A core component of the International Baccalaureate programmes is the completion of capstone projects at the culmination of each program. Through the Exhibition, Personal Project, and Extended Essay, students embark on self-directed journeys to explore a topic of their choice and engage in in-depth learning. 

Capstone Projects serve as a culmination of each programme and provide students with an opportunity to demonstrate the understanding, knowledge, and skills they have developed throughout the Primary Years Programme (PYP), Middle Years Programme (MYP), and Diploma Programme (DP) in a meaningful and personal manner.

Lucas P. (Grade 12) 
Extended Essay: History

How accurate is Louis Mountbatten’s claim that “The Battle of Normandy was won on the beaches of Dieppe?” 

Despite STEM being his usual focus, Lucas dedicated the Extended Essay to a less explored interest: history. A longstanding fascination with World War II and the manpower, logistics, and campaigns, led the Grade 12 student to his Extended Essay topic. Driven by curiosity, Lucas welcomed the chance to explore WWII over many months and in some 4,000-odd words. A specific interest in military campaigns, noting the transition from trench warfare to modernized tactics, prompted his inquiry: How accurate is Louis Mountbatten's claim that The Battle of Normandy was won on the beaches of Dieppe?

The answer to such a claim required extensive research. Lucas combed through scholarly studies, watched documentaries, and found first-person testimonies. “Some of the research was entirely new to me,” he shares, “and I was surprised by how well it was documented.” Since answering the question involved both Allied and Axis accounts, Lucas absorbed every battle narrative and analysed every detail. With a critical eye, he learned to uncover the failures and challenges that were commonly undocumented. “I grew to enjoy the challenge,” he says of the research.

“Personalized learning gives you freedom, but it also pushes you – you want to do better”

With the Extended Essay submitted, Lucas says he is happy to have focused his research on history. Reflecting on his Grade 10 Personal Project—where he set up and studied a fish tank—Lucas recognizes how he was prepared. Through two entirely different topics, Lucas took from them similar things. 

“Personalized learning gives you freedom, but it also pushes you – you want to do better, so you commit yourself more to the research and the work,” he says. At Meadowridge School, Lucas says his teachers have prepared him well for these self-selected inquiries. “The teachers are here to help you and are open to any question or interest you bring to them,” he nods.

Lina P. (Grade 10)
Personal Project

Is book social media ruining reading?

Lina's love of reading came from an unexpected place. Scrolling her social feed one day, she stumbled upon BookTok, a popular online community where people share their latest reads, offer recommendations, and talk about all things books. Captivated, she started following the recommendations and reading through many books and genres. Soon after, she launched a Bookstagram of her own that has since gained an impressive 60,000 followers and counting.

While BookTok offered many positives, Lina also saw a noticeable downside. “There seemed to be little diversity,” she says. While the creator community was diverse, most of the recommendations were not. “The community tended to promote the same authors and diminished voices of colour that deserve to be heard,” Lina explains. Through the Personal Project, she was eager to explore why this was and what she could do.

“You have a chance to use your learning in a personalized and applicable way and be creative in your approach.”

During the months-long inquiry, Lina learned about human rights and about herself. Combining her knowledge, interests, research, and experiences, the Personal Project was especially meaningful. “It lets you show your learning as well as your personality,” she says. This vested interest motivated Lina and had her take chances she wouldn’t usually take. Typically shy, she branched out and reached out to fellow contributors and book publishers. From this, she found like-minded people also eager to diversify the BookTok community.

Though the Personal Project is over, Lina’s activism is far from it. As a BookTok contributor, she is committed to featuring more authors and characters of colour (If I Had Your Face by Frances Cha is a personal favourite and must-read). Lina also plans to produce educational content to inform her followers. Though the Personal Project showed her that BookTok is a mostly positive space, she says it is people like her who can improve it. “I want to influence positive change.”

Lina credits Meadowridge School for fostering this type of learning environment. “In classes, it's never just, you must write this,” she explains. “You have a chance to use your learning in a personalized and applicable way and be creative in your approach.” From exploring AI for her Grade 5 Exhibition to taking on the tough topic of diversity for her Grade 10 Personal Project, Lina says her ways of thinking and learning have been forever changed.

Sofia, Doris & Eileen (Grade 5)
Exhibition

Animal Welfare & Extinction

Sofia, Eileen, and Doris, each with their unique connections to birds, were particularly motivated to learn about animal welfare and extinction and what they could do. The trio delved into books and a variety of resources, even interviewing Ms. Eva Boyd—a former Meadowridge Teacher, alumni parent, and current Orphaned Wildlife Society (OWL) volunteer—to learn more. After the research, the group created a variety of materials to inform and engage fellow learners, including making their own bird feed, a timeline, a diorama, writing an article, and crafting “Bob,” a plasticine black-capped chickadee. On Exhibition Day, the group shared their learning, raised awareness, and inspired action in their teachers, parents, and peers. The group says sharing startling facts, like the dwindling number of spotted owls, caught people’s attention and encouraged them to ask lots of questions and learn more. With the Exhibition behind them, the group says they not only have lots of new knowledge and a passion to do more but also have learned one fundamental and lifelong skill – teamwork. “We worked together, faced challenges, and carried on,” they share.

Harper, Aria, Tara & Joey (Grade 5)
Exhibition

Passions & Mental Wellness

Between them, Joey, Aria, Tara and Harper have a range of passions, from dance and music to ice skating and art. So, when the Exhibition came around, the group was eager to explore something they have all experienced and know well: how passions positively impact our mental wellness. Each with a unique line of inquiry, the group dug into their research, conducting interviews, reading books, and researching BrainPOP Kids. For the Exhibition, the group wanted to inform people and provide solutions. So, while their exhibit included brochures and posters with information, it also included stress-reducing items like motivational stickers and stress balls that they handmade. While the Exhibition was initially considered a big, anxietyevoking project, the team says their greatest takeaway was that they can accomplish big things when working together and working hard . “We can put aside being goofy and do hard things,” they share.

Angel, Gabriella, Emma & Eason (Grade 5)
Exhibition

Protecting & Conserving Natural Resources

Emma, Gabriella, Angel, and Eason were initially surprised when they delved deeper into their topic, protecting and conserving natural resources. With threats of water scarcity, waterborne diseases, and pollution, the group was motivated to learn ways to take action and make our waters more accessible, habitable, and clean. To learn about what was wrong and what they could do, the group relied heavily on books and other readings. To help teach others about their findings and inspire activism, they also created various materials like a trivia board game and wrote many articles. To really emphasize the importance of clean water, they even worked together to get a microscope and a variety of water samples, including clean, polluted, and oxidized water. As guests visited their Exhibition booth, they could see for themselves what was at risk if things weren’t improved. From their learning, the group says being curious was their greatest strength. “Always ask lots of questions,” they encourage, “and then more!”

Eva L. (Grade 12)
Extended Essay: Chemistry

What is the effect of the concentration of oxybenzone-based chemical sunscreen altered on the rate of photosynthesis, measured by recording the change in absorption of reduced DPIP solution using a Vernier SpectroVis spectrophotometer?*

Most people wouldn’t think of combining spinach and sunscreen in any situation. But where most see unrelated everyday items, Eva sees an opportunity. After many summers spent in local parks and lakes, the Grade 12 student started wondering about the impact of sunscreen on underwater environments and organisms. With a question in mind, Eva seized the chance to explore it through the Extended Essay. With a subject and a focus, she designed an experiment to find out. Over the next many months and during many afterschool sessions in Ms. Rajeev’s lab, Eva planned the experiment from start to finish. Given the constraints around testing on living organisms, Eva cleverly turned to spinach as a replacement. Of course, no lab is without its trial and error, and Eva encountered her fair share. From changing the measurement methods to the materials used, problem-solving was a constant throughout the Extended Essay. But, Eva explains, it was precisely these challenges that made the experience worthwhile. “When designing a lab, you’re bound to run into problems. It’s not a lab that has been tested and is sure to advance, so you face challenges, work harder, and learn much more.” While Eva was solely responsible for figuring this out, she credits her teachers for providing much-needed insight and encouragement along the way.

“When designing a lab, you’re bound to run into problems. It’s not a lab that has been tested and is sure to advance, so you face challenges, work harder, and learn much more.”

Though the Extended Essay may seem daunting to some, Eva says she was well prepared by other personalized learning projects before it. From Internal Assessments (IAs), classroom engagements, and the Grade 10 Personal Project, Eva has capitalized on these self-directed studies. Her fascination with the supernatural led her to create a documentary about the Bermuda Triangle for the Personal Project. Later, her intrigue in true crime inspired a Luminol experiment for a Chemistry IA. “When you’re personally engaged in a topic, you are much more motivated throughout the process and gain more confidence,” she explains, emphasizing the power of personal engagement in the pursuit of knowledge.

* Full Question: What is the effect of the concentration of the oxybenzone-based chemical sunscreen “Neutrogena Healthy Defense Daily Moisturizer with Sunscreen, SPF 50”, altered by 0.010g/mL, 0.008g/mL, 0.006g/mL, 0.004g/mL, and 0.002g/mL, on the rate of photosynthesis, measured by recording the change in absorption of reduced DPIP solution using a Vernier SpectroVis Plus spectrophotometer, of Spinacia oleracea leaves over a period of 3600 seconds?

Lucas L. (Grade 10)
Personal Project

How can I 3d print and post-process a Mighty Morphin Power Ranger helmet?

Design, Mathematics, Science… and Superheroes? At Meadowridge School, personalized learning is encouraged in classes, clubs, and Capstone projects. So, superheroes? Why not! Grade 10 student Lucas is a “die-hard enthusiast” who dedicated the many-monthslong MYP Personal Project to modelling, printing, and finishing a life-sized replica of a penultimate cosplay prop: a Mighty Morphin Power Ranger helmet. Lucas’ topic had actually been inspired by another self-selected project in class. During the MYP Design Project, Lucas and his classmates were tasked to create something in a medium of choice. So, while his classmates explored woodworking, silversmithing, and robotics, Lucas delved into his pick – 3D printing. “Power Rangers was one of my favourite shows growing up, so when I realized I could recreate one of the helmets from the show with 3D modelling, I instantly knew I had to pursue it.” The Design Project was the moment he had been waiting for. As his first attempt at 3D modelling, Lucas admits it was more of a teachable moment than a success. His Personal Project, then, was his “redemption.”

“I learned to re-evaluate my approach, fix my mistakes, and move on.”

Because of the Design Project, Lucas had developed greater skills and was far more prepared this time around. Requiring both analytical and hands-on skills, creating the helmet became a months-long stretch of trial and error. “I met many unexpected challenges along the way,” Lucas explains of the multi-step and multi-faceted undertaking. “I learned to re-evaluate my approach, fix my mistakes, and move on.” In one case, this meant recombining and reprinting an originally separated part to avoid welding later on. In another, learning how the final product’s quality is a direct result in the amount of time spent sanding. Step by step, skill by skill, Lucas realized his aim. Today, the Grade 10 student is not only the proud owner of a Mighty Morphin Power Ranger Helmet (dedicated to actor Jason David Frank, who lost his battle to cancer in 2022) but also new skills and an unmatched motivation. As a student, Lucas admits he sometimes struggles to stay concentrated, but that self-selected projects like these keep him engaged and motivated to learn. “Because I’m motivated, I will try different things, get help from more people, and continue to learn,” Lucas says. “I will find a way to keep going.” Already, Lucas has found ways to apply his newfound passion and skills to other classes and projects. In Language and Literature, Lucas created a concept mask for Shakespeare’s Twelfth Night. On his own, he plans to design and print the iconic Mark 3 Iron Man suit. “Pursing your passions in class is a unique part of our school,” the Grade 10 student concludes, “and it has led to some of the best work I have ever done.”