INTERNATIONAL BACCALAUREATE MIDDLE YEARS PROGRAMME@ Atlantic Community High School

PERSONAL PROJECT GUIDEfor Students

student name ________________________________

Class of 2019

IB mission statementThe International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.

To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.

These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

IB learner profile The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.

IB learners strive to be:

Inquirers We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.

Knowledgeable We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance.

Thinkers We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.

Communicators We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups.

Principled We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.

Open-minded We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience.

Caring We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us.

Risk-takers We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.

Balanced We understand the importance of balancing different aspects of our lives—intellectual, physical, and emotional—to achieve well-being for ourselves and

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others. We recognize our interdependence with other people and with the world in which we live.

Reflective We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.

IBMYP Personal Project TimelineApril 29, 2016 Supervisor request form due to Design teacher

May 2-6, 2016 Topic proposal w/ SMART goals due to Design teacher (see teacher for specific due date)

May 16-17, 2016 Notification of supervisor

May 18-June 2, 2016 1st MANDATORY Meeting (progress check) with supervisor: bring proposal to meeting; discuss SMART goals; discuss plans for summer research and intended process; fine-tune initial plan; exchange contact information.

June – August 2016 Record activity in process log; conduct initial investigation; begin planning and possibly start taking action. Contact supervisor when necessary. You should have 5 – 10 entries by August.

August 19, 2016 Submit process logs to the MYP coordinator in the IBO. The coordinator will distribute process logs to the supervisors.

September 6-16, 2016 2nd MANDATORY Meeting (progress check) with supervisor: review process log entries; discuss progress so far; address challenges and successes to this point in the process; review expectations of each of the criteria; identify next steps. Collect process logs from supervisor and continue making entries throughout process to completion.

Sept.-Nov. 2016 Arrange for multiple meetings with supervisor to discuss progress, process, and product. Continue work toward project goal.

November 14, 2016 PROOF OF COMPLETION OF PRODUCT - provide proof to your supervisor that you have completed the final product of your personal project. You may provide pictures, the actual product, a rough draft of a written product, etc. Begin composing rough draft of report.

December 5, 2016 Report rough draft is due in the IBO! The MYP coordinator will distribute to supervisors. Make an appointment to meet with your supervisor during the week of January 9 to review and get feedback on your draft report.

January 9-13, 2017 3rd MANDATORY Meeting (progress check) with supervisor: Meet with supervisor to discuss and review progress and rough

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draft. Collect rough draft from supervisor and begin editing/finalizing Personal Project report.

February 6, 2017 Final draft completed. Entire project (report, process logs, product, completed academic honesty form) turned in to your supervisor by end of day.

February 2017 Supervisors assess projects, internal standardization.

March 9, 2017 Personal Project Showcase

All students are required to showcase their projects in March 2017. It is the student’s responsibility to make specific arrangements with the

supervisor if additional help is needed beyond the scheduled timeline. Supervisor meetings may be planned during teacher planning periods,

before or after school, and/or during lunch. All personal projects will be externally moderated by the IB organization.

What is a personal project?Have you ever wanted to build a musical instrument? Do you have a secret passion to write a play? Now is your chance! The personal project is your project to do what you want to do, to show the skills you have developed over the years in your subjects and through Approaches to Learning. The personal project is the culmination of your experience in the MYP.

The personal project holds a place of special importance in the MYP, and so it should be clearly focused on an issue or topic closely related to one of the six Global Contexts. Remember, you will be working on this project for an extended period of time, so it needs to be something you really want to do.

The MYP personal project consists of three components:

Personal project component How it is assessedFocus on topic leading towards a product/outcome

Evident in the presentation/report

Process journal A selection of extracts in appendices of the report

Report The content of the report assessed using all four criteria

Students should develop a goal that they can accomplish, but which challenges their knowledge, skills or techniques in an appropriate way. Goals should be achievable based on the time and resources available. Some proposed projects may require overly complex procedures or a process of learning that is too lengthy. Other projects may be too simplistic and present no challenge to the student. Deciding whether a project is realistic or unrealistic for a student will be based on discussions between the student and the supervisor.

The student’s individual strengths and weaknesses need to be considered alongside his or her specific interests and prior knowledge. While collaboration with others may form part of the project, the project must be the student’s own; he or she must have the capacity to complete the project without relying solely on the help of others. The student may involve teachers and other appropriate adults as resources, but students must complete the project independently.

The table below illustrates some examples of challenging and highly challenging personal project goals:

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Challenging goal Highly challenging goalA student documents his or her self-taught skills of photography.

A student documents his or her neighborhood through a photography exhibition.

A student creates a durable bag using second-hand materials.

A students creates a range of bags using second-hand materials to exhibit at the local arts center

A student writes an article on a topic of interest for a journal (school/academic/special interest) and submits it to an audience.

A student writes and publishes an original book-length feature on a topic of interest.

Whatever type of personal project you decide on, it should: have a clear and achievable goal be focused through one global context allow you to express a truly personal message be the result of your initiative, creativity and ability to organize and plan reflect your special interests, hobbies, special abilities, or concerns about particular

issues deal with a topic or area to which you are committed be entirely your own work

NOTE: Authenticity is very important and you will be required to sign a document stating that the personal project is your own work.Your project must not:

be part of any assessed course work take over your whole personal and social life, nor interfere with your studies, even

though it will involve many hours of work be too closely linked to any specific subject

If you choose the right personal project topic, it will give you the opportunity to share with others something that is of great interest to you as an individual but that also shows some of what you have learned as a result of being in the MYP.

Depending on your goal, you might choose one of the following types of projects: an original work of art (for example, visual, dramatic or performance) a written piece of work on a special topic (for example, literary, social, psychological

or anthropological) a piece of literary fiction (for example, creative writing) an original science experiment an invention or specially designed object or system the presentation of a developed business, management, or organizational plan (that

is, for an entrepreneurial business or project), a special event, or the development of a new student or community organization

Aims and ObjectivesThe aims of the MYP personal project state what a student may expect to experience and learn. These aims encourage and enable students to:

participate in a sustained, self-directed inquiry within a global context

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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 their accomplishments

The objectives of the MYP personal project state the specific targets that are set for learning. They define what students will be able to accomplish as a result of their study.

Objective A: Investigating i. Define a clear goal and global context for the project, based on personal interests ii. Identify prior learning and subject-specific knowledge relevant to the project iii. Demonstrate research skills

Objective B: Planning 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 i. Create a product/outcome in response to the goal, global context and criteria ii. Demonstrate thinking skills iii. Demonstrate communication and social skills

Objective D: Reflecting 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 IB learners through the project

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Getting StartedYou and Your SupervisorAn Atlantic High School teacher will be assigned as your Personal Project supervisor. This teacher will advise you throughout the project and meet with you on a regular basis to make sure you complete the various stages of the project according to the deadlines set by your school. Your supervisor need not necessarily be an expert in what you want to do, but will be able to guide and help you as needed. You may decide with your school supervisor to consult another person (a mentor) from outside the school structure who can give you more expert help.

It is YOUR responsibility to schedule meetings with your Personal Project Supervisor!!

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Students should document their thinking, their research process and the refining and development of their initial ideas. Students will develop an outline of the goal they wish to pursue, which will often form the basis of the first meeting between the student and the supervisor.

At the first meeting with your supervisor, you should make sure that your project: is well defined is clearly linked to the chosen Global Context is limited is of genuine interest to you

Throughout the course of the project, your supervisor will: agree on appropriate times to meet on a regular basis keep a record of each meeting/progress made review with you the Approaches to Learning you are using focus on organization and presentation of the final piece advise students to review/revise their project according to assessment criteria A-

D provide written and oral comments at each stage of the project make sure student’s work is their own and is authentic

“Can I work with a partner?”Yes, you can, but…

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…it is not recommended!

Working on the Personal Project in a partnership or a group is harder work than you might think!

Personal projects are developed and completed by individual students, but they may involve group work (for example, a performed play). While the product or outcome may be created collaboratively, each student’s individual contribution must be central to the event, clearly evident in all stages of the development of the personal project, and the report must be written by the student alone.

The personal project is always assessed individually for each student.

NOTE: You must get prior approval of partnerships directly from Mrs. Boileau BEFORE you begin work on your chosen topic. She will provide you with a signed letter documenting her approval. Contact Mrs. Boileau via email: jackie.boileau@palmbeachschools.org .

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Global contextsGlobal 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:

• identities and relationships

• orientation in space and time

• personal and cultural expression

• scientific and technical innovation

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• globalization and sustainability

• fairness and development

Students must identify one of these global contexts for their MYP project, to establish the relevance of their inquiry (why it matters).

The global context chosen by the student provides a context for inquiry and research for the project. Students choose only one global context to define their goal. In most cases other global contexts may inform the project or offer other perspectives, but the focus on one context will present opportunities that emerge through (self-imposed) limitations and give a specific focus to the project.

Identities and relationships Students will explore identity; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities and cultures; what it means to be human.

Example topic; product• Two sides of social networking; an awareness campaign about digital citizenship and

cyber bullying • How online identities impact offline relationships; a research essay • Keeping culinary traditions; a video series following family recipes with historical

relevance • The effect of mass media on teenage identity; a short film

Orientation in space and time Students will explore personal histories; homes and journeys; turning points in humankind; discoveries; explorations and migrations of humankind; the relationships between and the interconnectedness of individuals and civilizations from personal, local and global perspectives.

Example topic; product• The Euclidean space perspective of the universe; a 3D model • Explorers in search of a new world; immigration over the ages through visual texts • The Mayflower and the dream of religious freedom; a personal family history • Charting a family history through archives and a representational statue

Personal and cultural expression Students will explore 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.

Example topic; product• Video games as a form of cultural expression; a short film using five video games

that shows how they are an expression of our culture

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• The art of Manga in Japanese culture; a Japanese anime and a survey of the understanding of my peers

• Culture and self-expression through dance at the local community arts center; a performance

Scientific and technical innovation Students will explore 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.

Example topic; product• Nano fibers build stronger bikes; a prototype bike with nano fibers • What’s the matter with the anti-matter?; an informational talk • Why are genetics and genomics important to my health?; a media presentation • Can stem cells replace organ transplants?; an investigative report

Globalization and sustainability Students will explore 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.

Example topic; product• The struggle for water in developing countries; an awareness campaign • The impact of the financial crises of Europe and the European Economic Community

on the United States; a visual presentation • Education as the tool to change the future of Peru; a workshop for adults • The role of the developing countries in protecting the tropical rain forest; a collection

of slides

Fairness and development Students will explore rights and responsibilities; the relationship between communities; sharing finite resources with other people and with other living things; access to equal opportunities; peace and conflict resolution.

Example topic; product• Supporting fair trade: Cocoa trade in Ghana; an awareness campaign for our school

restaurant/cafeteria to promote fair trade • Open-market economies and their role in fair trade; a talk for students • Exploring the intersections of race and inequality; a radio broadcast • Asylum seekers and their right to live like us; a painting

Students may consider the following questions as they choose a global context through which to focus their project:

• What do I want to achieve through my personal project? • What do I want others to understand through my work? • What impact do I want my project to have? • How can a specific context give greater purpose to my project?

When organizing fundraising campaigns or events for an organization, students will explore the challenges that the organization addresses, such as pollution, climate change, endangered species, health, education, housing, food, human rights, minority rights, immigration, culture, arts, communication. Therefore, the global context for the project will often be determined by the organization’s cause.

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The choice of the global context will significantly shift the perspective of the MYP project.

The tables below demonstrate the impact global contexts have on a topic or issue in the personal project.

Rap as a music genreGlobal context ExamplesIdentity and relationships Examine the question, “Why does rap speak to me?”

Orientation in space and time Explore the development of rap as a style of music across continents

Personal and cultural expression

Perform a rap song for peers and have a question-and-answersession

Solar energy devicesGlobal context ExamplesScientific and technical innovation

Design a 3D model of a solar device with instructions forconstruction

Orientation in space and time Investigate how, in history, different cultures have made use of energy for different needs.

Globalization and sustainability

Debate Hervé Kempf’s ideas about “how the rich are destroying theEarth”

Approaches to learning (ATL)12 Class of 2019

MYP projects are culminating activities through which students present, in a truly personal way, their development of ATL skills. They help students to become more autonomous, strategic and self-motivated and ultimately prepare students for responsible participation in local and global contexts. Students will demonstrate how they have met the project objectives through their presentation and report at the end of the process. They will be expected to communicate clearly, accurately and appropriately, utilizing communication, organization and reflection as ATL skills.

possible alignment between ATL skills and project objectives

Personal project objectives MYP ATL skill clustersObjective A: Investigating

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i. Define a clear goal and context for the project, based on personal interests

CollaborationCritical thinkingCreative thinking

ii. Identify prior learning and subject-specific knowledge relevant to the project Information literacy

Media literacyTransfer

iii. Demonstrate research skills

Objective B: Planningi. Develop criteria for the product/outcome Collaboration

OrganizationCritical thinkingCreative thinking

ii. Plan and record the development process of the project Collaboration

OrganizationReflectioniii. Demonstrate self-management skills

Objective C: Taking actioni. Create a product/outcome in response to the goal,

context and criteriaOrganizationCritical thinkingCreative thinking

ii. Demonstrate thinking skillsCommunicationCollaborationCritical thinkingCreative thinkingTransfer

iii. Demonstrate communication and social skills

Objective D: Reflectingi. Evaluate the quality of the product/outcome

against their criteriaii. 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 IB learners through the project

CommunicationReflection

*This skill set contributes to managing state of mind and a healthy, balanced approach to the projects.

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ABOUT THE PROCESS JOURNAL…For the personal project, students are expected to document their process in the process journal. In this way, students demonstrate their working behaviors and academic honesty.

Documenting the process The process journal is a generic term used to refer to the record of progress maintained by the student throughout the project. Think of the process journal more as a process portfolio. The process journal will contain documentation of the student’s progress in a written format, as well as including visual, audio, or video. When incorporating electronic/digital media, with the written journal entries, students are strongly advised to make digital copies of their journals or to transmit copies of their journals to an online storage site.

Each time you work on your project, record: details of your RESEARCH your meetings with your supervisor your supervisor’s suggestions your plans for the product the challenges you met and how you solved them the successes and challenges you have what you discover the extent to you are engaged in each of the of the design cycle in which you are

working

Over the course of the project, make at least 20 entries in your journal. The written portion of the journal must be recorded in either a composition notebook or electronically with all other forms of documentation attached.

The journal must include your name, the name of your supervisor, and specific dates of each entry.

You will begin using your journal with the beginning of your brainstorming sessions and initial research. You will continue journaling from the 1st meeting scheduled with your supervisor and carry on until you finish the entire project.

The 1st entry in your journal should contain an outline of the goal(s) you will research, including your main ideas, a guiding statement of your objectives, a definition of your investigation, possible global context connections, and a list of possible sources/materials.

It is through the process journal that students will document evidence of addressing the four objectives at each of their highest levels of achievement.

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The process journal is … The process journal isn’t…• used throughout the project to

document its development• an evolving record of intents,

processes, accomplishments• a place to record initial thoughts and

developments, brainstorming, possible lines of inquiry and further questions raised

• a place for recording interactions with sources, for example teachers, supervisors, external contributors

• a place to record selected, annotated and/or edited research and to maintain a bibliography

• a place for storing useful information, for example quotations, pictures, ideas, photographs

• a means of exploring ideas and solutions

• a place for evaluating work completed

• a place for reflecting on learning• a record of reflections and formative

feedback received

• used on a daily basis• written up after the process has been

completed• additional work on top of the project;

it is part of and supports the project• a diary with detailed writing about

what was done• static document with only one format

Students show their supervisors evidence of their process documented in their journals at meetings.

Before you leave for summer break, you will have completed the preliminary research to narrow down and determine your topic. You will also draft a project proposal, complete with SMART goals to be submitted and approved by your Design teacher.

Upon your return to school in the fall, you will have at least 5 entries in your journal.

The next step is completion of the product/outcome.

The final step is the composition of the Personal Project report.

When assessing the use of the process journal, your supervisor will consider the following questions:

• Has the student included evidence of personal goal setting and planning, SMART goals.

• Does the student have the relevant materials during meetings with the supervisor and during work periods?

• Does the student follow meeting arrangements with the supervisor? Does the student initiate meeting arrangements?

• Does the student use the meeting time productively to ask questions and seek information?

• Is there dialogue between the student and supervisor?• Does the student record sources consulted?

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• Does the student include extracts of relevant information?• Does the student show evidence of brainstorming ideas and use of organizational

tools such as flow charts, diagrams or lists?• Does the student anticipate and identify problems as they emerge?• Does the student create solutions?• Does the student include reflections at various stages of the process?• Does the student include feedback from the meetings with the supervisor?

Resourcesfor investigating and planningStudents should select relevant and reliable information from a variety of sources to develop the personal project. The number and type of resources will vary depending upon the nature of the project; however, to reach the highest levels of achievement through investigating, students must select a range of sources and a variety of source types. Students’ will demonstrate an ability to evaluate the reliability of sources particularly information and media literacy skills. Students should consider factors such as credibility of the author, currency, accuracy, relevance, intended audience and objectivity of the source.

Available sources may include students’ prior knowledge, as well as primary and secondary sources such as: subject-area content, significant people, survey data, published media, internet resources (providing a variety of resources), video or audio recordings, and images.

Although students may include their prior knowledge as a source, prior knowledge alone does not provide sufficient depth or breadth of inquiry for the project.

Students will select sources during the initial stage of their project, but research and evaluation of sources will continue during the process of completing the project. They should record information collected from these sources in their process journal, along with annotations and possible uses.

Students apply information throughout the project as they decide what actions to take and when, and as they keep records in their process journal. Students need to be aware of recording their decision-making that has been based on information from sources. They will make connections with prior knowledge and new knowledge in potentially unfamiliar situations and identify solutions.

Resourcesfor demonstrating learning Students will reach a stage of the project when they are able to begin preparing their personal project report. They will need to reflect on what they have learned through completing the project. This learning relates to any topics that have been informed by subject-specific learning and how the transfer of this learning has impacted their project, as well as what they have discovered in relation to the project goal and the global context. It also relates to themselves as learners and their awareness or development of ATL skills.

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During the whole process, students will keep a record of their decisions in their process journals and should use this as a resource to help them produce the project report.

Investigating and choosing the goal and topicAny project will involve an important phase of investigation or research. When you are choosing your topic or theme, the goal of your project and your approach, you must remember that the personal project is your way of demonstrating your understanding of the objectives and global contexts. You must therefore choose a goal and focus on one global context that will allow you to do this.

You should discuss ideas with different people, both inside and outside the school, to help you to focus on precisely what you are going to do.

It is also important that you have a discussion with your supervisor about your choice to see whether or not your intentions are realistic. This may be the first time you have been asked to do a significant independent investigation. You should realize that your supervisor is not looking for work of university standard. Instead, this is an opportunity for you to demonstrate such things as the approach you are taking, the methods you are using, and your ability to describe and justify a focus on your chosen global context.

Your topic or theme should not be too general, nor must it be one that would lead you to paraphrase or summarize what you have read in a book, in an encyclopedia, or on the internet. It should be a topic or theme that you really want to explore, and that will allow you to reflect on and analyze ideas to express a personal point of view.

It is important that you keep the goal of your personal project in mind continuously, although the goal could be modified in the light of experience gained during the process.

Creating criteria for the product/outcome As part of the goal, students must determine a final product/outcome of their project. The product/outcome might be an original work of art, a model, a business plan, a campaign, a blueprint or architectural drawing, an essay, a course of study, a debate, a film or some other work.

Students must define realistic criteria to measure the quality of the project’s final outcome or product. Working with their supervisor, students decide what constitutes a high-quality product/outcome. Some appropriate tools for setting standards and assessing quality include checklists or rubrics. Students document the criteria in their process journal and use them to assess the final outcome or product.

For example, the goal may be to design a personal fitness program to prepare for a half-marathon. The project is aiming to increase fitness through a training schedule, with the outcome of demonstrating increased fitness by successfully running a half-marathon. The criteria might include a proposed running schedule with interim projected running times, and the final running time the student hopes to achieve in the half-marathon. The outcome might be documented through a fitness chart, diary entries, running times and a series of photos of the actual marathon.

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Usually, students will not be able to define the criteria until they have spent some time researching the goal, and criteria should only be determined once students have a clear understanding of what they want to achieve and the proposed product/outcome of their project.

Planning the projectThe next part of the process is to plan the steps towards completing your personal project. You should write an outline of your main ideas, guided by a statement of your goal, as discussed with your supervisor. The purpose of the outline is to:

define the investigation help in the choice of appropriate sources and material

Ask yourself the following questions (which are neither definitive nor exhaustive).

Where do I find the necessary material? Who has information about my topic? Do I have to carry out my own experiments? Do I need to prepare, circulate and analyze a questionnaire or survey? Do I need to go to libraries other than the school library? Do I need to visit museums? Do I need to interview individuals?

Write down these questions (and others) along with the answers, as a way of reminding yourself of the variety of potential sources. It is only by looking at a variety of sources that you can make a judgment about their relative usefulness.

Check with your supervisor that you have included all the sources you can.

Make a list of what you will need to do to collect the necessary material. Put these tasks into a suitable order. Once you have done this, start gathering the material.

Completing any type of project is not usually a simple process; it may be messy and involve changes in your plans, especially in the developmental stages.

Reporting the personal projectA 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. The MYP personal project report demonstrates a student’s engagement with his or her personal project by summarizing the experiences and skills recorded in the process journal.

The report should be presented in identifiable sections, following the MYP project objectives—investigating, planning, taking action and reflecting. The report must include evidence for all the strands of all criteria.

The report will be a document of 1,500-3,500 words written in English.

The ability to communicate clearly and concisely is essential to demonstrate the elements of the report and reach the highest levels of the criteria. The student’s supervisor is responsible for providing guidance on the format of the report.

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The report is a distinct component separate of the personal project product/outcome. If the product/outcome of a personal project is in written form, such as an essay or novel, this is considered as distinct from the project report.

A written report aims to inform and explain the process of the personal project in a concise and succinct form and consists of sections with subheadings. Students must ensure that the report meets the assessment criteria and conforms to the structure as outlined above.

As the report is a component of the MYP personal project, students should plan their time carefully. Planning, drafting and preparing materials are all necessary steps, and students should be aware of the amount of time required to complete the report. Students should be careful to ensure that their report is a distinct component of the MYP personal project and is not a collection of process journal entries.

If a personal project involves group work, each individual student must create his or her own report clearly demonstrating his or her contribution in all stages of the personal project. Further, each student must maintain his or her own process journal. Structure of the report:

• a title pageo Student nameo Candidate numbero Title of the projecto Length (word count)o School nameo Year

• table of contents• introduction (a brief description of your project topic, intended outcome, reasoning

for selecting the topic, and the global context to which it relates)• body of the report (to be structured around the objectives and assessment criteria; it

must include the following sections): o Investigating (see criterion A)o Planning (see criterion B)o Taking action(see criterion C)o Reflecting (see criterion D)

• appendices • bibliography or reference page (MLA format)

The personal project report is where most of the evaluation takes place. Be sure to read all of the criteria (A-D) descriptors to ensure you meet all expectations.

When submitting the project for assessment, students must include: • the report• process journal extracts • any supporting visual aids, if applicable • bibliography/sources• a product that will be exhibited at the Personal Project Showcase in March 2017• the completed academic honesty form

Selecting process journal extracts For personal project, students should carefully select evidence from their process journal to demonstrate development in all criteria. These extracts are submitted as appendices of the

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report or presentation at the conclusion of the project. The student should take responsibility for making the appropriate extracts available to the supervisor.

Students will select a minimum of 5 and a maximum of 10 individual extracts to represent the key developments of the project. The student should select extracts that demonstrate how he or she has addressed each of the objectives, or annotate extracts to highlight this information.

An extract may include: • visual thinking diagrams • bulleted lists • charts • short paragraphs• notes • timelines, action plans • annotated illustrations • annotated research • artifacts from inspirational visits to museums, performances, galleries • pictures, photographs, sketches • up to 30 seconds of visual or audio material • screenshots of a blog or website • self and peer assessment feedback

Materials directly relevant to the achievement of the project should also be included in the extracts, as appropriate. For example, if the student has produced a questionnaire or survey that has been described and analyzed in the report, he or she could include a segment of that completed survey.

Extracts should simply be supporting evidence of the process and will not be individually assessed.

Assessing the personal projectAssessment for the MYP personal project is criterion-related, based on four equally weighted assessment criteria. The project is assessed by the project supervisor.

MYP personal projects must address all strands of all four assessment criteria:Criterion A – Investigating – Maximum 8 Criterion B – Planning – Maximum 8 Criterion C – Taking action – Maximum 8 Criterion D – Reflecting – Maximum 8

Personal Project Grade BoundariesGrade Boundaries (Score

Total)1 0-52 6-103 11-15 PASSING4 16-20 PASSING20 Class of 2019

5 21-24 PASSING6 25-28 PASSING7 29-32 PASSING

Criterion A: Investigating Maximum: 8

In the personal project, students should:i. define a clear goal and global context for the project, based on personal

interests ii. identify prior learning and subject-specific knowledge relevant to the projectiii. demonstrate research skills.

Achievementlevel

Level descriptor

0 The student does not achieve a standard described by any of the descriptors below.

1-2 The student is able to:i. state a goal and context for the project, based on personal

interests, but this may be limited in depth or accessibilityii. identify prior learning and subject-specific knowledge, but this

may be limited in occurrence or relevanceiii. demonstrate limited research skills

3-4 The student is able to:21 Class of 2019

i. outline a basic and appropriate goal and context for the project, based on personal interests

ii. identify basic prior learning and subject-specific knowledge relevant to some areas of the project

iii. demonstrate adequate research skills5-6 The student is able to:

i. define a clear and challenging goal and context for the project, based on personal interests

ii. identify prior learning and subject-specific knowledge generally relevant to the project

iii. demonstrate substantial research skills7-8 The student is able to:

i. define a clear and highly challenging goal and context for the project, based on personal interests

ii. identify prior learning and subject-specific knowledge that is consistently highly relevant to the project

iii. demonstrate excellent research skills

Criterion B: Planning Maximum: 8

In the personal project, students should: i. develop criteria for the product/outcome ii. plan and record the development process of the project iii. demonstrate self-management skills.

Achievementlevel

Level descriptor

0 The student does not achieve a standard described by any of the descriptorsbelow.

1-2 The student is able to:i. develop limited criteria for the product/outcomeii. present a limited or partial plan and record of the development

process of the project

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iii. demonstrate limited self-management skills3-4 The student is able to:

i. develop adequate criteria for the product/outcomeii. present an adequate plan and record of the development

process of the projectiii. demonstrate adequate self-management skills

5-6 The student is able to:i. develop substantial and appropriate criteria for the

product/outcomeii. present a substantial plan and record of the development

process of the projectiii. demonstrate substantial self-management skills

7-8 The student is able to:i. develop rigorous criteria for the product/outcomeii. present a detailed and accurate plan and record of the

development process of the projectiii. demonstrate excellent self-management skills

Criterion C: Taking action Maximum: 8

In the personal project, students should: i. create a product/outcome in response to the goal, global context and criteria ii. demonstrate thinking skills iii. demonstrate communication and social skills

Achievementlevel

Level descriptor

0 The student does not achieve a standard described by any of the descriptors below.

1-2 The student is able to:

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i. create a limited product/outcome in response to the goal, global context and criteria

ii. demonstrate limited thinking skillsiii. demonstrate limited communication and social skills

3-4 The student is able to:i. create a basic product/outcome in response to the goal, global

context and criteriaii. demonstrate adequate thinking skillsiii. demonstrate adequate communication and social skills

5-6 The student is able to:i. create a substantial product/outcome in response to the goal,

global context and criteriaii. demonstrate substantial thinking skillsiii. demonstrate substantial communication and social skills

7-8 The student is able to:i. create an excellent product/outcome in response to the goal,

global context and criteriaii. demonstrate excellent thinking skillsiii. demonstrate excellent communication and social skills

Criterion D: Reflecting Maximum: 8

In the personal project, 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 IB learners through the project

Achievementlevel

Level descriptor

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0 The student does not achieve a standard described by any of the descriptors below.

1-2 The student is able to:i. present a limited evaluation of the quality of the

product/outcome against his or her criteriaii. present limited reflection on how completing the project has

extended his or her knowledge and understanding of the topic and the global context

iii. present limited reflection on his or her development as an IB learner through the project

3-4 The student is able to:i. present a basic evaluation of the quality of the

product/outcome against his or her criteriaii. present adequate reflection on how completing the project has

extended his or her knowledge and understanding of the topic and the global context

iii. present adequate reflection on his or her development as an IB learner through the project

5-6 The student is able to:i. present a substantial evaluation of the quality of the

product/outcome against his or her criteriaii. present substantial reflection on how completing the project

has extended his or her knowledge and understanding of the topic and the global context

iii. present substantial reflection on his or her development as an IB learner through the project

7-8 The student is able to:i. present an excellent evaluation of the quality of the

product/outcome against his or her criteriaii. present excellent reflection on how completing the project has

extended his or her knowledge and understanding of the topic and the global context

iii. present excellent reflection on his or her development as an IB learner through the project

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Personal Project rough draft checklist

When writing and reviewing your rough draft, place a checkmark next to the items that are evident in your paper. (Hint: all items should be checked off by the time you are finished.)

General items for paper Information in body of paper

Title page__ title of project__ student name__ supervisor name__ name of school__ word count

Introduction__ explains why student chose topic__ explains to which global context the project relates

Table of contents (lists following subtopics)__ introduction__ investigating__ planning__ taking action__ reflecting__ appendix__ works cited page

Investigating__ list of item specifications of project__ names goal of project__ discusses global context__ evaluates validity and reliability of each source

__ discusses research questions__ discusses answers to research questions

Throughout paper__ page numbers__ appendix and works cited page__ subtitles for sections of report__ within word count range (1,500-

3,500)__ ties in learner profile throughout

paper__ parenthetical citations

Planning__ discusses prototypes__ discusses choice of prototype over another__ discusses needed materials__ discusses determined timeline for project

Taking Action__ discusses step by step the process through which the student went__ discusses failures and successes of process__ discusses if and why student had to revisit prototypes and change them__ discusses how student tries to meet item specifications

Reflecting__ assesses final product against project specifications__ if project were to be redone, discusses changes to be

made__ discusses failures and successes of process and how failures could be addressed to lead to success__ reflects on what was learned about oneself from

completing the project__ ties in learner profile__ ties in global context

Appendix__ one picture per page__ labeled in alpha order__ pictures of different stages of project__ 5-10 journal extracts

Works Cited Page__ variety of sources __ sources listed in alpha order

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__ MLA format __ a variety of sources, # appropriate to topic

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MYP personal project academic honesty form Student name

Candidate number 0000530

-

School name Atlantic Community High School

School number 0 5 3 0

Supervisor name

Student: This document records your progress and the nature of your discussions with your supervisor. You should aim to see your supervisor at least three times: at the start of the process to discuss your initial ideas, then once you have completed a significant amount of your project, and finally once your completed report/presentation has been submitted.

Supervisor: You are asked to have a 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 this sheet. After each session, students should make a summary of what was discussed and you should sign and date these comments.

Date Main points discussed Signature/initials

MANDATORYMeeting 1

Student:

Supervisor:

MANDATORYMeeting 2

Student:

Supervisor:

MANDATORYMeeting 3

Student:

Supervisor:

Supervisor comments:

Student declarationI confirm that this work is my own and this is the final version. I have acknowledged, in the body of my work, each use of the words, work or ideas of another person, whether written, oral or visual (hard copy and/or electronic materials).

Supervisor declarationI confirm that, to the best of my knowledge, the material submitted is the authentic work of the student.

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Student’s signature Date

Supervisor’s signature Date

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