Name

The MYP Personal Project

Nagoya Intl. School 2019-2020

Student
Workbook
Compass PointsWeek 2

Need to know...

Worried
about…

Excited
about…
Steps for starting…

(Ritchhart, Church and Morrison 93)

-2-
Introduction to my Personal Project -
The first steps: Topic, goal and global context
Topic
You should choose a topic that you are interested in and motivated to do. If you are excited
by and passionate about your topic you are far more likely to stick to it, stay focused and do
your best! Most topics can be approached and investigated within all of the Global Contexts.
It may be hard to decide on one topic so it might help to answer out the following questions
to get some ideas:

1. What hobbies, or activities do I do in my spare time?

2. What issues/things/people/values are important to me?

3. What issues/things/people/values are important to my peers and in my community?

4. What are some of the issues the world is facing today that I think are important for everyone
to be aware of/ consider?

Once you have decided you should put the following information in this space....
My Topic is:

Because (my motivation for choosing this focus):

 Exploring knowledge
Prior Knowledge:
Record the skills and knowledge you already bring to your project.

Linking to MYP subjects

 The Goal = Criterion A (Investigating)

This is the most important stage of your project.

A clear, challenging yet do-able goal will allow you to successfully
complete this project.

3 Aim to create an ISMART goal!

Inspired: What is inspirational? What drives you? Where did your idea
I come from?

S Specific: Clearly outline what you want to achieve

W M
Measureable: How will you know when you have achieved the goal?

ee
When do you know to stop?

A Attainable: Make sure it is possible to finish / complete what you started

k R
Relevant: Everything in the goal must be relevant to the Personal
Project, especially the Global Context.
Timely: Can you finish this in the time given? Will it keep you busy
T enough?

THE FORMULA:
I will research
(list the skill, facts or data needed)
THE GOAL

in order to make/produce
(the final product/outcome)
for
(my target audience/consumer)

Challenging Goals Highly Challenging Goals

I will research photography techniques I will research photography techniques
to create a photo journal outlining my to create a photo essay about
progress for my own personal use. relationships between young and old
for members of my community.
I will research reusable products to I will research reusable products to
create a durable, reusable bag out of create a line of durable, reusable bags
recycled materials for adults. out of recycled materials to sell at a
local craft market to adults.
I will research homelessness in my I will research homelessness in my
community in order to write an article community in order to write and
about the homeless in my community publish a piece of fiction based on my
to publish in my town newspaper. research for a teen audience.

- 12 -
 Sample Personal Goals
To learn how to create a
painting my researching the
process and materials needed to
create my own painting.
To produce a short movie that
will educate young tennis
players on basic skills for match
play whilst improving my movie
making skills.
To recondition two Bentwood
chairs and restore them to their
original state whilst learning
their history.
To purchase a range of second
hand clothing with a view to
recycling and recreating each
piece into a different design and
then create a photo catalogue of
the Cinished product.
To engage in my passion for
French food by creating a
cookbook containing my
favourite French recipes and my
own tips to make each recipe
successful.
To learn how to sew and design
in order to create a range of
fashion garments that girls my
age would like.
To research different styles of
painting, taking inspiration from
modern artists and then create a
painting which displays the best
of my ability.
To research the major fashion
styles from 1980-2000 and then
Cind the outCits from second
hand shops and alter them.
To improve life and foster a
healthy relationship between
parents and child when a new
baby arrives.
To research the family history of
my farm and produce a book
that details this story.
To design and make a quilt using To produce a pilot chapter for an
a pattern that allows me to work original manga using a mix of
into it dresses I wore during my traditional and digital media.
childhood.
To investigate the history of
swimwear in Australis, then
generate three swimwear
designs that could be worn by
my team and produce one of the
designs myself, with a second
design being manufactures by a
swimwear company.
To create a relatively long
teenage fantasy novel to help
improve my writing and editing
skills and help me learn more
about my hobby.
To investigate the knowledge
and skills needed to Cly a light
plane and then produce a
pamphlet that will inform
interested people how to gain
the necessary skills.
To create a home recorded CD
complied of cover songs, sung
by me, accompanied by my
guitar.
To create a perfume and then
market and advertise the
product to the community.
To research how to organise and
run children’s parties and to
create a book about the process
in order to assist adults.
To research pop-rock music, to
sing, write and help produce
eight environmental and
humanitarian songs and
construct them into an album.
To design and create a range of
premature baby clothing and
donate it to the local hospital.
To investigate the charity Strike
a Chord, to promote the cause to
the community then to complete
a fund raising drive as part of
the Dare to Dive organisation to
raise enough money for me to
participate in the skydive
experience.
To create Cive blankets our of
second hand materials for the
local dog shelter.
To create a photo book of scenes
relation to Trigg Island beach
and surf club and learn the skills
required to develop a small
business and promote and sell
them with all the proCits
donated to Trigg Island SLSC.
To create a piece of furniture
which reClects a modern and
eclectic look.
To research, design and create a
mosaic table top out of recycled
ceramic tiles.
To research the process of
winemaking and viticulture and
document the process in book
form.
To produce the Cirst three
chapters of a narrative and
release them on a creative
writing website.
To design and create children’s
pyjama suits as gifts for families
in Cambodia.
 Sample Personal Goals
To learn advanced sewing skills
and apply this knowledge to the
making of an individually
designed garment using
recycled materials with the help
of only a basic commercial
pattern.
To design and create a team
tracksuit to be worn by the
Australian athletes at the 2014
Commonwealth Games in
Glasgow as part of the ofCicial
uniform.
To investigate current practices
in school cafeterias and then to
evaluate and recommend ways
the school cafeteria could
become more environmentally
friendly.

To learn the skills necessary to
design a holiday house for a
difCicult vacant block, with the
aim of producing concept
drawings, a digital model and a
scaled three dimensional model.
To create a book on Zimbabwe
to show where I grew up and to
share my family’s story of
coming to a new country and
contrast it with my initial
observations of Australian
culture.
To design a series of bookmarks,
digitally drawn, to encourage
kids to read and to make them
aware of those with difCiculties
like dyslexia, sight and hearing
problems.

To research, design and produce
a book based on a nutritional
and exercise plan to promote
healthy living in students.
To develop a business creating
and selling natural body lotions,
then give the money raised to an
environmental organization
specializing in helping the
environment and its issues.
To research, design and create a
vegetable patch using organic
methods to produce a vegetable
crop then donate the produce to
a needy organisation.

To improve my swimming To write and illustrate my own To research and create D.I.Y.
abilities and train and compete original children’s book in bath and beauty recipes for
in the 2XU all female triathlon in French. teenagers.
February 2015.

To create a 30 minute Christmas To design and create a Cloor plan To create a tutu overlay inspired
cooking episode involving my for a new house on my block. by Claude Monet’s ‘Lilies’
Grandma’s traditional recipes. painting.

To design and create the interior
of a bedroom for a teenage girl
using her common interests to
inspire me.
To design and create a team
tracksuit to be worn by the
Australian athletes at the 2014
Commonwealth Games in
Glasgow as part of the ofCicial
uniform.
To investigate the different
styles and techniques used in
painting and then to create an
artwork in one particular style.

To research the history of To create Cive or more David To paint a scene of Melrose
vintage pattern and then design Hockney style photomontages of Beach while learning the
and create pieces of clothing to historical places in our city. technique of oil painting.
reClect those designs.

To research board games to then To learn how to make and

design and create my own. design a bed by researching the
design techniques and skills
needed to make the bed.

Tasks:
Choose one goal to improve.
Choose three goals to assign a global context to.
 Exploring Global Context
MIX & MATCH: Draw a line connecting the ‘Global Context’ with the ‘What we could explore!’

Global Context What we could explore

Students will explore the natural world and its laws; the
IDENTITIES AND interaction between people and the natural world; how
humans use their understanding of scientiJic principles;
RELATIONSHIPS the impact of scientiJic and technological advances on
communities and environments; the impact of
Who am I? Who are we? environments on human activity; how humans adapt
environments to their needs.

ORIENTATION IN TIME & Students will explore personal histories; homes

and journeys; turning points in humankind;
SPACE discoveries; explorations and migrations of
humankind; the relationships between, and the
What is the meaning of ‘where’ and interconnectedness of, individuals and civilizations,
‘when’? from personal, local and global perspectives.

PERSONAL & CULTURAL Students will explore rights and responsibilities;

EXPRESSION the relationship between communities; sharing
Jinite resources with other people and with other
living things; access to equal opportunities; peace
What is the nature and purpose of and conJlict resolution.
creative expression?

SCIENTIFIC AND TECHNICAL Students will explore identity; beliefs and values;
personal, physical, mental, social and spiritual
INNOVATION health; human relationships including families,
friends, communities and cultures; what it means
How do we understand the worlds in to be human.
which we live?

Students will explore the interconnectedness of

GLOBALIZATION AND human-made systems and communities; the
relationship between local and global processes;
SUSTAINABILITY how local experiences mediate the global; reJlect
on the opportunities and tensions provided by
How is everything connected? world-interconnectedness; the impact of decision-
making on humankind and the environment.

Students will explore the ways in which we

discover and express ideas, feelings, nature,
culture, beliefs and values; the ways in which we
reJlect on, extend and enjoy our creativity; our
What are the consequences of our appreciation of the aesthetic.
common humanity?
Exploring Global Context and the
Personal Project

GOAL
To learn how to write and record a
INSPIRATION song that I can sell and raise funds
Band Aid was a charity for an Indonesian girl to go to
supergroup featuring leading University.
British and Irish musicians and
recording artists. It was founded in
1984 by Bob Geldof and Midge Ure
to raise money for anti-poverty
efforts in Ethiopia by releasing the
song "Do They Know It's
Christmas?" for the Christmas
market that year. On 25 November
1984, the song was recorded at
Sarm West Studios in Notting Hill,
London, and was released in the UK
four days later. The single
surpassed the hopes of the
producers to become the
Christmas number one on that GLOBAL CONTEXT
release. Fairness and Development, rights
and responsibilities

What will you be focusing on as a result of your Global Context?

‣ The rights and opportunities of females in Indonesia with particular focus on education
‣ How do the rights and opportunities of women in Indonesia differ to women in Australia?
‣ What are our responsibilities as free western women, to the women of Indonesia?
‣ How can we help educate women in Indonesia?

That we can make a difference to women in less privileged societies than ourselves.
That given our freedoms in Australia, we have a responsibility to those less fortunate than
ourselves.
Exploring Global Context and
the Personal Project

GOAL
To learn how to write and record a
INSPIRATION song that I can sell and raise funds
Band Aid was a charity for an Indonesian girl to go to
supergroup featuring leading University.
British and Irish musicians and
recording artists. It was founded in
1984 by Bob Geldof and Midge Ure
to raise money for anti-poverty
efforts in Ethiopia by releasing the
song "Do They Know It's
Christmas?" for the Christmas
market that year. On 25 November
1984, the song was recorded at
Sarm West Studios in Notting Hill,
London, and was released in the UK
four days later. The single
surpassed the hopes of the
producers to become the
Christmas number one on that GLOBAL CONTEXT
release. Orientation in space and time:
- turning points in humankind

What will you be focusing on as a result of your Global Context?

‣ Music events and songs that have changed the world
‣ Music industry people who have impacted world issues in a significant way.
‣ How can I create or inspire my own turning point in human kind.

That music is not only an artistic expression.

That change can be created through positive experiences.
We can all make a difference.
 Goal Development
global context:
Select your favoured Global
Context to frame your project.
Scientific and technical innovation
You could explore:

the natural world and its laws

the interaction between people
and the natural world
the impact of environments on
human activity GOAL
the impact of scientific and
technological advances on
communities and environments
INSPIRATION
how humans adapt environments
to their needs
how humans use their
understanding of scientific
principles

Identities and relationships

You could explore:
identity
beliefs and values
personal, physical, mental, social
and spiritual health
human relationships including
families, friends, communities
and cultures
what it means to be human GLOBAL CONTEXT
Personal and cultural expression
You could explore:
the ways in which we discover
and express ideas, feelings,
nature, culture, beliefs and values
the ways in which we reflect on,
extend and enjoy our creativity
our appreciation of the aesthetic

Fairness and development

You could explore:
rights and responsibilities What will you be focusing on as a
the relationship between
communities result of your Global Context?
sharing finite resources with
other people and with other living
things
access to equal opportunities
peace and conflict resolution.

Orientation in space and time

You could explore:
personal histories
homes and journeys
turning points in humankind
discoveries
the relationships between and the
interconnectedness of individuals
and civilizations from personal,
local and global perspectives.
explorations and migrations of
humankind What do you want others to
Globalization and sustainability understand through your project?
You could explore:
the interconnectedness of human-
made systems and communities
the relationship between local
and global processes
how local experiences mediate
the global
the opportunities and tensions
provided by world-
interconnectedness
the impact of decision-making on
humankind and the environment
 The Ultimate Goal!
You have been thinking in depth about your goal, and by now you should have a clear idea about what
you are going to do for your Personal Project. In the boxes below, write the final version of your goal,
whilst including all the expected components of it.
This goal will be recorded on Haiku, in your ManageBac journal, and will be referred to in your final
report, as well as being displayed in the Personal Project Showcase in March 2017... so make sure it is
amazing!
How to set goals: ask the following questions:
1. Where’s the learning here? (if you know everything, there is no growth or development)
2. What am I going to do? (physical product or intended outcome)
3. Who is it for? (not just yourself – identify the audience/need/community)

To research…

to produce…

for…

Now, contextualize the goal statement with the relevant global context and say why it connects or will
shape the direction of your project:
“My goal is…
Through an investigation of (insert global context) I will investigate… and explore (inset the strand
from the GC)…”

Through an investigation of...

I will investigate...

and explore...
Parts of the Personal project

Communicattion
 Include:
´ thoughts
´ sketches
´ ideas
´ pictures
´ notes from meetings
´ source evaluation

Use:
´ a notebook ´ an art sketchbook ´ audio or video journal

You must bring your process journal to every meeting with your mentor.
Review your process journal entries after your meeting. Try to include:
• Date
• Summary of what you have worked on
• Feedback from mentor
• Reflection (what am I doing well, what do I need to do differently, why?)
• Identify which ATL you are using during this reflection
• Action (what to I do next?)
At the end you will to choose10 entries from your journal to show how you
worked through the criteria. These extracts are submitted for grading.

Organize it using tabs, colours, symbols. Anyone should be able to pick it up,
find what is important and understand how things are filed.
- 19 -
PROCESS JOURNAL on-going
WHAT TO INCLUDE...
Use this chart to help you as you write in your journal. This will ensure you don’t
leave anything out and provides you with the extracts you will need later to
support your report.

Criterion A: Criterion B: Criterion C: Criterion D:

Goal Planning Taking Action Reflecting
Goal: My Criteria: Product: Evaluation:
• Why? • How were they • Pictures of the • Be thorough
developed? development
• How is it • Strengths?
of the product
challenging? • Who is my
as well as the • Weaknesses?
target
• What are your final version
audience? • What would
next steps?
Why? • Notes/ you change?
explanations to • Don’t try to
• Are they
Global Context: go with the hide an area
rigorous?
pictures of weakness—
• Why this one?
use it to your
• How is your My Plan: advantage—
understanding Thinking skills:
reflect upon it!
• Give an
of it changing • Evidence of
overview
(this is on-going the 3 types of
and needs to • Show it! Thinking skills: Knowledge:
be fairly
• How am I • Critical- • What have you
sophisticated)
managing my thinking learned about
time? this field
• Creative-
through the
Knowledge: • How are things thinking
project?
developing?
• What don’t • Transfer
(this needs to • What have you
you know?
be stated a learned about
• What do you few times) your Global
Communication/
already know? Context?
social:
• Which subjects • Be specific
Self-management: • Who did you
are you relying
collaborate • Be thorough
on for • How am I
with?
knowledge managing the • Don’t stick to
and work? • Who did you the surface
understanding interview?
• What am I
?
doing well? • What new
Yourself as an IB
social skills did
• What am I learner:
you learn?
Show your struggling with?
• The process
research! • What was
• What are the
difficult? • Design cycle
• Who and Why solutions?
• Where is the • Inquiry
• Notes • ATL reflection
proof of your • Learner Profile
• How did it work with your attributes
change your supervisor
perspective • ATLs
• Source analysis
- 20 -
 Use this week by week guide to help you build an action plan. The more
specific the action plan, the better. Feel free to fill in the spaces with the dates
(check Managebac for precise dates) and your own project-specific deadlines.

On-Going WEEK Dates Activity

1 Introduction to the PP
2 Project ideas and mentor assignment
Presearch;
3

Record progress, learning and reflections in PROCESS JOURNAL

Define the GOAL
Sign Contract;
4
Choose Global Context
5 Develop Action Plan
6 HOLIDAY
7 Define your Criteria
8
9 Parent-Teacher Conferences
10
ACTION PLAN

Work on PRODUCT or OUTCOME

11
12
13
14
15 Report: first submission (Criteria A&B)
16 Reflection
17 HOLIDAY

Write the REPORT

18 HOLIDAY
19 Report: first submission (Criteria C)
20 Final product/outcome complete
21 Reflection
22 Exhibition
23 HOLIDAY
24 HOLIDAY - Self Assessment
25 Report: final submission (A, B, C & D)
26
27 Grading and Moderation

Create your own project timeline, action plan or chart to show:

® The order in which tasks need to be done
® The time needed to complete a particular task
® Events that will affect your ability to complete a task (assessments, holidays,
exams, etc.)
® Specific steps you will need to take to finish that task.
UPLOAD your finished ACTION PLAN to Managebac.
- 15 -
How well do you understand
the IB learner profile,
ATL and Global
contexts?
 ATL:
CRITERION A:
Investigating
□ Affective
ex. Positive thinking
ex. Self-motivation
□ Collaboration
ex. Listen to other perspectives
□ Creative thinking
ex. Try something different,
even if it seems impossible
□ Critical thinking
ex. Gather and organize
- 5-
relevant information to
develop an argument
□ Information Literacy
ex. Make connections
between sources
□ Media Literacy
ex. Seek a range of
perspectives
□ Transfer
ex. Apply knowledge and skills
to new situations
The skills you need
CRITERION B: CRITERION C: CRITERION D:
Planning Taking Action Reflecting
□ Affective □ Affective □ Affective
ex. Develop mental focus ex. Perseverance ex. Dealing with failure in
and overcome ex. Resilience a constructive way
distraction □ Collaboration ex. Practice delaying
(mindfulness) ex. Manage and resolve gratification
□ Collaboration conflict □ Communication
ex. Delegate and share □ Communication Define a particular
ex. Negotiate ideas and
responsibility ex. Participate and contribute knowledge with peers success or shortcoming.
□ Creative thinking ex. Be an active listener and teachers Beyond describing the
ex. Use brainstorming and □ Creative thinking □ Reflection situation, identify the skill
diagrams to develop new ex. Design, create something ex. Demonstrate flexibility you used or needed.
ideas new ex. Consider how you’ve How did/could that skill
□ Critical thinking □ Critical thinking changed as a learner promote success ?
ex. Identify obstacles and ex. Test conclusions
challenges □ Organization
□ Organization ex. Meet deadlines It is so important that you think about
ex. Keep an organized set of
your ATL skills during the entire project.
notes
ex. Plan out major steps
This leads to greater success throughout
You need to talk about the process and in the final report. This
□ Reflection
affective skills. Reflect is a list of suggested ATL skills you may
ex. Identify strengths and
on : your attitude,
weaknesses want to address specifically
perseverance,
On pages 28-31 you will find a more
AFFECTIVE mindfulness,
frustrations, and how structured look at how specific ATL skills
you dealt with stress.
line up with the 4 criteria.
 Personal Project Reference SHEET
When writing your journal entries & reflections, it is important to use the language, concepts and terminology of the
MYP, to structure and guide your writing. When writing a reflection, use the ATL’s to help you reflect on your
experiences or actions as a learner - they are a great starting point. Think about not just WHAT you did but HOW you
did it.

Your
report should indicate How well
you Understand the MYP Language
and concepts!

GLOBAL CONTEXTS
Identities and Relationships Personal and Cultural Globalization and
Expression. sustainability
Fairness and Development Scientific and Technical Orientation in Time/Space
Innovation

Approaches to Learning (ATL’s)

• Collaboration • Information Literacy • Communication • Transfer - between
subjects
• Organisation • Social • Critical Thinking - Self Management

- Affective - Reflection - Creative Thinking - Research

The IB Learner Profile.

Inquirers Knowledgable Open Minded Caring
Thinkers Communicators Risk Takers Balanced
Principled Reftective

Check Haiku
Check Haiku
for Global
for ATL’s
Contexts

Research
Information and Media Literacy
Access information to be informed and
inform others.
Collect research from a variety of print
and digital sources.
Collect, record and verify data.
Make connections between a variety of
resources.
Utilize different media to obtain
different perspectives.
Identify primary and secondary
sources.
Reference, cite accurately and
construct a bibliography according to
recognized conventions (APA).
Understand and implement intellectual
property rights and the value of
academic honesty.
Utilize appropriate multimedia and
multi-modal technology for effective
presentation and representation.
Demonstrate awareness of the effects
of different modes of information
representation and presentation.
Collect and analyse data to identify
solutions and/or make informed
decisions.
Process data and report results.
Evaluate and select information
sources and digital tools based on
their appropriateness to specific tasks.
Locate, organize, analyse, evaluate,
synthesize and ethically use
information from a variety of sources
and media.
Critical literacy
Formulate provocative and relevant
questions/goal.
Understand the ways in which images
and language interact to convey ideas,
values and beliefs.
Identify different points of view and
bias.
Demonstrate awareness of different
media interpretations of events and
ideas, including social media.
Critically analyse various text forms for
underlying meaning.
Use a variety of technologies and
media platforms to source information,
including social media and online
networks.
Utilize different media to obtain
perspectives.
Communicate information and ideas
effectively to multiple audiences using
a variety of media and formats.
Actively make connections between
different media resources in
presentations.
Advocate and practice safe, legal and
responsible use of information
technology.
Communication
Interacting
Use active listening techniques to
understand others.
Give and receive appropriate
feedback.
Interpret meaning through cultural
understanding.
Use a variety of speaking techniques
to make meaning clear for different
audiences and purposes.
Use appropriate forms of writing for
different purposes and audiences.
Use a variety of media to present to
an audience.
Interpret non-verbal communication
techniques and using them
purposefully.
Negotiate ideas and knowledge with
peers and teachers.
Develop cultural understanding and
global awareness by engaging with
learners of other cultures.
Interact, collaborate and publish
media with peers, experts or others,
employing a variety of digital
environments and media.
Literacy
Read critically and for comprehension.
Read a variety of sources for
information and for pleasure.
Make inferences and draw
conclusions.
Use and interpret a range of content-
specific terminology.
Identify gaps in knowledge and
formulate key questions.
Write for different purposes.
Accurately paraphrase.
Make effective notes, in class and for
studying.
Summarize and transform information.
Use structural writing planners for
different academic tasks.
Find information in different media.
Organise information logically.
Structure information correctly in
summaries, essays and reports.
Approaches to Learning
Self-management
Organisation
Keep to class schedules and project
deadlines.
Arrive to class with the appropriate
equipment.
Structure information appropriately in
written, oral and visual work.
Set appropriate and manageable
goals, and plan strategies to achieve
them.
Find and select information via
different media.
Plan strategies to guide your PP
inquiry.
Use different information organisers
for different purposes.
Keep an organized and logical system
of information files/notebooks.
Plan and manage activities to develop
a solution or complete a project.
Select and use (ICT) applications
effectively and productively.
Make informed choices to achieve a
balance in nutrition, rest, relaxation
and exercise.
Affective
Demonstrate persistence and
perseverance.
Seek out criticism and feedback from
others, and make informed choices
about including it in one’s work.
Make informed choices on behavior
and course of action.
Practise focus and concentration to
overcome distractions.
Reflection
Consider ethical, cultural and
environmental implications of issues.
Consider personal relationships to
people, ideas and concepts.
Build understanding of personal
learning strengths and weaknesses.
Be aware of areas of perceived
limitation.
Develop awareness of the processes
of effective learning.
Analyse one’s own and others’
thought processes to think about how
one thinks and how one learns.
Pause to reflect at different stages in
the learning process.
Implement and measure the
effectiveness of different learning
strategies.
Demonstrate a preparedness to make
changes to ineffective learning
strategies.
Seek out constructive criticism
(positive criticism).
Keep a reflective journal/portfolio of
personal learning experiences focused
on both process and content.
Create a record of personal learning
change and improvement.
Thinking
Critical Literacy
Identify problems and develop aims,
goals and objectives.
Consider ideas from other
perspectives and points of view.
Develop contrary arguments.
Break down large concepts and
projects into component parts and
combine parts logically, as
appropriate.
Consider consequences of events.
Identify obstacles and challenges.
Plan to achieve a goal, including
identifying targets and outlining steps.
Make logical, reasoned judgments and
create arguments to support them.
Design improvements to existing
machines, media and technologies.
Identify and define authentic problems
and significant questions for
investigation.
Use multiple processes and diverse
perspectives to explore alternative
solutions.
Identify trends and forecast
possibilities.
Troubleshoot systems and
applications.
Creativity & Innovation
Generate impossible ideas.
Brainstorm and map to generate ideas
and questions.
Take risks.
Consider all alternatives.
Create novel solutions to a problem.
Evaluate solutions to problems.
Make connections between random
things.
Utilize old ideas in new ways and
combine parts in new ways.
Combine parts in new ways by
systemic thinking.
Design improvements to existing
machines and technologies.
Design new machines and
technologies that do not exist yet.
Make intuitive judgements
Make decisions based on chosen
criteria, standards and conditions.
Social
Collaboration
Respect and accept sociocultural
differences.
Understand when and how to build
consensus.
Be empathic.
Respect different opinions and others’
points of view.
Delegate and take responsibility, as
appropriate.
Help others; facilitate the success of
others.
Take responsibility for own actions.
Resolve conflicts and work
collaboratively with appropriate roles
in a team.
Consider, respect and analyse different
opinions, points of view, ideas and
preferences.
Drive change through an
understanding of others and
especially of group dynamics.
Negotiate goals and limitations with
peers and with teachers.
Make decisions based on fairness and
equality.
Help others, when appropriate, and
encourage contributions from others.
Build consensus through listening
sensitively, discussing and
compromising.
Transfer
Use your knowledge, understanding
and skills across subjects to create
products or solutions.
Make connections between learning
gained in different subject areas.
Apply skills and knowledge in
unfamiliar situations.
Inquire in different contexts to gain a
different perspective.
Create projects and products using
knowledge and skills gained across
different subject areas.
Use familiar learning skills with
unfamiliar content.
Transfer current knowledge to
learning of new technologies.
Demonstrate personal responsibility
for lifelong learning.
Change the context of your project to
gain different perspectives.
Make decisions based on chosen
criteria, standards and conditions.