The IR Project, Starting

Why do I have to do the IR Project?

It is an opportunity to explore a topic that is of interest to you, to develop your approaches to learning
skills further and to create something unique to you.

Will anyone help me do the project?

You are responsible for your IR Project. It is an investigation that you do alone to show your skills as
an independent learner.
However, you are not entirely alone in doing the project. I will be available to offer you advice and
guidance as and when you might need it. I supervisor can do a number of things to help you in the
process including:

Advising you on whether or not you are undertaking an achievable project

Helping you to create a schedule for completing the project
Discussing your area of interaction and topic to ensure they complement each other
Meeting to discuss and review your progress with your project
Advising you should any part of your project start to present difficulties

Being an independent learner does not mean you have to work in isolation. In fact the best
independent learners recognise how important it is to collaborate with other people when undertaking
a project because a wider range of ideas can lead to a better outcome. Apart from me, you will talk
with and seek advice from your parents, friends and other adults. However, the work you do in the
project must be your own work.

So what is the IR Project?

The IR Project is similar to every other subject you study because you have to:

use many of the approaches to learning skills you have learned in your other subjects
produce items
undergo assessment

The IR Project is different from many of your other subjects because you have to:

complete your investigation within the context of one area of interaction

work independently throughout the course
interact with a supervisor

Basically, you choose a topic that interests you personally and an area of interaction that helps you
develop your project with a clear and specific focus. Deciding on the goal of your project can begin
with the topic or the area of interaction, but at some point both need to come together and form the
goal.
1

What exactly do I have to create for the IR Project?

You must create three items:

A process journal (similar to the developmental workbook in arts) and non-edited video of
creating product as evidence of your on-going process
A product or outcome for display that shows other people what you did
A project report

The Process Journal

Your process journal is the record of your involvement in the IR Project process. It should record all
your ideas, your planning, your discussions, clippings of readings and concepts, diary excerpts,
meeting schedules and outcomes with your supervisor, photographs whatever you do that is part of
the process should be kept in this document. You choose the format of your journal. It might be a
scrapbook, a note book, an electronic site for example. You also must record the process while you
are making the product. This video will be un-cut and not necessary to be edited.

The Product or Outcome

The product you create is how you show other people what you have investigated. Apart from your
journal, which will be part of the display, you need to have some way of showing what you produced
or achieved for your goal. This might be the actual product such as a model, electronic article, artwork
or it might be visuals of the outcome such as diagrams.

The Project Report

The report you produce can be in different formats; it can be written, oral or in multi-media form. You
will need to think carefully about how you report your project and how you work best. To prepare an
oral report will take as long to prepare as a written report.
This guide has more information about the report later on.
The important thing to think about for your project is to identify something YOU want to explore and
find out more about.

What will be assessed?

All of the three items are assessed: the use of the process journal, the product or outcome and the
projects report.

How will I be assessed?

The IR Project is assessed against seven steps. Each aspect is of equal value and has 8 levels of
success. The criteria are:
Criterion
A. Use the Process Journal
B. Define the goal
C. Select Sources
D. Apply Information
E. Achieve the Goal

Maximum score
8
8
8
8
8
2

F. Reflect on Learning
G. Report the Project

8
8

I will use these seven steps in accordance with our IS criteria to assess your project at the end of the
process.

A: Use the process journal

You show that you have used approaches to learning skills when completing the project. This is
shown in part through the use of the process journal, as a record and organising tool for your project.
You show commitment to completing the project through meeting deadlines, organising your
materials, interacting with your supervisor, and dealing positively with challenges that arise. You
record your thinking and ideas as you progress through your project.
Students must show:

organizational skills through time and self-management - attention to deadlines & procedures,
self-motivation

communication and collaboration with the supervisor - initiative taken in making & keeping
appointments with the supervisor

information literacy, thinking and reflection.

Look for these in the:

Process journal
Submissions
Final product

Level of
Achievement

Descriptor

Task Specific Clarifications

The student has not reached a standard described by any of the descriptors given below.
The student demonstrates minimal:
organizational skills through time and self-management
communication and collaboration with the supervisor

information literacy, thinking and reflection.

The students journal is organized; many

journal entries need more details for the
students process.
The journal has not been consistently updated
throughout the process; several lapses
occur. (more than 4 times late or missed)
The student does not arrange meetings or
communicate well with the supervisor.

The student demonstrates some:

organizational skills through time and self-management
communication and collaboration with the supervisor
2

information literacy, thinking and reflection.

The students journal is organized; 3-4 journal

entries could contain more details for the
process.
The journal has been updated throughout the
process; more than 2 brief lapses may
occur. (max 4 times late or missed)
The student arranges meetings and
communicates with the supervisor at least 1
time every month.

The student demonstrates satisfactory:

organizational skills through time and self-management
communication and collaboration with the supervisor
3

information literacy, thinking and reflection.

The students journal is organized; 1-2 journal

entries could contain more details for the
process.
The journal has been updated throughout the
process; usually meeting all deadlines for
submission (max 2 times late or missed)
The student arranges meetings and
communicates with the supervisor at least 2
times every month.

The student demonstrates well-developed:

organizational skills through time and self-management
communication and collaboration with the supervisor
4

information literacy, thinking and reflection.

The students journal is organized, contains a

detailed journey of the process, and has
been consistently updated throughout the
process.
The student has consistently met all deadlines
for journal submissions AT LEAST A DAY
BEFORE.
The student arranges meetings and
communicates with the supervisor at least 2
times every month.

B: Define the goal

You show that you have a clear project goal associated directly with an area of interaction and a topic
that interests you personally, and that you have defined specifications to be able to evaluate your goal.
Students must:

identify and explain a topic based on personal interest

justify one focus area of interaction as a context for the project
outline a clear, achievable, challenging goal
create specifications that will be used to evaluate the projects outcome/product.

Look for these in the:

Intro
The specifications for the product/outcome created by the student, in consultation with the project
supervisor, are used to evaluate the success of the project.
These student-created specifications for their product/outcome link to criterion E, in which the student
evaluates his or her outcome/product.
Level of
Achievement

Descriptor

Task Specific Clarifications

Evidence

The student has not reached a standard described by any of the descriptors given below.

The student:
identifies the topic of interest, a focus area of interaction and
a limited goal
creates minimal specifications to evaluate the projects
outcome/product or none at all.

Identify
Provide an answer
from a number of possibilities.
Recognize and state briefly a
distinguishing fact or feature
Minimal
:
No
specifications/incomplete, not related
to the goal

Outline
Give a brief
account.
Lack
of
definition:
Complete
specifications without definition

The student:
outlines superficially the topic of interest, the focus area of
interaction and an achievable goal
creates specifications for evaluating the projects
outcome/product, however they lack definition.
The student:
describes clearly the topic of interest, the focus area of
interaction and an achievable and appropriately
challenging goal
creates satisfactory specifications for evaluating the projects
outcome/product.
The student:
justifies effectively the topic of interest, the focus area of
interaction and an achievable and appropriately
challenging goal
creates appropriately rigorous specifications for evaluating
the projects outcome/product.

Describe
Give a detailed account
or picture of a situation, event, pattern
or process.
Satisfactory
:
Complete
Specifications with definition
Justify
Give valid reasons or
evidence to support an answer or
conclusion
Appropriately rigorous :
Complete
specifications which has quality, with
definition supported by research

1.

C: Select sources
You show that you have accessed a variety of sources and that you are able to evaluate these sources,
for example in terms of whether they are reliable.
Students must:

select varied, relevant sources to achieve the goal - evidence of the selection of primary &
secondary data from a variety of sources

evaluate sources.

Look for these in the:

Body

Bibliography/Reference list

Appendices

Evidence will be seen in the body of the report and the bibliography.
Level of
Achievement
0

Descriptor

Task Specific Clarifications

The student has not reached a standard described by any of the descriptors given below.
The student:
selects very few relevant sources to achieve the goal
demonstrates minimal evaluation of sources.

Include 25% research on aspect related to the

subject matter (Majority of resources is
irrelevant)

Less than 3 different types of resources

demonstrates minimal evaluation of sources

The student:
selects some relevant sources to achieve the goal
demonstrates some evaluation of sources.
2

The student:
selects a satisfactory variety of relevant sources to
achieve the goal
demonstrates satisfactory evaluation of sources.
3

The student:
selects a wide variety of relevant sources to achieve
the goal
demonstrates well-developed evaluation of sources.

3 different types of resources only

Include 50% research on aspect related to the

subject matter

demonstrates some evaluation of sources.

Use up to 5 different types of resources (eg.

Books, internet, DVD, CD-Roms &
interview)

Include 75% research on aspect related to the

subject matter

demonstrates satisfactory evaluation of

sources.

Use at least 5 different types of resources

(eg. Books, internet, DVD, CD-Roms &
interview). Each resource could be justified
with other typical resource for credibility

Include research on all aspect related to the

subject matter (eg. Provide a definition from
subject matter-from goal-from different
resources as validation)

well-developed evaluation of sources

D: Apply information
You show that you have used the information you gathered from your sources in order to complete
the goal. This might be through the development of techniques, problem-solving strategies or analysis
of the information you selected. You show that you have thought about the information you selected
and used it in some way to further your project.
Students must:

transfer and apply information to make decisions, create solutions and develop understandings in connection with the
projects goal
Look for these in the:
Body

Students interpret the information from sources they have researched and selected. By thinking about the information,
students develop a broader context for their inquiry; identify questions and issues for their project and solve problems.
Students may have researched information relating to techniques, which can be discussed in the context of this objective.

Level of
Achievement

Descriptor

Task Specific Clarification

The student has not reached a standard described by any of the descriptors given below.
The student demonstrates minimal:
transfer and application of information to make decisions, Various resources are minimally used to
create solutions and develop understandings in
justify:
connection with the projects goal.

Decisions pertaining to achieving

goal specifications

Techniques used to create the product

The student demonstrates some:

transfer and application of information to make decisions, Various resources are somewhat used to
create solutions and develop understandings in
justify:
connection with the projects goal.
2

Decisions pertaining to achieving

goal specifications

Techniques used to create the product

The student demonstrates satisfactory:

transfer and application of information to make decisions, Various resources are satisfactorily used to
create solutions and develop understandings in
justify:
connection with the projects goal.
3

Decisions pertaining to achieving

goal specifications

Techniques used to create the product

The student demonstrates well-developed:

transfer and application of information to make decisions, Various resources are used effectively to
create solutions and develop understandings in
justify:
connection with the projects goal.
4

Decisions pertaining to achieving

goal specifications

Techniques used to create the product

E: Achieve the goal

You complete the goal and evaluate the outcome or product. You award yourself a level of
achievement using the specifications you created at the beginning of your project to guide you. You
get input from your supervisor for the final level.
Students must:

evaluate the outcome/product against their own specifications for success.

Look for this in the:

Body
The final level awarded is decided in collaboration with the supervisor.
It is crucial that the specifications are developed by the student before completing the project (see
criterion B). The student must discuss any changes in the specifications that took place during the
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process in his or her report. Where a student does not complete the outcome/product because of
factors outside of his or her control, criterion E applies to the stage that the project reached.
This criterion is not adjusted in the external moderation process.

Level of
Achievement

Descriptor

Task Specific Clarification

The student has not reached a standard described by any of the descriptors given below.
The student evaluates the quality of the outcome/product.

The outcome/product is of very limited quality and meets

few of the specifications.
The student evaluates the quality of the outcome/product.

The outcome/product is of limited quality and meets some

of the specifications.
The student evaluates the quality of the outcome/product.

The outcome/product is of satisfactory quality and meets

many of the specifications.
The student evaluates the quality of the outcome/product.

The outcome/product is of high quality and meets most or

all of the specifications.

The product is completed but is of poor quality

based on specified goals
No more than 25% of design specifications are
met and poorly evaluated
The product is completed and is of limited
quality based on specified goals
26-50% of design specifications are met and
simplistically evaluated
The product is completed and is of satisfactory
quality based on specified goals
51-75% of design specifications are met and
adequately evaluated
The product is completed and is of high quality
based on specified goals
More than 76% of design specifications are met
and thoroughly evaluated

F: Reflect on learning
You show that you have developed a new understanding of the topic and area of interaction through
deep and detailed reflection on what you have done and what you have learned by doing it. You show
that you have developed a clear personal understanding of, and response to, the project topic and area
of interaction because you have carefully analysed the information you have gathered.
Students must:

reflect on how completing the project has extended their knowledge and understanding of the topic and the focus area
of interaction

reflect on how they have developed as a learner by completing the project.

Look for this in the:
Body and or conclusion
This criterion addresses the quality of ideas expressed not the quality of language used.
Glossary
Students should 1)reflect on how completing the project has extended their knowledge and understanding of the topic and
the focus area of interaction 2)reflect on how they have developed as a learner by completing the project.

Level of
Achievement

Descriptor

The student has not reached a standard described by any of the descriptors given below.
0
The student demonstrates minimal:

reflection on how completing the project has extended his or her

knowledge and understanding of the topic and focus area of
interaction
reflection on how he or she has developed as a learner by completing the
project.
The student demonstr ates some:

reflection on how completing the project has extended his or her

knowledge and understanding of the topic and focus area of
interaction
reflection on how he or she has developed as a learner by completing the
project.
The student demonstrates satisfactory:

reflection on how completing the project has extended his or her

knowledge and understanding of the topic and focus area of
interaction
reflection on how he or she has developed as a learner by completing the
project.
The student demonstrates well-developed:

reflection on how completing the project has extended his or her

knowledge and understanding of the topic and focus area of
interaction
reflection on how he or she has developed as a learner by completing the
project.

Limited reflections demonstrate how the project

has:

extended knowledge in the area

given greater understanding of the

components of the chosen AOI

developed them as a learner

Basic reflections demonstrate how the project
has:

extended knowledge in the area

given greater understanding of the

components of the chosen AOI

developed them as a learner

Satisfactory reflections demonstrate how the
project has:

extended knowledge in the area

given greater understanding of the

components of the chosen AOI

developed them as a learner

In depth reflections demonstrate how the project
has:

extended knowledge in the area

given greater understanding of the

components of the chosen AOI

developed them as a learner

G: Report the project

You show that you have organised your project report by using appropriate presentation and linguistic
conventions, in whichever format you have chosen. You meet the requirements for the word or time
count of the text.
The report might be in a format other than written, for example, it might be an oral presentation or a multi-media
presentation.
Students must:

organize the project report according to the required structure

communicate clearly, coherently and concisely, within required limits

acknowledge sources according to recognized conventions.

Look for these in the:
Complete report
This criterion will include judgments about presentation, writing (or speaking) conventions, mechanics, grammar, word
choice, voice, audience, for example.
Level of
Achievement

Descriptor

Indicators

The student has not reached a standard described by any of the descriptors given below.
0

The student demonstrates:

minimal organization of the project report
according to the required structure
communication, which is rarely clear, coherent and
concise and may not meet required limits
inaccurate use of recognized conventions to
acknowledge sources or no
acknowledgement of sources.
The student demonstrates:
some organization of the project report according to
the required structure
communication, which is sometimes clear, coherent
and concise and is within required limits
some accurate use of recognized conventions to
acknowledge sources.
The student demonstrates:
satisfactory organization of the project report
according to the required structure
communication, which is generally clear, coherent
and concise and is within required limits
generally accurate use of recognized conventions
to acknowledge sources.
The student demonstrates:
consistent organization of the project report
according to the required structure

communication, which is clear, coherent and

concise and is within required limits

Does not Includes all sections of the report

Communication is rarely clear or easily
understood
In-text citations and bibliography/work cited are
rarely properly formatted
appendices are rarely used when necessary
Includes all sections of the report in proper
MLA format
Communication is sometimes clear and easily
understood
Some in-text citations are properly formatted
Some appendices are properly used when
necessary
Includes all sections of the report in proper
MLA format
Most communication is clear and easily
understood
Most in-text citations are properly formatted
Most appendices are properly used when
necessary
Includes all sections of the report in proper
MLA format
Communication is clear and easily understood
All in-text citations are properly formatted

accurate use of recognized conventions to

acknowledge sources, possibly with minor
errors.

How do I start the IR Project?

The IR Project requires significant steps.

Step One: Area of Interaction Context1

First, and most importantly, you MUST choose an area of interaction to be the context for your project
investigation. Basically, your choices for your context are:

Human ingenuity you are interested in investigating how and why inventive and creative
genius can solve problems, improve the human condition or change how we view our world
and beliefs. You want to identify and explore the responsibilities we have when we make
changes
Environments you are interested in investigating how and why particular environments
(natural, built, virtual) operate, face challenges or need improving. You also want to identify
and explore our responsibilities towards those environments
Health and social education you are interested in how and why people live as they do, the
relationships that exist, the health and social issues individuals and groups must face and our
responsibilities to ourselves and others through our lifestyles

1Note:steps one and two are interchangeable the IR Project goal might
originate with the area of interaction or with the topic of personal interest. The
important aspect is that ultimately both are coherent in enriching the student
goal. In this student guide the school has made the decision to ask students to
explicitly begin with the area of interaction context.
10

Many of the subtopics of the IR fit into the AoIs. Meet with me to help you choose an
appropriate AoI for your interests.
STEP ONE DECISION: AREA OF INTERACTION
The area of interaction I will use as the context for my IR Project is:
____________________________________________

I have chosen this area of interaction because I want to explore

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Choosing your IR Project context comes with a responsibility to thoroughly understand one area of
interaction.

Step Two: Topic for Investigation

Choose a topic for investigation that genuinely interests you. It is very important that your topic
readily relates to your chosen area of interaction. You will certainly find that most topics can be
investigated within all five areas of interaction so the real challenge is to understand your topic within
the context of ONE area of interaction. This becomes the focus for your investigation.
Go through the lists and tick the topics that are obviously connected to your chosen area of
interaction. Reflect on the ticked topics.

Which one appeals to you the most?

Which one fits in with what you already do?
Which one will be challenging enough to keep you interested over several months?

And then this is the hard part. Make a choice. Pick one topic.

STEP TWO DECISION: TOPIC FOR INVESTIGATION

The topic I will investigate for my IR Project is:
__________________________________________________________________________________
________________________________________________________________________________
have chosen this topic because

11

__________________________________________________________________________________
_______________________________________________________________________________
__________________________________________________________________________________
_______________________________________________________________________________
The topic fits under the area of interaction ___________________________________
because

__________________________________________________________________________________
_________________________________________________

Preliminary Research about your topic

Do a research about your topic.
How have others done it successfully? What were their struggles? How did they solve it? What did I
learned from the experiences?

What are necessary knowledge, skills, abilities, and resources to accomplish the goal?

How this topic keeps challenging me the whole year instead of defeating me because its either too
difficult or too easy/boring?

12

Step Three: Inquiry Question

So far you have an area of interaction and you have a topic of interest. Create an in inquiry question
which should definitely contain:

your area of interaction

your topic

Your question should also demand inquiry, and not be a question that can be answered simply in a
sentence or two.
Examples of inquiry questions include:

Human ingenuity questions:

What ingenious ideas will enable householders to reduce their carbon footprint on the planet?
What ingenious processes are involved in authentically rejuvenating an antique wardrobe?
How have ingenious humans developed human flight over time and what might the future
hold?
What can be done to improve access to all areas of our school for students with physical
movement disabilities?
What factors and clever strategies enable a performer to excel in a performance?

Environments questions:

What materials can surfboard designers use to ensure that future surfboards are friendly to the
environment?
Is the schools use of resources efficient or wasteful and what can be done to improve the
existing situation?
What are the best environmental conditions for rearing cockatiels in captivity and why are
those conditions effective?

13

Why should all Australians be concerned about the Murray River system and what should be
done to repair it?
How can I positively improve the current environment within my familys home?

Approaches to learning questions:

What strategies and techniques can students use to more effectively manage and complete
homework?
How can a coach effectively improve the individual and team ball-handling skills of junior
baseball players?
How might our school enable all students to become proficient with Information and
Communication Technologies?
What could teachers do to make learning experiences more enjoyable and effective for
Middle School students at our school?
Why is it important to train a dog and what are effective ways to achieve this aim?

Health and social education questions:

Is it important to have single gender classes at school or should everyone be in coeducational

classes all the time?
What exactly is a healthy lifestyle and is it the same for everyone?
Why is it important to have a school transition program for new students and what should it
involve?
How effective is the existing drug awareness program in our community, and what could be
done to improve drug awareness and the dangers of substance abuse among our peers?
Does the existing homework program help or hinder students relationships with family and
friends, and are there improvements that could be made to the program?

Community and service questions:

How can school students really help people in need in the international community?
What actions should the general community take to enable older citizens to live safe and
comfortable lives?
How can a person change the world for the better through service without spending money?
What can we do to bring the international community together to fulfil the International
Baccalaureate mission?
How does my church actively serve the wider community and how might I get involved?

Creating a good question is not easy. Adults have difficulty with the task, so dont expect the first
question you think of to be the best. Brainstorm possible questions first.
POSSIBLE INQUIRY QUESTIONS
Inquiry Questions I am considering are:

14

Talk to other people about your inquiry question ideas your parents, friends, your teachers. Make
sure that the area of interaction is obvious in the question or can be clearly connected to the question.
Then, make a decision. You can always edit your question later, but choose one now to kick-start your
IR Project and record it below.
STEP THREE DECISION: INQUIRY QUESTION
The inquiry question to which I will respond for my IR Project is:

Step Four: Deciding on the outcome or product

With your area of interaction, topic and inquiry question in place, you need to think about what your
outcome or product will be; you have to decide the format that you will create to show your response
to other people. How do you plan to answer your inquiry question? So for example, if your inquiry
question is What exactly is a healthy lifestyle and is it the same for everyone?, in what form do you
plan to answer this? You decide that you will answer the question, for example, through producing an
information board for healthy living that will be displayed in an area of the school for a period of
time. You might have decided to answer it in another way such as creating a short film or writing a
report for the school online newspaper. You decided on a goal that you think is achievable for yourself
as well as being challenging.
You can choose from an almost endless list of possibilities for your product choose to create an item
that will best demonstrate what you have learned through your investigation and will show other
people what you have learned. Examples include:

Performances
play, dance, song, speech

Published writing
creative prose, collection of poetry, major essay, extended article, script, review

Static visual displays

photographs, art, poster, model, artefact, drawings, statistical data

Interactive displays
web site, video, audio-visual, animation
Depending on your project you might combine two or more of these ideas to create your product in
response to the inquiry question.

STEP FOUR DECISION: THE OUTCOME OR PRODUCT

The outcome or product for my IR Project is:

15

Step Five: A Goal for your IR Project

Create your IR Project goal by using the following questions to guide you:
1. What is your topic of interest?
2. How your topic related to the areas of Interactions?
3. Who will be your target audience? Who will be impacted by your topic?
4. What will be your final product?
5. How will you personalized the project? How will you make a different in the topic? How the
areas of interactions be covered in your topic?
6. How will you complete the IR Project?

STEP FIVE DECISION: THE GOAL

My IR Project Goal is:

Step Six: Creating specifications

You will need to create specifications for your outcome or product. The specifications are the way you
will know youve achieved your goal.
You will need to ask yourself different questions in order to define the specifications. The questions
you ask might change depending on the type of outcome or product.
Questions you might find helpful:
What will my outcome or product look like?(Design)
How will I present the information appealingly/interestingly? (Aesthetics Presentation)
Who is the audience? (Customer)
How much will I spend? (Cost)
How will my product will be user-friendly? (Ergonomics)
Is there any safety issue to consider? (Safety)
Do I need to consider any copyright or intellectual property issues? (copy right)
What is the function of my product? (Function)
What type of materials will I use?(Materials)
16

What techniques will I use? (Technique)

What tools/software will I use? (Tools)
What type of information will I include? Will I include visuals? (Content)
How will I get feedback? (Testing Method)
Talk to other people about your specifications your parents, friends, your teachers. You can always
refine your specifications later as you discover more about your IR Project goal, but create some now
to kick-start your IR Project and record them below.

STEP FIVE DECISION: SPECIFICATIONS

The specifications for my outcome or product are:

Step Seven: Investigating

What is an investigation?
An investigation for the IR Project is the action of finding out information in order to respond to an
inquiry question. Using your inquiry question, you will:

gather all the information you can from a variety of sources

evaluate the sources: work out which information is really useful as well as reliable and which
isnt for a response to the inquiry question

What sources do I use for my investigation?

You have access to a variety of information sources:

Books
Articles from magazines, journals, newspapers
Web sites
Expert people

You should use them all, initially, to find out as much as you can on your topic.
Record all of the sources you read, view, listen to, interview in your process journal. This will form a
valuable resource for later in the project process.
17

BOOKS IVE READ ON MY TOPIC

Record your books in the order author surname, first name initial, (year of publication), Title of
book in italics, publisher, city where published, county where published
MAGAZINE ARTICLES IVE READ ON MY TOPIC
Record your magazine articles in the order author surname, first name initial, (year of publication),
Title of article in quotation marks, Title of magazine in italics, Issue or volume number, pages,
publisher, city where published, county where published
WEB SITES VIEWED ON MY TOPIC
Record your web site visits in the order author surname, first name initial, (date of latest update or
copyright date), Title of web page in italics, date that you viewed the web site, URL address for the
web site.
If you cannot find the web page author, you record the web site visit in the order Title of web page
in italics, date it was last updated or copyrighted, date that you viewed the web site, URL address for
the web site

PEOPLE I INTERVIEWED IN REGARD TO MY TOPIC

Record interviews and significant discussions with people in the order persons surname, first name
initial, persons expert role, date of interview
ACTION PLAN FOR RESEARCH
STEP 1 TASK DEFINITION
My IR Project goal is:

My Inquiry Question is:

What sub-topic should I investigate? Where can I get it?

1. _________________________________________________(_________________________)
2. _________________________________________________(_________________________)
3. _________________________________________________(_________________________)
4. _________________________________________________(_________________________)
5. _________________________________________________(_________________________)
6. _________________________________________________(_________________________)
7. _________________________________________________(_________________________)
8. _________________________________________________(_________________________)
Step 2.INFORMATION SEEKING STRATEGIES
Consider: accuracy- (complete); related (on the topic); availability (ease of use);
appealing, etc.

18

Step 3 LOCATIONS &

ACCESS

Consider possible sources. e.g. BOOKS, REFERENCE BOOKS

(Encyclopedias, dictionaries, almanacs, other reference materials); AUDIO
VISUAL (CD roms, Videos / VCDS & DVDS, cassettes, others),
PERSONAL INTERVIEWS; INTERNET (record websites used).
Indicate which maybe the best sources and why.

Locate sources (Where will I

find these sources?). List call
numbers

Primary Sources:

Secondary Sources:

STEP 4.USE OF INFORMATIONNOTE-TAKING SHEET( show references in a bibliography (MLA)

Criterion A. Process Journal
Students should demonstrate information literacy, thinking and reflection.

Source/Page

Notes:

Evaluate your sources! (The Evaluation should be done per-topic research, not per-resource and
draft should be posted on the journal)

a. How the information suited to the project? (Coverage)

Does the information help me respond to the inquiry question?
Does the information belong to my topic?
Will the information help me to develop my project product?
Does the information connect clearly with the area of interaction or aspects of it?
B. Is the information source reliable (Authority)? Where does the information
come from?
C. is the information accurate ? Can the information be verified in another
source?
D. Is the information up-to-date? (Currency) Is the information current or still
valuable if it is older?
E. Is the information objective/not biased ? (Objectivity)
F. What information do I still need?
G. What new questions does my research bring?

Criterion D. Application of Information

19

Students should transfer and apply information to make decisions, create solutions and develop understandings in
connection with the projects goal.

(Note: Please include reference/in-text citation)

How is this information useful throughout the project to achieve the goal for :
1. Specifications of the product/outcomes:
____________________________________________________________
____________________________________________________________
____________________________________________________________
2. The techniques chosen in different stages:
Design: ________________________________________________
Plan: __________________________________________________
Create : ________________________________________________
Evaluate/Testing Method: _________________________________
Bibliography Information:
You will be using MLA format for your bibliography, so you will need to include appropriate
information for each source you cite. Different information is needed for different types of sources,
so make sure that you get the right information! Some common source types are given below. If you
use other types, please see the MLA Handbook for more information.
Books:
Author

Title

Publishing City

Articles (in Magazines & Newspapers):

Author
Article Title
Journal Title

Publishing House

Volume
Number

An Interview:
20

Year of
Publication

Year

Page
Numbers

Which
sub-topic
have I
covered?

Which
sub-topic
have I
covered?

Name of Person Interviewed

Internet:
Authors
Name

Title

A survey:
Name of Person Surveyed

Type of Interview

Website Name

Date of
Access

Type of Survey

21

Date of Interview

Which sub-topic
have I covered?

URL

Which sub-topic
have I covered?

Date of Survey

Which sub-topic
have I covered?

Step Eight: Thinking, Planning, Creating and Reflecting

With your area of interaction, topic, inquiry question and specifications in place, you should take time
to plan your time management over the period allowed for the IR Project. Managing time is one of the
most crucial elements of the project. It is essential that you create a timeline of what you plan to do.
To help you plan, you should know that the IR Project has at least five phases:

Think
This is the phase involving the first five steps you develop your IR Project concept through your
choice of area of interaction, topic and inquiry question.

Investigate
This is the phase you will undertake next you gather as much information as you can on your topic.

Plan
This phase is when you plan your response to the inquiry question sorting through information and
designing your product or outcome.

Create
This is the phase when you actually create your product or outcome for the IR Project

Present
Finally, you present your IR Project for viewing and assessment.
Therefore it is good to plan ahead for these phases. Remember plans can change as circumstances
change, but by planning you give yourself clear goals and raise your awareness of the time you have
to complete tasks for the IR Project.

My Planning Timeline
Month

Week

Focus
INVESTIGATION

Activities

PREPARATION
FOR CREATION
PHASE
CREATION
PHASE
CREATION
PHASE
DRAFT OF
PRODUCT
FINAL
22

PRODUCT
TESTING THE
PRODUCT
EVALUATING
THE PRODUCT
Report Draft 1
Report Draft 2
Submission of IR
Project

Your Journal
What should I keep in my Journal?
Your journal is a complete record of EVERYTHING you do for your IR Project, from START to
FINISH. You should use your journal to store:

Notes and ideas on your project area of interaction

Concepts for your project
Drawings, pictures, clippings, photographs
Information gathered from your investigations
Copies of interviews and discussions with people
Plans for your project
Timeline(s)
YOUR SUPERVISORS COMMENT

Above all else you should use your journal to make regular and detailed REFLECTIONS on your
ideas, progress and challenges. Record your responses to other peoples feedback, your good
experiences and your disappointments.
Your journal will be the most important document in your IR Project experience because from it you
will be able draw all the kind of information you will need to write your statement.

What should my journal look like?

You choose your journal format. Choose a format that allows you to be organised and chaotic, tidy
and messy, because you will be putting scraps as well as good documents into it. You therefore can
choose from a number of formats:

A web site
A scrapbook
A booklet
Electronic booklet
A wiki
23

 A blog
Choose the one you feel will be the most effective for your style of learning and make it awesome
Criterion G

Step Nine: Your Project Report

What is the project report?

The project report is the formal record of the entire process you undertook to complete your IR
Project investigation. It will explain clearly to whoever reads, listens to or watches it:
Your area of interaction context
Your specific topic
Your inquiry question and the product or outcome you created
Your plans and the process you implemented
The resources you used
The techniques you applied
The challenges and issues you faced and perhaps solved
What you learned about your topic and area of interaction from your investigation
What you learned about yourself as a learner from the IR Project experience

What should the project report look like?

The report is the place where you bring together and summarise your thinking, process and creation
that helped you to complete your project.
It can take different formats depending on what has been agreed with the supervisor. You need to
think about how you will report your project early on in the process and build the report into the
whole timeframe. You can start drafting the report at any stage or begin when you have completed the
outcome or product, however make sure you plan in enough time to produce the report.

You can choose to report the project through:

a written report in the format of an academic report, a website, blog, or similar

an oral report that includes visual support
a multimedia presentation such as a short film or a website that includes both
written text and an audio-visual component
any other format that is suitable for you and is approved by your supervisor.

The information you include in the report is organised into specific sections, whichever format you
choose. The report doesnt replace the product or outcome of your project, so think about how you
personally will communicate the information you want to in the best way for you.
Whichever way you decide to report your project, you will need to plan and organise the information.
Your process journal will be extremely important at this point as it will contain all the information you
need to complete the report, if you have used it consistently.

Structure of the IR Project report

Written format
24

The report must include: Title page; Table of contents; Body of the report; Bibliography; Appendices.
The Title page must include the following.

Student name
Title of the project
Length (word count)
School name
Year

The body of the report is structured around the objectives and assessment criteria and it must include
these sections.

The goal (criterion B)

Selection of sources (criterion C)
Application of information (criterion D)
Achieving the goal (criterion E)
Reflection on learning (criterion F)

Length of the report

The length of the IR Project report must be a minimum of 1,500 words and a maximum of 3,500
words, not including appendices and bibliography.
Other formats
If you decide to report the project in any other format, it must include a Title page; Summary of the
project (no more than 150 words); Bibliography or Reference list.
The Title page must include the following.

Student name

Title of the project

Format of the report

Length (word count/time)

School name

Year
The body of the report must include the same sections as the written report.
The report must not exceed 3,500 words or 15-minute oral presentation or audio-visual recording.
Cover
Title: 14-18 Bold
Name etc: Times New Roman, 12
Content
Heading: Bold, Times New Roman, 12, 2 spasi, or Arial, 10
Paragraph: Times New Roman, 12, 2 spasi, or Arial, 10
Figures, Tables
Times New Roman 10 or Arial 8
Illustrations appear directly embedded in the document, except in the case of manuscripts that being
prepared for publication. (For preparing manuscripts with visual materials for publication, see Note on
Manuscripts below.) Each illustration must include, a label, a number, a caption and/or source
information.
1. The illustration label and number should always appear in two places: the document
main text (e.g. see fig. 1) and near the illustration itself (Fig. 1).
2. Captions provide titles or explanatory notes.
25

3. Source information documentation will always depend upon the medium of the source
illustration. If you provide source information with all of your illustrations, you do not need
to provide this information on the Works Cited page.
Further information could be accessed on Purdue website
http://owl.english.purdue.edu/owl/resource/747/14/
WORK CITED
Only resources that you cite in the body of the report will be displayed
Bibliography
All Resources that you use
APPENDICES
You must organize your appendices into 3 categories:
Appendix A: Any evidences, supporting materials before creating the product such as timeline,
Research form, excerpt of your reflection and your supervisors comment
Appendix B: Any evidences, supporting materials while creating the product
Appendix C: Any evidences, supporting materials after creating the product such as testing the
product using self-assessment, Notes of interviewing the expert, result of experiment under adult
supervision/expert, tally, picture and summary of survey , etc. The survey paper must be signed and
shown to your supervisors, not included in the report.

Step Ten: Reflecting

Reflection questions for producing the project report

The goal
These are questions you might use to help you think about your project when producing your report.
You dont have to answer each question as a checklist but they are to give you an idea of the type of
information to include. You need to be aware of the overall word or time limit for the project. Some
sections of your report may be longer than others; this is usual.

What area of interaction was the context for your project? Why did you generally choose that
area of interaction? What specific features of the area of interaction did you intend to focus
upon in your project and why?
What personal interest topic did you select? Why did this topic interest you? How much prior
experience or understanding of this topic did you have? How does this interest or topic
directly relate to your chosen area of interaction?
What inquiry question did you design from the area of interaction and topic? What process
did you use to decide on your inquiry question? Why is your question one that requires more
than a simple answer? How can someone recognise the area of interaction in the question?
How do they recognise the topic in the question?
What goal did you set for your project? What specifications did you put in place to help you
successfully complete your investigation and your project overall? Where is it from?

Select sources

What resources did you investigate for your project? Why did you choose them? Were some
resources better than others? Did you have any difficulties finding or using resources?

26

What printed resources did you use? Why did you use them? Where did you find them? How
easy were they to obtain? What was valuable about them?
What electronic resources did you use? Why did you use them? How did you access them?
How easy were they to access? What was valuable about them?
What human resources did you use? Why did you use them? How easy were they to meet or
talk to? What was valuable about them?
How did you make your choices about what information to use and what to discard? How did
you evaluate your sources?

Application of information

What exactly did you do to complete your project? What decisions did you make based on the
information you discovered? How did you solve problems? How did the information affect
your choices?
Were there any specific techniques you developed as a result of your investigation? Where is
it from?

Achieve the goal

Did you adjust or alter your original goal as the project developed? If you made changes, why
did you make the changes? Do you feel that you successfully achieved your goal?
Did you have to alter your specifications much during the process? Explain how effective
your specifications turned out to be overall and evaluate your product.
What level of achievement would you award your product or outcome based on your
specifications? Does your supervisor agree with this?
What will do better or differently next time?

Reflect on learning

What exactly did you learn from your investigation? What was your response to your inquiry
question? How did you reach your conclusion or hypothesis or point of view or expression of
ideas? What aspects of your investigation really helped you to reach a better understanding of
your topic?
What new understanding do you have the area of interaction you chose to use as the context
for your project? How did the area of interaction context give you a different or better
understanding of your topic?
How well did you do the project, according to your self-assessment? What did you feel you
did well? What would you improve next time you do a similar project?
What specific skills did you need to develop/apply to investigate and complete your project?
What new skills did you learn, or what existing skills did you improve?
What format did you use for your Journal and why was it your preferred format?
What did you learn about yourself as a person through undertaking the project process?
Which of the Learner Profile qualities did you find yourself exhibiting at different times and
why? Have you improved in any of these qualities?
What action should be taken by yourself and others as a result of what you discovered
through your investigation? Why should that action occur? How might that action be
implemented?
Final comment about your experience with the project?

27

Formatting your paper:

Please follow MLA guidelines. A good website, used my many educators around the world,
to go to for instructions on the MLA format is:

http://owl.english.purdue.edu/owl/resource/747/01/

Some general formatting rules for your papers are as follows:

1. Set your margins to 1 (top, bottom, left and right).

2. Headers/Footers should be at .
3. Set your paragraph spacing to Double Space (2.0) and ensure that there is NO spacing
either before or after a paragraph.
4. Use an easily read font. It is often recommended that you use Times New Roman,
size 12.
5. If you are using Headings within your paper, they should be in all capital letters and
change the font to BOLD. Subheadings are in BOLD as well, but not capitalized.
6. Hit <CTRL><ENTER> to start a new page.
7. Because you are going to use a Title Page, you do not need a heading with your name,
class, etc. on the first page of your report.
8. Page numbers begin on the first page of your report (not the Table of Contents) and go
through the last page of the report (including the Works Cited page and Appendices).
The format for a page number is as follows:

It should be on the top of the page at the right hand margin.

Should include your name and page number

ex. If your name is John Smith, it would be Smith 1

For formatting of Table of Contents, Works Cited, and Appendices pages, please see the
website given above.
28

HOW TO SET PAGE NUMBERS:

1. Make sure you are at the very beginning of the body of your report. Go to the INSERT
tab.
2. Choose PAGE NUMBER. Choose TOP OF PAGE and PLAIN NUMBER 3.
3. Then go to HEADER and choose EDIT HEADER.
4. Check the box which says DIFFERENT FIRST PAGE. Then delete the page number from
page 1.
5. Go to the top of page 2 and type your last name before the page number. Then hit CLOSE
HEADER/FOOTER
This should fix your page numbering until the end of the paper.

Making a Works Cited Page: from http://owl.english.purdue.edu/owl/resource/747/05/

According to MLA style, you must have a Works Cited page at the end of your research
paper. All entries in the Works Cited page must correspond to the works cited in your main
text.
Basic Rules

Begin your Works Cited page on a separate page at the end of your research paper. It
should have the same one-inch margins and last name, page number header as the rest
of your paper.

Label the page Works Cited (do not italicize the words Works Cited or put them in
quotation marks) and center the words Works Cited at the top of the page.

Double space all citations, but do not skip spaces between entries.

Indent the second and subsequent lines of citations five spaces so that you create a
hanging indent.

List page numbers of sources efficiently, when needed. If you refer to a journal article
that appeared on pages 225 through 250, list the page numbers on your Works Cited
page as 225-50.

Additional Basic Rules New to MLA 2009

For every entry, you must determine the Medium of Publication. Most entries will
likely be listed as Print or Web sources, but other possibilities may include Film, CDROM, or DVD.

29

Writers are no longer required to provide URLs for Web entries. However, if your
instructor or publisher insists on them, include them in angle brackets after the entry
and end with a period. For long URLs, break lines only at slashes.

If you're citing an article or a publication that was originally issued in print form but
that you retrieved from an online database, you should type the online database name
in italics. You do not need to provide subscription information in addition to the
database name.

Capitalization and Punctuation

Capitalize each word in the titles of articles, books, etc, but do not capitalize articles
(the, an), prepositions, or conjunctions unless one is the first word of the title or
subtitle: Gone with the Wind, The Art of War, There Is Nothing Left to Lose.

New to MLA 2009: Use italics (instead of underlining) for titles of larger works
(books, magazines) and quotation marks for titles of shorter works (poems, articles)

Listing Author Names

Entries are listed alphabetically by the author's last name (or, for entire edited collections,
editor names). Author names are written last name first; middle names or middle initials
follow the first name:
Burke, Kenneth
Levy, David M.
Wallace, David Foster
Do not list titles (Dr., Sir, Saint, etc.) or degrees (PhD, MA, DDS, etc.) with names. A book
listing an author named "John Bigbrain, PhD" appears simply as "Bigbrain, John"; do,
however, include suffixes like "Jr." or "II." Putting it all together, a work by Dr. Martin
Luther King, Jr. would be cited as "King, Martin Luther, Jr.," with the suffix following the
first or middle name and a comma.
More than One Work by an Author
If you have cited more than one work by a particular author, order the entries alphabetically
by title, and use three hyphens in place of the author's name for every entry after the first:
Burke, Kenneth. A Grammar of Motives. [...]
---. A Rhetoric of Motives. [...]
When an author or collection editor appears both as the sole author of a text and as the first
author of a group, list solo-author entries first:

30

Heller, Steven, ed. The Education of an E-Designer. Heller, Steven and Karen Pomeroy. Design
Literacy: Understanding Graphic Design.
Work with No Known Author
Alphabetize works with no known author by their title; use a shortened version of the title in
the parenthetical citations in your paper. In this case, Boring Postcards USA has no known
author:
Baudrillard, Jean. Simulacra and Simulations. [...]
Boring Postcards USA. [...]
Burke, Kenneth. A Rhetoric of Motives. [...]
MLA Documentation (taken from
http://owl.english.purdue.edu/handouts/research/r_mla.html)
Book with one author
Henley, Patricia. The Hummingbird House. Denver: MacMurray, 1999.
Book with more than one author
Gillespie, Paula, and Neal Lerner. The Allyn and Bacon Guide to Peer Tutoring. Boston:
Allyn, 2000.
Essay in a collection
Harris, Muriel. "Talk to Me: Engaging Reluctant Writers." A Tutor's Guide: Helping Writers
One to One.
Ed. Ben Rafoth. Portsmouth, NH: Heinemann, 2000. 24-34.
Magazine or newspaper article
Poniewozik, James. "TV Makes a Too-Close Call." Time 20 Nov. 2000: 70-71.
Essay in a journal with continuous pagination
Allen, Emily. "Staging Identity: Frances Burney's Allegory of Genre." Eighteenth-Century
Studies 31 (1998): 433-51.
Essay in a journal that pages each issue separately
Duvall, John N. "The (Super)Marketplace of Images: Television as Unmediated Mediation in
DeLillo's White Noise." Arizona Quarterly 50.3 (1994): 127-53.
Web site examples
Felluga, Dino. Undergraduate Guide to Literary Theory. 17 Dec. 1999. Purdue University. 15
Nov. 2000 <http://omni.cc.purdue.edu%7Efelluga/theory2.html>. Purdue Online Writing
Lab. 2003. Purdue University. 10 Feb. 2003 <http://owl.english.purdue.edu>.

31

Article on a web site

Poland, Dave. "The Hot Button." Roughcut. 26 Oct. 1998. Turner Network Television. 28
Oct. 1998 <http://www.roughcut.com>.
Online journal article
Wheelis, Mark. "Investigating Disease Outbreaks Under a Protocol to the Biological and
Toxin Weapons Convention." Emerging Infectious Diseases 6.6 (2000): 33 pars. 5 Dec. 2000
<http://www.cdc.gov/ncidod/eid/vol6no6/wheelis.htm>.

Another very easy way to create an MLA formatted Works Cited page is to use the
References tab in Microsoft Word.

1. Click on the REFERENCES tab.

2. Change the Style to MLA.
3. Click on MANAGE SOURCES
4. Click NEW to add a new source.
5. Once you have added all your sources, change Bibliography to Works Cited and it
will insert a page for you. You may have to fix formatting.

Works Cited
Orwell, G. (1996). Animal Farm. Orlando: Signet Classics Printing.
Purdue Univeristy. (2012 3-May). Purdue Online Writing Lab. Retrieved 2012 8-May from
http://owl.english.purdue.edu/owl/resource/747/05/

What is an Appendix?
According to eHow.com, An appendix is a collection of different types of materials that
complement the main subject of a book, essay or report. This material is referenced in the
main text and can be found at the end of the work. For a report, an appendix might include
specific references, statistics, where to find further information, graphs and charts. (May
2012)
For your IR Project report, the appendix is where you would include such things as:
conducted surveys, transcripts of interviews, photos which were relevant to research but not
specifically mentioned in your report, and any other material which you want your reader to
be able to find but is not required in the body of your report.

32

Appendices can be either numbered or lettered, but stick to one style. You should not mix
information from different sources in one appendix. For example, if you did a survey of 20
students, the results of the survey would be one appendix. If you do two different surveys,
each survey must be in its own appendix.
One way appendices are valuable is that you can put raw data from a survey in an appendix
and then simply insert a table or graph which shows the overall results of the survey.
Inserting a Table or Graph into Your Paper
This can be done entirely in Microsoft Word, just make sure you make all of the changes
necessary.
1. Go to the INSERT tab and choose the desired CHART type.
2. It will open an Excel document for you to input your data. The Categories are the vertical
axis of the chart, and the Series are the horizontal axis. Be sure you change the names to
fit your results.
3. You will need to type in titles and labels for your chart. These can be done by inserting
text boxes.
You might also choose to create a complete graph in another program and take a screen shot
of the graph. Then you can simply insert a picture into your paper. Please ensure that photos
are not too large. A good rule of thumb is that they should be resized show that they clearly
show relevant information but do not take up more than 1/3 of the page.
6
5
4
3
2
1
0

Series 1
Series 2
Series 3

Can anyone help me to edit my project report?

The project report should be as error-free as possible so it is essential that you seek other people to
edit your drafts. In publishing, the editing process is essential so it is essential you apply it in your IR
Project written statement. You can approach family, friends and teachers for assistance with grammar,
punctuation and spelling matters. However, while they can help you with editing, they cant WRITE
the written statement for you. It must ultimately be your own work.
The same principle or idea applies if you are reporting your project in another format. If you are
planning an oral presentation it is important to practise in front of an audience, whether that is your
supervisor, friends or family. You can get feedback on drafts of your presentation before you make the
final presentation.

Finally
33

Remember you are not doing this in your own. Your supervisor and others will help you on your way
and by choosing something YOU want to explore, with planning and effort, you will complete the
project and by the end of it be more knowledgeable and skilled in your chosen area.

GLOSSARY
Topic: an interest which is the focus of the IR Project
Sub-topic: partial/smaller part of the topic
Inquiry questions: a question which combine the topic and areas of interactions
Goal: A statement which consist of topic, areas of interaction, target audience, plan on how to achieve
and personalize the goal.

34

Formative Checklist
Criteria
Criterion A:
Use the process journal

Understanding all aspects of a criterion

1. Have I demonstrated organizational skills showing timeand self-management?
2. Have I shown that I have communicated and collaborated
with my supervisor?
3. Have I demonstrated information literacy, thinking and
reflection?

Criterion B:
Define the goal

1. Have I identified and explained a topic based on personal

interest?
2. Have I justified one focus area of interaction as a context
for the project?
3. Have I outlined a clear, achievable, challenging goal?
4. Have I created specifications that will be used to evaluate
the projects outcome/product?

Criterion C:
Select sources

1. Have I selected varied, relevant sources to achieve the

goal?
2. Have I evaluated sources?
3. Can evidence of my sources be seen in the body of the
report and the bibliography/reference list?

Criterion D:
Apply information

1. Have I transferred and applied information to:

Criterion E:
Achieve the goal

make decisions,
create solutions and
develop understandings in connection with the projects
goal?

1. Have I evaluated the outcome/product against my own

specifications for success?
2. Have I awarded a level for my outcome/product?

Criterion F:
Reflect on learning

1. Have I reflected on how completing the project has

extended my knowledge and understanding of the topic
and the focus area of interaction?
2. Have I reflected on how I have developed as a learner by
completing the project?

35

Criteria
Criterion G:
Report the project

Understanding all aspects of a criterion

1. Have I organized the project report according to the

required structure?
2. Have I communicated clearly, coherently and concisely,
within required limits?
3. Have I acknowledged sources according to recognized
conventions?

Summative Checklist
Criteria
Criterion A:
Use the process
journal

Understanding all aspects of a criterion

1. I have demonstrated organizational skills showing timeand self-management.
2. I have shown that I have communicated and collaborated
with my supervisor.
3. I have demonstrated information literacy, thinking and
reflection.

Criterion B:
Define the goal

1. I have identified and explained a topic based on personal

interest.
2. I have justified one focus area of interaction as a context
for the project.
3. I have outlined a clear, achievable, challenging goal
4. I created specifications that will be used to evaluate the
projects outcome/product.

Criterion C:
Select sources

1. I have selected varied, relevant sources to achieve the goal.

2. I have evaluated sources
3. Evidence of my sources can be seen in the body of the
report and the bibliography/reference list

Criterion D:
Apply information

Criterion E:
Achieve the goal

1. I have transferred and applied information to:

make decisions,
create solutions and
develop understandings in connection with the
projects goal.

1. I have evaluated the outcome/product against my own

specifications for success.
36

Criteria

Criterion F:
Reflect on learning

Understanding all aspects of a criterion

1. I have reflected on how completing the project has

extended my knowledge and understanding of the topic
and the focus area of interaction
2. I have reflected on how I have developed as a learner by
completing the project.

Criterion G:
Report the project

1. I have organized the project report according to the

required structure.
2. I have communicated clearly, coherently and concisely,
within required limits.
3. I have acknowledged sources according to recognized
conventions.

37