Report writing

Personal Project Report Writing: Getting Started

Report Format ‣Title Page ‣Table of Contents
! !
You need to ensure all
You need to record the page number for where each
of these sections are
section starts in your report.!
!
included in your report:
Eg:
Photography in the park.
‣Title Page! !
‣Table of Contents! !
!
By: Student name Table of Contents!
‣Investigating! !
Body of the report

! ! ! ! Page!
‣Planning! Supervisor: !xx! Investigating! ! 3!
‣Taking Action! ! Planning! ! 4!
‣Reßection! School name! Taking Action! ! 8!
‣Bibliography! ! Reßection! ! 11!
‣Appendices! School Code: xxxx! Bibliography! ! 12!
! !Year 5 Appendices! ! 13
!
!
!
!
! IMPORTANT:
When writing Your must include:! *We suggest you include a
your report •Student Name! photograph from your project.
ALWAYS write in •Title of your Project!
the PAST •Length (word count)!
TENSE. •School name!
•School code - 3048!
•Supervisor!
•Year!

Projects teacher support material 1

 Report writing

Personal Project Report Writing: Getting Started

Report Format ‣Investigating (Criteria A)
! 0 1-2 3-4 5-6 7-8
What to write:
You need to ensure all
of these sections are
❏ State your goal.
The student is The student is The student is The student is ❏ Explain why you chose this goal. You must
!
included in your report: able to: able to: able to: able to: refer to your personal interest.
state a goal and outline a basic deÞne a clear deÞne a clear ❏ Explain why you considered the goal to be
‣Title Page! context for the and appropriate and challenging and highly
challenging
highly challenging. Think about the learning

‣Table of Contents!
project, based goal and context goal and context and challenge.
on personal for the project, for the project, goal and context ❏ State your Global Context (GC)
‣Investigating! interests, but this based on based on for the project, ❏ Whilst completing your project, what did you
Body of the report

may be limited personal personal based on focus on a as result of your GC?

‣Planning! in depth or
accessibility
interests interests personal
interests
‣Taking Action! identify prior
learning and
identify basic
prior learning
identify prior
learning and
identify prior
learning and
❏ Identify (state brießy) highly relevant prior
knowledge (subject speciÞc) and/or learning
‣Reßection! subject-speciÞc and subject- subject-speciÞc subject-speciÞc
knowledge, but speciÞc knowledge knowledge that
‣Bibliography! this may be knowledge generally is consistently
! ❏ Use a the sub-heading “Research”
‣Appendices!
limited in relevant to relevant to the highly relevant
occurrence or some areas of project to the project For each area of research write the following:
! relevance the project ❏ State the area of research
! demonstrate demonstrate demonstrate demonstrate
❏ Explain what you learnt, citing and
evaluating multiple sources.
limited research adequate substantial excellent
! skills research skills research skills research skills. ❏ Explain how you have applied your new
learning to your project.
! !
! Sample research paragraphs to review!
I followed up this advice by looking at several websites

! IMPORTANT:
When writing
Welding was a key component of my project and so researching the
different methods of welding was vital to ensure I selected the right
demonstrating MIG welding techniques and providing instruction for
beginners. The most useful site was Go Welding. It contained a lot
your report
ALWAYS write in
!
one for my project.!

Ben Juniper is a well known Perth based artist who specialises in

of detailed information that reinforced what Ben Juniper had told me
about MIG welding. The site also linked to Australian TAFE courses,
which indicated this was a credible and useful site I could trust. Go
the PAST welding. He is highly experienced and successful, so I listened with Welding stated that “MIG welding was cheap and fast and required
TENSE. care to the advice he gave me about welding. Ben suggested I use low levels of skill to complete” (Go Welding, 2013). My research
the MIG welding process as he thought it was best suited to my skill gave me conÞdence with my choice to pursue MIG welding as my
level and desired outcome for my project. He also recommended I welding process because it was best suited to my novice skill level.
use an iron rod because it adds material to the weld and creates a It also allowed me to produce a higher quality sculpture at a lower
stronger joint (Ben Juniper, November 27, 2011, informal cost.
communication). !

Projects teacher support material 2

 Report writing

Personal Project Report Writing

Report Format ‣Planning (Criteria B) What to write:
! 0 1-2 3-4 5-6 7-8
You need to ensure all
of these sections are

!
included in your report: The student is The student is The student is The student is
able to: able to: able to: able to:

‣Title Page! develop develop develop develop

‣Table of Contents! limited criteria adequate substantial rigorous
Use the sub-heading “Criteria”

‣Investigating! for the criteria for the and criteria for the
!For each Criterion:
❏ State your Criteria.
Body of the report

The student does not achieve a standard described by any of the descriptors.
product/ product/ appropriate product/

‣Planning! outcome ! outcome ! criteria for the

product/
outcome !
❏ Explain why it is important to the evaluation of
the quality and outcome of your project.
‣Taking Action! outcome
❏ Outline how you will be testing or evaluating the
‣Reßection! criterion e.g. checklist, expert opinion/evaluation,
survey, etc
‣Bibliography! present a present an present a present a
!
‣Appendices! limited or adequate plan substantial detailed and Use the sub-heading “Action Plan and Self
! partial plan
and record of
and record of
the
plan and
record of the
accurate plan
and record of
Management skills”

! the development development the

❏ Describe what you did from start to Þnish
(the entire process)
!
!
development process of the process of the development
process of the project project process of the
NOTE: Ensure your full action plan is in your

!
project project
Process Journal for your supervisor to refer to.

!
! IMPORTANT: demonstrate demonstrate demonstrate demonstrate
Self-management skills - across the course of
your project explain how:
When writing limited self- adequate self- substantial excellent self- ❏ you organised your time and tasks
your report management management self- management effectively
ALWAYS write in skills. skills. management skills. ❏ you persevered and maintained your
the PAST skills. motivation
TENSE. ❏ you used the skill of reßection to make
decisions and keep your project progressing

Projects teacher support material 3

 Report writing

Personal Project Report Writing

Report Format ‣Taking Action (Criteria C) What to write:
! 0 1-2 3-4 5-6 7-8
You need to ensure all
of these sections are

!
included in your report: The student is able The student is able The student is able The student is able
to: to: to: to:

‣Title Page!
‣Table of Contents! create a create a basic create a create an
‣Investigating! limited product/ substantial excellent
report

❏ Give reasons or evidence as to how your project’s

text

The student does not achieve a standard described by any of the descriptors. product/ outcome in product/ product/
‣Planning!
product/outcome, is an excellent representation of
enter

outcome in response to the outcome in outcome in your:

to the

response to the goal, global response to the response to the

‣Taking Action! ‣ Goal
Type of

goal, global context and goal, global goal, global

‣ Global Context
Body

‣Reßection!
context and criteria context and context and
criteria criteria criteria
‣ Criteria
‣Bibliography!
‣Appendices!
! demonstrate demonstrate
limited thinking adequate
demonstrate
substantial
demonstrate
excellent
! skills. thinking skills. thinking skills. thinking skills.
❏ Using explanations and evidence/examples
! demonstrate how you have used thinking skills
throughout your project.
!
!
! IMPORTANT:
demonstrate
limited
communication
demonstrate
adequate
communication
demonstrate
substantial
communication
demonstrate
excellent
communication
❏ Using explanations and evidence/examples
When writing demonstrate how you have used excellent
and social skills and social skills and social skills and social
your report skills.
communication throughout your project.
ALWAYS write in ❏ Using explanations and evidence/examples
the PAST demonstrate how you have used social/
TENSE. collaboration skills throughout your project.

Please turn over for examples of thinking, collaboration

and communication skills.

Projects teacher support material 4

 Report writing

Personal Project Report Writing

Report Format
! ‣Thinking Skills ‣Collaboration Skills ‣Communication Skills
You need to ensure all Thinking skills are the mental Collaboration skills are focusing on Communication is the sharing of
of these sections are processes we use to make sense of how you work with other people to thoughts, messages, or information,

!
included in your report: information before us, to generate complete your project.! through speech, visuals, signals,

‣Title Page!
new ideas, to draw conclusions,
evaluate and analyse information and
situations, etc.!
Think about the people you worked
with to complete your project, e.g.
mentor, shop assistants,
!
writing, or behaviour.!

Below are some examples of

‣Table of Contents! Below are some examples of thinking
professionals, educators etc. Reßect
on how you interacted with them,
communication skill situations you
may have encountered whilst
‣Investigating! skill situations you may have
considering the skills below.! completing your project.
report
text

encountered whilst completing your

‣Planning! project.
enter
to the

‣Taking Action!
Type of

Gathering and organising relevant Managing and resolving Speak to others effectively
Body

‣Reßection!
information to develop an argument or conflict
point of view. Effectively communicate
Making fair and equitable
‣Bibliography! Critically evaluate sources of
information
decisions
your needs or argument

‣Appendices! Interpreting data Listening actively to other Using different forms of

!
peoples’ perspectives and communication e.g. email,
Drawing conclusions phone, interview, etc
ideas

!
Revising our understanding based on
new information and evidence we have Negotiating effectively Read a variety of sources for
information

!
found
Giving and receiving
Considering ideas from other meaningful feedback Make inferences and draw

! perspectives
Working effectively with
conclusions

!
Finding solutions to problems
others
Identifying obstacles and challenges Take effective notes

! IMPORTANT:
Using brainstorming and visual
diagrams to come up with new ideas These are examples of each Organize information
logically
When writing Considering multiple alternatives or skill that you may consider
your report solutions
writing about in your report.
ALWAYS write in Using our existing knowledge to
You DO NOT write about them
the PAST generate new ideas, products or
TENSE.
processes all. Only the ones applicable to
Creating original works and ideas or you and your project.
using existing works and ideas in new
ways

Projects teacher support material 5

 Report writing

Personal Project Report Writing

Report Format
! ‣Project 1 ❏ Give reasons or evidence as to how your
project’s product/outcome, is an excellent
‣Project 2 ❏ Give reasons or evidence as to how your
project’s product/outcome, is an excellent
You need to ensure all representation of your: representation of your:
of these sections are ‣ Goal ‣ Goal
‣ Global Context ‣ Global Context
!
included in your report:
‣ Criteria ‣ Criteria
‣Title Page! Product: Metal Gate Evidence Product: Scrapbook Evidence

‣Table of Contents! Goal To learn how to • Structure is 100% metal! Goal To create a • Finished product is a 50
‣Investigating! weld, to create a • The design elements scrapbook that page book !
report
text

metal sculpture are Sheep, trees and tell the story of • Includes photos,
‣Planning!
enter

that reßects life hills/paddocks my families transcripts and copies

to the

on my station. migration from of documents detailing

‣Taking Action! England to the story of my families
Type of

Global Personal & • The scrap metal was Australia. migration!

Body

‣Reßection! Context Cultural

Expression with a
not conventional and
required creativity to
‣Bibliography! focus on:!
Extending,
manipulate them to
meet my design.!
Global Context Orientation in
space and time
• This book is a personal
dedication to my family.!
‣Appendices! reßecting on and • Had fun playing with with a focus on:! • Details oral histories

! enjoying my
creativity.
ideas and exploring
design and learning I
Personal histories and stories handed
down through the

! •
could be creative.!
I had a plan but as the
generations.

! construction process
developed I had to be
Criteria •Detail the family • Scrapbook is a

!
migration from chronological sequence
creative and adaptable 1850 to present of events and stories

!
to overcome issues. day.! dating back to 1850 that
•Inform the reader informs the reader how I
Criteria •Use recycled • All materials found on
!
of my families came to live in Perth,
materials.! the farm, nothing new
IMPORTANT: •Represent my bought.!
personal Australia today.!
migration story.! • Is a colourful and
When writing station.! • features represent the
•Be aesthetically information packed with
your report •Be 1.2m by 2m! farm ie sheep, trees etc!
pleasing to the various documents and
ALWAYS write in •Withstand the • Gate is 1.2x2m!
reader.! narratives.
environmental • materials have been
the PAST elements. outside for years and
TENSE. can therefore withstand
the environment.

Projects teacher support material 6

 Report writing

Personal Project Report Writing

Report Format ‣Reflecting (Criteria D) What to write:
! 0 1-2 3-4 5-6 7-8
You need to ensure all
of these sections are
The student is The student is The student is The student is

!
included in your report: able to: able to: able to: able to:

‣Title Page! present a

limited
present a
basic
present a
substantial
present an
excellent
❏ Evaluate your Þnished project against each of
your criteria.
‣Table of Contents! evaluation of
the quality of
evaluation of
the quality of
evaluation of
the quality of
evaluation of
the quality of HINT: Be sure to mention the extent to which you
‣Investigating!
report

achieved or didn’t achieve each of the criteria. See

text

the product/ the product/ the product/ the product/

The student does not achieve a standard described by any of the descriptors.
‣Planning!
outcome outcome outcome outcome the example over page.
enter

against her against her against her against her

to the

‣Taking Action! criteria criteria criteria criteria

Type of
Body

‣Reßection! present present present present

limited adequate substantial excellent
‣Bibliography! reßection on reßection on reßection on reßection on
❏ Reßect on your key learnings about your
‣Appendices!
how how how how
completing the completing the completing the completing the project area?

! project has project has project has project has

❏ Reßect on your key learnings about your
!
extended her extended her extended her extended her
global context.
knowledge knowledge knowledge knowledge

!
and and and and HINT: See over page for a tool that may assist
understanding understanding understanding understanding you.
!
of the topic of the topic of the topic of the topic
and the global and the global and the global and the global Make sure you give examples from your project

! context context context context

! IMPORTANT:
present
limited
present
adequate
present
substantial
present
excellent
reßection on reßection on reßection on reßection on
When writing ❏ Reßect on your development as an IB
her her her her
your report development development development development Learner
ALWAYS write in as an IB as an IB as an IB as an IB
the PAST HINT: You need to refer to the IB Learner proÞle
learner learner learner learner
(download from Student Coneqt) to answer this.
TENSE. through the through the through the through the
project. project. project. project. Make sure you give examples from your project

Projects teacher support material 7

 Report writing

Personal Project Report Writing ‣Reflecting (Criteria D)

0 1-2 3-4 5-6 7-8
The student is able to: The student is able to: The student is able to: The student is able to:

present a limited evaluation of the quality present a basic evaluation of the quality of present a substantial evaluation of the present an excellent evaluation of the
described by any of the
The student does not

of the product/outcome against her criteria the product/outcome against her criteria quality of the product/outcome against her quality of the product/outcome against her
achieve a standard

criteria criteria
descriptors.

present limited reßection on how completing the present adequate reßection on how completing present substantial reßection on how completing present excellent reßection on how completing
project has extended her knowledge and the project has extended her knowledge and the project has extended her knowledge and the project has extended her knowledge and
understanding of the topic and the global context understanding of the topic and the global context understanding of the topic and the global context understanding of the topic and the global context

present limited reßection on her development as present adequate reßection on her development present substantial reßection on her development present excellent reßection on her development
an IB learner through the project. as an IB learner through the project. as an IB learner through the project. as an IB learner through the project.

Y
‣WRITING SAMPLE: Evaluating the Quality of your Product

L
My goal was to create either a vegetarian or vegan These speciÞcations were equally important in the quick quiz to assess if it was educating people on

N
cookbook that provided educational information and creation of my cook book as I needed the recipes to vegetarian/vegan diets. I also had to ensure the
easy to create recipes suitable for all ages. I was be diverse to attract and interest a wide variety of readability of the book was suitable for people aged

O
really pleased with my end result as not only have I people and show them that vegetarian food can be ten and above.!
created a keep sake for myself, but I have also tasty and is not just a case of eating more
To assess the readability of the book I asked a

LE
produced a quality book that has promoted the vegetables. My 18 recipes ranged from sweet healthy
lifestyle of healthy vegetarian cooking.! treats to savoury hearty, winter casseroles that I teacher at PLC who specialises in literacy, to
believe would satisfy the most meat loving person. ! assess it. She ran the book through a well
To evaluate the success of my book I assessed it

P
known piece of software called Read-able that is
against my design speciÞcations. I was able to easily I wanted to spend no more than $20 per book to well used by educators to give a piece of text a
assess many of the speciÞcations, as they were produce them and this was not easy to achieve. If I
readability age. According to Read-able, my

M
simple yes/no checklist responses, however two of had changed to a soft spiral bound book, I would
my speciÞcations, required further evidence to be easily have come in under budget, but I wanted the
book would be understood by children aged nine
to eleven. Hence I successfully achieved this

A
gathered.! book to be hard covered with gloss pages, which
meant that the cost was higher. There are many speciÞcation.!

S
The simplest speciÞcation was that my Þnished book companies who produce books for the authors and
had to be a hard covered with gloss pages. This was Lastly I asked twenty people aged ten to forty to
publishers, however creating hard cover books is not
achieved and I was really pleased with the quality of cheap. To cut the cost down these companies want
read my book and answer a series of questions
the book. The images and text looked really you to order large quantities, which meant I would aimed at testing their knowledge of vegetarian
professional on the gloss pages and I think the hard have had to outlay over a thousand dollars and would cooking. I am pleased to say that the lowest
cover option, whilst more expensive to produce, was have ended up with more than Þfty books. Therefore I score on this assessment was eight out of ten.
a good idea to add strength to make the cookbook compromised on the costing of my books, but not the With most people achieving one hundred
last longer. ! quality. My Þnal book cost $25 each, a 25% increase percent, I safely assumed that my book was
The book needed to have a minimum of 15 recipes on my speciÞed criteria.! educating the reader on a vegetarian diet.
and have an accompanying colour image of each The last two criterion I was using to judge the
recipe. This was easily achieved as I ended up with NOTE: Criterion have been highlighted in orange. You
success of my book, were harder to evaluate as I
18 recipes. As I cooked and trialled my recipes and I do not do this in your report.
needed to get people to read my book and take a
took digital images of the plated, Þnished products.

Projects teacher support material 8

 Report writing

Personal Project Report Writing ‣Reflecting (Criteria D)

0 1-2 3-4 5-6 7-8
The student is able to: The student is able to: The student is able to: The student is able to:

present a limited evaluation of the quality of the present a basic evaluation of the quality of the present a substantial evaluation of the quality of present an excellent evaluation of the quality of
described by any of the
The student does not

product/outcome against her criteria product/outcome against her criteria the product/outcome against her criteria the product/outcome against her criteria
achieve a standard

descriptors.

present limited reßection on how present adequate reßection on how present substantial reßection on how present excellent reßection on how
completing the project has extended her completing the project has extended her completing the project has extended her completing the project has extended her
knowledge and understanding of the knowledge and understanding of the knowledge and understanding of the knowledge and understanding of the
topic and the global context topic and the global context topic and the global context topic and the global context
present limited reßection on her development as present adequate reßection on her development present substantial reßection on her development present excellent reßection on her development
an IB learner through the project. as an IB learner through the project. as an IB learner through the project. as an IB learner through the project.

I used to think…now I think…

Global Context:
I used to think….!

Now I think….!

Projects teacher support material 9