5A P3a Ikigai, Oriëntatie op Studie en Beroep (Domein F)
Ask your teacher to discuss this page in class
Zweef met je muis boven de moeilijke dikgedrukte woorden om de betekenis te zien.
Dear Pupils,
As we navigate through our school journey, there often comes a time when we find ourselves at crossroads, pondering about our future, our interests, and the path that we should embark upon post-school life. It’s a common phase, and it’s completely natural to feel a myriad of emotions—uncertainty, excitement, or even a lack of motivation.
Every few years you make desicions (groep 8, de brugklas dakpanklassen, 3e klas stroomkeuze, 4e klas profielkeuze) or get opportunities to follow a new path (keuze voor studeren / niet studeren / een tussenjaar / een leven als ondernemer, activist of kunstenaar, onderzoeker, etc.).
The end of 5A is near and next year you will likely be graduating after which you will continue your life elsewhere than at the GSG Leo Vroman.
This Project: using IKIGAI
We introduce to you an engaging project based on a beautiful Japanese concept called “Ikigai”, which translates to “a reason for being”. Ikigai lies at the confluence of what you love, what you are good at, what the world needs, and what you can be paid for. It’s about finding joy, fulfillment, and balance in the daily routine of life.
Do I even have options?
Now, you might wonder, how does this resonate with our school routine filled with predetermined schedules and subjects?
School is indeed a structured environment, but it’s also a fertile ground for exploration, learning, and self-discovery. It offers a glimpse into a vast expanse of knowledge and skills, some of which might ignite a spark within you.
Our Goals
The essence of this project is not to add another layer of academic pressure, but to offer a lens through which you can view your daily interactions, activities, and learnings in a new light. It’s about realizing that even within structured settings, there lies a potential to discover aspects that resonate with your inner self, interests, and future aspirations.
This project is an invitation to step onto a path of self-exploration, to reflect, to collaborate, and to articulate your discoveries through creative spoken outputs. You’ll be given a choice to work on projects that pique your interest, delve into discussions with peers, and even interact with individuals who have embarked on their own Ikigai journeys.
Yes, not every subject or task will evoke enthusiasm, and that’s perfectly okay. The goal is to cultivate a mindset that helps you sift through the musts and the wants, to find a harmonious balance, and to inch closer to a future where you can thrive.
This is about you
As you engage with this project, remember, the journey of self-discovery is a unique, personal experience that unfolds over time. This is a step towards understanding yourself better, and who knows, you might uncover passions and interests that lay dormant waiting for a spark to ignite.
So, let’s embark on this journey together, with an open mind, a curious heart, and a supportive community. Your teachers and peers are here with you, every step of the way.
The Road Not Taken
You can read about what it means here.
BY ROBERT FROST
Two roads diverged in a yellow wood,
And sorry I could not travel both
And be one traveler, long I stood
And looked down one as far as I could
To where it bent in the undergrowth;
Then took the other, as just as fair,
And having perhaps the better claim,
Because it was grassy and wanted wear;
Though as for that the passing there
Had worn them really about the same,
And both that morning equally lay
In leaves no step had trodden black.
Oh, I kept the first for another day!
Yet knowing how way leads on to way,
I doubted if I should ever come back.
I shall be telling this with a sigh
Somewhere ages and ages hence:
Two roads diverged in a wood, and I—
I took the one less traveled by,
And that has made all the difference.
This project has been significantly enriched by the contributions of pupils from Class 4A during the academic year 2022-2023. A warm thank you goes out to Brandon, Thomas, Lars, Daan, Sjoerd, Senne, Yasmina, Aiden, and Daan for their invaluable input. While the final project may not mirror the entirety or key aspects of the ideas you provided, your insights, combined with those from other pupils and aligned with the logistical and legal frameworks, played a crucial role in shaping this endeavor. Your collaborative spirit is highly appreciated and recognized in the unfolding of this project.
The Assignments/Products you Can Choose
You are going to…
- Choose one of these assignments/products.
- You may work together in some of these assignments.
- Max 5 pupils per group and 6-8 minutes per pupil.
- You may work together in some of these assignments.
Elaborate Instructions For Each Assignment/Product
The descriptions below are brief instructions that give you an idea of each choice. Elaborate instructions that you must follow can be found in the Exploration Stage.
Conduct interviews with individuals who have found their Ikigai, and present your findings either in a video documentary or in a podcast.
Shots or clips from the actual interview in which we hear you and the interviewee speak must be part of the podcast or documentary.
Reflect on how the interviewee’s journey might inspire yours.
Reflect on this in the video documentary or podcast itself.
Your reflections may be recorded seperately and edited into the documentary or podcast later.
Multiplier
The following Multiplier Information Graph shows you the time estimation, expected difficulty and anticipated learning/reflection reward.
Engage in a role-play scenario with a partner where one of you is a career counselor and the other is exploring their Ikigai.
Document this role-play in a video and reflect out loud on the insights gained regarding your future paths.
This reflection has to be dialogue-style meaning you do it together. The reflection must be part of the video and has to be recorded directly following the role-play without any cuts in the video.
Multiplier
The following Multiplier Information Graph shows you the time estimation, expected difficulty and anticipated learning/reflection reward.
Prepare and deliver a pre-recorded video speech to your class on your understanding of Ikigai and its potential impact on your own life choices post-secondary school.
Record your speech for review in class and follow it up with a reflection explaining how your preparation for the speech and investigation of your Ikigai AND ikigai in general has helped you advance your understanding of what you would like to do in the future. This too is part of the recording.
Multiplier
The following Multiplier Information Graph shows you the time estimation, expected difficulty and anticipated learning/reflection reward.
Organize a panel discussion with guests who have pursued their Ikigai, discussing the challenges and rewards of this journey. Tip! Invite former GSG pupils to come and speak about their life post-GSG.
You (or you and one or two others) have to organise and lead the panel discussion. Record the discussion and reflect on how the insights shared might influence your own path.
This reflection may be seperate recording but has to be part of the same video so edit the two together.
Bare in mind that for all pupils in 5 vwo part of the assignment/product a reflection has to be present. Preferably you create the reflection dialogue style with your partners after the panel discussion.
Multiplier
The following Multiplier Information Graph shows you the time estimation, expected difficulty and anticipated learning/reflection reward.
Design and conduct a workshop for your peers (5 vwo) and/or 4 mavo and/or 4 havo and/or 5 havo and/or 6 vwo pupils to help them explore their Ikigai.
Record the workshop, gather feedback from participants, and reflect on the experience in a spoken presentation that you add as a recording or a voice over part of the video materials created during the workshop.
All 5 vwo pupils part of the workshop assignment / product need to be equally present in the voice-over reflection.
Multiplier
The following Multiplier Information Graph shows you the time estimation, expected difficulty and anticipated learning/reflection reward.
Narrate a personal story or create a fictional visually supported story illustrating the journey of discovering Ikigai.
Record your storytelling session and subsequently reflect on the morals and lessons it imparts regarding finding one’s path in life.
Add this reflection as a sit-down post-production/backstage/creative executive interview.
Multiplier
The following Multiplier Information Graph shows you the time estimation, expected difficulty and anticipated learning/reflection reward.
Identify a community need and design a project that addresses it, utilizing your unique skills and interests.
Document the process and outcomes in a podcast or video documentary.
Reflect in a video or voice-over, that you may record seperately, and edit it into the video. Reflect on what your community project has taught you about your Ikigai.
All pupils part of this project must be equally present in the reflection part of this assignment.
Multiplier
The following Multiplier Information Graph shows you the time estimation, expected difficulty and anticipated learning/reflection reward.
Shadow a professional in a field of interest and create a podcast or video documentary about how this experience aligns with your perceived Ikigai(s).
Reflection is an automatic part of this assignment that occurs when you describe how your experience aligns with the ikigai of the person(s) you shadow.
Multiplier
The following Multiplier Information Graph shows you the time estimation, expected difficulty and anticipated learning/reflection reward.
Craft a visual map of your Ikigai. Include your passions, skills, societal needs you wish to meet, and potential careers that resonate with these elements; film yourself presenting it.
In the same video and in the same take, reflect on how creating the visual ikigai map has helped you grow in terms of shaping your personal future vision.
Multiplier
The following Multiplier Information Graph shows you the time estimation, expected difficulty and anticipated learning/reflection reward.
Create a series of podcast episodes where you explore different aspects of Ikigai with peers, students, activists, start-up entrepreneurs, teachers, family members or other individuals who have found their Ikigai.
Discuss how discovering Ikigai can influence career or study choices post-secondary school.
Reflect on how other’s stories have helped shape your plans for the future at the end or throughout each episode. All members need to be heard reflecting equally as part of the episodes.
It is up to you how to divide to reflections across and in which moments of the episodes.
Multiplier
The following Multiplier Information Graph shows you the time estimation, expected difficulty and anticipated learning/reflection reward.
Participate in a debate on the topic of Ikigai. Choose one of these ten questions or design your own (get it approved).
- Necessity of Ikigai for Fulfillment:
- Is discovering one’s Ikigai essential for a fulfilling life, or can fulfillment be achieved through other means?
- Ikigai in Education:
- Should the education system incorporate Ikigai principles to help students discover their passions and career paths early on?
- Ikigai and Career Satisfaction:
- Is following one’s Ikigai a more substantial determinant of career satisfaction compared to financial compensation?
- Feasibility of Pursuing Ikigai:
- Is it feasible for everyone to pursue their Ikigai, or is it a privilege available only to a few?
- Ikigai versus Practicality:
- Should individuals prioritize pursuing their Ikigai or securing stable, practical careers?
- Ikigai and Societal Expectations:
- How does societal expectation impact an individual’s pursuit of their Ikigai?
- Ikigai and Mental Health:
- Can the pursuit of Ikigai lead to improved mental health and overall well-being?
- Ikigai in the Workplace:
- Should employers strive to create an environment that helps employees find their Ikigai?
- Ikigai and Entrepreneurship:
- Is entrepreneurship a more conducive path for discovering and living one’s Ikigai?
- Ikigai in Different Cultures:
- How might the concept of Ikigai translate or be interpreted in different cultural contexts?
Record the debate and reflect on the points made by both sides.
Your reflection can be added after the video of the debate but much better would it be if you discuss clips from the debate with your reflections right after.
Determine the debate style and structure based on the type of question, the amount of participants and your preferences.
Multiplier
The following Multiplier Information Graph shows you the time estimation, expected difficulty and anticipated learning/reflection reward.
Final option: Propose your own idea to your teacher. Important components of any proposal should be that the activity helps you engage with an exploration of your ikigai, be it through other’s stories or your own, involves speaking English throughout on your part and includes a reflection about your growth. Your teacher will provide you with a multiplier score and a framework of instructions after consultation with the other 5A teachers.
Teacher Assignment
There is an assignment that scores ‘Low’ on Time, Difficulty and Reflection/Learning but it is an assignment for pupils who do not score the minimum passing grade (4.5*) and have very little time to resit this spoken project test in the final week of the school year.
Its multiplier is 0.85 meaning any points scored on it are multiplied by 0.85 resulting in a more difficult to pass assignment and a maximum grade of an 8.5.
*Usually because they were late handing in the Ikigai Project Product.
Quick Overview
Use the overview below (High-Risk, High-Reward) for more information about how long (T) and how difficult (D) the assignments/products are to execute (logistically as well as language level wise). L/R tells you how much you can learn (L) through Reflection (R).
How were the levels determined?
- Time: determined by the level of preparation and organization needed as well as how long the actual to be recorded activity takes.
- Difficulty: determined by the level of language input and output, the level of improvisation needed and the subject matter itself.
- Learning/Reflection: determined by how many views, insights and experiences from other people are gathered in your product, the depth of introspective digging that is required to achieve the product and whether the activities undertaken provide high-reward or real-life learning opportunities.
Grading
Longer and more difficult assignments that may teach you more result in higher grades than easier and shorter ones comparatively. We hope this way the more interesting assignments will be chosen despite them being longer or more difficult.
Handing in your product after the deadline
If you submit your project late without previously agreed and justified arrangements with your teacher, the following late submission policy will apply. Similarly, if you have been granted an extension but still fail to submit your work by the revised deadline, your grade will be subject to a similar reduction.
How does it work?
In grading your Ikigai project, a unique multiplier will be applied to your total points (0-100) to ensure a fair assessment considering the different demands of each assignment. This multiplier is calculated based on three factors: Time, Difficulty, and Learning/Reflection involved in each assignment.
Multiplier
The multiplier is an average of values assigned to these factors, which range from 0.85 to 1.15. For example, a more time-demanding task may have a higher value for the ‘Time’ factor, while a less difficult task may have a lower value for the ‘Difficulty’ factor. See the HRHR Legend below.
Here’s how it works:
- Base Points: You’ll first be awarded points out of 100 based on the rubric.
- Multiplier Application: Your points will then be adjusted by the unique multiplier for your chosen assignment. For instance, if you choose to “Organize a Panel Discussion” and earn 80/100 points, your adjusted points will be 80 x 1.15 = 92/100. Likewise, 80/100 Points for the ‘Visual Map of Ikigai’ will be 72 (80 x 0.90 = 72).
We have carefully calculated these multipliers to ensure fairness and to motivate you to choose the assignment that resonates most with you, while still challenging yourself. The multipliers are displayed visually through bar graphs for each assignment to help you understand the grading system better.
Remember, the purpose of this project is to explore your Ikigai and grow from the experience. Choose the assignment that intrigues you the most and embark on this insightful journey!
Good luck!
Product Assessment Rubric
📜 Important Exam Info
Het maken van de juiste studiekeuze is van grote invloed op de toekomst van leerlingen. Decanen en studiekeuzeplatformen geven daarom ondersteuning die gebruikt kan worden in de mentorles, en ook universiteiten bieden vanuit hun kant begeleiding door het inrichten van studiekeuzechecks. De rol van de vakdocent in dit proces is echter onderbelicht gebleven, terwijl ook diens begeleiding van groot belang is – en zelfs wettelijk verplicht.
Levende Talen Magazine
Wettelijke Opdracht
Het geven van aandacht aan het keuzeproces voor een studie en/of beroep is wettelijk vastgelegd in de examendomeinen van o.a. het examenvak Engels. Zoals je wellicht al gemerkt hebt, bieden we in dit project ook ruimte aan de verkenning van andere keuzes buiten studie en beroep.
Learning Goals (PTA and CEFR)
Please read the PTA (examenprogramma) descriptors below.
In year 5A, this project helps you prepare for important parts of your year 6V exams and in this case, the rest of your life.
It can be helpful to glance over the assignments/products first as the goals will make more sense to you if you know their context.
1 Examenprogramma (PTA)-koppeling (focus)
Domein F: Oriëntatie op Studie en Beroep
2 Examenprogramma (PTA)-koppeling
Domein A Leesvaardigheid
1 De kandidaat kan:
- de betekenis van belangrijke elementen van een tekst aangeven;
- relaties tussen delen van een tekst aangeven;
- conclusies trekken met betrekking tot intenties, opvattingen en gevoelens van
de auteur.
- In de explore phase, wanner leerlingen de samenvatting van de studie lezen.
Domein B: Kijk- en luistervaardigheid
2 De kandidaat kan:
- conclusies trekken met betrekking tot intenties, opvattingen en gevoelens van de spreker(s);
- In de explore phase, wanneer de leerlingen de video over Ikigai kijken.
Domein C: Gespreksvaardigheid
Subdomein C1: Gesprekken voeren
3 De kandidaat kan:
- adequaat reageren in sociale contacten met doeltaalgebruikers;
- informatie vragen en verstrekken;
- uitdrukking geven aan gevoelens;
- zaken of personen beschrijven en standpunten en argumenten verwoorden;
- strategieën toepassen om een gesprek voortgang te doen vinden.
- Tijdens de meeste zo niet alle te kiezen opdrachten/producten.
Subdomein C2: Spreken
4 De kandidaat kan:
- De kandidaat kan verworven informatie adequaat presenteren met het oog op
- doel en publiek, en daarbij zaken of personen beschrijven en standpunten en
- argumenten verwoorden.
- Tijdens de meeste zo niet alle te kiezen opdrachten/producten.
Domein D: Schrijfvaardigheid
Subdomein D1: Taalvaardigheden
5 De kandidaat kan:
- adequaat reageren in schriftelijke contacten met doeltaalgebruikers;
- Ter voorbereiding op de meeste producten/opdrachten
- informatie vragen en verstrekken;
CEFR
Now, underneath the picture, we’ve got a more detailed breakdown of what we will work on this specific project. Here we talk about each skill and how it’s used in this project. Check these out to get a clear picture of how your learning journey will look in this project.
B2 Learning Goals
Hey there! If you look to your left, you’ll see a handy picture listing all the B2 learning goals. Don’t worry, you don’t need to cram all of it into your head! This picture breaks down what you’re going to learn for each of the five skills in your pre exam year and exam year. We’ve also got similar pictures for the A1, A2, and B1 levels. A1 and A2 were dealt with in your lower form years such as 2 havo and 2 vwo.
Oh, and one more thing! For your exams, you’ll need to show off your skills at levels B2 through C1 for a bunch of these skills. Check out this page to see what levels you will have to achieve. So it’s really important to understand how this project is setting you up to ace your school exams and the big Centraal Schriftelijk Examen. So, get stuck in and let’s ace these exams together!
Select an assignment (further down on the page) and write in your notebook which learning goals you think you will work on.
You will select one of twelve assignments in this project. That means you will work on different skills and sub-skills depending on the choice you make.
Look at the Learning Goal image B2 above and compare it to the assignment you choose.
Write down which of the learning goals (Writing, Reading, etc.) you will be working on, their descriptors (e.g. I read for information: I understand specfic…) and during what activities you will undertake (e.g. I will be reading newspaper articles about Ikigai and…).
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Check out the explore phase to fill this out but also consider what other reading you plan to do to create your chosen assignment.
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Activity
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Check out the explore phase to fill this out but also consider what other listening you plan to do to create your chosen assignment; if you are going to interview for example, you will be listening too.
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Timeline
Check the Magister Study Guide for the proper timeline please.
Rewards
The Rewards of This Project 🏆
This project offers approximately 500XP over the course of several weeks. While XP is an incentive to keep you engaged and motivated, it’s crucial to understand that it’s not the sole reward here. The real prize? Achieving the learning goals and potentially discovering your IKIGAI!
Grades: The Tangible Rewards 📝
Let’s not forget about grade—this numerical evaluation for speaking and the extent in which you research and report on your Ikigai discovery journey provide a measure of your skills ushc as spoken production, and engagement. Each component of this project—from the quizzes to talking to classmates about their Ikigai, participating in discussions and delivering the product—will ultimately contribute to your grade.
Read more
GEMs: For the Overachievers 💎
As is the tradition at Let’s Grow!, GEMs are awarded to those who go above and beyond. Consistent use of English during the project will earn you these precious points. But there’s more:
- Score a 7 for your Ikigai Product: Earn 25 GEMs
- Score an 8 for your Ikigai Product: Earn 50 GEMs
- Score between a 9 and 10 for your Ikigai Product: Earn 60 GEMs
Remember, while XP, grades, and GEMs are incentives, the ultimate reward is your growth as a person and finding out more about what you would like to do in life. So let’s get started on this rewarding journey! 🌟
Vocab
| Word | Sentence Example | Definition (B1 Level) | Dutch Translation |
| pondering | She spent the evening pondering her ikigai. | Thinking deeply about something. | peinzen |
| embark upon | He decided to embark upon a journey to find his ikigai. | To start a new project or activity. | beginnen aan |
| common | Finding one’s ikigai is a common quest. | Usual; happening often. | gemeenschappelijk |
| a myriad of | There are a myriad of paths to discovering your ikigai. | A very large number of something. | een myriade van |
| a lack of | A lack of purpose can lead one to search for their ikigai. | Not having enough of something. | een gebrek aan |
| confluence | Ikigai is the confluence of four different aspects of an activity. | Where two or more things come together. | samenvloeiing |
| resonate | The concept of ikigai really resonates with me. | To produce emotional effects; to be very relatable or meaningful. | resoneren |
| predetermined | Ikigai is not predetermined; it’s discovered. | Decided or planned before it happens. | vooraf bepaald |
| fertile | A fertile mind is essential for nurturing your ikigai. | Able to produce many new and creative ideas. | vruchtbaar |
| glimpse | I caught a glimpse of my ikigai during meditation. | To see something or someone for a very short time. | glimp |
| a vast expanse | Ikigai can cover a vast expanse of life’s pleasures. | A very large area of something, often land or sea. | een uitgestrekte vlakte |
| ignite | Traveling can ignite the spark of ikigai. | To start burning; to make something exciting start. | ontsteken |
| aspirations | My ikigai aligns with my deepest aspirations. | Hopes or ambitions to achieve something. | aspiraties |
| collaborate | To find ikigai, one might collaborate with mentors. | To work together with someone to achieve something. | samenwerken |
| pique | The idea of ikigai piqued her curiosity. | To make someone interested in something. | prikkelen |
| delve into | He delved into philosophy to understand his ikigai. | To investigate something deeply. | diep ingaan op |
| embark | She embarked on a spiritual path to discover her ikigai. | To start a journey or new activity. | inschepen |
| evoke | Art can evoke a sense of ikigai. | To bring a feeling, a memory, or an image into your mind. | oproepen |
| cultivate | Cultivate your interests to find your ikigai. | To try to develop and improve something. | cultiveren |
| sift through | Sift through experiences to find your ikigai. | To examine something very carefully in order to find what you want or need. | doorzoeken |
| thrive | People who know their ikigai often thrive in life. | To grow, develop, or be successful. | bloeien |
| dormant | Sometimes, ikigai lies dormant within us. | Something not active or not growing, but has the ability to be active at a later time. | slapend |
| purpose | Finding your ikigai gives a sense of purpose. | The reason for doing something; the aim or intention. | doel |
| components | The components of ikigai include passion and mission. | Parts that together form something. | componenten |
| vocation | Teaching might be her vocation and part of her ikigai. | A type of work or way of life that you believe is especially suitable for you. | roeping |
| profession | His profession as a chef is his ikigai. | A type of job that needs special training or education. | beroep |
| majority | The majority of people seek their ikigai. | The larger number or part of something. | meerderheid |
| formula | There’s no fixed formula to find one’s ikigai. | A method or set of principles that you use to solve a problem or to make sure that things happen correctly. | formule |
| passion | Passion is a key element in one’s ikigai. | A very strong feeling of liking something. | passie |
| mission | Her mission to help others became her ikigai. | An important job, especially a military one, or what you feel is an important purpose in life. | missie |
| relate to | I can relate to the concept of ikigai. | To understand someone and be able to have a friendly relationship with them. | zich verhouden tot |
| achieve | Achieving balance in life is central to ikigai. | To succeed in finishing something or reaching an aim, especially after a lot of work or effort. | bereiken |
| longevity | Ikigai contributes to longevity and happiness. | Living for a long time. | levensduur |
| contemporary | Ikigai is a contemporary approach to finding meaning. | Existing or happening now. | hedendaags |
| guidance | Seek guidance to uncover your ikigai. | Help or advice. | begeleiding |
| wellbeing | Ikigai is closely linked to personal wellbeing. | The state of being comfortable, healthy, or happy. | welzijn |
| clinical | Clinical studies may explore the effects of ikigai. | Relating to the examination and treatment of patients and illnesses. | klinisch |
| good practice | It’s good practice to reflect on your ikigai regularly. | The way of doing something that is recognized as correct or most effective. | goede praktijk |
| excerpt | An excerpt from a book on ikigai inspired her. | A short part taken from a book, film, etc. | fragment |
| comprehension | Understanding ikigai improves one’s life comprehension. | The ability to understand something. | begrip |
| meta- | Ikigai is a meta-concept encompassing life’s joys. | Used to describe something that is about itself. | meta- |
| longitudinal | Longitudinal studies may reveal the impact of ikigai. | Continuing for a long time. | longitudinaal |
| benefit | Discovering your ikigai has many benefits. | An advantage or something that helps you. | voordeel |
| correlation | There’s a correlation between ikigai and happiness. | A connection or relationship between two things. | correlatie |
| inverse | Sometimes the inverse is true; without ikigai, we struggle. | Opposite or contrary in position or direction. | omgekeerd |
| mortality | Ikigai can influence one’s mortality. | The condition of being human and having to die. | sterfte |
| construct | Ikigai is a construct that varies for each individual. | Something that is built or made, including ideas or theories. | construct |
| imply | Discussing ikigai may imply a search for meaning. | To communicate an idea or feeling without saying it directly. | impliceren |
| the nature of | The nature of ikigai is deeply personal. | The basic quality or character of something. | de aard van |
| contribute | Friends contribute to one’s discovery of ikigai. | To give something, especially money or goods, to help achieve or provide something. | bijdragen aan |
| attainability | The attainability of ikigai depends on one’s efforts. | The possibility of achieving something. | bereikbaarheid |
| client-side | Finding ikigai is a client-side journey in therapy. | Relating to the part of a system or network that is used by the client. | client-side |
| to major in | To major in psychology helped her understand ikigai. | To study something as your main subject at college or university. | zich specialiseren in |
| rush into | Don’t rush into decisions; let your ikigai guide you. | To do something or go somewhere very quickly. | zich haasten in |
| Stay the course | To find my ikigai, I must stay the course even when it gets tough. | Continue doing something even if it’s difficult. | Volhouden |
| Re-enter | I re-entered the world of painting to explore my ikigai. | Go back into a place or situation. | Opnieuw betreden |
| By which point | By which point in your journey did you realize your ikigai? | The time when something happens. | Op welk punt |
| Causation | Understanding the causation between my hobbies and happiness helped me find my ikigai. | The causal relationship between two or more things. | Oorzakelijk verband |
Grammar
Let’s dive into the exciting world of English conditionals, focusing on the first and second types! 🌟
Picture this: conditionals are like time travelers in the language universe. The first conditional is your guide to probable future adventures. It follows the formula: If + present simple, will + infinitive. For example, “If it rains, I will bring an umbrella.” It’s like making a plan based on what might happen!
Now, let’s meet the second conditional, the dreamer of the bunch. It’s used for imagining scenarios that are less likely or even just hypothetical. The magic formula here is: If + past simple, would + infinitive. Think of it like a wish or a daydream: “If I were a millionaire, I would travel the world.”
How does the second conditional relate to the concept of Ikigai?
Understanding the First and Second Conditionals
First Conditional – The World of Real Possibilities:
- Structure: If + Present Simple, will + Infinitive
- Usage: The first conditional deals with real and possible situations in the future. It’s like making a prediction based on certain conditions.
- Example: If it rains tomorrow, I will take an umbrella.
Imagine you’re a weather reporter. You’re not sure if it will rain, but you’re ready with a plan in case it does. That’s the first conditional – it’s all about what you would do in a likely future scenario.
Second Conditional – Imagining Different Realities:
- Structure: If + Past Simple, would + Infinitive
- Usage: This conditional is for hypothetical situations, often dreams or unlikely scenarios. It’s about imagining what you would do in a different reality.
- Example: If I won the lottery, I would buy a house.
Think of the second conditional as your own storytelling tool. It’s like creating a fantasy world where you explore what could happen in an alternate universe, even if it’s not very likely to occur.
Practice Tips:
- First Conditional Practice: Write down a few predictions about the next week. What will you do if certain conditions are met? For instance, “If the sun shines, I will go for a walk.”
- Second Conditional Practice: Let your imagination flow. Write about what you would do in impossible or unlikely situations, like “If I could fly, I would visit all the countries in the world.”
- Compare and Contrast: Create pairs of sentences for similar situations using both conditionals. This will help you see the difference in their applications.
Remember, mastering conditionals is not just about learning rules; it’s about understanding how to express different levels of probability and imagination in your conversations and writing. Enjoy exploring the possibilities! 🌈✨
First Conditional Signal Words: The first conditional often involves signal words that indicate future possibilities or plans. These include:
- If: The primary indicator of a conditional sentence.
- When: Suggests something is likely to happen.
- Unless: Indicates an exception to what will happen.
- As long as, Provided (that), Providing (that): Set conditions for the action to occur.
- In case: Prepares for a future possibility.
Example: “If it’s sunny, we’ll go to the beach.”
Second Conditional Signal Words: The second conditional typically uses words that imply hypothetical or unreal situations. These include:
- If: Also used here but in hypothetical contexts.
- Were (with ‘I’ or ‘He/She/It’): Often used instead of ‘was’ to indicate hypothetical situations.
- Would: A key word indicating hypothetical actions.
- Could: Suggests possibility in a hypothetical context.
- Might: Indicates a less certain possibility.
Example: “If I were a bird, I would fly around the world.”
In the second conditional, which is used for hypothetical or unlikely situations, “would” is the most commonly used modal verb. However, there are alternatives that can be used to express different shades of meaning or possibility. Here are some alternatives to “would” in second conditional sentences:
- Could: This implies a possibility or ability in a hypothetical situation.
- Example: “If I had a million dollars, I could travel the world.”
- Might: This suggests a less certain or more speculative outcome.
- Example: “If I were president, I might change the education system.”
It’s important to note that while “could” and “might” can replace “would” in some second conditional sentences, they slightly change the meaning. “Could” often focuses on ability or possibility in the hypothetical scenario, whereas “might” introduces a sense of uncertainty or speculation about what one might choose to do.
Remember, the choice of modal verb (would, could, might) in a conditional sentence can subtly change the meaning, reflecting different levels of likelihood, ability, or willingness in the hypothetical situation.
Mining Expeditions
Welcome to the Mining Expedition Ikigai Project!
Hello, Adventurous Pupils! Today, we embark on a unique journey, one that blends the rhythms of music with the thrill of discovery – the Mining Expedition Ikigai Project. This isn’t just any ordinary class activity; it’s a quest to unearth the gems of self-awareness and passion, deeply embedded in the bedrock of our identities.
You’re probably wondering, “What does a song from 2004 have to do with mining?” Well, let’s find out! The song “Unwritten” by Natasha Bedingfield, a hit that keeps reappearing in our lives through social media, carries a powerful message that resonates with our mission.
🎵 Activity A: Lyric Discovery 🎵 In this section, you’ll dive into the lyrics of “Unwritten”. But here’s the twist – some words are missing! Your task is to listen to the song and fill in the gaps. Think of it as unearthing hidden gems in a musical landscape. Each correct word you find earns you GEMs (bonus points)!
🔍 Activity B: Lyric and Personal Analysis 🔍 Now, it’s time to wear your analyst hats! You’ll delve into the lyrics, seeking connections with the concept of Ikigai – your reason for being. Through discussions and written reflections, you’ll explore how the song’s themes align with your journey of self-discovery and purpose.
🌟 Creative and Comparative Analysis 🌟 Get ready to unleash your creativity! Compare “Unwritten” with another song or poem that speaks to you about self-discovery. How do they differ? How are they similar? Even more exciting, you’ll have the chance to add your verse to the song, weaving in your understanding of Ikigai.
🔮 Future-Oriented Reflection 🔮 Finally, ponder the open-ended nature of your future, just like the unwritten pages of a book. Reflect on how this outlook supports your ongoing journey of discovering your Ikigai and compare it to insights from our class materials.
This expedition isn’t just about earning XP for your grades. It’s an opportunity to explore, understand, and express yourself. Each step, each discovery, brings you closer to understanding your unique Ikigai. So, let’s start this journey together, and remember – the rest is still unwritten! 🚀✨
Assignment Rubric: Lyric Analysis and Personal Reflection
- Any basic, limited or insufficient score means you have to make changes before you can receive your GEMs.
- 45/55 or more points required to get your 100 GEMs.
- Scoring 55/55 points constitutes an extra 50GEMs award.
- Only assignments handed in in Magister Opdrachten with a plagiarism check result of less than 10% are accepted.
- Avoid copying the lyrics or other instructions written by us into your document to prevent being flagged for plagiarism.
Criteria for Assessment:
Identification of Resonating Line (5 points):
- Excellent (5): Clearly identifies a line from the song that resonates with the idea of finding one’s passion, with a thoughtful explanation.
- Proficient (4): Identifies a line, but the explanation may lack depth.
- Basic (3): Identifies a line with a brief explanation.
- Limited (2): Identifies a line but provides an unclear or inadequate explanation.
- Insufficient (1): Fails to identify a resonating line.
Understanding of Ikigai Concept (10 points):
- Excellent (10): Demonstrates a deep understanding of how the lyrics “I am unwritten, can’t read my mind, I’m undefined” reflect the concept of ikigai, with clear and insightful analysis.
- Proficient (8): Provides a good understanding of the connection between the lyrics and the concept of ikigai.
- Basic (6): Offers a basic explanation of the connection, but lacks depth.
- Limited (4): Mentions the connection but provides a vague or unclear explanation.
- Insufficient (2): Fails to connect the lyrics to the concept of ikigai.
Interpretation of “Dirty Window” Symbolism (5 points):
- Excellent (5): Provides a thoughtful interpretation of the phrase “Open up the dirty window” and explains its relevance to the process of discovering ikigai, with a clear understanding of what the ‘dirty window’ symbolizes.
- Proficient (4): Offers an interpretation and relates it to discovering ikigai but may lack some depth.
- Basic (3): Provides a basic interpretation but lacks clarity or depth.
- Limited (2): Offers a vague or unclear interpretation.
- Insufficient (1): Fails to interpret the symbolism adequately.
Emphasis on Individuality (5 points):
- Excellent (5): Clearly explains how the line “Feel the rain on your skin, no one else can feel it for you” encourages individuality in the journey of finding ikigai.
- Proficient (4): Explains the encouragement of individuality but may lack some depth.
- Basic (3): Offers a basic explanation of individuality but lacks clarity or depth.
- Limited (2): Provides a vague or unclear explanation.
- Insufficient (1): Fails to explain the encouragement of individuality.
Assignment Rubric: Comparative Analysis and Creative Application
Criteria for Assessment:
Comparative Analysis (10 points):
- Excellent (10): Conducts a thorough and insightful comparison between “Unwritten” and another song or poem related to ikigai, highlighting clear similarities and differences.
- Proficient (8): Provides a good comparative analysis but may lack some depth or clarity.
- Basic (6): Offers a basic comparison with limited depth.
- Limited (4): Provides a comparison with vague or unclear points.
- Insufficient (2): Fails to effectively compare the two pieces.
Creative Application (10 points):
- Excellent (10): Creates an additional verse for “Unwritten” that effectively incorporates the elements of ikigai, demonstrating a deep understanding of the concept.
- Proficient (8): Creates an additional verse with elements of ikigai, but it may lack some depth or creativity.
- Basic (6): Offers a basic additional verse with limited depth or creativity.
- Limited (4): Provides an additional verse with vague or unclear elements related to ikigai.
- Insufficient (2): Fails to create an additional verse effectively.
Assignment Rubric: Future Orientation and Integration with Explore Phase
Criteria for Assessment:
Future-Oriented Outlook (5 points):
- Excellent (5): Clearly explains how the song’s outlook of an open future with unwritten pages supports the ongoing journey of discovering and evolving one’s ikigai.
- Proficient (4): Explains the future-oriented outlook but may lack some depth or clarity.
- Basic (3): Offers a basic explanation of the future-oriented outlook with limited depth.
- Limited (2): Provides a vague or unclear explanation.
- Insufficient (1): Fails to explain the future-oriented outlook.
Integration with Explore Phase (5 points):
- Excellent (5): Effectively contrasts the message from the song with one of the lines from the younger character expressed to the older character in the kitchen in the short clip posted in the explore phase, highlighting clear connections and differences.
- Proficient (4): Contrasts the message from the song with the explore phase clip but may lack some depth or clarity.
- Basic (3): Offers a basic contrast with limited depth.
- Limited (2): Provides a vague or unclear contrast.
- Insufficient (1): Fails to effectively contrast the two sources