Again, just like the DP you will receive a supervisor from your career-related area of study. The first role of the Reflective Project supervisor is to provide guidance in areas of ethical concerns in their BTEC studies. The second is to provide support with research, analysis, discussion and evaluation of the students findings around that area of ethical study. Students must communicate for regular 1-1’s with their supervisor, they will also benefit from a collapsed-curriculum day.
The importance of ibcp synergy
Have any questions?
Student support documents
The Reflective Project timeline is essential to ensure that you meet your deadlines and manage your progress effectively. Please take note that you have:
- Support Sessions in YELLOW
- RRS Extracts in BLUE
- Official Submissions of your Reflective Project in PURPLE, and
- RPPF Formal Review stages in ORANGE
Your deadlines are highlighted in RED, you will receive reminders on these via the Reflective Project Google Classroom calendar. The Google Classroom will also house all resources from support sessions, all submissions of work, your RRS extracts and RPPF documentation. You will be added to this classroom along with your supervisor who can monitor your progress at any time. Click on the button below for a quick link.
The reflective project should be one of the best pieces of work that you have ever produced. Therefore, you need to move away from website & textbook resources and start to consider online journals and other e-documents. The LRC team can help you and their VLE page is incredibly detailed. Click on the image below to visit (you will get further guidance from the LRC team in support sessions 1 and 2.
Teacher support documents
The IBCP Reflective Project is an in-depth body of work produced over an extended period and submitted in year 2 of the career-related programme. Through the Reflective Project, students identify, analyse, discuss and evaluate an ethical dilemma associated with an issue from their career-related studies. This work encourages students to engage in personal inquiry, intellectual discovery, creativity, action and reflection, and to develop strong thinking, research and communication skills.
The Reflective Project is assessed using grades A to E, with A representing the highest level of achievement.
A minimum of 50 hours is expected to be devoted to the essay.
A written essay (maximum 3,000 words). The written essay should cover all the reflective project’s requirements except reflection, which forms the content of the RPPF.
Some examples can be seen below
A written essay (1,500–2,000 words) accompanied by an additional format (film, oral presentation, interview, play, or display). Together, the written essay and additional format should cover all the reflective project’s requirements except for the reflection.
The permitted additional formats are:
- a shortfilm (7 minutes). You are free to create whatever type of film you believe will be a valuable component of your reflective project: for example, a documentary, a drama, a news report and so on. You can also choose to submit a written film script instead (700 words).
- a spoken presentation (recorded on audio/video; 7 minutes). A presentation provides you with the opportunity to address in a spoken format aspects of your reflective project You can also choose to submit a written script instead (700 words).
an interview (recorded on audio/video; 7 minutes). An interview allows you to be creative by imagining and developing a discussion between two or more people. You can also choose to submit a written script instead (700 words).
- a play (recorded on audio/video; 7 minutes). The play should include one or more characters performing a spoken drama that supports elements of the reflective project. It can include dialogue, music and sound effects. You can choose to submit a written script instead (700 words).
- a display (a storyboard or photo essay using up to 15 annotated images; 700 words.) A storyboard/photo essay is usually a linear narrative told through imagery. You can decide what your imagery will accomplish and how it will contribute to the reflective project overall. For example, it could provide an overview of your reflective project and create points of discussion or illustrate particular ideas.
Function of additional format
The chosen additional format should support and add information to the reflective project overall. For example, a film or presentation could reflect the different perspectives of the stakeholders involved, or detail the local/global manifestation of the issue, while the written essay contains the central argument(s) of the ethical dilemma.
Crucially, the content of the additional format must be different from the essay. For example, you should not take an argument presented in the essay and then repeat it in the additional format. The two elements should complement each other, each adding value to the other ensuring that as an overall submission the assessment criteria are satisfied. Repetition or simply reformatting information will lose you marks.
REFLECTIONS ON PLANNING & PROGRESS
American woodworker, (2015). Woodworking Around the Home with the Neighborhood Carpenter - 05 Little Free Library. [video] Available at: https://www.youtube.com/watch?v=EMApN1EHEQU [Accessed 23 Nov. 2015].
Announcement flyer. (2015). 1st ed. [ebook] Hudson: Little Free Library, p.1. Available at: http://littlefreelibrary.org/stewards-friends/how-to-information/ [Accessed 5 Oct. 2015].
Bone, C. (2012). Five reasons to build a little free library. Kidaround, 5(4), p.21.
Brown, S. (2014). Little Free Libraries popping up across Melbourne. [online] ABC News. Available at: http://www.abc.net.au/news/2014-12-03/little-free-library-movement-takes-off-in-melbourne/5936466 [Accessed 17 Nov. 2015].
Corbett, S. (2013). The complete illustrated guide to woodworking. Leicestershire: Southwater.
Kresse, J. (2015). This Little Free Library on Springfield Avenue was modeled after a little red schoolhouse. [image] Available at: http://bayviewcompass.com/take-a-book-leave-a-book-at-a-little-free-library/ [Accessed 9 Nov. 2015].
Little Free Library, (2015). The history of the little free library. [online] Available at: http://littlefreelibrary.org/ourhistory/ [Accessed 30 Sep. 2015].
Wilonsky, R. (2015). Dallas throws the book at family’s Little Free Library, but city officials are looking for a happy ending. The Dallas Morning News. [online] Available at: http://cityhallblog.dallasnews.com/2015/04/dallas-throws-the-book-at-familys-little-free-library-but-city-officials-are-looking-for-a-happy-ending.html/ [Accessed 30 Apr. 2015].