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GOLD CREEK SCHOOL
Personal Project
Student Guide
& Workbook
Name: PC:
Supervisor:
TA
BLE
OF C
ON
TEN
TS
GETTING STARTED Welcome note 1
Overview and Timeline 2
Introduction 4
Objectives and Assessment Criteria 6
IB Learner Profile 8
Project Cycle 9
ATL and Reflection 10
Process Journal 13
Introductory Questionnaire & Concept Map 15
Your Supervisor and Contract 21
GOALS AND PLANNING
Goal 23
Global Contexts 24
Action Plan and Timeline 27
My criteria 29
WORKING ON YOUR PROJECT
Research 32
Source Evaluations 33
Reflections 35
Project Topic Proposal 37
Project Plan 40
Academic Honesty 42
THE REPORT AND EXHIBITIONS The Report 45
Round Table Exhibition 48
Report Writing Criteria 53
Appendices 59
Grading and Assessment 60
Report Checklist 67
OTHER
Bibliography 69
Appendix 70
Dear Personal Project candidate
Have you ever wanted to build a guitar or a kayak? Have you ever wanted to know how
rockets fly? Do you have a secret passion to write or direct a play? Now is your chance! The
Personal Project will provide you with an opportunity to do or to create something that YOU
love.
The Personal Project is a requirement for all year (9 into) 10 students at Gold Creek School. It is a significant body of work produced over an extended period of time and is a work of
your own initiative that reflects your experience with the Middle Years Programme.
The International Baccalaureate Organisation places great importance on the expression of
your unique talents, so the Personal Project explores a personal passion rather than a topic
that someone else requires. Your inspiration may come from a journal prompt, a
brainstorming session, a personal life experience, or an extension of a project you complete
in class.
The project is monitored with the assistance of a supervisor, though it is your responsibility to
compete all components of the project. The topic of your project should be clearly focused
on an issue or a theme closely related to one of the Global Contexts. Your research must be
well-documented and reflect your product. Remember you will be working on this project
for an extended period of time, so choose something you truly want to do.
Most of the work involved in the Personal Project will be completed outside of class, starting
in term four of year 9. Though a supervisor will be allocated to you, more expert guidance may come from an outside mentor of your choice. Your supervisor will guide you through
thoughtful reflections and help you establish benchmarks to reach the goals you have set
yourself. Your supervisor should not be confused with a mentor you might have chosen. This
mentor could be another teacher, community member, business owner or an expert in a
given field.
You will devote a great deal of time and effort to your project and take great pride in
accomplishing an extended piece of independent work. Your completion of a successful
project is an excellent preparation for future studies, job interviews and career
development. We are excited for you to embark on your new exploration. Use your time
wisely as your supervisor guides you through this exciting part of your high school
experience. Good luck! We can’t wait to see your Personal Project.
Mr Ross Hunter - IB MYP Coordinator
1
20__ Year 9 When/DueTerm 3 Students given an overview of PP and FAQ sheet.
Think about choosing your topic.Students asked to list 5 supervisors.Supervisors allocated to all students.
Week 7Week 7-10Week 7Week 10
Term 4 Summary
Look at sample Year 10 PP on display at Exhibition.Student Personal Project Guide & Workbook distributed
Introduction to PP in PC or alloted timeSupervisors confirmed, allocated to new students.Make a plan to meet -fortnightly at an (agreed) arranged time.
Week 1
Introduction continued in PC or allotedTopics and ideas brainstormed – introductory questionnaire Student/supervisor commitment contract completed.
Week 2
Orientation Phase begins in PC or allotedTopic/Goal/Global Context brainstorming (Concept Map) Researching subject using a variety of sources
Week 3
Personal Project meeting 1 form completed (by week 4) Criteria developedTimeline/Plan developed
Week 4
Research, evaluating sources and reflection Week 5Project proposal form completed and submitted.
Personal Project meeting 2 form completed (by week 6)Week 6
Research and planning
Criteria defined.
Weeks 3-8
ATL Checklist 1 self-evaluation completed Academic
Honesty form Meeting 1 completedWeek 6-8
Personal Project Plan completed and uploaded onto
ManageBac Personal Project meeting 3 form completedWeek 8
Investigation and preparation continues in PC & own time Week 9-10Personal Project meeting 4 form completed Week 10
Summer Holiday
Student works on Personal Project.Entries continue to be regularly made in the process journal.
6 Weeks
Action phase continued in conjunction with the reflection phase.Term 1, 2018 Supervisor re-allocation for new staff and students (as necessary)
Report format and requirements distributed.Week 1
Student continues to meet weekly-fortnightly to discuss issues andprogress with their supervisor.
Weeks 1-10
Personal Project meeting 5 form completed Round table preparation
Week 2
Round Table Exhibition Week 3 or 4Personal Project meeting 6 form completed Week 6Personal Project meeting 7 form completed Week 8ATL checklist 2 self-evaluation completed
Academic Honesty form meeting 2 completedWeek 8
Student continues to work on project.Progress is monitored and assessed by supervisor.Entries continue to be regularly made in the process journal.
Weeks 4-10
Action phase completed, reflection phase continues. Week 1-10
Project Overview & Timeline
2
Term 2 Personal Project meeting 8 form completed Personal Project completed and SUBMITTED
Week 2
Personal Project meeting 9 form completed Report Draft (Crit A and B) due
Week 4
Personal Project meeting 10 form completed Academic Honesty form meeting 3 completed Report Draft (Crit C) due
Week 6
Personal Project meeting 11 form completed Report Draft (Crit D) due
Week 8
Personal Project meeting 12 form completed Report Draft (Crit A, B, C, D) due – word limit of 3500 (Note: Special attention to required report structure, reflection and understanding of the Global Context, journal extracts selected, bibliography and referencing)
Week 10
Term 3 Process journal completed.
Personal Project FINAL meeting form completed Report Draft 2
Week 1
Student completes Personal Project presentation package. Includes evidence of project, process journal extracts and report. Submitted to Mr Hunter AND uploaded onto ManageBac
Specific instruction for WHAT and HOW to submit will be given
in TERM 2
Week 2
Project Reports marked, moderated and internally standardised by teaching staff.
Weeks 2-6
Term 4 Projects showcased in the Exhibition (date/venue TBC) Week 11
PLEASE NOTE: Students not in attendance at school on the due date MUST ensure their project etc is submitted BEFORE hand (ie excursion, class/sports excursion etc.). Medical Certificates are required for absences due to illness. In this case submission will be the next day at school.
A copy of this timeline will also be available on ManageBac and Google Classroom.
3
The Personal Project is an important culminating event of your
time in the IB Middle Years Programme and a requirement for
completion of the MYP Certificate. This is your opportunity to
showcase the skills you have developed and apply them to
an issue or topic that you care deeply about. You will be
working on this project for an extended period of time.
It must be CHALLENGING, something you REALLY WANT TO DO and will
be proud to share and present to the Gold Creek School community.
Your product and the final report are due at different times. Your final
report will be graded as a separate subject on your school report. As
with all your subjects, there are 4 criteria against which you will be
assessed.
THE FOUR PARTS
The Personal Project is made up of four major parts. In order to do
well, all four parts need to be carefully thought out and
completed.
.hk 2013)
(Coloured Gears, Webhomes.com, 2013) INTR
OD
UC
TIO
N W
ee
k 1
The
Goal
The
Process Journal
The
Product
(Open Book, jbchicoinlite
The
Report
4
As the project is an individualised project, you have the opportunity to choose something that you
enjoy doing so that you can learn more about it. You focus on the topic through one Global
Context as you research and create your chosen project. The process of learning and your
reflection on what you have learned is as important as the project itself.
Aims of the Personal Project
The aims of the Personal Project are to allow you to:
participate in a sustained, self-directed inquiry within a Global Context
generate creative new insights and develop deeper understandings through in-depth
investigation
demonstrate the skills, attitudes and knowledge required to complete a project over an
extended period of time
communicate effectively in a variety of situations
demonstrate responsible action through, or as a result of, learning
appreciate the process of learning and take pride in your accomplishments.
Project Outline Semester 2 Year 9- Students commence their project:
Investigation and Orientation– areas of interest, skills and talents explored in considering
a project. Choose a Global Context, define project goals, gather information through
research (via media, interviews, surveys, observation and personal experience etc) - Term 4
Preparation and Round Table Exhibition Progress Report- involves planning the
experience and journey, clarifying actions and plan, resources required and timelines. An
interim progress report is given to students in term 1 year 10, when they complete the panel
discussion with school community members at Exhibitions. The result of this discussion forms
the basis for development and future progress and direction of the project.
Action - Implementing the plan and complete the project during term 1 year 10.
Reflection – describe what happened, expressing feelings, generating ideas and asking
questions. Reflection occurs intermittently and throughout the project time. Involved
submitting a number of draft reports - term 2 year 10
Demonstration – students formally report on what they have learned and accomplished
throughout their project and exhibit their project and report at a public forum – term 2 –
year 10 MONDAY Week 2 Term 2, 2018 students submit their project or product
MONDAY Week 2 Term 3, 2018 students submit their report, journal extracts and evidence
of product. This will all need to be uploaded onto ManageBac
Project Assessment The Personal Project is an important part of the MYP program. To be awarded an 'MYP Certificate of
Achievement', students need to achieve a minimum MYP grade of 3 for the project report. The final
grade is recorded on each student’s ACT Year 10 Certificate as an A-E grade.
The project report contributes the major component of the final grade. Whilst your project is
important, it is the process of learning, evaluation and reflection which is the focus for assessment, as
discussed in your report. Assessment is based on 4 criteria which reflect the objectives of the project.
Students must show a deep understanding of the Global Context upon which they have based their project. All strands of each criterion must be addressed in the report and you need to demonstrate
IB learner and ATL attributes throughout.
5
Objective A: Investigating
Students should:
i. define a clear goal and context for the project, based on personal
interests
ii. identify prior learning and subject-specific knowledge relevant to the
iii. demonstrate research skills.
Objective B: Planning
Students should:
i. develop criteria for the product/outcome
ii. plan and record the development process of the project
iii. demonstrate self-management skills.
Objective C: Taking action
Students should:
i. create a product/outcome in response to the goal, context and criteria
ii. demonstrate thinking skills
iii. demonstrate communication and social skills.
Objective D: Reflecting
Students should:
i. evaluate the quality of the product/outcome against their criteria
ii. reflect on how completing the project has extended their knowledge and understanding of the topic and the Global Context
iii. reflect on their development as an IB learner through the project.
All strands in each criterion need to be addressed in the report, with
evidence provided from references or the project journal. OB
JEC
TIV
ES
6
AS The P
Criteri
Criteria A
Investigating
SESSMEN rsonal Project is a jou
a. It is important that
Criteria B
Planning
T rney which is reflecte
you refer to these crit
Criteria C
Taking Action
d in the Assessment
eria throughout.
Criteria D
Reflecting
The student is able to...
7-8
□ define a clear and highlychallenging goal andcontext for the project,based on personal interests
□ identify prior learning andsubject-specific knowledgethat is consistently highly
relevant to the project
□ demonstrate excellent
research skills.
□ develop rigorous criteriafor the product/outcome
□ present a detailed andaccurate plan and record ofthe development process ofthe project
□ demonstrate excellent
self-management skills.
□ create an excellentproduct/ outcome inresponse to the goal, GlobalContext and criteria
□ demonstrate excellent
thinking skills
□ demonstrate excellent
communication and socialskills.
5-6
□ define a clear andchallenging goal andcontext for the project,based on personal interests
□ identify prior learning andsubject-specific knowledgegenerally relevant to theproject
□ demonstrate substantialresearch skills.
□ develop substantial andappropriate criteria for theproduct/outcome
□ present a substantial planand record of thedevelopment process of theproject
□ demonstrate substantial
self-management skills.
□ create a substantialproduct/ outcome inresponse to the goal, GlobalContext and criteria
□ demonstrate substantial
thinking skills
□ demonstrate substantial
communication and socialskills.
3-4
□ outline a basic andappropriate goal andcontext for the project,based on personal interests
□ identify basic priorlearning and subject-specific knowledge, relevantto some areas of the project
□ demonstrate adequateresearch skills.
□ develop adequate criteriafor the product/outcome
□ present an adequate planand record of thedevelopment process of theproject
□ demonstrate adequate
self-management skills.
□ create a basic product/outcome in response to thegoal, Global Context andcriteria
□ demonstrate adequate
thinking skills
□ demonstrate adequate
communication and socialskills.
1-2
□ state a goal and contextfor the project, based onpersonal interests, but thismay be limited in depth oraccessibility
□ identify prior learning andsubject-specific knowledge,but this may be limited inoccurrence or relevance
□ demonstrate limitedresearch skills.
□ develop limited criteria forthe product/outcome
□ present a limited orpartial plan and record of thedevelopment process of theproject
□ demonstrate limited self-management skills.
□ create a limited product/outcome in response to thegoal, Global Context andcriteria
□ demonstrate limited
thinking skills
□ demonstrate limited
communication and socialskills
□ present an excellentevaluation of the quality of theproduct/ outcome against his orher criteria
□ present excellent reflectionon how completing the projecthas extended his or herknowledge and understanding ofthe topic and Global Context
□ present excellent reflectionon his or her development as anIB learner through the project.
□ present a substantialevaluation of the quality of theproduct/ outcome against his orher criteria
□ present substantial reflectionon how completing the projecthas extended his or herknowledge and understanding ofthe topic and Global Context
□ present substantial reflectionon his or her development as anIB learner through the project.
□ present a basic evaluation ofthe quality of the product/outcome against his or hercriteria
□ present adequate reflectionon how completing the projecthas extended his or herknowledge and understanding ofthe topic and Global Context
□ present adequate reflectionon his or her development as anIB learner through the project.
□ present a limited evaluationof the quality of the product/outcome against his or hercriteria
□ present limited reflection onhow completing the project hasextended his or her knowledgeand understanding of the topicand Global Context
□ present limited reflection onhis or her development as an IBlearner through the project.
7
e
IB L
EA
RN
ER
PR
OF
ILE
Evidence of addressing and/or developing these need to be included in
your journal and referred to in your report
based on the IB Learner Profile © International Baccalaureate Organisation 2013
Does this describe the kind of citizen
you would like to be?
Inquirer Your natural curiosity is nurtured.
You will have the skills necessary to help you ask questions
and find answers, actively and through research. You enjoy
learning and your love of learning will stay with you for life.
Knowledge-
able
You explore concepts, ideas and issues across many
subjects and you learn to relate these to issues that are
local, national and global. Your knowledge helps you
understand important links between events.
Thinker You show initiative in thinking, you can identify the most
important details of any information you are given, and you
can solve complex problems creatively.
Communi-
cator
You can express ideas and information confidently and
creatively in more than one language and use different
media and ways to present your ideas.
Courageous You are willing to explore new roles, ideas and strategies.
Often your ideas take an independent approach and you are
willing to defend the things in which you believe. Sometimes
doing this requires courage.
Principled You are honest, fair and respectful (and importantly, these
principles are 3 out of 4 of Gold Creek School’s values). You
have a strong sense of justice.
Caring You show empathy, compassion and respect towards the
needs and feelings of others. You have a personal
commitment to action and service to make a positive
difference to the environment and to the lives of others. This
fits very well with Gold Creek School’s values.
Open-
minded
By understanding and appreciating your own culture, you are
accustomed to seeking and considering a range of points of
view. This makes you open to the perspectives, values and
traditions of other individuals and cultures.
Well-
balanced
You understand the importance of balancing different
aspects of our lives – intellectual, physical, spiritual and
emotional – to achieve well-being for yourself and others. You
demonstrate perseverance and self-discipline.
Reflective You are thoughtful. You can consider your own learning and
personal development, and analyse your strengths and
weaknesses in a manner that helps you develop.
8
PR
OJEC
T C
YC
LE
Visualizing The Project Objectives
Based largely on the Design Cycle you are already familiar
with, this graphic shows you how the process unfolds. Can you
see how each section of this diagram is assessed? Which of the
four elements of your Personal Project (goal, journal, product,
report) are going to reflect these segments?
Label the cycle
Place a “1” by any part of the cycle that will be accomplished
through your Goal. Do the same with the other parts of the
project. This can help show you how important each step is.
1 = Goal 2 = Journal 3 = Product 4 = Report
9
ATL
: Th
e s
kill
s yo
u n
ee
d
*Affe
ctiv
e ex
. Pos
itive
thin
king
ex.
Self-
mot
ivat
ion
*Affe
ctiv
eex
. Dea
ling
with
failu
re in
a
cons
truc
tive
way
ex
. Pra
ctise
del
ayin
g gr
atifi
catio
n
*Affe
ctiv
eex
. Per
seve
ranc
e ex
. Res
ilien
ce
*Affe
ctiv
eex
. Dev
elop
men
t of
men
tal f
ocus
and
ov
erco
min
g di
stra
ctio
n (m
indf
ulne
ss)
Defin
e a
part
icul
ar su
cces
s or
shor
tcom
ing.
Bey
ond
desc
ribin
g th
e sit
uatio
n,
iden
tify
the
skill
you
use
d or
nee
ded.
How
did
/cou
ld
that
skill
pro
mot
e su
cces
s?
Crite
rion
C: T
akin
g Ac
tion
Crite
rion
A: In
vest
igat
ing
Crite
rion
B: P
lann
ing
Crite
rion
D: R
efle
ctin
g
*Co
llabo
ratio
nex
. List
en to
oth
erpe
rspe
ctiv
es*
Crea
tive
thin
king
ex. T
ry so
met
hing
diff
eren
t, ev
en if
it se
ems i
mpo
ssib
le*
Criti
cal t
hink
ing
ex. G
athe
r and
org
anise
rele
vant
info
rmat
ion
tode
velo
p an
arg
umen
t*
Info
rmat
ion
liter
acy
ex. M
ake
conn
ectio
nsbe
twee
n so
urce
s*
Med
ia li
tera
cyex
. See
k a
rang
e of
pe
rspe
ctiv
es*
Tran
sfer
ex. A
pply
kno
wle
dge
and
skill
s to
new
situ
atio
ns
*Co
llabo
ratio
nex
. Man
age
and
reso
lve
conf
lict
*Co
mm
unic
atio
nex
. Par
ticip
ate
and
cont
ribut
e ex
. Be
an a
ctiv
elis
tene
r*
Crea
tive
thin
king
ex. D
esig
n, c
reat
e so
met
hing
new
*Cr
itica
l thi
nkin
gex
. Tes
t con
clus
ions
*O
rgan
isatio
nex
. Mee
t dea
dlin
es
AFFE
CTIV
E
*Co
llabo
ratio
nex
. Man
age
and
reso
lve
conf
lict
*Co
mm
unic
atio
nex
. Par
ticip
ate
and
cont
ribut
e ex
. Be
an a
ctiv
e lis
tene
r*
Crea
tive
thin
king
ex. D
esig
n, c
reat
e so
met
hing
new
*Cr
itica
l thi
nkin
gex
. Tes
t con
clus
ions
*O
rgan
isatio
nex
. Mee
t dea
dlin
es
*Co
mm
un
ica
tio
n
ex. N
eg
otia
te id
ea
s a
nd
kn
ow
led
ge
with
pe
ers
an
d t
ea
ch
ers
*Re
fle
ctio
n
ex. D
em
on
stra
te f
lexib
ility
ex. C
on
sid
er
ho
w y
ou
’ve
ch
an
ge
d a
s a
le
arn
er
Yo
u n
ee
d t
o t
alk
ab
ou
t
aff
ec
tive
skill
s. R
efle
ct
on
:
yo
ur
att
itu
de
, p
ers
eve
ran
ce
,
min
dfu
lne
ss,
fru
stra
tio
ns,
an
d h
ow
yo
u
de
alt w
ith
str
ess
It is
so im
po
rta
nt
tha
t yo
u t
hin
k a
bo
ut
yo
ur
ATL
skill
s d
urin
g y
ou
r e
ntire
pro
jec
t. T
his
lea
ds
to g
rea
ter
suc
ce
ss t
hro
ug
ho
ut
the
pro
ce
ss a
nd
in t
he
fin
al r
ep
ort
. Th
is is
a li
st o
f
sug
ge
ste
d A
TL s
kill
s yo
u m
an
y w
an
t to
ad
dre
ss s
pe
cific
ally
On
pa
ge
s 2
8-3
1 y
ou
will
fin
d a
mo
re
stru
ctu
red
loo
k a
t h
ow
sp
ec
ific
ATL
skill
s lin
e
up
with
th
e 4
crite
ria
.
10
BUT HOW? Reflecting IN Action
Ask yourself how you dealt with a situation while it was happening. This type of
reflection is often, “done instinctively, while drawing on previous experiences. ”
(Bilash, 2009) This type of reflection helps you learn how to think on your feet.
Reflecting ON Action
“Reflection ON action takes place after the event has taken place.” (Bilash,
2009) This kind of reflection helps you build up a catalogue of experiences that
you can use when you and think about what you would do differently if you
could things over again.
How can you start?
Use the following questions to help guide your reflection. This type of reflection
needs to be in your process journal and your final report.
What were my strengths/weaknesses?
How have I improved? What can I continue to work on?
Which specific ATL skill will allow me to improve?
How effective was the decision I made?
How realistic was my action plan?
How did I implement my action plan? What needed to change?
What did I learn while researching? How did this change my product/outcome?
What would I do next time?
For more support, see pages 35-36 of the guide.
A note on reflection:
To produce a good final report, you really need to reflect in a meaningful
way. Use reflection to:
better understand your learning journey
recognise how your research has impacted your work
demonstrate how you have used the ATL skills learned throughout this project
11
Worried
about…
…
(Ritchhart, Church and Morrison 93)
Ste
ps fo
r startin
g…
Ne
ed
to
kn
ow
.
Excited
about…
Compass Points Week 2
12
Include:
thoughts
sketches
ideas
pictures
notes from meetings
source evaluation (reliability
as opposed to just usefulness)
Use:
a notebook an art sketchbook audio or video journal
Organize it using tabs, colours, symbols. An outsider should be able to pick it up, find what is important
and understand how things are filed
You must bring your process journal to every meeting with your mentor.
Review your process journal entries after your meeting. Try to include:
Date
Summary of what you have worked on
Feedback from mentor
Reflection (what am I doing well, what do I need to do differently, why?)
Identify which ATL you are using during this reflection
Action (what do I do next?)
At the end you will to choose10 entries from your journal to
show how you worked through the criteria. These extracts are
submitted for grading.
13
WHAT TO INCLUDE... Use this chart to help you as you write in your journal. This will
ensure you don’t leave anything out and provides you with the
extracts you will need later to support your report.
Criterion A: Goal
Criterion B:
Planning Criterion C:
Taking Action
Criterion D:
Reflecting
PR
OC
ESS J
OU
RN
AL
on
-go
ing
14
*Goal:
*Why?
*How is itchallenging?
*What are your nextsteps?
Global Context:
*Why this one?
*How is yourunderstanding of itchanging? (this isongoing and needsto be fairlysophisticated)
Knowledge:
*What don’t youknow?
*What do youalready know?
*Which subjects areyou relying on forknowledge andunderstanding?
Show your research…
*Who and why?
*Notes
*How did it changeyour perspective?
*Source analysis
My Criteria:
*How were theydeveloped?
*Who is my targetaudience? Why?
*Are they rigorous?
My Plan:
*Give an overview
*Show it!
*How am I managingmy time?
*How are thingsdeveloping? (thisneeds to be stated afew times)
Self-management:*How am I managingthe work?
*What am I doingwell?
*What am I strugglingwith?
*What are thesolutions?
*ATL reflection
Product:
*Pictures of thedevelopment oftheproduct as well as thefinal version
*Notes andexplanations to gowith the pictures
Thinking skills:
*Evidence of the 3types of Thinking skills:
*Critical thinking
Creative thinking
*Transfer
Communication/ social:
*Who did youcollaborate with?
*Who did youinterview?
*What new social skillsdid you learn?
*What was difficult?
*Where is the proof ofyour work with yoursupervisor?
Evaluation:
*Be thorough
*Strengths?
Weaknesses?
*What would youchange?
*Don’t try to hide anarea of weakness- useit to your advantage- reflect upon it!
Knowledge:
What have learned about this field through the project?
*What have youlearned about yourGlobal Context?
*Be specific
*Be thorough
*Don’t stick to thesurface
Yourself as an IB Learner:
*The process
*Design cycle
*Inquiry
*Learner Profileattributes
*ATLs
WHAT TO INCLUDE....
ntroductory Questionnaire Choosing your topic Due Week 4.
By using this questionnaire you should be able to focus your strengths and interests, take charge
of your own learning and define a topic or area which could form the basis of your Personal
Project. Your passion and motivation are more important than your academic ability. Select an
area that interests you personally so as to maintain commitment and purpose. Write answers to
these questions during the first few weeks of Term 4.
Step 1.
1. What is/are your favourite subject(s) at school?_______________________________________
____________________________________________________________________________________
2. What passion(s) do you pursue in your own time? ____________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
3. What type of assignments do you enjoy doing most at school?________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
4. What clubs or organisations do you belong to?______________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
5. What do you do well?______________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
6. Has there been a topic you have done at school which inspired your interest, but time
or other factors prevented you from pursuing in class?
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
Introductory Questionnaire
Choosing your topic
15
7. What are you interested in learning more about?____________________________________
______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
8. What skills do you wish to develop, which you cannot develop at school? (For example;
journalistic type research skills, interviews, researching historical documents, gaining
background from a wide variety of sources like clubs and societies.
______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
9. Think about Telopea, your local community and the wider world. Are there any aspects
of your community that ignite a spark of interest, or infuriate you because of inaction?
_____________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
10. How do you learn best? What type of learner are you? (Refer to the IB learner profile)
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Step 2
Next, it’s time to write down some project ideas (over page). Even if you have a very strong desire
to complete a topic, please attempt to think of other possibilities. It is highly recommended that you
record at least one idea for each Global Context. Be creative, be different and take a risk!
11. At this point, what are your favourite ideas for your project? (from table)
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
16
Global
Contexts Thoughts/Ideas for your project
Identities and
Relationships
Orientation in
Space &Time
Personal and
cultural
expression
Scientific and
Technical
Innovation
Globalisation
and
Sustainability
Fairness and
Development
17
12. How will this/these topics relate to the Global Context chosen?__________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
Step 3 – it’s CRUNCH TIME …
13.What topic or area have you chosen? _________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
14. Which Global Context are you going to focus on? ______________________________
_________________________________________________________________________________
15.What could your final product be?_____________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
16.Do you want to research, make, build or create? ______________________________
_________________________________________________________________________________
17. What are some of the preliminary activities you will need to complete in order to
prepare for your Personal Project?_____________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
18. How will you research and set about completing your Personal Project?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
18
19. How might you present your project? In what form? ____________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
20. Will you involve the community? If so, which community and how? _____________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
Step 4
21. Now that you have clarified some aspects of your project, construct a plan or
concept map (over page)
19
Concept Map… can also be used as evidence to show thinking skills
Personal and
cultural
expression
Identities and
relationships
Orientation in
space and time
Scientific and
technical
innovation
Globalisation and
sustainability
Fairness and
development
My topic:
20
4’10”
4’8”
http://www.clipartpanda.com/categories/world-history-teacher-
clipart
Yo
ur
Su
pe
rvis
or
Your supervisor is a member of staff who will guide you through your
project. This person is going to be there to support you and offer you
advice. You will meet a number of times over the course of your Personal
Project journey
What will those meetings look like?
THE MEETINGS
Set by you, the student
Documented in your process journal
A time for questions and suggestions
A regular check-up of progress made
Date: Monday, September 5, 2016 Today my supervisor and I went over my topic and worked out my final goal. So far, I think I will choose Fairness and Development as my Global Context
- it seems to be the best fit. We will meet again in a weeks to sign the necessary papers so that I can upload them to ManageBac.
TO DO: Enter final goal on ManageBac Find the forms and fill them out Look up GC document and figure
out if I have the right one. Send mentor email about next
meeting
Supervisor sign:
Have your supervisor sign your
meeting notes to ensure you
document them properly and
to allow for easy supervisor
interaction.
Your supervisor must:
Be a visible presence in your process journal. In your final report, you have
to prove (through extracts) that your supervisor read and commented on
your progress. This is easy to do if they have access to your process journal
(either digital or hard copy).
Your supervisor must not:
Set up supervisor meetings - that is up to you to do!
Remember, when you send an email or talk to them in person, a little
courtesy goes a long way. Be polite!
We
ek 2
6’6”
6’4”
6’2”
6’0”
5’10”
5’8” 5’6”
5’4” 5’2”
5’0” 4’10”
4’8”
4’6”
4’4”
4’2”
4’0”
3’10”
3’8”
476876 TPS TEACHING STAFF
MS. MENTOR
HT 6’3” WT 187 DOB 06.06.1966
21
THE CONTRACT Complete by Week 2, Term 4
STUDENT/SUPERVISOR CONTRACT
Student Name: Supervisor Name:
Mutual agreements:
We agree to meet regularly in accordance with the Personal Project schedule.
Student agreements:
I will spend sufficient time on an on-going basis to complete all the requirements of the
Personal Project I will bring my updated Process Journal to all meetings
I will tell my supervisor immediately if I have any problems
I will read and act upon all correspondence from my supervisor and coordinator.
I will be responsible for my own learning and time management. This is my project.
Supervisor agreements:
I will meet with the student according to the Personal Project schedule and will set
additional meetings if required.
I will be available vial email and will reply when it is convenient or appropriate to student
emails.
If the student seems to be falling behind in his/her work and does not show up for more
than two scheduled meetings I will inform the Personal Project Coordinator and their
parent/carer.
Signature of student Signature of Parent
Signature of Supervisor
Date:
22
The Goal = Criterion A (Investigating)
This is the most important stage of your project.
A clear, challenging yet do-able goal will allow you to successfully
complete this project.
Aim to create an ISMART goal!
I Inspired: What is inspirational? What drives you? Where did your idea
come from?
S Specific: Clearly outline what you want to achieve
M Measureable: How will you know when you have achieved the goal?
When do you know to stop?
A Attainable: Make sure it is possible to finish / complete what you started
R Relevant: Everything in the goal must be relevant to the Personal
Project, especially the Global Context.
T Timely: Can you finish this in the time given? Will it keep you busy
enough?
THE FORMULA:
I will research (list the skill, facts or information needed)
in order to make/produce (the final product/outcome)
for (my target audience/consumer)
EXAMPLES …
Challenging Goals Highly Challenging Goals
I will research photography techniques
to create a photo journal outlining my
progress for my own personal use.
I will research photography techniques
to create a photo essay about
relationships between young and old
for members of my community.
I will research reusable products to
create a durable, reusable bag out of
recycled materials for adults.
I will research reusable products to
create a line of durable, reusable bags
out of recycled materials to sell at a
local craft market to adults.
I will research homelessness in my
community in order to write an article
about the homeless in my community
to publish in my town newspaper.
I will research homelessness in my
community in order to write and
publish a piece of fiction based on my
research for a teen audience. THE G
OA
L W
ee
k 3
23
Identities and
relationships
Who am I?
Who are we?
Identity
Beliefs and values
Personal health
Physical health
Mental health
Social health
Spiritual health
Human relationships, including families, friends, role models
Communities and cultures
Fairness and
development
What are the
consequences of our
Rights and responsibilities
The relationships between communities
Sharing finite resources with other people and with other living things
Access to equal opportunities
Peace and conflict resolution
Globalization and
Sustainability
How is everything
connected?
The interconnectedness of human-made systems and communities
The relationship between local and global processes
How local experiences mediate the global
The opportunities and tensions provided by world-interconnectedness
The impact of decision-making on humankind and the environment
Orientation in space
and time
What is the meaning
of 'where' and
'when'?
Personal histories
Homes and journeys
Turning points in humankind
Explorations and migrations of humankind
Discoveries
Personal and
cultural expression
What is the nature and
purpose of creative
The ways in which we discover and express ideas, feelings, nature,
culture, beliefs and values
The ways in which we reflect on, extend and enjoy our creativity
Our appreciation of the aesthetic (beauty)
Scientific and
technical innovation
How do we
understand the world
in which we live?
The natural world and its laws
The interaction between people and the natural world
How humans use their understanding of scientific principles
The impact of scientific and technological advances on communities
and environments
The impact of environments on human activity
How humans adapt environments to their needs.
GLOBAL CONTEXTS “Global contexts direct learning towards independent and shared inquiry into
our common humanity and shared guardianship of the planet. Using the
world as the broadest context for learning, MYP projects can develop
meaningful explorations of:” (IBO Project Guides, 22).We
ek 3
24
My Goal:
My Global Context: Fairness and development
Globalisation and sustainability
Identities and relationships
Orientation in space and time
Personal and cultural expression
Scientific and technical innovation
Please complete the worksheet on ManageBac with this information.
Which Exploration?
My Inquiry Question: (What are you hoping to ANSWER by doing this project - use your
Global Context to guide this exploration)
GLO
BA
L C
ON
TEX
TS W
ee
k 3
Keep this
exploration as an
underlying focus
and direction for
your research
and project.
25
Week 4, Term 4
Personal Project Meeting 1
Report on work to date: ______________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Have you started your process journal? □Yes □No
Supervisor’s comments: _______________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Agreed upon plan of action: __________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Next meeting: Date: __________________ Venue: _____________________ Time: _____________
Supervisor’s signature: ________________________ Parent/Carer Signature: _________________
Hints:
oDiscuss your meeting schedule with your supervisor. Remember you must meet with them at least every 2
weeks. It is recommended when you make these dates, you put them into your diary and note in this
booklet.
oDiscuss your INITIAL ideas for your PRODUCT, GLOBAL CONTEXT and TIMELINE. This should be the main part
of the meeting.
oDiscuss how you will keep your process journal. Make sure you include the process, research, reflection and
the Global Context
oDiscuss “Introductory Questionnaire (Page ) and Project Notification Form
oArrange a time, venue and complete expectations for next meeting.
26
Use this week by week guide to help you build your own action plan. The more specific
your action plan, the better. Feel free to fill in the spaces with the dates (check
ManageBac for precise dates) and your own project-specific deadlines. There’s a blank
example over page for you to use as well (copy on ManageBac if you need it)
Dates Your Notes Activity
Term 4
Wk 1
Introduction to the PP, supervisor
notification R
ec
ord
pro
gre
ss ,lea
rnin
g &
refle
ctio
ns in
PR
OC
ESS J
OU
RN
AL
TWk 2 Project ideas contract signing
Wk 3 Research; Define the GOAL
RESEA
RC
H
Wk 4 Choose Global Context
Meeting 1
Wk 5 Develop Action Plan
Wk 6 Proposal Form; Meeting 2
Wk 7-8
Define Criteria; ATL self-eval;
Academic Honesty meeting
1 Meeting 3
Wk 9-10 Project plan uploaded; Mtg 4
Wo
rk o
n P
RO
DU
CT o
r OU
TCO
ME
Dec-Jan HOLIDAYS
2017
T1 Wk 2 Update new supervisors; Meeting 5
Wk 3-4 Exhibition Round Tables
Wk 5-6 Meeting 6
Wk 7-8 Meeting 7; ATL self-eval;
Academic Honesty meeting 2
Wk 9-10
HOLIDAYS
T 2
Wk 1-2 PROJECT DUE; Meeting 8
Write
the
REP
OR
T
Wk 3-4 Report: Draft (Criteria A&B); Mtg 9
WK 5-6 Report: Draft (Criteria C); Mtg 10
Wk 7-8 Report: Draft (Criteria D); Mtg 11
Wk 9-10 Report: Draft 2 submission (Criterion
A,B,C,D); Mtg 12
HOLIDAY – Self Assessment
Wk 1 Final Supervisor meeting & form signing
Wk 2 Report :submission & upload
Wk 6 Internal Standardisation
Wk 8-9 Project grades and feedback
Wk 10 Project Exhibition (Tues/Wed)
Create your own project timeline, action plan or chart to show:
The order in which tasks need to be done
The time needed to complete a particular task
Events that will affect your ability to complete a task (assessments,
holidays, exams, etc.)
Specific steps you will need to take to finish that task.
Set both SHORT TERM and LONG TERM achievable goalsAC
TIO
N P
LAN
O
n-g
oin
g
27
My Planning Timeline Month Week Focus Activities
October 1
2
3
November 4
5
6
7
December 8
9
10
H
January H
H
February 1
2
3
4
March 5
6
7
8
April 9
10
H
H
May 1
2 PROJECT/PRODUCT DUE
3
4
5
June 6
7
8
9
July 10
H
H
1
August 2 Report etc Due (Monday)
28
CRITERIA TO MEASURE SUCCESS
How will you know if you have succeeded? Just like in design class,
you must define measurable, achievable and realistic criteria to
measure the quality of the final product. You can use checklists and
rubrics. This can only be done properly once you have done some
research into your goal and have agreed with your mentor what you
want to achieve. Use your research to guide your criteria, and think
of things other than aesthetics.
For Example:
Goal
I will research health and personal fitness in order to design a
personal fitness program for teens.
Possible Criteria:
* My program is founded in research
* My program includes examples of healthy meals
* My program includes a schedule for training
* My program keeps teens interested
* I completed my product on time
* I stuck to my budget
Below Expectations Meets Expectations Exceeds Expectations
My program is based on
little (valid) research.
My program is based on
valid research; I
consulted and
evaluated 4 –5 sources.
My program is based on
valid research; I
consulted and
evaluated 6-8 sources.
My program includes 1-2
meals plans and/or is
limited in variety.
My program includes 3
different meal plans.
My program includes 4-5
different meal plans that
allow for a varied diet.
My program includes no
visual aids to help
explain the exercises.
My program includes
pictures to help explain
the exercises.
My program includes a
video explaining the
exercises.
My program is not very
interesting for teens.
My program is somewhat
interesting for teens.
My program clearly
keeps teens interested.
My program was not
finished on time.
My program was finished
on time.
My program was not
finished early.
I was over budget. I stuck to my budget.
MY
CR
ITER
IA
We
ek 4
29
CRITERIA CONSIDERATIONS...
How will I MEASURE the criteria? How will I gather the data?
MY
CR
ITER
IA
We
ek 4
My Goal:
My Global Context:
FORM
What will it look like?
What materials will I
use? What tools will I
use? What size will it
be? How will it be
assembled?
FUNCTION
What is its purpose?
What will it do? How
easily can it be used?
How easily can it be
maintained?
USER/AUDIENCE
Who is it for? How old
is the user? What is
their background?
COST
Is there a maximum
cost? Is this a time
cost or a material
cost ?
OTHER
What else makes my
project unique?
30
CREATING CRITERIA Define those criteria that can only really be assessed as yes/no or
finished/unfinished. One has been defined for you. Now add what else
you will need to evaluate your product.
* I finished my product by the deadline.
* _____________________________________________________________________
* ____________________________________________________________________
* _____________________________________________________________________
* _____________________________________________________________________
Use this box to create criteria that need more of a scale to
measure their success.
Again, the first one has been done for you.
MEASURING SUCCESS
Which criterion will be the hardest to measure?
What will you need to do to know you have met this expectation?
How will you show others?MY
CR
ITER
IA
We
ek 4
Below Expectations Meets Expectations Exceeds Expectations
I used and evaluated
3 or fewer sources
I used and evaluated
4-6 sources
I used and evaluated
7 or more sources
31
Driving the project forward
You MUST research in order to successfully complete this project.
Look at Criterion A objectives again to see how you will be assessed
on your research.
Why research? Albert Einstein himself stated, “If we knew what it
was we were doing, it would not be called research, would it?” (Natural Capitalism, 272)
What and Where?
Books
Magazine Articles
Newspaper Articles
Maps or Atlases
Expert people
Site visits (museums, etc.)
Television Shows
Video Recordings
Electronic Databases
Web Sites
Collecting information
As you research, record the important details regarding that source
right away. If you create a table like the one below on your computer,
you can simply type (or cut and paste if from the web) what you will
need to do a proper bibliography later.
Author(s) Title Where
Published
Publisher Date
Published
Type
Peter Burian
Bob Caputo
National
Geographic
Photography
Field Guide
New York National
Geographic
2003 Print
IMPORTANT INFO :
Page 7: 'By adjusting the shutter-speed, you are able to create the impression
of movement or freeze that movement to best suit your needs,'
Neil B.
Kavey
Stress and
Insomnia
Accessed
June14,
2014
National
Sleep
Foundation
2001 Web
IMPORTANT INFO :
'Stress causes insomnia by making it difficult to fall asleep and to stay asleep,
and by affecting the quality of your sleep.'
Remember People are sources too! Keep track of all your sources using the Harvard
style. Source cards and www.easybib.com are great ways to do so.
RESEA
RC
H W
ee
k 5
- o
n-g
oin
g
32
Reliability Grid
Criterion Rating Descriptor
A
Author
4 Written by a well-known reputable organisation. Many
professionals contributed to creating this source.
3 Author is highly professional in this field of study. Author
is from or backed by a well-trusted organisation.
2 Author is knowledgeable/reputable, bases the source on
his/her own experiences as well as others’.
1 Author is stated but is unreliable. Source is eliminated.
0 Does not meet any of the above. Source is immediately
eliminated.
B
Origin
3 Published in professional/well-known/reputable media
2 Published in trustworthy media
1 Posted in a well-known or editable media where
anybody can post. Source is almost always eliminated.
0 Does not meet any of the above. Source is immediately
eliminated.
C
Objectivity
3 Non-biased with appropriate reasoning and opinions for
both pros and cons.
2 Mostly biased but opinion based on a wide variety of
reasons.
1 Completely biased with a narrow scope of points.
0 Confusing/unclear objectivity. Source is immediately
eliminated.
D
Quality
3 Highly professional, convincing source.
2 Convincing details with understandable reasoning.
1 Somewhat relevant to the subject. Not reasonable
enough to qualify as a convincing source.
0 Irrelevant information presented. Source is eliminated.
E
Quantity
2 Appropriate amount of information to clearly state the
opinion and facts with detailed reasoning.
1 Too much or too little.
Total
13-15 Excellent source
11-12 Good source
8-10 Acceptable source
5-7 Average source on the internet, usually eliminated
0-4 Source is immediately eliminated
There needs to be differentiation between the usefulness and the
reliability of a source. SO
UR
CE E
VA
LUA
TIO
N
33
Use this page to evaluate some of your sources using the criteria on the previous page. Include this information in your journal as well if you like – or refer to/note this page there
so that you remember to use it when you are writing your report.
Author Origin Objectivity Quality Quantity TOTAL
Score =
Strengths:
Weaknesses:
Author Origin Objectivity Quality Quantity TOTAL
Score =
Strengths:
Weaknesses:
Author Origin Objectivity Quality Quantity TOTAL
Score =
Strengths:
Weaknesses:
Author Origin Objectivity Quality Quantity TOTAL
Score =
Strengths:
Weaknesses:
Evaluating my sources
34
How has this project changed me? A major part of this process is reflection. Criteria D asks you to:
□ present an excellent evaluation of the quality of the product/ outcome
against you criteria
□ present excellent reflection on how completing the project has
extended your knowledge and understanding of the topic and GlobalContext
□ present excellent reflection on your development as an IB learner
through the project.
Here are some prompts for your reflections … it is always good to
reflect deeper, rather than just on the tip of the iceberg
What I knew before about:
my area of interest
my Global Context
myself as a learner
What I know NOW about:
my area of interest:
what skills did I learn?
what kind of understanding did I gain?
how do I approach this field differently?
how would I change my process if I could?
my Global Context:
why is understanding this Global Context
important?
what new insights do I have?
how do I answer the questions related to my
Global Context?
myself as a learner:
what are my strengths?
where do I struggle?
what made this project difficult to finish? REFLE
CTI
ON
o
n-g
oin
g
35
REFLE
CTI
ON
o
n-g
oin
g
Myse
lf a
s a
lea
rne
r G
lob
al C
on
text
A
rea
of
inte
rest
36
Personal Project Topic Proposal Due: Friday Week 6
Proposed goal:
__________________________________________________________________________________________
Global Context:
_________________________________________________________________________________________
1. Give a brief description of your proposed project and goal.
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
2. Why have you chosen this project/goal?
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
3. How does it relate to your chosen Global Context?________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
4. What do you already know about your topic/goal?
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
5. What do you hope to have achieved when you have finished your Personal Project?
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
6. What kind of materials do you require for this Personal Project? Are there any costs involved?
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
7. What expertise will you require for your project? Do you know who you would consult?
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
37
8. What form of presentation do you have in mind at this point? (eg essay, work of art etc)
________________________________________________________________________________________________
________________________________________________________________________________________________
9. What impact do you want your project to have?
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
10. Will this project maintain your interest for the duration of the project? How? Why?
________________________________________________________________________________________________
________________________________________________________________________________________________
________________________________________________________________________________________________
TOPIC SELECTION CHECK LIST
□ My Personal Project topic is realistic, manageable and achievable.
□ My Personal Project has a clear and challenging goal and is based on one Global Context
□ My Personal Project is something I can research and investigate, learn about and enjoy the
process.
□ I have investigated (or can investigate) at least 4 different sources on my chosen topic.
STUDENT CONTRACT
I am committed to do this Personal Project and present it on Monday, Week 2, Term 3, 20__Student Signature: ________________________________________________ Date:______________
I will support my child in the undertaking of the Personal Project.Parent/Carer’s Signature: __________________________________________ Date:______________
I can support the student through this topic for the Personal Project.Supervisor’s Signature: _____________________________________________ Date:______________
Comments:
I have approved the topic for this Personal Project.
PP Coordinator’s Signature: _______________________________________Date:______________
Once your project has been approved, complete the 'MYP Personal Project Plan' (example over
page) on ManageBac. This is due by the end of WEEK 76, Term
38
Student report on work to date: __________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
Have you designed a timeline? □Yes □No Are you maintaining your journal? □Yes □No
Supervisor’s comments: _______________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
Agreed upon plan of action: ____________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
Next meeting: Date: __________________ Venue: _____________________ Time: _____________
Supervisor’s signature: ___________________________ Parent/Carer Signature: ____________________
Hints:
o Show your supervisor your process journal and discuss its development
o Discuss your ideas for your PRODUCT, GLOBAL CONTEXT and DESIGN SPECIFICATIONS on which you will evaluate your
final product.
o Discuss the final assessment criteria – it is always good to keep these in mind.
o Ensure that you are collecting excellent relevant information and resources from a wide variety of appropriate sources.
o Discuss Project Proposal Form for submission
o Arrange a time, venue and complete expectations for next meeting.
o NEXT MEETING – by the end of WEEK 8 – please complete 'Meeting 1' on the 'Academic Honesty'
Form and the ATL self-assessment.
Week 6, Term 4
Personal Project Meeting 2
39
Please complete this form and upload onto ManageBac (and also put it onto the Google Classroom).
An electronic version is available on ManageBac
Personal Project PlanProject title
Student Supervisor
Goal: Formulate a statement that clearly shows your goal, based on your personal interests.
What is the purpose of the goal? What do you hope to achieve?
Global Context: Identify the Global Context.
Identify which part of the Global Contextyou will focus on.
Explain why you have chosen it, justifying the
relevance of yourinquiry.
Product/outcome: What product/outcome will you create in response to the goal, Global Context and criteria?
Research: What do you
have to
research? Be
specific and
list how you
will collect all
the
information
you need.
Media: Surveys:
Interviews: Observations & experiences:
Process Journal: How will you record the significant findings and development of the process?
Specify type of format.
Report: How will you report it? Written/digital format/mixed media/oral presentation
40
Product:
Specifications: Which criteria will ensure my product/outcome is of excellent quality? How will I
evaluate it? You need at least 4!
ATL Skills Rarely Occasion
-allyUsually Always
1. Communication skills
(i) exchanges thoughts, messages and information
effectively through interaction
(i) reads, writes and uses language to gather and
communicate information
2. Social – Collaboration skills - Works effectively with
others e.g. contacts supervisor on a regular basis
3. Self-management – Organisation skills - Manages
time and tasks effectively
4. Self-management - Affective skills
(i) Managing student’s own state of mind e.g.
(ii) Mindfulness - ability to focus
(iii) Perseverance - persistence
(iv) Emotional management – self regulation
(v) Self-motivation – self talk, positive thinking
(vi) Resilience – bouncing back, dealing with change
5. Self-management – Reflection skills - (re)considering
the process of learning; choosing and using ATL skills e.g. in
process journal cover meetings and processes to complete
product
6. Research – Information Literacy skills - Finding,
interpreting, judging and creating information
7. Research - Media Literacy Skills - Interacting with
media to use and create ideas and information
8. Thinking - Critical Thinking skills - Analysing and
evaluating issues and ideas
9. Thinking - Creative Thinking skills - Generating novel
ideas and considering new perspectives
10. Thinking – Transfer skills - Using skills and knowledge in
multiple contexts
Supervisor Notes: Please include any recommendations/feedback/actions necessary for the student
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
Student Signature: ______________________________________________________________ Date: _____________________
Supervisor Signature: ____________________________________________________________ Date: _____________________
Approaches to Learning Checklist 1
SELF-EVALUATION Complete for the Supervisor meeting in Week 6 – 8 Term 4
41
MYP projects academic honesty form
MYP Personal Project
Studentname
Student number
School name Gold Creek SchoolSchool number 0 5 0 4 4 9 Supervisorname
Student: This document records your progress and the nature of your discussions with your supervisor. You should aimto see your supervisor at least three times: at the start of the process to discuss your initial ideas, then once you havecompleted a significant amount of your project, and finally once your completed report/presentation has been submitted.
Supervisor: You are asked to have at least three supervision sessions with students, one at the start of the process,an interim meeting and then the final meeting. Other sessions are permitted but do not need to be recorded on thissheet. After each session, students should make a summary of what was discussed and you should sign and datethese comments.
Date Main points discussed Signature/initials
Meeting 1 Student:
Supervisor:
Meeting 2 Student:
Supervisor:
42
MYP projects academic honesty form
Meeting 3 Student:
Supervisor:
Supervisor comment
Student declaration
I confirm that this work is my own and this is the final version. I have acknowledged, in the body of my work, eachuse of the words, work or ideas of another person, whether written, oral or visual (hard copy and/or electronicmaterials).
Supervisor declaration
I confirm that, to the best of my knowledge, the material submitted is the authentic work of the student.
Student’s signature Date
Supervisor’s signature Date
43
Student report on work to date: _______________________________________________________
___________________________________________________________________________________
_________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Are you keeping to your timeline? □Yes □No Maintaining your process journal? □Yes □No
Supervisor’s comments: _________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Agreed upon plan of action: _________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________Next meeting: Date: __________________ Venue: _____________________ Time: _____________
Supervisor’s signature: _________________________ Parent/Carer Signature: _________________
Hints:o Show your supervisor your process journal and discuss its development.
o Revisit your GOAL, GLOBAL CONTEXT and DESIGN SPECIFICATIONS and ensure they are directly linking.
o Show evidence of and discuss the progress of your product – bring any evidence or ideas/planning.
o Discuss the timeframe for completing your product – realistic? Any changes?
o Discuss the ATL checklist.
o MYP projects Academic Honesty form.
o Discuss the final assessment criteria – it is always good to keep these in mind.
o Ensure that you are collecting excellent relevant information and resources from a wide variety of appropriate sources.
o Arrange a time, venue and complete expectations for next meeting.
Week 8, Term 4
Personal Project Meeting 3
44
Writing the Report “A report is a spoken or written account of something observed, heard,
done or investigated. A report aims to inform, as clearly and succinctly as
possible.” (IBO, p46)
Your Personal Project Report must:
Show your engagement with your project
Summarise the experiences and skills that you wrote about in your
process journal.
Be organised into identifiable sections following those of the Criteria:
A – Investigating
B – Planning
C - Taking action
D – Reflecting
Include evidence for ALL the strands in all four criteria.
Ensure it is no more than 3500 words long.
The format:
Your report can vary in format depending on the resources you have and
your own interests. You also need to consider your learning preferences and
your strengths. It is so important that, regardless of which format you chose,
that you communicate clearly and concisely in order to reach the highest
grade possible.
Check out the 'task specific clarifications' in the appendix
Possible formats for the MYP Personal Project report are divided into four
main areas: written, electronic, oral and visual.
Format Length File Size (and Format)
Written(in ENGLISH)
1,500–3,500 words 20MB (PDF)
Oral (a recorded format) 13–15 minutes plus1000-1200 words
500MB (MP3, MP4)
Visual (film) 13–15 minutes plus1000-1200 words
500MB (FLV, M4V, MOV or MP4)
The report, no matter how creative it is, does not replace the product/
outcome of the Personal Project.
Likewise, if your product is a written piece, such as an essay or novel, this
is separate from the project report; it does not replace it.
THE
REP
OR
T Te
rms
1 &
2
45
The Structure You need to address all strands (bullet points) of all four assessment
criteria. You need to make sure evidence of each strand is in the final
report or you will not get credit for that strand. This is a piece of
academic work, make sure it sounds formal.
Each criterion is worth the same amount so your report should address
each one equally; devote about 400 to 850 words for each criterion.
Your title page, contents page, bibliography and any appendices do
not count in your total number of words.
Refresh your memory about the criteria and the strands in this guide. Refer to
the mark bands in each criteria to make sure you are addressing each strand
in enough depth. The task specific clarifications will be VERY useful – make sure
you use them, together with the specific command terms (also in the
appendix)
Elements of the Report:
Title page Table of contents
Body of the report – containing 4 distinct sections:
o Investigating
o Planning
o Taking action
o Reflecting
Bibliography in Harvard format
Appendices: Process Journal Extracts , survey questions, interview
questions
Academic Honest Form available on ManageBac (see example in
this guide), complete and save the PDF form with your own
information
Process Journal Extracts
You need to select a maximum of 10 extracts from your Process Journal
to show how you have addressed specific strands of each criterion.
Check ManageBac for more help.
Make sure you refer to your extracts in the body of your report. If you
have included something as an appendix, it must be talked about in the
report. The same goes with your bibliography
Go through your process journal and mark entries that highlight specific
ATL skills. Use the grids on in this guide and the checklist self-assessment
to help you figure out which ATL skills you may want to reference and
write about choose carefully and seek advice from your supervisor.THE R
EP
OR
T Te
rms
1& 2
46
Student report on work to date: ______________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Are you keeping to your timeline? □Yes □No Maintaining your process journal? □Yes □No
Supervisor’s comments: __________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Agreed upon plan of action over the holidays: _________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Next meeting: Date: ________________ Venue: _____________________ Time: ___________________
Supervisor’s signature: _______________________ Parent/Carer Signature: _____________________
Hints:
o Show your supervisor your updated process journal and discuss its development.
o Review your TIMELINE – are you keeping to it? Have you made any changes? Or need to make changes?
o Discuss the progress of your product – bring any evidence or ideas/planning.
o Discuss your plans over the Christmas-January school holidays.
o Review the final assessment criteria.
o Arrange a time, venue and complete expectations for first meeting next year.
Week 10, Term 4
Personal Project Meeting 4
47
Term 1, 20__The panel interview is conducted between the student and members of the
school community (students from Year 8, parents and teachers). Students
present their progress on their project and demonstrate the connections
between their project and the skills and knowledge they have developed in
their studies, and reflect on their work habits and their project.
What do you need to do?
1. You will need to compile a portfolio (a collection work that reflects your
personal growth and achievements) showing evidence of your ability to plan,
research and commit yourself to your Personal Project.
Items you may wish to consider including in your portfolio
a. A contents page
b. Your student guide
c. Your journal entries to date
d. A concept/mind map showing your understanding of how your project
relates to your chosen Global Context. You will need to discuss how you
learn best and give your learner profile
e. Your Personal Project meeting forms (1, 2and 3)
f. Your approaches to learning checklist 1
g. Your design specifications for your project (How you know you will have
completed it successfully...)
h. Forms A, B and your appointment schedule with supervisor
i. A list of resources you have consulted, or plan to consult
j. Evidence of research and/or experimentation.
You will be given an A4 display folder at the start of 20__ for your portfolio.
These will be collected at the end of your interview and returned on the next
Friday.
2. You will need to describe your project and reflect on your project and how
and what you have learnt to date, and the relevance of this project to you.
(See 'Practice questions for roundtables' and 'Presentation checklist for
roundtables') Consider how your project develops your personal learning
characteristics (see 'Learner Profile').
3. The round table rubric relates directly to the Personal Project assessment
criteria and will give you a good indication of how you are progressing.
Carefully read the rubric (especially the high level achievement categories)
to ensure you are well prepared.
4. Reflect on what attributes of the Learner Profile are you exhibiting as you
complete your Personal Project.
At the end of your interview you will be asked to hand in your portfolio,
process journal and this guide. They will be checked and returned to your
SUPERVISOR to be discussed and returned at your next meeting. Please
have all items CLEARLY LABELLED with your name and PC.
EX
HIB
ITIO
NS
– R
ound T
able
s
48
I am presenting on: Day___________ Date: ____________ Time:_____________
I will need to bring _______________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
My portfolio should contain
Section 1
A contents page
Material (readings, notes or ideas lists)
Concept map with links to my Global Context
Section 2
A completed plan of action showing a details of the process I intend to undertake.
A list of design specifications for your project.
A list of resources (bibliography) and people in the community who can help me.
Weekly reflective journal entries,
A completed entry on the Academic Honesty form (in Week 6),
Completed 'Personal Project meeting 1, 2 and 3' sheets (weeks 2, 4 and 8)
Completed 'Approaches to Learning checklist' (week 8)
Practice Questions for Roundtables Please tell us a little about yourself and what your Personal Project was about.
Using examples from your portfolio please show/tell us some of the things you have
been doing to support you’re planning.
Please tell us what steps you took to achieve this plan. Why have you focused on
these areas?
What time management strategies will you use? Why do you think they will be
successful?
What resources have you located?
What are you enjoying?
Have you learned any skills or knowledge which you might use in the future?
What did you learn about yourself as a learner from working on this project?
How is your journal helping your planning?
Is there anything more you would like to tell us?
Presentation checklist for Roundtables Has the student demonstrated competence as a presenter?
Clarity of ideas
Eye contact
Neat appearance and well groomed
Organisation of material
Student is well prepared
Knows and understands the subject
Presents using a variety of presentation styles. eg. Graphs & quotes data
Data in both qualitative and quantitative forms
Has the student been successful in addressing the guiding question and
demonstrated an understanding of the relevant Global Context?
Round T
able
s C
hec
kli
st
49
Investigating Planning Taking Action Presenting
Not Evident
0
Has not achieved a standard described by any of the descriptors given
Has not achieved a standard described by any of the descriptors given
Has not achieved a standard described by any of the descriptors given
* Does not engagewith panel.* Content isminimal and poorlyorganised.
Minimal
1-2
* States goal andcontext, based onpersonal interest, but islimited in depth* limited identificationof prior learning andsubject-specificknowledge* limited research skills
* developed limitedcriteria for the product* limited or partial planof development process* shows limited self-management skills
* demonstratedlimited thinking skills* demonstratedlimitedcommunication andsocial skills
* Varies voice onlyslightly with limitedfacial expressionand gestures.* Resources usedare poor quality.
Some
3-4
* outlines a basic &appropriate goal andcontext, based onpersonal interest* Identifies basic priorlearning and subject-specific knowledgerelevant to some areas* adequate researchskills
* developed adequatecriteria for the product* adequate plan ofdevelopment process* shows adequate self-management skills
* demonstratedadequate thinkingskills* demonstratedadequatecommunication andsocial skills
* Uses voice well toengage panel. Usessimple resources toassist presentation.* States keyreflections clearlyand in a logicalsequence.
Satis-factory
5-6
*defines clear andchallenging goal andcontext, based onpersonal interest* prior learning andsubject-specificknowledge is generallyrelevant* substantial researchskills
* developed substantialand appropriate criteriafor the product* substantial plan ofdevelopment process* shows substantialself-management skills
* demonstratedsubstantial thinkingskills* demonstratedsubstantialcommunication andsocial skills
* Engages panel,connects well withaudience indelivery andresponsiveness.* Presentation iscohesive and wellstructured.
Well-developed
7-8
* define a clear andhighly challenging goaland context, based onpersonal interest* prior learning andsubject-specificknowledge isconsistently highlyrelevant* excellent research skills
* developed rigorouscriteria for the product* detailed plan ofdevelopment process* shows excellent self-management skills
* demonstratedexcellent thinkingskills* demonstratedexcellentcommunication andsocial skills
* Excites andinterests panelthrough skilful andanimated use ofbody language.* Clearly articulatesprocesses andfindings. Adjustspresentation asneeded
Round Table Rubric
50
Please make sure you bring your project progress and journal to this
meeting
Student report on work to date: ___________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Are you keeping to your timeline? □Yes □No Maintaining your process journal? □Yes □No
Supervisor’s comments: _______________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Agreed upon plan of action: _____________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Next meeting: Date: __________________ Venue: _____________________ Time: _____________
Supervisor’s signature: _________________________ Parent/Carer Signature: _________________
Hints:
o Show your supervisor your process journal and discuss its progress.
o Discuss the progress of your product over the holidays – bring any evidence or ideas/planning (there should be
evidence in your journal as well).
o Discuss the round table exhibition.
o Discuss the timeframe for completing your product – is it still realistic? Any changes?
o Discuss the ATL – is there evidence of you addressing them in your journal?
o Arrange a time, venue and complete expectations for next meeting.
Week 2, Term 1
Personal Project Meeting 5
51
Post Round tables meeting – you will collect your portfolio, booklet and
other items.
Student report on work to date: _____________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Are you keeping to your timeline? □Yes □No
Maintaining your process journal? □Yes □No
Supervisor’s comments: _____________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Agreed upon plan of action: _____________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Next meeting: Date: __________________ Venue: _____________________ Time: _____________
Supervisor’s signature: ________________________ Parent/Carer Signature: _________________
Hints:
o Discuss the Exhibitions feedback. Are there any changes that are needed?
o Show your supervisor your updated process journal and discuss its development.
o Discuss the timeframe for completing your product – keeping to it/realistic? Any changes?
o Discuss the progress of your product – bring any evidence or ideas/planning.
o Review report information over page
o Review the final assessment criteria.
o Arrange a time, venue and complete expectations for first meeting next term.
NEXT MEETING – by the end of WEEK 8 – please complete 'Meeting 2' on the 'Academic
Honesty form'
Week 4, Term 1
Personal Project Meeting 6
52
CRITERION A: Investigating
□ define a clear and highly challenging goal and context for the
project, based on personal interests
□ identify prior learning and subject-specific knowledge that is
consistently highly relevant to the project
□ demonstrate excellent research skills.
Report-writing:
Sample sentences Matching ATL
Define a clear and highly challenging
goal and context for the project, based
on personal interests
My goal was to…
This project challenged me by……
The Global Context for my project was……
I selected this strand of this Global Contextto help drive my project……..
It relates to my project because….
Identify prior learning and subject-
specific knowledge that is consistently
highly relevant to the project
For several years, I have been interested
in…….
Prior to starting this project, I have been
involved in ………
Demonstrate excellent research skills.
The types of sources I consulted
included……
I chose to interview the Music teacher at my
school, Ms. Anne Drouet, since she has a
BFA in Music from Oxbridge College, years
of experience in the recording industry, and
writes and performs her own music…
I used this website because the company
who hosts it run by renowned experts in their
field according to ………
□ Affective
ex. Develop mental
focus and overcome
distraction
(mindfulness)
□ Collaboration
ex. Delegate and share
responsibility
□ Creative thinking
ex. Use brainstorming
and diagrams to
develop new ideas
□ Critical thinking
ex. Identify obstacles
and challenges
□ Organisation
ex. Keep an organised
set of notes ex. Plan out major steps
□ Reflection
ex. Identify strengths and
weaknesses
REP
OR
T W
RIT
ING
7-8
53
CRITERION B: Planning
□ develop rigorous criteria for the product/outcome
□ present a detailed and accurate plan and record of the
development process of the project
□ demonstrate excellent self-management skills.
Report-writing:
Sample sentences Matching ATL
Develop rigorous criteria for the
product/outcome
In order to fully evaluate my product, I
developed the following criteria…….
Budget was an important factor so I set
this level as meeting expectations…..
Present a detailed and accurate plan
and record of the development
process of the project
Within my process journal, see
Appendix….., I showed………
To effectively manage my time, I planned
backwards from the exhibition date by…
When I recorded…..in my process journal,
I realised that……………
I decided to use these headings for my
action plan … in order to …
demonstrate excellent self-
management skills
I became quite frustrated when…… so I
decided to …..
One of my contacts was very hard to
reach which caused some stress. I
overcame this by ….
When under pressure I ….
□ Affective
ex. Develop mental focus
and overcome
distraction (mindfulness)
□ Collaboration
ex. Delegate and share
responsibility
□ Creative thinking
ex. Use brainstorming and
diagrams to develop
new ideas
□ Critical thinking
ex. Identify obstacles and
challenges
□ Organisation
ex. Keep an organised set
of notes
ex. Plan out major steps
□ Reflection
ex. Identify strengths and
weaknesses
REP
OR
T W
RIT
ING
7-8
54
CRITERION C: Taking Action
□ create an excellent product/outcome in response to the goal,
Global Context and criteria
□ demonstrate excellent thinking skills
□ demonstrate excellent communication and social skills.
Report-writing:
Sample sentences Matching ATL
Create an excellent product/
outcome in response to the goal,
Global Context and criteria
My product is a result of ……
When I revisited my Global Context,
I decided to…..
It reflects my new understanding of the
Global Context because….
Demonstrate excellent thinking skills
Based on this research my project took a
new direction…
This source helped me decide this by…
By combining the information from these
three sources I was able…
After my interview with ……. I had a new
perspective / understanding of …...
because…
Demonstrate excellent
communication and social skills
My mentor meetings allowed me to
practice my social skills since…
Throughout the project I communicated
in a variety of ways, including: …
□ Affective
ex. Perseverance
ex. Resilience
□ Collaboration
ex. Manage and resolve
conflict
□ Communication
ex. Participate and
contribute
ex. Be an active listener
□ Creative thinking
ex. Design, create
something new
□ Critical thinking
ex. Test conclusions
□ Organisation
ex. Meet deadlines
REP
OR
T W
RIT
ING
7-8
55
CRITERION D: Reflecting
□ present an excellent evaluation of the quality of the
product/ outcome against his or her criteria
□ present excellent reflection on how completing the projecthas extended your knowledge and understanding of the
topic and Global Context
□ present excellent reflection on your development as an IB
learner through the project.
Report-writing:
Sample sentences Matching ATL
Present an excellent evaluation of the
quality of the product/outcome
against your criteria
In consultation with my mentor, we
thought that my final product met most of
my criteria in these ways…
My mentor and I agreed that the product
fell short of these criteria… in these ways…
Present excellent reflection on how
completing the project has extended
your knowledge and understanding
of the topic and Global Context …my knowledge has been extended as a
result of this project in these ways…
...my understanding of my Global
Context has developed in these ways…
Present excellent reflection on your
development as an IB learner through
the project.
…developed as an IB learner in these
areas…
…most challenging experiences
included…
...I am proud of…
…if I were to attempt a similar project in
the future I would…
□ Affective
ex. Find the causes of my
failures and deal with it
in a constructive way
ex. Practice delaying
gratification
□ Communication
ex. Negotiate ideas and
knowledge with peers
and teachers
□ Reflection
ex. Demonstrate flexibility
ex. Consider how you’vechanged as a learner
REP
OR
T W
RIT
ING
7-8
56
Student report on work to date: _______________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Are you keeping to your timeline? □Yes □No Maintaining your process journal? □Yes □No
Supervisor’s comments: _________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Agreed upon plan of action: _________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Next meeting: Date: __________________ Venue: _____________________ Time: _____________
Supervisor’s signature: _________________________ Parent/Carer Signature: _________________
Hints:
o Show your supervisor your process journal and discuss its development.
o Complete the Approaches to Learning Checklist 2 – self-evaluation
o Revisit your GOAL, GLOBAL CONTEXT and DESIGN SPECIFICATIONS – are you still on track?
o Discuss the progress of your product – bring any evidence or ideas/planning. How are you going to present it?
o Discuss the remaining timeframe for completing your product – realistic? Any changes?
o Discuss your plan for the holidays.
o Arrange a time, venue and complete expectations for next meeting.
Week 8, Term 1
Personal Project Meeting 7
57
ATL Skills Rarely Occasion
-allyUsually Always
11. Communication skills
(ii) exchanges thoughts, messages and information
effectively through interaction
(ii) reads, writes and uses language to gather and
communicate information
12. Social – Collaboration skills - Works effectively with
others e.g. contacts supervisor on a regular basis
13. Self-management – Organisation skills - Manages
time and tasks effectively
14. Self-management - Affective skills
k. Managing student’s own state of
mind e.g.
l. Mindfulness - ability to focus
m. Perseverance - persistence
n. Emotional management – self
regulation
o. Self-motivation – self talk, positive
thinking
p. Resilience – bouncing back, dealing
with change
15. Self-management – Reflection skills - (re)considering
the process of learning; choosing and using ATL skills e.g. in
process journal cover meetings and processes to complete
product
16. Research – Information Literacy skills - Finding,
interpreting, judging and creating information
17. Research - Media Literacy Skills - Interacting with
media to use and create ideas and information
18. Thinking - Critical Thinking skills - Analysing and
evaluating issues and ideas
19. Thinking - Creative Thinking skills - Generating
novel ideas and considering new perspectives
20. Thinking – Transfer skills - Using skills and knowledge in
multiple contexts
Supervisor Notes: Please include any recommendations/feedback/actions necessary for the student
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
Student Signature: ______________________________________________________________ Date: _____________________
Supervisor Signature: ____________________________________________________________ Date: _____________________
Approaches to Learning Checklist 2
SELF-EVALUATION Complete for the Supervisor meeting in Week 8 Term 1
58
59
APPENDICES: Journal Extracts
CRITERION A: Investigating
CRITERION B: Planning
Strand Evidence
Define a goal and Global Context based on personal interest
Record of mentor meeting to discuss these issues
Demonstrate research skills
Evidence of source analysis and evaluation
Demonstrate research skills
Present evidence from your survey in graph form
These are only suggestions
Strand EvidenceDevelopment of criteria
Table of criteria showing: below, meeting and exceeding expectations 1 Page of A4 only
Present a plan and record of the development process
Demonstrate self-management skills
Action plan which includes details of reflection and evidence of competition. 1 Page of A4 only
Evidence of setting up mentor meetings, interviews. Could be emails.choose carefully 10 extract
maximum
CRITERION D: Reflecting CRITERION C: Taking Action
Strand Evidence Strand EvidencePresent an evaluation of your product/outcome against your criteria
Present how completing the project has extended your knowledge of the topic
Present a reflection on your development as an IB learner
Create a product/outcome in response to the goal, Global Context and criteria
Demonstrate thinking skills
Demonstrate communication and social skills
Could be photographs of product development, or other record progress.
Show how you used your research, survey information, sources or interviews to develop your product/outcome.
This could be the same evidence as the self-management emails or as the survey results.
Show how you evaluated your product/outcome against your criteria, could be another table
Record of mentor meeting to discuss these issues.
A journal page showing how research extended knowledge.
Pages from your process journal (add a title identifying the attribute of the learner profile of the ATL).
The following grade levels boundaries are used to assess student
achievement:
A pass for the IB is a level 3, for
WISS we look for a level 4 and
above to see you are fully
prepared for the rigor of the IB
Diploma programme.
Final Submission Checklist
□ I have a cover page and table of
contents and a Bibliography using
Harvard formatting
with URL.
□ I have added my 10 Process Journal extracts as appendices to my
report.
□ I have referred to these appendices in my report.
□ I have added evidence of my project completion as an appendices. Up to 5
photos/screen shots or 30 seconds maximum video/audio
□ I have numbered the pages of my report.
□ I have filled in, signed & uploaded the Academic Honesty Form to
ManageBac.
□ My report has been saved in the right format and is the right size
□ I have uploaded all required documentation onto ManageBac
GETT
ING
TH
E G
RA
DE
Grade Boundaries
7 28 - 32
6 24 - 27
5 19 - 23
4 15 – 18
3 10 - 14
2 6 – 9
1 1 - 5
60
Using the Criteria outlined on pg 3, assess your own report.
Remember, if you don’t have evidence of something in the
actual report, it can not be graded. Highlight the evidence
you have for each strand to help you.
The
Criteria
Maximum
Level
Your
Level
Comments (proving how you
reached each level)
A 8
B 8
C 8
D 8
Total /32 Final Grade =
Additional comments:
SELF
-ASSESSM
EN
T
Grade Boundaries
7 28 - 32
6 24 - 27
5 19 - 23
4 15 – 18
3 10 - 14
2 6 – 9
1 1 - 5 61
Your project/product is due MONDAY WEEK 2, Term 2 :-)
Student report on work to date: __________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
Are you keeping to your timeline? □Yes □No Maintaining your process journal? □Yes □No
Supervisor’s comments: _______________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
Agreed upon plan of action: ____________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
Next meeting: Date: __________________ Venue: _____________________ Time: _____________
Supervisor’s signature: _________________________ Parent/Carer Signature: _________________
Hints:
o Show your supervisor your process journal and discuss its development.
o Revisit your GOAL, GLOBAL CONTEXT and DESIGN SPECIFICATIONS – have they been met?
o Discuss the timeframe for completing your report – when will you submit your draft report sections? Discuss the report
format and addressing the criteria.
o Arrange a time, venue and complete expectations for next meeting.
Week 2, Term 2
Personal Project Meeting 8
62
Student report on work to date: __________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
Are you keeping to your timeline? □Yes □No Maintaining your process journal? □Yes □No
Supervisor’s comments: _______________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
Agreed upon plan of action: ____________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
Next meeting: Date: __________________ Venue: _____________________ Time: _____________
Supervisor’s signature: _________________________ Parent/Carer Signature: _________________
Hints:
o Show your supervisor your process journal and discuss its development.
o Discuss the final assessment criteria.
o Arrange a time, venue and complete expectations for next meeting.
o DRAFT 1 (Criterion A and B) due
Week 4, Term 2
Personal Project Meeting 9
63
Student report on work to date: __________________________________________________________
_______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
Is the student keeping to timeline? □Yes □No Maintaining a process journal? □Yes □No
Supervisor’s comments: ______________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
Agreed upon plan of action: ____________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
Next meeting: Date: __________________ Venue: _____________________ Time: _____________
Supervisor’s signature: _________________________ Parent/Carer Signature: _________________
Hints:
o Show your supervisor your process journal and discuss its development.
o Discuss your DRAFT 1 – seek feedback on improvement etc
o Discuss the final assessment criteria – how can they be better represented in your report.
o DRAFT 2 (Criteria C) Due
o Troubleshoot any last minute problems/concerns.
o Arrange a time, venue and complete expectations for next meeting.
Week 6, Term 2
Personal Project Meeting 10
64
Student report on work to date: __________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
Are you keeping to your timeline? □Yes □No Maintaining your process journal? □Yes □No
Supervisor’s comments: _______________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
Agreed upon plan of action: ____________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
Next meeting: Date: __________________ Venue: _____________________ Time: _____________
Supervisor’s signature: _________________________ Parent/Carer Signature: _________________
Hints:
o Show your supervisor your process journal and discuss its development.
o Discuss your DRAFT 2 – seek feedback on improvement etc
o Discuss the final assessment criteria – how can they be better represented in your report.
o DRAFT 3 (Criterion D) Due
o Troubleshoot any last minute problems/concerns.
o Arrange a time, venue and complete expectations for next meeting.
Week 8, Term 2
Personal Project Meeting 11
65
Student report on work to date: __________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
Are you keeping to your timeline? □Yes □No Maintaining your process journal? □Yes □No
Supervisor’s comments: _______________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
Agreed upon plan of action: ____________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
Next meeting: Date: __________________ Venue: _____________________ Time: _____________
Supervisor’s signature: _________________________ Parent/Carer Signature: _________________
Hints:
o Show your supervisor your process journal and discuss its development.
o Discuss your drafts – seek feedback on improvement, etc.
o Discuss the final assessment criteria – how can they be better represented in your report.
o Troubleshoot any last minute problems/concerns.
o Arrange a time, venue and complete expectations for next meeting.
o DRAFT 4 DUE (All criterion)
Week 10, Term 2
Personal Project Meeting 12
66
Criterion
A
INVESTIGATING
□ I have stated a clear and highly challenging goal for the project
□ I have explained, in depth, my personal interest in the topic
□ I have clearly explained my understanding and application of the Global
Context
□ I have clearly identified and explained relevant prior learning
□ I have explained the relevant subject-specific knowledge gained
□ I have given evidence of my researching, and the variety of sources
consulted (reference in your report)
Criterion
B
PLANNING
□ I have included my design specifications for my product
□ I have included/discussed and shown evidence of my detailed plan and
record for the project development.
□ I have included discussion and evidence on my time management
(journal)
Criterion
C
TAKING
ACTION
□ My product is the best I could have done … it is AWESOME …
□ I have explained the success of my product in representing my chosen Global
Context in detail and depth
□ My product has effectively fulfilled my goal.
□ I have shown evidence of (excellent) thinking skills (journal)
□ I have discussed, in detail, my communication and social skills – supervisor and
mentor/public interaction, and shown evidence (give examples… journal)
Criterion
D
REFLECTING
□ I have evaluated the quality of my product against the design specifications in
great detail
□ I have reflected, in great detail, on how completing my project has extended
my knowledge and understanding of the topic.
□ I have reflected, in great detail, on how completing my project has extended
my knowledge and understanding of the Global Context.
□ I have described and reflected, in great detail, on my development as an IB
learner throughout the project
□ I have discussed, in great detail, the IB learner profile.
Other:
□ I have followed the required structure of the report
□ I have included the IB Academic Honesty form with my report
□ I have uploaded the required documents and my project proof onto
ManageBac
□ I have selected 10 extracts from my journal that reflect my development of the
above criteria and included them in an appendix (refer to them in your report)
□ I have clearly labelled all items to be submitted (including CG)
Project report checklist
67
Student report on work to date: _________________________________________________________
_______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
Is the student keeping to timeline? □Yes □No Maintaining a process journal? □Yes □No
Supervisor’s comments: _______________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
Agreed upon plan of action: ____________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
Next meeting: Date: __________________ Venue: _____________________ Time: _____________
Supervisor’s signature: _________________________ Parent/Carer Signature: _________________
Hints:
o Show your supervisor your process journal and report draft or developments.
o Discuss the final assessment criteria – how can they be better represented in your report.
o Troubleshoot any last minute problems/concerns.
o Complete the final self-evaluation.
o Discuss submission of your report and documentation.
o Arrange a time for another meeting if necessary.
Week 1, Term 3
FINAL Project Meeting
68
This booklet has been developed by adapting and taking excerpts from the following documents
BCIS Personal Project Booklet Student Guide 2010-2011, Beijing International School, China.
B. Lovins, and L. Hunter Lovins. Natural Capitalism: Creating the next
Industrial Revolution. Boston: Little, Brown, 1999. Print.
Collins, Fiona. 'Coffee Shop Meeting.' Personal interview. 15 Nov. 2014.
Coloured Gears. Digital image. Webhomes. Webhomes.com, 2011. Web. 12 May 2014. Hawken, Paul, Amory
International Baccalaureate Middle Years Programme Coordinator Notes, 2014, International
Baccalaureate, Wales.
IBO. Handbook of procedures for the Middle Years Programme: Moderation and monitoring of
assessment(2015). International Baccalaureate Organisation, 2014. Print
IBO. Projects Guide. International Baccalaureate Organisation, 2014. Print Iceberg. Digital image. Slide Share.
International Baccalaureate Middle Years Programme FPIP, 2014, International Baccalaureate, Wales.
International Baccalaureate Middle Years Programme Projects Guide, 2014, International Baccalaureate,
Wales.
International Baccalaureate Middle Years Programme Projects TSM, 2014, International Baccalaureate,
Wales.
Kavey, Neil B., MD. 'Stress and Insomnia.' National Sleep Foundation. National Sleep Foundation.org, Mar.-Apr.
2001. Web. 18 June 2014.
Liu, Gefei, PVI. Iceberg. Digital image. Pegasus Vertex, Inc. – Blog. Pegasus Vertex, Inc., 13 Dec.
2013. Web. 20 May, 2014.
LinkedIn Corporation, 2015. Web. 26 Apr. 2015.
MYP Personal Project 2013-2014 Student Booklet, Helena College, WA.
Telopea Park School Personal Project Booklet Teacher Guide 2017-18, Telopea Park School, Canberra.
Open Book. Digital image. J.B. Chicoine Author. Blogspot.hk, 22 Oct. 2013. Web. 12 May 2014. Ritchhart, Ron,
Science Teacher. Digital image. Clipart Panda. N.p., 2014. Web. 13 May 2015.
Western International School Shanghai 'The Personal Project' Guide, 2015
Bibliography
69
o
APPENDIX 1: Academic Honesty
Access to information from the Internet, web-based learning communities, use of mentors and
informal information sharing between students has made it increasingly tempting and simple for
you to rely on the work of others. It is important, as a learner, that you develop the confidence to
form your own opinions and ideas and recognise other people’s academic contributions as a
building block to your learning.
As such, it is important for you to:
1. develop an understanding of the importance of producing authentic work and what is
meant by plagiarism. This is work where, as students, you have developed your own ideas
and the ideas of others are properly acknowledged. Authentic work is written in your own
language and all sources, be they quotes, passages, diagrams or photos, etc. are fully
acknowledged.
2. recognise behaviour that can be defined as malpractice. This includes:
Plagiarism: representing another’s work or ideas as your own
Collusion: one student’s work is copied and submitted by another. This may or may
not be deliberate on the part of both students and needs to be distinguished as
such.
3. understand how best to use the support of teachers and parents. It is recommended that
you prepare and submit all work without assistance and ask for suggestions of areas of
improvement.
4. have an understanding of the internet as a source of information. It is an important
academic skill to be able to make selective use of secondary information for the purpose
of completing school work and properly acknowledging these sources.
5. understand the concept of intellectual property rights and that all published material falls
under a category of protection such as patents, trademarks, copyright and moral rights
and as such is protected by law.
6. to be encouraged to use the style of referencing adopted by the school.
Appendix
70
APPENDIX 2: Tips from previous candidates …
Choose a topic you are passionate about
Choose a goal that can be achieved in the time
Read the guide and follow instructions. Highlight the most important information
Focus on only ONE Global Context before you decide on a goal. Keep the Global Context in mind
throughout the project
Meet your supervisor as often as possible – at least keep to the fortnightly scheduled/recorded
meetings
Ask your supervisor for meetings – it is not their responsibility to chase you.
Talk to you supervisor regularly. Listen to them, follow their advice and directions … they are the
experts in the project process
USE YOUR JOURNAL – record EVERYTHING. It will make writing the report so much easier.
Use your alloted time well – it’s good to have the support of your PC teacher to discuss and explain
things
Start working on your project straight away
Use the summer holidays to get the bulk of the product (project) completed
Do a lot of research before you start to work on the product
Set yourself ‘Personal Project time’ each week
Take advantage of homework-free days and holidays to get the work done. Use times when you
don’t have lots of assignments to do
Draw up a detailed plan and keep to it – make adjustments and modifications as needed.
Don’t procrastinate
Meet all deadlines – including the draft deadlines
Make sure you have EVERYTHING backed up … computers do crash, journals and USB’s get lost …
A mentor (expert in the area of your product) can be helpful … someone other than your supervisor.
Break the project down into stages – work on them bit by bit. You cannot be successful if you try and
do it all at once, especially at the last minute
HAVE FUN while you learn about something you are interested in and passionate about.
Create something YOU can be proud of!
It’s OK to change your goal statement and design specifications if you NEED to but be aware of the
time you have left to complete the product … and record it in your journal
The roundtable exhibition is a good indication of how you are going
JOURNAL … document and keep records of EVERYTHING … this is the key to your success
Feel free to talk to Year 10 students about their experiences.
71
APPENDIX 3: Global Contexts and a topic?
A couple of examples …
My Topic:
RAP MUSIC
Orientation in space
and time
Identity and relationships Personal and cultural
expression
Explore the development of rap
as a style of music across
continents
Examine the question
“Why does rap speak to
me?” Perform a rap song for peers
and have a question and answer
session
My Topic:
SOLAR ENERGY
DEVICES
Orientation in space
and time
Scientific and technical
innovation Globalization and
sustainability
Investigate how, in history,
different cultures have made use
of energy for different needs
Design a 3D model of a
solar device with
instructions for
construction Debate Herve Kemof’s ideas
about “how the rich are
destroying the Earth”
72
APPENDIX 4: Meeting form and checklist schedule
A summary
Schedule of meetings and forms to complete:
Term 4, 20__ Week 2 –Student/Supervisor Contract, Compass Points
Week 4 – Personal Project meeting 1
Week 6 – Project Proposal Form; Personal Project meeting 2
Week 8 – Personal Project meeting 3; Academic Honesty 1;
ATL checklist 1 Week 10 – Personal Project meeting 4; Project Plan (ManageBac)
Term 1, 20__ Week 2 – Personal Project meeting 5
Week 3/4 – Round table Exhibitions
Week 6 – Personal Project meeting 6;
Week 8 – Personal Project meeting 7; ATL checklist 1 Academic Honesty 2
Term 2, 20__ Week 2 – PROJECT/PRODUCT due MONDAY, (including EVIDENCE of
COMPLETION), Personal Project meeting 8; Week 4 – Personal Project meeting 9; Report Draft 1 (Crit A/B)
Week 6 – Personal Project meeting 10; Report Draft 2 (Crit C)
Week 8 – Personal Project meeting 11; Report Draft 3 (Crit D)Academic Honesty 3
Week 10 – Personal Project meeting 12; Report Draft 4 (All Crit)
Term 3, 20__ Week 1 – FINAL Supervisor meeting and form signing.
Week 2 – MONDAY – Report and project evidence submission and
upload
There may be additional requirements – please keep up to date via
ManageBac, daily notices and the Personal Project Google
Classroom
73
APPENDIX 5: Task Specific Clarification.
Criterion A – Investigating Strand i: define a clear goal and Global Context for the project, based on personal interests • Personal interest: a value, an interest; intellectual curiosity; family connection; social, cultural or geographical relevance,passion – the reason why they want to do it• Context: Consideration of the topic of interest from the perspective of a Global Context• Goal: What students want to achieve or accomplish within the recommended time (approximately 25 hours for the completeproject) and resources available; goals must be related to, but might be different than products or outcomes. Here are someexamples:
goal (what you want to achieve) product or outcome (how you will demonstrate successful achievement of your goal)
getting fit completing a half-marathon
raising awareness creating a flier and using it in a publicity campaign
exploring an artistic genre composing an original artwork
Level Strand descriptor Task-specific clarification
1-2 state a goal and Global Context for the project, based on personal interests, but this may be limited in depth or accessibility
The student states a goal that is unrealistic or shallow which does not have a clear connection to personal interests or the stated Global Context.
3-4 outline a basic and appropriate goal and Global Context for the project, based on personal interests
The student outlines a simple or easily-achievable goal that identifies a relevant Global Context.
5-6 define a clear and challenging goal and Global Context for the project, based on personal interests
Based on personal interest, the student defines a clear goal that • explains what make the goal personally challenging• details the goal’s relationship to a relevant Global Context
7-8 develop a clear and highly challenging goal and Global Context for the project, based on personal interest
Based on personal interest, the student defines a clear goal that •justifies the goal as highly challenging•meaningfully relates to a Global Context
Strand ii: identify prior learning and subject-specific knowledge relevant to the project • Prior learning: personal experience and subject-specific knowledge and understanding developed in school or in the worldbeyond the classroomLevel Strand descriptor Task-specific clarification
1-2 identify prior learning and subject-specific knowledge, butthis may be limited in occurrence or relevance
states some prior learning relevant to the project
3-4 identify basic prior learning and subject-specific knowledge relevant to some areas of the project
outlines prior learning relevant to some aspect of the project
5-6 identify prior learning and subject-specific knowledge generally relevant to the project
describes with appropriate detail prior learning relevant to the project
7-8 identify prior learning and subject-specific knowledge that is consistently highly relevant to the project
analyses the relevance and contribution of prior learning to the project
Strand iii: demonstrate research skills …Transfer and application of information skills are not assessed in this strand • Academic Honesty: every instance of the use of the work or ideas of others must be cited in a format that is consistent
and in line with the school’s recognized convention(s)• Bibliography: an alphabetical list of all sources used to complete the project; resources should be explicit, appropriate andnoted in the project report• Research skills: information literacy and media literacy skills; for examples, see the Approaches to learning skills frameworkin MYP: From principles into practice (2014)Level Strand descriptor Task specific clarification
1-2 demonstrate limitedresearch skills
• Few or inappropriate sources have been researched and recorded.• There is little if any evaluation of sources’ reliability or relevance.
• The bibliography is inappropriate, inconsistent and/or not used in the project report.• There is little evidence of other appropriate research skills.
3-4 demonstrate adequateresearch skills
• A range of sources have been researched and recorded.• Specific sources selected for the project are evaluated for reliability or relevance.• The bibliography is consistent and used in the project report.• There is some evidence of appropriate research skills.
74
5-6 demonstrate substantialresearch skills
• An appropriate range of sources and variety of source types have beenresearched.• Specific sources selected for the project are evaluated effectively for reliability andrelevance.• The bibliography is appropriate, consistent, and used effectively in the projectreport.• There is consistent evidence of appropriate research skills.
7-8 demonstrate excellentresearch skills
• An extensive range of sources and variety of source types have been researched.• Sources are consistently and effectively evaluated for their reliability and relevance.• The bibliography is appropriate, consistent and used with sophistication in theproject.• There is extensive evidence of a broad range of research skills.
Criterion B – Planning Strand i: develop criteria for the product/outcome • Criteria: Specific elements the Personal Project product/outcome must meet to be a quality outcome, as defined by the student. The criteria may be explicitly stated in the report or included as an extract from the process journal referenced in the report. Development of the criteria includes explanations of any changes that made during the course of the project. Criteria (success indicators) should be personally challenging, specific, relevant, clearly-explained or exemplified, and observable or measurable. Criteria can have qualitative and/or quantitative dimensions. Level Strand descriptor Task-specific clarification
1-2 develop limited criteria for the product/outcome
Criteria that: • are basic and/or have some connection to the product/outcome
3-4 develop adequate criteria for the product/outcome
Criteria that: • start to consider the qualitative elements of the product/outcome• outline how their success might be observed
5-6 develop substantial and appropriate criteria for the product/outcome
Criteria that are: • realistic and relevant to the product/outcome• informed by research• qualitative and/or quantitative, as appropriate.
7-8 develop rigorous criteria for the product/outcome
Criteria that: • clearly define the specific characteristics of a high quality product/outcome• explicitly informed by highly-relevant research• justified, specific and multidimensional
Strand ii: plan and record the development process of the project • Plan: a logical intended course of action which documents time and resources; students should submit their project plan anda corresponding record of the development (extracts from the process journal) in the project report appendix. Those excerptsshould be referenced in the project report as evidence of achievement in this strand.• Record of the development process: How actions are related to the plan during the process.Level Strand descriptor Task-specific clarification
1-2 present a limited or partial plan and record of the development process of the project
A brief plan that is not specific to the stated goal with a minimal outline of the development process
3-4 present an adequate plan and record of the development process of the project
A plan that includes: • long-term planning which is not broken down to specific steps• vague connections to the student’s project• very general dates and deadlinesThe record of the development process includes:• a general and/or fragmented explanation of the process that does not clearlycorrespond to the plan.
5-6 present a substantial plan and record of the development process of the project
A plan that includes: • short and long term planning that has not been broken down into specific steps• clear connections to the student’s project• specific dates and deadlinesThe record of the development process includes:• an explanation of the process from start to finish that corresponds to the plan• changes that are stated but not justified
7-8 present a detailed and accurate plan and record of the development process of the project
A plan that includes: • short- and long-term planning broken down into detailed, logical steps• have a strong focus to the student’s project• specific dates, deadlines and clear records of adjustment to the project’stimelineThe record of the development process includes:• a comprehensive account of the process from start to finish that correspondsclosely to the plan• changes that are clearly described and justified
75
Strand iii: demonstrate self-management skills • Organisation skills: managing available time and resources, using the process journal effectively to plan, develop andrecord progress on the project; for other examples, see the Approaches to learning skills framework in MYP: From principlesinto practice (2014)• Affective skills: managing state of mind (mindfulness, perseverance, emotional management, self-motivation andresilience); for examples, see the Approaches to learning skills
Criterion C – Taking action Strand i: create a product/outcome in response to the goal, Global Context and criteria This strand is assessed based on evidence provided by the final product/outcome and its description (primarily) in the “Taking Action” section of the report.
Level Strand descriptor Task specific clarification
1-2 create a limited product/outcome in response to the goal, Global Context and criteria
• a poorly rendered/ largely unachieved product/outcome• an outline of how the student achieved the project’s goal, connected it withthe Global Context, creating a product/outcome that has little if any reference to the criteria for its success
3-4 create a basic product/outcome in response to the goal, Global Context and criteria
• a simple product/outcome• a description of how the student achieved the project’s goal and connected itwith the Global Context, creating a product/outcome with some reference to the criteria for its success
5-6 create a substantialproduct/outcome in response to the goal, Global Context and criteria
• a good quality product/successful outcome• an explanation of how the student achieved the project’s goal and connectedit with a Global Context, creating a product/outcome with clear reference to the criteria for its success
7-8 create an excellentproduct/outcome in response to the goal, Global Context and criteria
• a high-quality product/ highly-successful outcome• an analysis and evaluation of how the student achieved the project’s goaland connected it with a Global Context, creating a product/outcome that comprehensively meets the criteria for its success
Strand ii: demonstrate thinking skills • Thinking skills: critical thinking and creative thinking skills; for examples, see the Approaches to learning skillsLevel Strand descriptor Task specific clarification
1-2 demonstrate limited thinking skills Outline of: • critical and/or creative thinking skills relevant to the project
3-4 demonstrate adequate thinking skills
Description of: • critical and creative thinking skills appropriate to the project• transfer of some learning from the research that helps to achieve theproject’s goal
5-6 demonstrate substantial thinking skills
Explanation of: • critical and creative thinking skills appropriate to the project• transfer of learning from the research to generate new ideas or solveproblems that help to achieve the project’s goal
7-8 demonstrate excellent thinking skills
Analysis and evaluation of: • critical and creative thinking skills appropriate to the project• transfer of learning from the research to generate new ideas or solveproblems that help to achieve the project’s goal
Level Strand descriptor Task-specific clarification
1-2 demonstrate limited self-management skills
A brief account of: • basic or inconsistent time and/or task management• affective skills practised through the project
3-4 demonstrate adequate self-management skills
A description of: • appropriate time and task management which show some independence• affective skills practised through the project• use of another self-management skill
5-6 demonstrate substantial self-management skills
An explanation of: • effective and often independent time and task management• affective skills practised through the project• effective use of other self-management skills
7-8 demonstrate excellent self-management skills
A justification of: • strengths and limitations for effective and independent time and taskmanagement• affective skills practised through the project• highly effective use of other self-management skills
76
Strand iii: demonstrate communication and social skills • Required structure: see your guide for details• People relevant to the project: including school staff (project coordinator, supervisor, librarian) and specialists in thecommunity• Appropriate modes of communication: tools that are most appropriate for the audience and help communicate themessage in a structured manner.Level Strand descriptor Task-specific clarification
1-2 demonstrate limitedcommunication and social skills
Outline of: • limited or irrelevant interaction with people involved in the project• little collaboration with those relevant to the project (if appropriate to the project).A report that lacks clarity and coherence and/or does not follow the required structure
3-4 demonstrate adequate communication and social skills
Description of: • interaction with some people relevant to the project• working effectively with others (if appropriate to the project).A report that is occasionally clear and coherent and that partially follows the requiredstructure
5-6 demonstrate substantial communication and social skills
Explanation of: • effective interaction with those relevant to the project using appropriate modes ofcommunication• working effectively with others (if appropriate to the project).A report that is mostly clear and coherent and that follows the required structure
7-8 demonstrate excellent communication and social skills
Analysis and evaluation of: • valuable ongoing essential interaction with those relevant to the project using a varietyof appropriate modes of communication• working effectively with others (if appropriate to the project)A report that is consistently clear, coherent and effectively (or creatively) follows therequired structure
Criterion D – Reflecting Strand i: evaluate the quality of the product/outcome against their criteria Level Strand descriptor Task-specific clarification
1-2 present a limited evaluation of the quality of the product/outcome against his or her criteria
The evaluation outlines the quality of the product/outcome against some of the stated criteria
3-4 present a basic evaluation of the quality of the product/outcome against his or her criteria
The evaluation describes the quality of the product/outcome against some of the stated criteria
5-6 present a substantial evaluation of the quality of the product/outcome against his or her criteria
The evaluation explains the quality of the product/outcome against most of the stated criteria.
7-8 present an excellent evaluation of the quality of the product/outcome against his or her criteria
The evaluation analyses the quality of the product/outcome against all the stated criteria.
Strand ii: reflect on how completing the project has extended their knowledge and understanding of the topic and the Global ContextLevel Strand descriptor Task-specific clarification
1-2 present limited reflection on how completing the project has extended their knowledge and understanding of the topic and the Global Context
The reflection states at least one way the student has extended his or her knowledge and understanding of the topic and/or the Global Context, with no examples
3-4 present adequate reflection on how completing the project has extended their knowledge and understanding of the topic and the Global Context
The reflection outlines ways in which the student has extended his or her knowledge and understanding of the topic and the Global Context, using some examples
5-6 present substantial reflection on how completing the project has extended their knowledge and understanding of the topic and the Global Context
The reflection explains how the student has extended his or her knowledge and understanding of the topic and the Global Context, using specific and well-chosen examples
7-8 present excellent reflection on how completing the project has extended their knowledge and understanding of the topic/inquiry and the Global Context
The reflection evaluates how the student has extended his or her knowledge and understanding of the topic and the Global Context, using meaningful examples, detailed descriptions and insightful explanations
Strand iii: reflect on their development as IB learners through the project • IB learners: The IB learner profile describes the attributes valued by IB learners and the aspirations of the IB communityLevel Strand descriptor Task specific clarification
1-2 present limited reflection on his or her development as an IB learner through the project
The reflection that states at least one way the student has developed as an IB learner without using examples
3-4 present adequate reflection on his or her development as an IB learner through the project
The reflection outlines ways the student has developed as an IB learner using some examples
5-6 present substantial reflection on his or her development as an IB learner through the project
The reflection explains how the student has developed as an IB learner using specific, well-chosen examples
7-8 present excellent reflection on his or her development as an IB learner through the project
The reflection evaluates the student’s development as an IBlearner using appropriate examples, detailed descriptions and insightful explanations
77
