Core: The Reflective Project

What is the Reflective Project?

The reflective project is one of the four elements that make up the core programme unique to the CP. Focusing on the process as much as the product, it is an independent piece of work that focuses on an ethical dilemma stemming from the student's career-related studies. Most importantly, the reflective project really is the culmination of a multitude of skills the students have developed throughout their CRS, DP subjects and the other elements of the core.

The Reflective Project at a glance

The reflective project is ...

  • one of four compulsory components of the CP
  • produced over an extended period of time totalling 50 hours
  • built upon a research question which provides the focus for the whole project
  • focused on research, thinking, writing and communication skills at a complex level
  • centred on an ethical dilemma from and ethical issue connected with the student's career-related study
  • a written essay of up to 3000 words or shorter written essay + additional format
  • accompanied by a separate document called the RPPF where  students must produce three reflections up to 1000 words
  • assessed in two ways: the process the student went through and the product they produced
  • assessed by 5 assessment criteria: A: Focus and Method, B: Knowledge and Understanding, C: Critical Thinking, D: Communication and E: Engagement and Reflection
  • marked by the school, externally moderated by the IB who will ask for a sample dependent on size of cohort.

Similar to the DP Extended Essay in the way ...

  • compulsory element of the core needed to obtain the full CP (like the Diploma)
  • it uses 5 assessment criteria but with slightly different headings and mark allocation.
  • it is produced over an extended period of time
  • it is built on a research question (the RP addresses an ethical dilemma specifically) that must meet the scope of the word and project allowance
  • it is an extended piece of work that focuses on research, thinking, writing and communication skills at a complex level.
  • it is accompanied by a separate reflection document called the RPPF - however CP students can write up to 1000 words

Key differences are ...

  • the word limit: 3000 words for Option 1 (not 4000 like the EE) with the RPPF making up to 1000 words extra
  • the formats: in an echo to the Personal Project of the MYP, students can choose to make a tangible product in addition to a written report. Options include film, play, podcast, presentation
  • the focus and purpose: students concentrate on their Career-related Study rather than one of their HL DP subjects. Whilst interrogative and centred around crititcal thinking like the EE, the focus is upon an ethical dilemma

The Reflective Project process at a glance

 The 7 stages of the reflective project process
  1. Identify an issue directly linked to the student's career-related study.

  2. Pinpoint an ethical dilemma which arises from the issue.

  3. Show an awareness of the ethical dilemma.

  4. Identify the key community.

  5. Examine differing viewpoints.

  6. Develop a personal and relevant evaluation of the ethical dilemma.

  7. Reflect continuously at key points in the process.

General stages .... Useful pages
1. Identify an issue directly linked to the student's career-related study.Starting the project
Applied Ethics 
Ethical dimensions, issues and dilemmas.  
2. Pinpoint an ethical dilemma which arises from the issue.

Ethical dimensions, issues and dilemmas. 
Creating a Research Question 

3. Show an awareness of an ethical dilemma                                                Ethical Thinking  
Starting discussions and debates 
4. Identify a key communityPlanning and process management 
Intercultural Understanding 
5. Examine differing viewpointsEthical Thinking  
6. Develop a personal and relevant evaluation of the ethical dilemmaCritical Thinking 
Understanding 'Truth' 
7. Reflect continuously at key points in the processReflective Thinking 
Personal Development 
Self assessment 
 

 Further resources

Options

It can be tempting to consider one option easier than the other but care should be taken; what is right for the student must come first and care should be taken to guide them to make...

Skills

The reflective project demands students develop a number of complex skills. It can be hard to juggle especially with every student's needs different from the next. Find here accessible lesson ideas to...

Academic Integrity

Summary of new guidelinesOn 10 October 2019, the IB published new guidelines on Academic Integrity the details of which are given below: Academic integrity is at the heart of assessment emphasizing its...

Supervising

Supervisory sessions can be made more dynamic with user-friendly activities and tools to support discussions. Students can receive up to five hours of supervisory support throughout the reflective project...

Giving feedback

This is the most asked question when it comes to the drafting stage of the reflective project. Perhaps it should come as a relief to supervisors that they are not there to correct spelling, punctuation...

Assessing the reflective project: exemplars

There are different ways of interacting with the reflective project as explored in Giving feedback and Supervising too. This page will build in additional resources that are pertinent to understanding...

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