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Personal Project Criterion B Planning

Formative Feedback ‘Helper’ Checklist


Report Formatting

  • MLA Formatting (applied to the entire paper)

    • 12 point font

    • Arial

    • Double-spaced

    • 1-inch margins

    • No space between paragraphs

    • Black Ink only


Criterion B General Descriptors (Planning)

i.  develop criteria for the product/outcome

ii.  plan and record the development process of the project

iii.  demonstrate self-management skills

Section 2.1 Criteria for Success

Writing Requirements

  • Formatting depends on the needs of the student. Possible structures include:

    • Table

    • Multiple paragraphs

    • List 

  • Written in 3rd person

  • Formal register

  • Strong, clear language and phrases/sentences (this section is often not in complete sentences)


Task-Specific clarifications for the 7-8 band:

  • Criteria that: 

  • clearly define the specific characteristics of a high-quality product/outcome.

  • are explicitly informed by highly-relevant research.

  • are justified, specific and multidimensional.

  • highly effective use of other self-management skills.


Content Requirements

  • Deconstruct the goal into sections

    • Part of Goal

      • What part of the goal do the criteria pertain to?

    • Measurement of Success

      • How will the goal be measured? 

      • What is the measurement of success?

    • Connection to Investigation

      • How was this measurement influences by the investigation? (needs citation) 

      • Where in the investigation did they learn that they needed this measurement? Or the level of measurement?

  • Include measurements of success for each section of the goal

    • Must be SMART: specific, measurable, attainable, realistic, timely

    • A mix of qualitative or quantitative

    • Clear and focused

    • Hit all parts of the goal

Section 2.2 Planning and Recording the Development of the Project

Writing Requirements

  • Typically two paragraphs

    • One paragraph for how the project was planned

    • One paragraph for how the development of the project was recorded

  • Written in 1st/3rd person; 3rd person is preferred.

  • Strong, clear language and sentences


Task-Specific clarifications for the 7-8 band:

  • A plan that includes: 

    • short- and long-term planning is broken down into detailed, logical steps.

    • have a strong focus on the student’s project 

    • specific dates, deadlines and clear records of adjustment to the project’s timeline.

  • The record of the development process includes: 

    • a comprehensive account of the process from start to finish that corresponds closely to the plan.

    • changes that are clearly described and justified.


Content Requirements

  • Address the following items in each paragraph:

    • Discuss the planning or recording of the project

      • What planning or recording strategies were used?

        • Possible options, but not limited to:

          • Short and long-term planning tools (calendaring, phone app, to-do lists, audio recordings, timelines, checklists, etc.)

          • Supervisor meetings

          • Process Journal

          • Action Plans/Next Steps

          • Organizational Strategies

          • SMART Criteria

      • What level of success were you at the beginning of the project?

      • How did you improve your level of achievement in the planning or recording? This should include the specifics of what you did to plan or record.

      • How did this impact your project? Your planning? Your product or outcome?

Section 2.3 Self-Management

Writing Requirements

  • Typically two paragraphs

    • One paragraph for the first self-management skill selected

    • One paragraph for the second self-management skill selected

    • One affective skill, then the other can be reflective or organizational; be balanced

  • Written in 1st/3rd person; 3rd person is preferred

  • Formal academic language

  • Strong, clear language and sentences


Task-Specific clarifications for the 7-8 band:

  • A justification of: 

    • strengths and limitations for effective and independent time and task management 

    • affective skills practiced through the project 

    • highly effective use of other self-management skills


Content requirements

  • Address the following items in each paragraph:

  • What should be discussed about each selected strand?

    • What strand was selected?

    • What level did the student begin the Personal Project at?

    • What experience(s) allowed the student to practice the strand? Be specific and detailed about an experience(s), situation or event.

    • Based on that experience(s) what level is the student working at now?

    • What will this growth allow the student to do now? How can they now apply this skill in school/life?

Personal Project ATL Strategies

*As a reminder, many of these strategies can be used for more than one ATL skill.



  • Record in visual ways - collage, brainstorming, etc.

  • Practice oral presentations (ex. interacting with others, asking for and receiving feedback).

  • Mock interviews with the Supervisors, parents or peers.

  • Verbally reflect in the meetings and take notes on what they say.  Give this to them at the meeting. Then the students have to formulate the next steps and start that action prior to the next meeting beginning.

  • WhatsApp group for primary research.

  • Question document per question to squeeze out thinking.

  • Use varying forms of communication: WhatsApp, Skype, e-mail, telephone, Facebook, etc.

  • Approve e-mails to outside people to assist with poor e-mail skills.

  • Bank of sentence starters for reflection.

  • Show different types of texts to understand the importance of genre and subject-specific vocabulary.

  • When giving feedback, ask them what they will do with it.

  • For struggling students, even if the language is simple, make sure that they still are able to hit the strands while still saying what is needed.

  • Scaffold work for easier communication between the student and the Supervisor.

  • Write in the mother tongue and translate it.

  • Speech to text function.

  • Record every meeting and edit at a later date.

  • Integration of peer support and guidance.

  • Model how to present to others your unique idea, with the recognition that is is very interesting to you, but may not be to them.



  • Take them to the library to explore the shelves and the databases.

  • Go through the online databases with them..

  • Use cognitive coaching strategies to go through the validity and usefulness of the sources.

  • Modeling how to research.

  • Teach keyword selection in searching.

  • As you come upon articles, share them with your students to promote curiosity.

  • Review Internet resources with the students.

  • Organize a research folder to promote multiple varied resources.

  • Work with the Librarian for works cited.

  • Match students with mentors and experts to assist them.

  • Show how research can influence interview questions.

  • Emphasize that research and journals must be sought.



  • Teach them to use Google Calendar more effectively.

  • Audio/video record meetings with Supervisors.

  • Laptop open and being used during the meeting.

  • Take notes on a shared Google doc.

  • All meetings via Calendar invitation.

  • Model and assist with prioritizing.

  • Consistent reference to rubrics to keep them on track.

  • Standing, weekly meetings.

  • Select a workplace at the University that is calm and conducive to concentration.

  • Review the goal at each meeting in order to stay focused.

  • Reflect on what aspects (ex. environment, timing) and conducive to productivity.

  • To-do lists.

  • Use calendars that suit the intention of the product/action and the student

  • Set deadlines and long and short-term goals.

  • Reflect back on products generated earlier to guide the student forward.

  • A balance between motivating and encouraging them and supporting and pushing them.

  • Give them guided independence.

  • Set Calendar reminders.

  • Keep a consistent structure in the meetings.

  • Use conference with Supervisor to explicitly distill main points.

  • Record, record, record.  Encourage writing in the journal more often than not.

  • Consistent feedback in the Google doc.

  • List criteria in their own words and reflect on all the criteria set regularly.

  • Ongoing variety of mindmaps to forward plan

  • Review and revise often.

  • Use checklists.

  • Talk notes while meeting and review at the end of the meeting.

  • Guide the reflection during the meeting.

  • Model persistence: try other ways, troubleshoot, compare options

  • The student comes with an agenda.  This agenda is sent to the Supervisor before every meeting.



  • Reflect deeply on social skill sin journal, especially if working with younger kids.  This will assist in the writing of the report.

  • Prep Exhibition presentation - practice the presentation to the small group first.

  • Model social skills during regular class time.

  • Collaborate with peers and exchange strategies for interviewing.

  • Practice introducing yourself and engaging in conversation.

  • Interview a Grade 11 students to find out what it was like to get out of their comfort zone in working with others in the community.

  • Help draft e-mails to contact people outside of school.



  • Reflect on failures - things that go wrong are often the best way to find out how to adjust and take action.

  • Make connections with subject areas at school.

  • Model note-taking to demonstrate good note-taking skills.

  • Break down the goal into parts so the research has a greater focus.

  • Ongoing mind map on ATL skills.

  • Ask ATL-related questions in process journal comments.

  • Internalize the questioning process by first modeling it.

  • Structure the process journal into different sections to streamline the writing process, then adjust it at the end.

  • Share inquiry questions with students to deepen reflection.

  • Ask more in-depth questions to help the students link back to the global context.

  • Deeper direct questions to deepen thinking in leading to the goal.

  • Continually ask the deeper questions - why, how, could, should, what if...

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