The Reflective Project - From August 2016: an Overview
The Reflective Project lies at the heart of the IB Career-Related Programme. According to the IBO, the project is what makes this program unique, and it embodies each of the aims of the IBCP core that we hope to develop in our students.
According to the IBO, the Reflective Project is an in-depth body of work produced over an extended period and submitted towards the end of the IBCP. Students have the authority and autonomy to choose a topic of study within their career pathway, focusing on the ethical dimension of an issue arising within this topic. Students conduct primary and secondary research on the ethical dilemma and refine their researching and writing skills during the process. The end product highlights the kinds of thinking and communication skills honed in the IB Ethics & Professional Skills course.
The aims of the reflective project are to allow students to:
According to the IBO, the Reflective Project is an in-depth body of work produced over an extended period and submitted towards the end of the IBCP. Students have the authority and autonomy to choose a topic of study within their career pathway, focusing on the ethical dimension of an issue arising within this topic. Students conduct primary and secondary research on the ethical dilemma and refine their researching and writing skills during the process. The end product highlights the kinds of thinking and communication skills honed in the IB Ethics & Professional Skills course.
The aims of the reflective project are to allow students to:
- produce an extended piece of work
- engage in personal inquiry, action and reflection on a specific ethical dilemma
- develop research and communication skills
- develop the skills of critical and creative thinking.
| Reflective Project Guide |
| reflectiveprojectrubric.pdf |
In addition to reviewing the guide, it is a good idea for both students and supervisors to review student samples of Reflective Projects, along with the comments from IB graders, in order to develop a better understanding of what the IB is looking for in an effective Reflective Project. Below, you will find numerous student samples along with moderator comments. The highest scoring student samples are samples five and seven. It is useful to look at the moderator comments alongside the samples, as this will give you a sense of what moderators identify as strong or weak. It is also useful to look at the low to mid-range samples alongside moderator comments, as this too will illuminate the moderator's thought processes.
| example_5_-_student_sample_-_score_of_31.pdf |
| example_5_-_rppf_-_score_of_6_out_of_6.pdf |
| example_5_-_moderator_comments.pdf |
| example_7_-_student_sample_-_score_of_34.pdf |
| example_7_-_rppf_-_score_of_6_out_of_6.pdf |
| example_7_-_moderator_comments.pdf |
| example_4_-_student_sample_-_score_of_24.pdf |
| example_4_-_rppf_-_score_of_5_out_of_6.pdf |
| example_4_-_moderator_comments.pdf |
| example_2_-_student_sample_-_score_of_20.pdf |
| example_2_-_rppf_-score_of_4_out_of_6.pdf |
| example_2_-_moderator_comments.pdf |
| example_1_-_student_sample_-_score_of_19.pdf |
| example_1_-_rppf_-_score_of_3_out_of_6.pdf |
| example_1_-_moderator_comments.pdf |
| example_6_-_student_sample_-_score_of_9.pdf |
| example_6_-_rppf_-_score_of_2_out_of_6.pdf |
| example_6_-_moderator_comments.pdf |
| example_3_-_student_sample_-_score_of_8.pdf |
| example_3_-_rppf_-_score_of_1_out_of_6.pdf |
| example_3_-_moderator_comments.pdf |
The Reflective Project - Guidance for Supervisors.
In addition to reviewing the above Student Guide, student samples, and moderator comments, moderators should also review the most recent Reflective Project subject guide, attached below.
| may_2016_rp_subject_report.pdf |
