explanation or details.

Outline Give a brief account with minimal details

Describe Give a detailed account.

Explain Give a detailed account including reasons or causes.

28
Chapter 3 – Reflecting

Product Evaluation

□ Say briefly exactly what your final product was.

□ Insert easy to see evidence of your final product
□ Insert your evaluation rubric (the below/meets/above expectation table)
□ Highlight how you think you did on each of your success criteria
□ Explain for each criterion
- what you felt went well/less well, like the strengths and weaknesses of
your product and what you could have done differently
- what you base this on (e.g. What did you measure and how? Who did you
get feedback from and how?
□ Include evidence e.g. photos, feedback from others (e.g. emails, survey
results)

Impact and learning

Explain what impact your project has had on you:

□ Refer to 2-4 specific important insights you got in relation to your
learning goal and how you got these (e.g. from which source)
(Do not write “I learned a lot about….”. Do say WHAT you learned, so “I
learned that…”

□ Refer to 2-4 specific ways you grew, developed or came to think about
yourself and how this happened.
You can use the IB Learner Profiles but just pick 1-4 and only if you can
describe real situations or give evidence.

□ Say how the project may have shaped your ideas about future study,
work or free time activities.

29
How to do well in Chapter 3

Criterion C: Reflecting

1–2 The student:

i. states whether the product was achieved.

ii. states the impact of the project on themselves or their learning

3–4 The student:

i. states whether the product was achieved, partially supported with evidence or
examples.
ii. outlines the impact of the project on themselves or their learning
5–6 The student:

i. evaluates the product based on the success criteria, partially supported with
evidence or examples
ii. describes the impact of the project on themselves or their learning

7–8 The student:

i. evaluates the product based on the success criteria, fully supported with
specific evidence or detailed examples.
ii. explains the impact of the project on themselves or their learning

Impact of the project means any part of the project including how the student has
grown and what was learned (re learning goal and product and self).

State Give a brief answer without explanation or details.

Outline Give a brief account with minimal details.

Describe Give a detailed account.

Explain Give a detailed account including reasons or causes.

Evaluate Weigh up the strengths and limitations using evidence and examples.

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Task 14 – Analyse a Key Source

You can show good research skills in your Project Report by including one source
analysis using the OPCVL method, like you have done in Humanities. You just need
to analyse one that influenced your product or learning the most.

OPCVL = Origin-Purpose-Content-Value-Limitation

Origin □ Who is the information provided by?

E.g. a commercial company or a government.

□ Is it a primary or secondary source?

□ When and where was it provided?

Purpose
□ Who is the information for?
□ Why did they give this information?
E.g. Is it to inform, to influence opinions or to sell something?

Content □ Summarise the main information that is useful for your project.

Value □ How does this information help your research and your project?

□ Can you verify it in another source?

E.g. has it been reviewed by other reliable sources?

Limitations □ Can you trust the information?

E.g. is the source biased/subjective, political?

□ Is the information complete or only part of the picture?

Example of analysis of a TV programme that a student found very helpful when

making a book about the challenges children face in developing countries.

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Task 15 – Prepare evidence of AtL skills used

AtL skills used to reach learning goal - Research

Research skills: Examples and evidence

Planning
- Making research questions. e.g. your research questions
- Deciding research methods e.g. your planned research
- Contacting people to interview/survey and methods
setting dates e.g. emails

Collecting information
– Using a range of different types of sources.
- Designing interviews and surveys e.g. your Bibliography
- Analysing if sources are suitable and e.g. interview questions/survey
trustworthy questionnaires
e.g. your OPCVL table from task
Recording 14
– Listing sources correctly
- Noting key information from each source
- Checking information is correct. e.g. your Bibliography
e.g. summary notes or interview
Interpreting answers
- Understanding how the information answers your e.g. when more than one source
research questions. gave same info.
- Finding connections between information from
different sources. e.g. your conclusions about what
you learned

It’s fine to only write about research skills here.

If you want to write about other AtL skills like communication that helped reach
your learning goal, use the tables below.
AtL skills used to make the product (thinking and self-management)

Thinking skills: Examples and evidence

Critical Thinking Skills:

□ Interpret data e.g. examples of how you used your
□ Consider ideas from multiple research to make your product
perspectives e.g. examples of how you solved
□ Analyze complex ideas and turn them problems
into new or simpler ones
e.g. brainstorm or other diagrams
Creative Thinking Skills:
e.g. images of making product
□ Use visual diagrams to generate new ideas.
e.g. comparisons of experimenting
□ Create original works and ideas.
with different versions/methods to
□ Use existing works and ideas in new ways.
make your product
□ Experimenting

Transfer Thinking Skills: e.g. examples of how you combined

□ Combine knowledge, understanding and skills your existing and new knowledge
to create a product or solution. e.g. examples of how you solved
□ Apply what you've learned and know to new problems
situations.

Self-management skills: Examples and evidence

Organisational
e.g. your choice of product
□ Set goals that are challenging and realistic.
e.g. your action plan with progress
□ Plan short- and long-term assignments;
updates and revised deadlines
meet deadlines.
e.g. internet, email, social media,
□ Use technology productively and
recording and editing technologies,
effectively.
app design etc.
Affective (emotional)
□ Demonstrate persistence and perseverance. e.g. difficult situations and how you
□ Resilience to get over mistakes/failures. came through to make your product

Reflective:
e.g. situations where you used self-
□ Use strengths and work around weaknesses
knowledge to get something done

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You may also want to write about communication or social skills either in
relation to your learning goal or to making your product.

Communication skills: Examples and evidence

□ Share ideas with different

audiences using various digital and e.g. aspects of your product
online media. e.g. your communication with
□ Organise/show information logically. possible interviewees or
□ Use various speaking techniques to organisations you needed to work
communicate with different with
audiences
□ Write for different purposes

Social skills Examples and evidence

□ Listen actively to other people’s e.g. your communication with

perspectives and ideas interviewees or organisations you
□ Give and/or receive meaningful needed to work with
feedback e.g. specific situations if your
□ Help others to succeed product involved interaction with
□ Practice empathy others like teaching a primary
school class or doing voluntary work

Task 16 - Prepare evidence for Product Evaluation

ü Insert photos/screenshots of your product - images must be big

enough to read/see on A4 paper

o For audio products you will later upload a 30-minute extract.

But in your report, you need evidence of feedback from your mentor,
a teacher or external expert who listened to it.
o Translate key points into English if product or emails are in Dutch.

ü Insert your Product Evaluation Rubric

ü Insert feedback you received such as survey results.

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Task 17 – Prepare notes on learning + impacts

ü 2-4 specific important insights you got in relation to your learning goal

I learned that… From which source/part of

project
□ □
□ □
□ □
□ □

Tip Do not write “I learned a lot about….”. Say WHAT you learned!

ü 2-4 specific ways you developed

o How the project may have shaped your ideas about future study,
work or free time.
o How you were an IB Learner (see Profiles on next page).
Just pick 1-3 where you can give detailed specific examples or
evidence. Don’t talk in general about lots!

Impacts on me as a person In what situation + how

□ □
□ □
□ □
□ □

o Do not write vague generalisations, like:

“I grew a lot as a Risk Taker because I took a lot of risks in project

and I was a Carer.”

o Talk about real situations you experienced with details, like:

“I acted as a Risk-taker and Carer when I volunteered to help care

for the elderly woman with dementia, as I had no experience, and it
was important not to upset her by doing the wrong thing. I was
nervous but followed instructions on what to do as I described in
chapter 2, like never disagreeing with her. I enjoyed sharing meals and
walks with her as I could see she was quite calm with me. I want to do
more voluntary work but feel I need more training and experience.”

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37
Academic Integrity Form

Student
name
Student number

School ISL
name
School number

Supervisor
name
Student: This document records your progress and the nature of your
discussions with your supervisor.
You should aim to see your supervisor at least three times: at the start of
the process to discuss your initial ideas, then once you have completed a
significant amount of your project, and finally once your completed report
has been handed in.

Supervisor: You are asked to have at least three supervision sessions with
students, one at the start of the process, an interim meeting and then the
final meeting. Other sessions are permitted but do not need to be recorded
on this sheet. After each session, students should make a summary of what
was discussed and you should sign and date these comments.
Date Main points Signature/initials
discussed
Meeting Student:
1

Supervisor:

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Meeting Student:
2

Supervisor:

Meeting Student:
3

Supervisor:

Supervisor’s comments on project:

Supervisor declaration
I confirm to the best of my knowledge, the material submitted is the
authentic work of the student.

Student’s signature Date

Supervisor’s signature Date

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