SUPERVISOR HANDBOOK
EXTENDED ESSAY
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CONTENTS WHAT IS THE EXTENDED ESSAY? SUPERVISOR RESPONSIBILITIES TIMELINE OVERVIEW MONTH BY MONTH TIMELINE IN DETAIL THE THREE MANDATORY MEETINGS ASSESSMENT CRITERIA
WHAT IS THE EXTENDED ESSAY? The Extended Essay is a fundamental component of the IB Diploma Program, representing a unique and comprehensive research project that allows students to delve deeply into a subject of their choice. Key Points: Significance in the IB Curriculum: The Extended Essay is a core component of the Diploma Program, offering students an opportunity to demonstrate their research, analytical, and writing skills. Student-Centric Exploration: It is a 4000-word independent research project where students choose a topic of personal interest. This autonomy fosters a sense of ownership and enthusiasm among students. Structured Sections: The essay is organised into sections, including a title page, contents, main body, optional tables/charts/illustrations, references, and optional appendices. Supervisor Guidance: Teachers play a crucial role as supervisors, guiding students through the entire process. This involves three key meetings to discuss the chosen topic, review progress and address challenges, and reflect on the completed essay. Reflective Component: In addition to the essay, students must complete a "Reflections on Planning and Progress Form," a 500 word document that chronicles their planning process, challenges faced, and insights gained throughout the research journey. Integrated Assessment: The scores in Theory of Knowledge and the Extended Essay contribute to the overall grade for the IB Diploma. Holistic Learning Experience: The Extended Essay is more than just a writing task; it's a journey of exploration and discovery. Students are encouraged to engage deeply with their chosen topic, fostering critical thinking and a love for independent inquiry. Flexibility and Personalisation: The Extended Essay encourages students to pursue a subject of personal interest. As a teacher in the IB Diploma Program, your role in guiding and supporting students through this enriching process is integral to their academic growth and success.
SUPERVISOR RESPONSIBILITIES The role of an EE supervisor is pivotal in guiding and supporting students through the research and writing process. Here are the key responsibilities of an EE supervisor: Initial Meeting and Topic Selection: Meet with the student to discuss their interests and help them formulate a viable research question. Ensure that the chosen topic aligns with the subject's guidelines and criteria. Provide Guidance on Research Design: Assist students in developing a well-structured and focused research design. Offer advice on appropriate methodologies, data collection, and analysis techniques. Assist with the Outline and Structure: Help students organise their thoughts and create a clear and logical structure for the essay. Offer guidance on the inclusion of key elements such as introduction, methodology, analysis, conclusion, and other relevant sections. Review Drafts and Provide Feedback: Review a complete draft of the essay and provide constructive feedback on content, style, and formatting. Offer suggestions for improvement and clarification, ensuring that the essay meets IB criteria. Manage Timelines and Deadlines: Assist students in creating a realistic timeline for the various stages of the research and writing process. Monitor progress and ensure that students adhere to deadlines for drafts, revisions, and the final submission. Liaise with parents, HOD and EE Coordinator to communicate successes and concerns. Address Challenges and Concerns: Act as a mentor by addressing any challenges or concerns the student may face during the research process. Provide support and guidance in overcoming obstacles, whether they are related to research difficulties or personal challenges. Facilitate Reflection Sessions: Conduct reflection sessions as part of the "Reflections on Planning and Progress Form." Engage in discussions about the student's learning journey, challenges faced, and insights gained.
Encourage Academic Integrity: Emphasise the importance of academic honesty and proper citation of sources. Guide students on how to avoid plagiarism and maintain high ethical standards in their research. Ensure students know how to reference their work using APA conventions as outlined in the referencing and citation policy. Prepare Students for Viva Voce: Familiarise students with the Viva Voce (oral defense) process. Offer guidance on how to effectively communicate and defend their research findings during the Viva Voce. Provide Emotional Support: Recognise the stress and pressure that students may experience during the extended essay process. Offer emotional support and encouragement to help students navigate challenges and stay motivated. Stay Informed on IB Guidelines: Stay up-to-date with IB guidelines and requirements for the Extended Essay in the relevant subject areas by regularly logging in to MyIB. Attend IB workshops or training sessions to enhance understanding of the assessment criteria where available.
STUDENT TIMEFRAME YEAR 12 NOVEMBER Complete online EE Introduction Course Attend Library Induction Session on research techniques & referencing Attend Core lesson EE Workshops
DECEMBER Attend Core lesson EE Workshops Begin reading EEs in the subjects you take at HL Begin thinking about the subject and topic of your EE Meet with the school librarian to discuss your idea
JANUARY Attend EE Fair (a half day school event where you are off timetable) Begin researching and reading around your EE topic Begin writing your EE Project Proposal Meet with the school librarian to discuss your idea
FEBRUARY Submit your EE Proposal via a one to one meeting with the librarian. You must arrange this independently Attend Core lesson EE Workshops Meet with the school librarian to discuss your idea
MARCH Introduction to the EE Cafe Attend Core lesson EE Workshops Be assigned an EE Supervisor
APRIL Attend Study Skills Workshops during your Core lesson Arrange your first formal reflection session with your supervisor Submit your first formal reflection on Managebac
MAY Present your EE research so far to the year group (EE Cafe Presentations) Begin writing your EE, using this handbook as a guide
JUNE Submit a 2000 word draft of your work on Managebac for review Arrange a check in session with your supervisor to discuss your feedback
SUMMER BREAK Continue writing your EE, aiming for a full 4000 word draft to be complete
STUDENT TIMEFRAME YEAR 13 September Meet with your EE supervisor to discuss your summer work Refine your EE draft work, ensuring you have 4000 words Meet with the school librarian to discuss any gaps in your research
October Submit your full 4000 word draft for assessment. This mark will be used for university predictions. Arrange a check in session with your supervisor to discuss your feedback Arrange your second formal reflection session with your supervisor Submit your second formal reflection on Managebac Meet with the school librarian to discuss your idea
November Submit your final EE work. Arrange Viva Voce meeting with your supervisor
December Submit your final formal reflection on Managebac Check in with your supervisor to make sure you have submitted everything required
YEAR 12
NOVEMBER AN OVERVIEW November marks the initial introductory phase for Extended Essays. Students begin with an online introduction during the core curriculum, followed by induction into the school library. Here, they receive crucial guidance on research, accessing resources, and are made aware of the help the library can offer. Exemplary EE samples are shared, inspiring students as they embark on their individual research journeys.
STUDENT RESPONSIBILITIES Active Participation in Online Introduction: Engage in the online introduction to grasp key aspects of the Extended Essay structure and requirements. Attendance at Library Induction: Attend the library induction sessions to familiarise yourself with available resources and receive guidance on effective research strategies. Read Exemplary Extended Essays: Analyse and learn from exemplary EE samples provided, extracting insights into effective structure and content. Individual Research Engagement: Embark on your individual research journey, applying the knowledge and inspiration gained to produce a well-informed Extended Essay.
LIBRARIAN RESPONSIBILITIES Conduct Effective Library Induction: Provide comprehensive induction sessions for students, ensuring they understand how to navigate the library's resources. Guidance on Research Strategies: Offer guidance to students on effective research strategies. Availability for Student Queries: Be accessible for student inquiries, offering support and clarification on library resources and research methodologies. Promotion of a Research-Oriented Atmosphere: Foster an atmosphere conducive to research, encouraging students to actively use the library as a hub for their Extended Essay exploration.
YEAR 12
DECEMBER AN OVERVIEW In December, students actively engage in the Extended Essay process. They attend Core lesson EE workshops for guidance, commence reading exemplary EEs in their Higher Level subjects, and initiate thoughtful consideration of their EE subject and topic. Meeting with the school librarian becomes a crucial step, providing an opportunity to discuss and refine their ideas. This month marks a proactive start to the EE journey, combining workshops, research exploration, and collaborative discussions for a focused and informed approach.
STUDENT RESPONSIBILITIES Attendance at Core Lesson EE Workshops: Actively participate in the Extended Essay workshops during Core lessons to gain a comprehensive understanding of the process. Reading Exemplary EEs in HL Subjects: Begin reading exemplary Extended Essays in the subjects taken at the Higher Level (HL), extracting valuable insights for their own research. Initiating EE Subject and Topic Consideration: Proactively begin contemplating and narrowing down the subject and topic for their Extended Essay, setting the stage for focused research. Scheduling and Attending Meeting with School Librarian: Take the initiative to schedule and attend a meeting with the school librarian to discuss and refine EE ideas, utilising the expertise and resources available.
LIBRARIAN RESPONSIBILITIES Prepare and Conduct Informative Sessions: Prepare and conduct informative sessions for students during Core lesson EE workshops, offering guidance on utilising library resources effectively. Facilitate Student Meetings: Be available to facilitate meetings with students to discuss their EE ideas, providing guidance on refining topics and suggesting relevant resources. Offer Expertise on Research Strategies: Share expertise on effective research strategies, aiding students in their exploration and refinement of Extended Essay topics.
YEAR 12
JANUARY AN OVERVIEW In January, students dive deeper into the Extended Essay process. They attend the EE Fair, a dedicated half-day event off the timetable, gaining insights and resources. Concurrently, they initiate intensive research and reading around their chosen EE topics, building a strong foundation. Writing commences with the formulation of the EE Project Proposal. Collaborative discussions with the school librarian persist, ensuring ongoing refinement of ideas.
STUDENT RESPONSIBILITIES Attendance at EE Fair: Actively participate in the EE Fair, a half-day event, to gather insights and resources relevant to the EE. Initiate Research and Reading: Begin comprehensive research and reading around the chosen EE topic, acquiring a solid understanding of the subject matter. Commence Writing EE Project Proposal: Take responsibility for initiating the writing process by writing the Extended Essay Project Proposal. Scheduling and Attending Meeting with School Librarian: Proactively schedule and attend meetings with the school librarian to continue discussing and refining EE ideas, utilising the librarian's expertise and resources.
LIBRARIAN RESPONSIBILITIES Organise and Facilitate EE Fair: Organise and facilitate the EE Fair, ensuring that students have access to relevant information and resources. Provide Research Support: Offer guidance and support to students as they begin researching and reading around their chosen EE topics, assisting them in navigating resources effectively. Assist in Crafting EE Project Proposals: Provide assistance and feedback as students initiate the writing process by crafting their Extended Essay Project Proposals. Continue Collaboration with Students: Maintain collaborative discussions with students during meetings, further refining and developing their EE ideas based on the available resources and the librarian's expertise.
YEAR 12
FEBRUARY AN OVERVIEW In February, the Extended Essay journey intensifies. Students independently arrange one-to-one meetings with the school librarian to submit their EE Proposals. At the same time, attendance at Core lesson EE workshops provides further guidance. Ongoing collaborative meetings with the librarian persist, ensuring a continuous exchange of ideas and refinement.
STUDENT RESPONSIBILITIES Thorough EE Proposal Preparation: Prioritise thorough preparation of the Extended Essay Proposal before the meeting with the school librarian, ensuring clarity and coherence in presenting the project. Proactive Communication: Initiate and maintain proactive communication with the librarian, seeking clarification and guidance as needed. Scheduling and Attending Ongoing Meetings with the Librarian: Take responsibility for scheduling and attending collaborative meetings with the school librarian to discuss and refine EE ideas. Independent Proposal Submission Meeting: Arrange and independently initiate a one-to-one meeting with the school librarian to submit the Extended Essay Proposal. Attendance at Core Lesson EE Workshops: Actively participate in the Core lesson EE workshops, utilising the guidance provided to enhance understanding and refine their EE projects.
LIBRARIAN RESPONSIBILITIES Conducting Individual Proposal Meetings: Schedule and conduct individual meetings with students to collate their chosen Extended Essay subjects, ensuring students have a comprehensive understanding of their project. Updating Shared Spreadsheet: Regularly update the shared spreadsheet with the EE Coordinator, providing accurate and current information about each student's EE subject, progress, and any relevant details.
YEAR 12
MARCH AN OVERVIEW March marks a crucial phase in the Extended Essay process. Students are introduced to the EE Cafe as a deadline for their research. Attendance at Core lesson workshops provides continued guidance. Students are assigned dedicated EE Supervisors, initiating personalised support for their projects, laying the groundwork for focused research and development in the upcoming months.
STUDENT RESPONSIBILITIES Active Participation in EE Cafe Introduction: Engage actively in the introduction to the EE Cafe. Attendance at Core Lesson EE Workshops: Continue attending Core lesson EE workshops, using the guidance provided to enhance understanding and refine individual projects. Preparation for Supervisor Assignment: Be prepared for the assignment of an EE Supervisor by ensuring clarity on personal project goals and potential areas where guidance may be needed.
SUPERVISOR RESPONSIBILITIES Initiate Communication: Proactively reach out to assigned students, initiating communication to discuss the progress of their projects. Schedule Regular Meetings: Establish a schedule for regular meetings with students, providing consistent opportunities for in-depth discussions and guidance. Provide Project Guidance: Offer guidance and support regarding the structure, content, and research direction of the students' projects, ensuring they are on track. Address Questions and Concerns: Be responsive to students' questions and concerns, addressing any challenges they may encounter during the research and writing process. Facilitate Goal Setting: Work collaboratively with students to set realistic goals for their projects, promoting a structured and manageable approach to the research and writing process.
LIBRARIAN RESPONSIBILITIES EE Cafe Facilitation: Oversee the coordination and facilitation of the EE Cafe, ensuring a collaborative environment for students to discuss their Extended Essay. Resource Support: Provide guidance and support to students in accessing and utilising library resources effectively for their research. Assistance with Managebac: Offer assistance in navigating and using Managebac for submission of formal reflections, ensuring a smooth and efficient process. Collaboration on Study Skills Workshops: Collaborate with form tutors to organise and contribute to Study Skills Workshops, focusing on research and writing skills crucial for EE development. Availability for Student Consultations: Be readily available for individual consultations with students, offering assistance, clarification, and additional resources as needed for their projects.
YEAR 12
APRIL AN OVERVIEW In April, students actively participate in Study Skills Workshops during Core lessons, honing essential research and writing skills. Simultaneously, they take the initiative to arrange their first formal reflection session with their assigned EE Supervisor, fostering meaningful discussions. The reflection process continues with the submission of their first formal reflection on Managebac, providing an opportunity for students to articulate progress, challenges, and insights gained during this crucial stage of their EE development.
STUDENT RESPONSIBILITIES Active Participation in Study Skills Workshops: Actively engage in the Study Skills Workshops during Core lessons, honing research and writing skills essential for the Extended Essay. Initiate Formal Reflection Session: Take the initiative to arrange the first formal reflection session with the assigned EE Supervisor, facilitating in-depth discussions about the project. Submission of Formal Reflection on Managebac: Submit the first formal reflection on Managebac, articulating progress, challenges, and insights gained during the EE development process. Conduct Extensive Research: Take the responsibility to engage in thorough and comprehensive research for the Extended Essay, exploring diverse sources and gathering relevant information to strengthen the foundation of the project. Prepare EE Cafe Presentation: Create and rehearse a presentation for the EE Cafe, showing key aspects of the research journey, challenges, and breakthroughs.
SUPERVISOR RESPONSIBILITIES Availability for Reflection Sessions: Make yourself available for reflection sessions, responding promptly to students' initiative to arrange their first formal reflection, and actively participating in meaningful discussions about their projects. Feedback on Formal Reflection: Offer constructive feedback on the first formal reflection submitted on Managebac, guiding students in refining their approach and addressing any challenges encountered during the EE process. Regular Check-ins on Research Progress: Initiate regular check-ins with assigned students to discuss their ongoing research work, ensuring continuous progress tracking and providing guidance as needed for the successful development of their project. Communication with Parents/Guardians: Regularly email updates to students' parents/guardians regarding the progress of the Extended Essay. Be transparent and honest, acknowledging achievements and expressing concerns if necessary, fostering a collaborative approach between home and school to support the student's success.
LIBRARIAN RESPONSIBILITIES Supporting Study Skills Workshops: Assist in organising and delivering Study Skills Workshops, providing valuable resources and guidance to enhance students' research and writing skills for their Extended Essay. Managebac Assistance: Provide guidance and assistance to students in navigating Managebac, ensuring the successful submission of formal reflections and fostering a seamless process. Individual Consultations: Be available for one-on-one consultations with students, addressing queries, offering resources, and providing support tailored to their specific EE needs. Resource Management: Continuously manage and update library resources relevant to the EE, ensuring students have access to a diverse range of materials for their research.
THE FIRST OFFICIAL EE MEETING Guiding questions for supervisors The First EE meeting is designed to: Discuss initial ideas and explorations Establish a relationship between the student and the supervisor Review the feasability of the topic Discuss potential ethical issues linked to the subject Review the assessment criteria Set the student on the right path for independent research and work
Discuss ideas Do you have a clear idea at this stage what the focus of your essay might be? What are you interested in? What have you read lately that you could use as the focus of your essay?
EE requirements Have you read the section on the EE Official Guide relating to your subject area? Does your topic fit with the subject requirements? What do you know about the assessment criteria? Have you assessed any ethical or legal requirements that may prevent you from doing this subject?
Background knowledge What do you know already about your topic? What have you read on the topic already? What motivated you to choose this topic?
The students are about to embark on their EE journey. Your role is to encourage, advise and support the student throughout the process, and the first meeting lays the foundations of this.
Research question Have you drafted various research questions that could fit your topic? Can you refine your research question? Are you confident you can answer your research question within the requirements of the EEP Is your research question encouraging an analytical approach and not a descriptive approach?
Next steps What are the next steps in your EE process? Are you confident you will find enough research materials to back up your research? Where/how do you plan to find resources? (surveys, interviews, experiments, reading etc) What challenges do you anticipate to run into when doing your research? What will you personally find challenging? Time management: have you drafted a timeline that you can follow? When do you plan to have an essay plan drafted? What can I expect to see from you next time I see you?
WHAT IS THE EE CAFE? An Extended Essay Cafe is an opportunity for students to formally present their Extended Essay research findings to date to a panel of supervisors, coordinators and peers. The EE Cafe normally takes place in April or May in the first year of the Diploma Program. Running an EE Cafe is an excellent way for us to ensure that all students submitting an Extended Essay have made suitable progress with regards to the research phase of their essays. It acts as a check on progress while also an opportunity to help students create a road-map in terms of what needs to be done during the holiday period. It is also an opportunity for us to identify those students who have not been on task and are behind schedule so as to implement necessary remedial strategies and support. By making it a formal occasion, as opposed to one to one supervisory sessions, the EE Cafe helps support students to focus their efforts and generate a plan moving forward. By inviting parents, it helps enfranchise a major stakeholder in the students’ lives, demystifies the process and gains access to another key group of people who can more often than not offer additional insights, support, resources and advice to students engaged with the Extended Essay process. Here's a breakdown of what they are expected to include: Slide 1: Introduction/Research Question - Share the subject and the research question, ensuring it aligns with the chosen subject for the EE. Optionally, include the chosen title for the EE if decided. Slide 2: Background - Briefly explain the focus of the EE, highlighting key issues. Address the importance of the chosen topic and its connection to career interests. Slide 3: Research Update - Summarise the research conducted so far and outline plans for the summer. Slide 4: Chapter Preview - Provide a sneak peek into the essay's structure with potential chapter headings or a working outline. Discuss one chapter or section in-depth to demonstrate a deep understanding. Slide 5: Challenges and Solutions - Discuss any challenges faced during the research journey and the corresponding solutions. Highlight problem-solving skills related to practical research or refining the research question. Slide 6: Bibliography/References - Showcase accurately referenced sources using APA conventions.
EE CAFE CHECKLIST This is a copy of the form that will be used to judge your students EE presentation. It is your responsibility to check your students have met the points below through their presentation.
Component Research question: Does the question sound workable? Is it narrow enough to be completed in 4,000 words? Does it have a clear focus? Can it be resourced? Structure: Usually good to see some chapter headings that indicate organisation of the essay into sections. Check to see if chapters are relevant and of a reasonable number, as then each will be too brief to be meaningful. Content: The one chapter or aspect they elaborate on should convince you they know something about their topic or are able to develop a line of argument. Though background information can be included it should not be the focus of the entire presentation. Bibliography: Alphabetical, spelling correct, capitals for titles, publication date and location, author and so forth are all correct. If you know about the topic then add anything about relevance or quality of sources. Plans: Do they have a workable plan for the summer? Add anything to this if you feel the student's work to date is vague or nebulous.
Comments
YEAR 12
MAY AN OVERVIEW May marks the end of the research phase of the EE. Students engage in EE Cafe Presentations, sharing their research progress, insights, and challenges with the year group. They then transition into the writing phase, utilising the provided handbook as a guide. This month symbolises a shift from extensive research to the application of findings, fostering collaboration and providing a structured framework for students as they embark on the substantive writing phase of their projects.
STUDENT RESPONSIBILITIES EE Cafe Presentation Preparation: Prepare and deliver a comprehensive EE Cafe presentation, showing the research progress, insights, and challenges to the year group. Initiate Writing Phase: Begin the writing phase of the Extended Essay, following the student handbook as a guide for structuring and developing the content. Time Management: Take responsibility for effective time management, ensuring a balanced approach to both the presentation and the commencement of the writing phase. Seek Feedback: Actively seek feedback from supervisors and peers during the presentation and initial writing stages.
SUPERVISOR RESPONSIBILITIES Guidance for EE Cafe Presentation: Provide guidance and support to students as they prepare and deliver their EE Cafe presentations. Supporting Writing Phase: Offer guidance and assistance as students begin the writing phase of their Extended Essay, ensuring they adhere to the guidelines outlined in the EE Course Companion. Feedback on Presentation and Writing: Provide constructive feedback on both the EE Cafe presentations and the initial stages of the writing phase, guiding students toward improvement and refinement. Facilitating Time Management: Assist students in managing their time effectively.
LIBRARIAN RESPONSIBILITIES Support EE Cafe Presentations: Assist students in preparing for EE Cafe presentations, providing resources and guidance for effective communication of their research progress. Provide Writing Resources: Offer support by providing writing resources, references, and materials to aid students as they begin the writing phase of their Extended Essay. Collaborate on Presentation Materials: Collaborate with students on creating presentation materials, ensuring they have access to relevant visuals and information for their EE Cafe presentations. Facilitate Resource Access: Continue to facilitate access to library resources, both digital and physical, that students may need for the writing phase of their projects.
YEAR 12
JUNE AN OVERVIEW In June, students are responsible for submitting a 2000-word draft of their work on Managebac for verbal feedback. Additionally, they take the initiative to schedule check-in sessions with their supervisors, facilitating discussions on feedback and addressing any challenges. This month emphasises the focused effort towards refining the EE project, engaging in collaborative discussions with supervisors, and using feedback to strengthen the overall quality of the work as it approaches its final stages.
STUDENT RESPONSIBILITIES Submit 2000-Word Draft on Managebac: Take responsibility for submitting a 2000-word draft of the Extended Essay on Managebac, ensuring it is comprehensive and aligns with guidelines. Initiate Check-In Session: Proactively arrange a check-in session with the assigned supervisor to discuss feedback, seek clarification, and address any challenges encountered during the drafting process. Incorporate Feedback: Actively engage with the feedback provided and make necessary revisions to enhance the quality and coherence of the project. Check Guidelines: Ensure that the submitted draft adheres to the specified guidelines and requirements, demonstrating attention to detail and a thorough understanding of the EE criteria.
SUPERVISOR RESPONSIBILITIES Review 2000-Word Draft: Thoroughly review the 2000-word draft submitted by the student on Managebac, providing constructive feedback and insights. Facilitate Check-In Session: Engage in a check-in session with the student to discuss feedback, address questions or concerns, and provide guidance for the next steps in their Extended Essay. Offer Constructive Feedback: Provide constructive and detailed feedback on the submitted draft, highlighting strengths and suggesting improvements for the student to enhance the overall quality of their work. Communication with Parents: Initiate communication with the student's parents, providing updates on the student's progress, feedback received, and any additional support or guidance needed.
LIBRARIAN RESPONSIBILITIES Resource Accessibility: Ensure that students have access to a diverse range of resources, both digital and physical, necessary for the refinement and enhancement of their work. Support for Managebac Submission: Assist students in navigating Managebac, providing guidance and technical support to ensure the submission of their 2000-word draft for review. Collaborative Check-In Sessions: Facilitate collaborative check-in sessions, offering support and resources to students as they discuss feedback and address challenges with their supervisors. Provide Writing Resources: Continue to provide writing resources, references, and materials to aid students in the revision process, supporting them in aligning their drafts with EE criteria.
END OF YEAR 12
SUMMER AN OVERVIEW Over the summer, students are expected to maintain momentum in their Extended Essays. July represents a critical phase as students work towards completing a full 4000-word draft.. This period serves as a prime opportunity for refining arguments and ensuring the overall coherence of their EEs. With a focus on achieving comprehensive drafts, students set the foundation for subsequent revisions, making the most of the summer to make significant progress towards the final submission of their Extended Essays.
STUDENT RESPONSIBILITIES Advance Writing Progress: Take responsibility for continuing the writing process of the Extended Essay over the summer, aiming to achieve a complete 4000word draft. Refinement of Arguments: Focus on refining arguments and ensuring the coherence of the EE, considering feedback received and making necessary adjustments for clarity and depth. Time Management: Manage time effectively over the summer to maintain a consistent and productive writing schedule, ensuring steady progress toward the completion of the EE. Incorporate Feedback: Actively incorporate any feedback received during the drafting process, demonstrating a commitment to improvement and adherence to EE criteria.
SUPERVISOR RESPONSIBILITIES Before the summer break, it is the responsibility of the supervisor to proactively communicate with the parents of their students regarding the progress of the Extended Essay. This includes: Progress Update Email: Send an email to the parents/guardians, summarising the student's current status in the EE process. Highlight the strengths demonstrated and areas that may need improvement. Suggestions for Summer Work: Provide suggestions for areas the student can focus on over the summer to advance their EE project. This may include specific research tasks, revisions, or additional reading to enhance the overall quality of their work. Encourage Full Draft Preparation: Emphasise the importance of working towards a full draft during the summer break. Encourage students to set realistic goals and create a structured plan for accomplishing these tasks.
YEAR 13
SEPTEMBER AN OVERVIEW Upon their return from the summer break, students initiate the month by meeting with their EE supervisors, providing an opportunity to discuss and receive feedback on the progress made over the summer. The focus shifts to refining EE drafts, ensuring completeness with a target of 4000 words. Students engage with the school librarian, addressing any gaps in their research and enhancing the robustness of their EE projects. This collaborative approach sets the stage for a constructive and well-supported refinement process as students approach the final stages of their Extended Essays.
STUDENT RESPONSIBILITIES Prepare for Supervisor Meeting: Take the initiative to prepare for the meeting with the EE supervisor, compiling a summary of the summer work and any specific questions or concerns. Refine EE Draft: Actively engage in refining the EE draft, ensuring it reaches the target of 4000 words while enhancing clarity, coherence, and adherence to EE criteria. Initiate Communication with Librarian: Schedule and attend a meeting with the school librarian, discussing any gaps in research and seeking additional resources or guidance as needed. Incorporate Feedback: Incorporate feedback received from the supervisor, librarian, or peers, demonstrating a commitment to continuous improvement.
SUPERVISOR RESPONSIBILITIES Provide Feedback on Summer Work: Review and provide constructive feedback on the student's summer work, guiding them on areas of strength and improvement during the meeting. Discuss Refinement Targets: Engage in discussions about refining the EE draft, ensuring the student understands the goal of reaching 4000 words and addressing any issues that may have arisen. Offer Guidance on Research Gaps: Provide guidance on addressing gaps in research, assisting the student in identifying additional resources or adjusting their research approach as needed. Supportive Communication: Maintain open and supportive communication with parents, addressing any concerns or queries you may have about their project.
LIBRARIAN RESPONSIBILITIES Conduct Research Gap Meetings: Engage in meetings with students to identify and discuss any gaps in their research, offering guidance on additional resources and refining research strategies. Provide Resource Support: Offer support by providing access to relevant resources, references, and materials that may enhance the depth and breadth of the student's work. Collaborate on Research Strategies: Collaborate with students on refining their research strategies, ensuring a comprehensive and effective approach to gathering information. Facilitate Communication: Act as a communication bridge, facilitating discussions between students and supervisors to ensure a cohesive and collaborative effort in refining the EE.
YEAR 13
OCTOBER AN OVERVIEW In October, students are required to submit their complete 4000-word drafts for assessment, a crucial element for university predictions. They also schedule check-in sessions with supervisors to discuss feedback and progress. In addition, this month involves arranging the second formal reflection session with supervisors and subsequently submitting the reflection on Managebac. To enhance research depth, students engage with the school librarian, further refining their ideas.
STUDENT RESPONSIBILITIES Submit 4000-Word Draft: Ensure the timely submission of the complete 4000word draft of the Extended Essay for assessment, adhering to the provided guidelines and criteria. Initiate Check-In Session: Proactively arrange a check-in session with the assigned supervisor to discuss feedback, seek clarification, and address any concerns related to the EE project. Coordinate Second Formal Reflection Session: Take responsibility for scheduling the second formal reflection session with the supervisor, preparing to discuss progress, challenges, and insights gained during the EE process. Submit Second Formal Reflection on Managebac: Submit the second formal reflection on Managebac, effectively articulating personal and academic growth, research strategies, and project development throughout the EE journey. Initiate Meeting with Librarian: Schedule and attend a meeting with the school librarian to discuss and refine EE ideas, addressing any gaps in research and ensuring a comprehensive approach to information gathering.
SUPERVISOR RESPONSIBILITIES Assess 4000-Word Draft: Thoroughly assess the complete 4000-word draft submitted by the student, providing comprehensive feedback and evaluating the work based on established criteria. Update Managebac with Predicted Grades: Ensure that Managebac is updated with the predicted grades, providing accurate and timely information for assessment purposes. Facilitate Check-In Session: Engage in a check-in session with the student to discuss feedback on the draft, address questions or concerns, and provide guidance for further refinement. Coordinate Interim Formal Reflection Session: Collaborate with the student to coordinate the second formal reflection session, offering insights and guidance on personal and academic growth, research strategies, and project development. Review and Provide Feedback on Reflection: Review the second formal reflection submitted on Managebac, offering constructive feedback and guidance to ensure a thorough and thoughtful reflection on the EE process. Support Research Development: Continue to support the student's research development, addressing any concerns or gaps in understanding, and providing guidance on refining their final work.
LIBRARIAN RESPONSIBILITIES Writing Support: Offer writing support to students, providing guidance on structuring and articulating their ideas effectively, and assisting with the development of a coherent and well-written Extended Essay. Research Support: Provide comprehensive research support to students, assisting them in navigating resources, refining research strategies, and accessing relevant materials for their Extended Essays. Essay Presentation Check: Assist students in reviewing the presentation of their essays, offering guidance on formatting, citation styles, and overall visual presentation to ensure a professional and academically appropriate final essay.
THE INTERIM MEETING Guiding questions for supervisors The interim meeting is designed to: Check on the students progress Review and question the student's sources Discuss their methodology Review their essay plan Analyse the next steps the student needs to take
Check-in: Where are you now in the EE process? How have you progressed since the last time we met? What have you achieved so far?
Challenges: What challenges are you facing right now? How are you overcoming those challenges? What has been your biggest issue? Do you think you will produce a high standard EE for the deadline?
Research: How are you/did you conduct your research? Do you have a balanced mix of primary and secondary sources? Why did you select these specific sources? Do you have enough evidence to support your arguments?
Supervisors, the students have made significant progress in their EE process. Here, you'll find a set of guiding questions designed to facilitate productive discussions during the interim meeting. Your guidance and support continue to play a crucial role in their academic journey.
Progression: Will your examiner be able to follow your train of thought? Are you following your essay plan? If not, how are you making sure your argument follows a logical and coherent progression? What changes do you need to make at this stage to achieve this? Are there inconsistencies in your argument?
Next steps What adjustments do you need to make at this stage? What have you learned that may affect the rest of your EE process? Are you confident your essay answer your research question in a clear and coherent manner? What progress can I expect until we next meet?
YEAR 13
NOVEMBER AN OVERVIEW November marks the culmination of the Extended Essay journey. Students are tasked with submitting their final EE work, representing the end of months of research and refinement. Students then arrange Viva Voce meetings with their supervisors, engaging in a discussion about their projects. This phase symbolises the conclusion of the EE, where students present and defend their work, demonstrating their depth of understanding and reflections of their research efforts.
STUDENT RESPONSIBILITIES Submit Final EE Work: Ensure the timely and accurate submission of the final Extended Essay work, adhering to the specified guidelines and criteria. Initiate Viva Voce Meeting: Proactively arrange a Viva Voce meeting with the assigned supervisor, preparing to engage in a comprehensive discussion about the EE project. Prepare for Viva Voce: Thoroughly prepare for the Viva Voce meeting, anticipating questions, and ensuring a deep understanding of the EE content and research process. Adhere to Guidelines: Confirm that the final EE work adheres to all guidelines, including formatting, citation styles, and any additional requirements specified by your chosen subject area.
SUPERVISOR RESPONSIBILITIES Review and Assess Final EE Work: Thoroughly review and assess the final Extended Essay work submitted by the student, providing detailed feedback and evaluating it based on the criteria at the back of this handbook. Facilitate Viva Voce Meeting: Engage in a Viva Voce meeting with the student, facilitating a comprehensive discussion about the EE project, asking relevant questions, and providing constructive feedback. Guide Viva Voce Preparation: Offer guidance and support to the student in preparing for the Viva Voce meeting, helping them anticipate questions and ensuring they are well-equipped to discuss their EE project. Confirm Adherence to Guidelines: Confirm that the final EE work adheres to all guidelines and requirements, including proper formatting, citation styles, and any additional specifications of your subject.
LIBRARIAN RESPONSIBILITIES Verify RPPF Reflections on Managebac: Check that students have written and submitted all three required reflections on the RPPF (Reflections on Planning and Progress Form) on Managebac, ensuring completeness and compliance with documentation requirements.
THE VIVA VOCE MEETING Guiding questions for supervisors
The Viva Voce meeting is designed to: Reflect on the student's whole EE journey Confirm the authenticity of the student's work Celebrate the completion of the EE Help the supervisor write their comment on the RPPF
Confirm academic honesty What is your EE about? How did you go about answering your research question? What methodology did you use? Can you tell me about the resources you used?
Initial ideas How much does your final EE differ from the initial ideas you had? Were your original plans realistic? Did your research question change from what you had in the beginning? How so?
Advice What advice would you give to students starting the EE process?
The students' EEs have now been uploaded for final assessment. The Viva Voce is the mandatory conclusion to the EE process.
Reflect Knowing what you know now, what would you have done differently? How engaged were you with the topic and the research process? What was the most difficult moment of your EE journey? What is the most rewarding part of the process? What IB learner profile attribute did you identify with the most during your EE journey? (communicator? Risk taker? .) What skills did you develop in this process? Has your understanding of the topic changed since you started? Will you continue reading on this topic?
Learning experience What did you learn through the EE process? (academically and personally) How do you think this experience will help you in the future, for your studies or work? Which non-academic skills did you use or put to the test during the EE process?
YEAR 13
DECEMBER AN OVERVIEW December marks the conclusive phase of the Extended Essay journey. Students are tasked with submitting their final formal reflection on Managebac, encapsulating their overall experience, insights gained, and personal and academic growth throughout the EE process. Concurrently, students engage in a check-in with their supervisors to ensure the submission of all required materials, fostering clarity and completeness in their EE documentation.
STUDENT RESPONSIBILITIES Submit Final Formal Reflection on Managebac: Ensure the timely submission of the final formal reflection on Managebac, providing a comprehensive overview of personal and academic growth during the Extended Essay (EE) process. Initiate Check-In with Supervisor: Proactively schedule a check-in session with the supervisor to confirm the submission of all required materials, addressing any outstanding tasks or concerns. Review and Verify Documentation: Thoroughly review EE documentation to confirm the completion of all required components, ensuring adherence to guidelines and criteria.
SUPERVISOR RESPONSIBILITIES Provide Predicted Grades on Managebac (without disclosing to students): Ensure that Managebac is updated with the predicted grades on the EE Worksheet, while maintaining confidentiality and refraining from disclosing these grades to the students. Verify Completion of RPPF Reflections: Ensure that students have completed all three required reflections on the RPPF (Reflections on Planning and Progress Form), providing a comprehensive and reflective overview of their journey throughout the Extended Essay process. Mark EE as Complete on Managebac: Once all required documentation is uploaded and verified, the supervisor is responsible for marking the Extended Essay as complete on Managebac by checking the designated box on the EE worksheet, indicating that all necessary components have been submitted and reviewed.
LIBRARIAN RESPONSIBILITIES Verify RPPF Reflections on Managebac: Check that students have written and submitted all three required reflections on the RPPF (Reflections on Planning and Progress Form) on Managebac, ensuring completeness and compliance with documentation requirements. Verify Completion Status for All Students: The librarian is responsible for checking that all students have been marked as complete on Managebac, ensuring that each student's Extended Essay documentation has been uploaded, reviewed, and marked as finalised.
CHECKLIST 1. Extended Essay Document on Managebac: Full 4000-word EE document in the prescribed format. 2. RPPF Complete on Managebac: All three reflections completed on the RPPF, documenting planning, progress, and final reflections. 3. Supervisor Predicted Grade (A-E) on Managebac: Predicted grades provided by the supervisor for the student's Extended Essay on Managebac. 4. Supervisor Comments on Managebac: Comments from the supervisor providing insights, feedback, and evaluations on the student's Extended Essay, offering additional context to the assessment. 5. Hours Spent Supporting Student on Managebac: A record of the total hours spent with the student (not exceeding 5 hours).
ASSESSMENT
ASSESSMENT CRITERIA This section provides an overview of what each criterion assesses in the extended essay. Further advice on interpreting the assessment criteria in relation to specific subjects can be obtained from your supervisor or on Managebac.
Criterion A
Criterion B
Criterion C
Criterion D
Criterion E
Focus and Method
Knowledge and Understanding
Critical Thinking
Presentation
Engagement
Topic
Context
Research
Structure
Process
Research question
Subject-specific terminology and concepts
Analysis
Layout
Research focus
Discussion and evaluation
Methodology Marks
Marks
Marks
Marks
Marks
6
6
12
4
6
Criterion A: Focus and Method This criterion focuses on the topic, the research question and the methodology. It assesses the explanation of the focus of the research (this includes the topic and the research question), how the research will be undertaken, and how the focus is maintained throughout the essay.
Level
Description of Strands and Indicators
0
The work does not reach a standard outlined by the descriptors below.
1-2
The topic is communicated unclearly and incompletely. Identification and explanation of the topic is limited; the purpose and focus of the research is unclear or does not lend itself to a systematic investigation in the subject for which it is registered. The research question is stated but not clearly expressed or too broad. The research question is too broad in scope to be treated effectively within the word limit and requirements of the task or does not lend itself to a systematic investigation in the subject for which it is registered. The intent of the research question is understood but has not been clearly expressed and/or the discussion of the essay is not focused on the research question. Methodology of the research is limited. The source(s) and/or method(s) to be used are limited in range given the topic and research question. There is limited evidence that their selection was informed.
Level
Description of Strands and Indicators
3-4
The topic is communicated. Identification and explanation of the research topic is communicated; the purpose and focus of the research is adequately clear, but only partially appropriate. The research question is clearly stated but only partially focused. The research question is clear but the discussion in the essay is only partially focused and connected to the research question. Methodology of the research is mostly complete. Source(s) and/or method(s) to be used are generally relevant and appropriate given the topic and research question. There is some evidence that their selection(s) was informed. If the topic or research question is deemed inappropriate for the subject in which the essay is registered no more than four marks can be awarded for this criterion.
5-6
The topic is communicated accurately and effectively. Identification and explanation of the research topic is effectively communicated; the purpose and focus of the research is clear and appropriate. The research question is clearly stated and focused. The research question is clear and addresses an issue of research that is appropriately connected to the discussion in the essay. Methodology of the research is complete. An appropriate range of relevant source(s) and/or method(s) have been applied in relation to the topic and research question. There is evidence of effective and informed selection of sources and/or methods.
Criterion B: Knowledge and Understanding This criterion assesses the extent to which the research relates to the subject area/discipline used to explore the research question, or in the case of the world studies extended essay, the issue addressed, and the two disciplinary perspectives applied, and additionally the way in which this knowledge and understanding is demonstrated using appropriate terminology and concepts.
Level
Description of Strands and Indicators
0
The work does not reach a standard outlined by the descriptors below.
1-2
Knowledge and understanding is limited. The selection of source material has limited relevance and is only partially appropriate to the research question. Knowledge of the topic/discipline(s)/issue is anecdotal, unstructured and mostly descriptive with sources not effectively being used. Use of terminology and concepts is unclear and limited. Subject-specific terminology and/or concepts are either missing or inaccurate, demonstrating limited knowledge and understanding.
3-4
Knowledge and understanding is good. The selection of source material is mostly relevant and appropriate to the research question. Knowledge of the topic/discipline(s)/issue is clear; there is an understanding of the sources used but their application is only partially effective. Use of terminology and concepts is adequate. The use of subject-specific terminology and concepts is mostly accurate, demonstrating an appropriate level of knowledge and understanding. If the topic or research question is deemed inappropriate for the subject in which the essay is registered no more than four marks can be awarded for this criterion.
5-6
Knowledge and understanding is excellent. The selection of source materials is clearly relevant and appropriate to the research question. Knowledge of the topic/discipline(s)/issue is clear and coherent, and sources are used effectively and with understanding. Use of terminology and concepts is good. The use of subject-specific terminology and concepts is accurate and consistent, demonstrating effective knowledge and understanding.
Criterion C: Critical Thinking This criterion assesses the extent to which critical-thinking skills have been used to analyse and evaluate the research undertaken.
Level
Description of Strands and Indicators
0
The work does not reach a standard outlined by the descriptors below.
1-3
The research is limited. The research presented is limited and its application is not clearly relevant to the RQ. Analysis is limited. There is limited analysis. Where there are conclusions to individual points of analysis these are limited and not consistent with the evidence. Discussion/evaluation is limited. An argument is outlined but this is limited, incomplete, descriptive or narrative in nature. The construction of an argument is unclear and/or incoherent in structure hindering understanding. Where there is a conclusion, it is limited and not consistent with the arguments/evidence presented. There is an attempt to evaluate the research, but this is superficial. If the topic or research question is deemed inappropriate for the subject in which the essay is registered no more than three marks can be awarded for this criterion.
Level
Description of Strands and Indicators
4-6
The research is adequate. Some research presented is appropriate and its application is partially relevant to the Research question. Analysis is adequate. There is analysis, but this is only partially relevant to the research question; the inclusion of irrelevant research detracts from the quality of the argument. Any conclusions to individual points of analysis are only partially supported by the evidence. Discussion/evaluation is adequate. An argument explains the research, but the reasoning contains inconsistencies. The argument may lack clarity and coherence, but this does not significantly hinder understanding. Where there is a final or summative conclusion, this is only partially consistent with the arguments/evidence presented. The research has been evaluated but not critically.
7-9
The research is good. Most of the research is appropriate and its application is clearly relevant to the research question. Analysis is good. The research is analysed in a way that is clearly relevant to the research question; the inclusion of less relevant research rarely detracts from the quality of the overall analysis. Conclusions to individual points of analysis are supported by the evidence but there are some minor inconsistencies. Discussion/evaluation is good. An effective reasoned argument is developed from the research, with a conclusion supported by the evidence presented. This reasoned argument is clearly structured and coherent and supported by a final or summative conclusion; minor inconsistencies may hinder the strength of the overall argument. The research has been evaluated, and this is partially critical.
Level
Description of Strands and Indicators
10 - 12
The research is excellent. The research is appropriate to the research question and its application is consistently relevant. Analysis is excellent. The research is analysed effectively and clearly focused on the research question; the inclusion of less relevant research does not significantly detract from the quality of the overall analysis. Conclusions to individual points of analysis are effectively supported by the evidence. Discussion/evaluation is excellent. An effective and focused reasoned argument is developed from the research with a conclusion reflective of the evidence presented. This reasoned argument is well structured and coherent; any minor inconsistencies do not hinder the strength of the overall argument or the final or summative conclusion. The research has been critically evaluated.
Criterion D: Presentation This criterion assesses the extent to which the presentation follows the standard format expected for academic writing and the extent to which this enhances effective communication.
Level
Description of Strands and Indicators
0
The work does not reach a standard outlined by the descriptors below.
1–2
Presentation is acceptable. The structure of the essay is generally appropriate in terms of the expected conventions for the topic, argument and subject in which the essay is registered. Some layout considerations may be missing or applied incorrectly. Weaknesses in the structure and/or layout do not significantly impact the reading, understanding or evaluation of the extended essay.
3–4
Presentation is good. The structure of the essay clearly is appropriate in terms of the expected conventions for the topic, the argument and subject in which the essay is registered. Layout considerations are present and applied correctly. The structure and layout support the reading, understanding and evaluation of the extended essay.
Criterion E: Engagement This criterion assesses the student’s engagement with their research focus and the research process. It will be applied by the examiner at the end of the assessment of the essay and is based solely on the candidate’s reflections as detailed on the RPPF, with the supervisory comments and extended essay itself as context.
Level
Descriptor
0
The work does not reach a standard outlined by the descriptors or a RPPF has not been submitted.
1-2
Engagement is limited. Reflections on decision-making and planning are mostly descriptive. These reflections communicate a limited degree of personal engagement with the research focus and/or research process.
3-4
Engagement is good. Reflections on decision-making and planning are analytical and include reference to conceptual understanding and skill development. These reflections communicate a moderate degree of personal engagement with the research focus and process of research, demonstrating some intellectual initiative.
5-6
Engagement is excellent. Reflections on decision-making and planning are evaluative and include reference to the student’s capacity to consider actions and ideas in response to challenges experienced in the research process. These reflections communicate a high degree of intellectual and personal engagement with the research focus and process of research, demonstrating authenticity, intellectual initiative and/or creative approach in the student voice.