The report must include: 1. Title page 2. Table of contents 3. Body of the report i. Criterion A: Investigating ii. Criterion B: Planning iii. Criterion C: Taking Action iv. Criterion D: Reflecting 4. Bibliography and/or Works Cited (MLA) 5. Appendices - Your first Appendix should probably be your Process Journal extracts. Other appendices can include extra information you want your reader to know and see, but could not be included in the report itself. The title page must include the following: Student name, title of the project, length (word count), school name, year The table of contents must be clear and easy to follow. The body of the report is structured around the objectives and assessment criteria and it must include these sections: The report must be within the 1500 – 3500 word range, no more, no less. Information contained within tables, photo/image annotations, and similar in-text additions generally do not count against your total word count. Keep in mind, however, that simply including a table of your Specifications, for example, is not enough. You must comment on your Specifications and discuss them according to Criterion B: Planning. Like any good report, the main sections often have sub-sections to help your reader understand your project better. For example, you may want to consider sub-dividing Criterion A: Investigating into its constituent parts: o Goal and Global Context o Prior Learning and Subject-Specific Knowledge o Research Inquiry / Research Question Secondary Research Primary Research Example Title Page Example Table of Contents
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The report must include:
1. Title page 2. Table of contents 3. Body of the report
i. Criterion A: Investigating ii. Criterion B: Planning iii. Criterion C: Taking Action iv. Criterion D: Reflecting
4. Bibliography and/or Works Cited (MLA) 5. Appendices
- Your first Appendix should probably be your Process Journal extracts. Other appendices can include extra information you want your reader to know and see, but could not be included in the report itself.
The title page must include the following: Student name, title of the project, length (word count), school name, year
The table of contents must be clear and easy to follow.
The body of the report is structured around the objectives and assessment criteria and it must include these sections:
The report must be within the 1500 – 3500 word range, no more, no less. Information contained within tables, photo/image annotations, and similar in-text additions generally do not count against your total word count.
Keep in mind, however, that simply including a table of your Specifications, for example, is not enough. You must comment on your Specifications and discuss them according to Criterion B: Planning.
Like any good report, the main sections often have sub-sections to help your reader understand your project better. For example, you may want to consider sub-dividing Criterion A: Investigating into its constituent parts:
o Goal and Global Context o Prior Learning and Subject-Specific Knowledge o Research
Inquiry / Research Question Secondary Research Primary Research
Example Title
Page
Example Table of
Contents
(Criterion A): Investigating
Checklist: Strands i. and ii.
I describe and explain a clear and highly challenging goal for my project. My goal statement is part of
this explanation.
I explain the connections between knowledge and concepts I have learned throughout my life to my
project (prior learning and personal interests). I describe and explain these connections in my
process journal and in my final report.
I describe the connections my project has to knowledge and skills I have acquired in school subjects.
I describe the links between my project and my chosen Global Context. Furthermore, I make
references to my Global Context in my Process Journal and throughout my Final Report.
Strand iii.
I show strong evidence of using information literacy skills and/or media literacy skills throughout the project:
Information Literacy
Create references and citations within the report, use footnotes/endnotes and construct a
bibliography according to MLA format
Identify the primary and secondary sources you used to get information about your topic
Evaluate your sources based on a modified OPVL format:
Media Literacy
Select a wide range of relevant sources and apply knowledge gained from these sources to
improving my project.
Student Example 1:
Source Evaluation
(Criterion B): Planning
Checklist: Strand i.
I display and analyze a number of rigorous (substantial, appropriate, and carefully considered)
Probably the best direction to take is to focus specifically on each of the ATL skills you developed during
the project individually, in well-developed paragraphs:
Research
Self-Management
Thinking
Communication
Social/Collaboration
Reflection on Learning Undertaking the Personal Project was a very challenging and rewarding experience and by completing the whole inquiry process I was able to readily engage in action as I was constantly utilizing and developing my ATL (Approaches to Learning) skills in order to achieve my goal. I learnt a lot about my own abilities as a learner and a person and found that by working on my project in a productive and responsive manner, I was in fact engaging in action. I was encountering problems, researching solutions, making decisions and ultimately creating solutions. I have always thought I was an organized, persistent and creative worker, but on reflection the project highlighted many skills and attributes I had to quickly develop and act on in order to achieve my goal. Communicating is one of the skill areas of the ATL’s and a very clear opportunity to engage in action by engaging in written and verbal communication with others, listening to what they have to say, questioning their expertise and ultimately using the information I was able to gain. Communicating with adults was a huge component of my project. Some of the people I knew, but many of them I didn’t. I had to refine my written and verbal skills (see appendix 1 & 2), making sure that I was professional in my dealings with everyone and actively listening to what others were saying in order to achieve the best outcome for my goal. This was an intimidating thing for me to do, but something that has helped me grow as I feel far more confident independently dealing with adults, with whom I don’t have a pre-existing relationship.
Student Example 6: ATL Skill Development Reflection
I am normally a very organized person, so did not think much about the self management ATL’s, but the Personal Project has so many aspects to it, it wasn’t just about keeping appointments and due dates. I had to organize my time, my research, my meetings with my supervisor and my mentor as well. I found I had to use a diary to juggle my time, setting due dates for myself, allocating time to each aspect of research or construction, in order to accommodate the busy life I lead. I also had to organize my research as I was gathering information from many sources. I ended up recording my research in a table (see appendix 3). This way I was able to keep track of where I had gained my knowledge from as I recorded the information, date, and bibliographic details of each source. This clearly reflects my engagement with action as I was really learning by doing. I had created several note taking formats, but found flaws in each and therefore had to keep modifying as I went to produce my ultimate format that ensured I was able to logically collate all my information.
Collaboration is a really important aspect of the project and the perfect opportunity to engage in action. I was reliant on guidance and help from others, but also needed to show respect for the people helping me, by showing them I was engaged, listening to their advice and acting on it. When I met with my mentor I would always go along prepared with questions I needed to have answered to make sure I didn’t waste any of my time and especially hers. After each meeting I would complete a Journal entry (see appendix 4-6) to make sure I recorded the answers to my questions, any notes on advice or tips she gave me and also to make a list of the next steps I needed to complete in order to achieve my overall goal. This is a skill and an organization technique that I found easy to use, very useful and I can see this will help me in future research projects. I really enjoyed the research aspect of my project as I learnt to use primary sources of information. I did use the internet and a few books to research sewing skills and design techniques, but by far collaborating with an actual expert, sharing their ideas and putting my internet and book research into action and seeking the opinion and clarification from my mentor was by far the most meaningful research I completed. This experience has changed my perspective and definitely developed my research skills as I think I will now look more broadly as to where I can find accurate and useful information. I won’t simply rely on the internet. When I look at what thinking skills really entail, I can see that my project experience has in many ways required me to use and develop all aspects. As my project progressed, I was faced with hurdles and challenges requiring action and ultimately me finding ways around them. I was constantly reflecting on my project, identifying the weaknesses, considering options and possible solutions, then applying my solution or transferring my knowledge to overcome the obstacle. This was the part I actually enjoyed the most as it was my project and I was able to be as creative as I wanted to be. Now that I have reached the end of my project I can see that I have grown as a person and as a learner. I can see that my every step forward in my project was actually me engaging in action to ultimately achieve my goal. As a result I think I am far more independent and empowered to take control of my own learning and research beyond the Personal Project.
Exemplars were re-produced thanks to the generosity of Youbeen (Rachel) Oh.