Personal Project: Student Guide & Workbook

GOLD CREEK SCHOOL
Personal Project
Student Guide
& Workbook
Name: PC:
Supervisor:
TABLE OF CONTENTS
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
Project Overview & Timeline
20__ Year 9 When/Due
Term 3 Students given an overview of PP and FAQ sheet. Week 7
Think about choosing your topic. Week 7-10
Students asked to list 5 supervisors. Week 7
Supervisors allocated to all students. Week 10
Term 4 Look at sample Year 10 PP on display at Exhibition. Week 1
Summary Student Personal Project Guide & Workbook distributed
Introduction to PP in PC or alloted time
Supervisors confirmed, allocated to new students.
Make a plan to meet -fortnightly at an (agreed) arranged time.
Introduction continued in PC or alloted Week 2
Topics and ideas brainstormed – introductory questionnaire
Student/supervisor commitment contract completed.
Orientation Phase begins in PC or alloted Week 3
Topic/Goal/Global Context brainstorming (Concept Map)
Researching subject using a variety of sources
Personal Project meeting 1 form completed (by week 4) Week 4
Criteria developed
Timeline/Plan developed
Research, evaluating sources and reflection Week 5
Project proposal form completed and submitted. Week 6
Personal Project meeting 2 form completed (by week 6)
Research and planning Weeks 3-8
Criteria defined.
ATL Checklist 1 self-evaluation completed Academic Week 6-8
Honesty form Meeting 1 completed
Personal Project Plan completed and uploaded onto Week 8
ManageBac Personal Project meeting 3 form completed
Investigation and preparation continues in PC & own time Week 9-10
Personal Project meeting 4 form completed Week 10
Summer Student works on Personal Project. 6 Weeks
Holiday Entries continue to be regularly made in the process journal.
Action phase continued in conjunction with the reflection phase.
Term 1, 2018 Supervisor re-allocation for new staff and students (as necessary) Week 1
Report format and requirements distributed.
Student continues to meet weekly-fortnightly to discuss issues and Weeks 1-10
progress with their supervisor.
Round table preparation
Round Table Exhibition Week 3 or 4
ATL checklist 2 self-evaluation completed Week 8
Academic Honesty form meeting 2 completed
Student continues to work on project. Weeks 4-10
Progress is monitored and assessed by supervisor.
Entries continue to be regularly made in the process journal.
Action phase completed, reflection phase continues. Week 1-10
2
Term 2 Personal Project meeting 8 form completed Week 2
Personal Project completed and SUBMITTED
Personal Project meeting 9 form Week 4
completed Report Draft (Crit A and B) due
Academic Honesty form meeting 3
completed Report Draft (Crit C) due
Personal Project meeting 11 form Week 8
completed Report Draft (Crit D) due
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)
Term 3 Process journal completed. Week 1
Personal Project FINAL meeting form
completed Report Draft 2
Student completes Personal Project presentation package. Includes Week 2
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
Project Reports marked, moderated and internally standardised by Weeks 2-6
teaching staff.
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.
INTRODUCTION Week 1
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.
The The
Goal Process Journal
(Open Book, jbchicoinlite.hk 2013)
The The
Product Report
(Coloured Gears, Webhomes.com, 2013)
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

OBJECTIVES
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.
6
ASSESSMENT
The Personal Project is a journey which is reflecte d in the Assessment
Criteria. It is important that you refer to these crit eria throughout.
Criteria A Criteria B Criteria C Criteria D

Investigating Planning Taking Action Reflecting
The student is able to...
□ define a clear and highly □ develop rigorous criteria □ create an excellent □ present an excellent
challenging goal and for the product/outcome product/ outcome in evaluation of the quality of the
context for the project, response to the goal, Global product/ outcome against his or
□ present a detailed and
based on personal interests Context and criteria her criteria
accurate plan and record of
□ identify prior learning and the development process of □ demonstrate excellent □ present excellent reflection
subject-specific knowledge the project thinking skills on how completing the project
7-8
that is consistently highly has extended his or her

□ demonstrate excellent □ demonstrate excellent knowledge and understanding of
relevant to the project
self-management skills. communication and social the topic and Global Context
□ demonstrate excellent skills.
research skills. □ present excellent reflection
on his or her development as an
IB learner through the project.
□ define a clear and □ develop substantial and □ create a substantial □ present a substantial
challenging goal and appropriate criteria for the product/ outcome in evaluation of the quality of the
context for the project, product/outcome response to the goal, Global product/ outcome against his or
based on personal interests Context and criteria her criteria
□ present a substantial plan
□ identify prior learning and and record of the □ demonstrate substantial □ present substantial reflection
subject-specific knowledge development process of the thinking skills on how completing the project
5-6
generally relevant to the project has extended his or her

project □ demonstrate substantial knowledge and understanding of
□ demonstrate substantial communication and social the topic and Global Context
□ demonstrate substantial self-management skills. skills.
research skills. □ present substantial reflection
□ outline a basic and □ develop adequate criteria □ create a basic product/ □ present a basic evaluation of
appropriate goal and for the product/outcome outcome in response to the the quality of the product/
context for the project, goal, Global Context and outcome against his or her
□ present an adequate plan
based on personal interests criteria criteria
and record of the
□ identify basic prior development process of the □ demonstrate adequate □ present adequate reflection
learning and subject- project thinking skills on how completing the project
3-4
specific knowledge, relevant has extended his or her

to some areas of the project □ demonstrate adequate □ demonstrate adequate knowledge and understanding of
self-management skills. communication and social the topic and Global Context
□ demonstrate adequate skills.
research skills. □ present adequate reflection
□ state a goal and context □ develop limited criteria for □ create a limited product/ □ present a limited evaluation
for the project, based on the product/outcome outcome in response to the of the quality of the product/
personal interests, but this goal, Global Context and outcome against his or her
may be limited in depth or □ present a limited or
criteria criteria
partial plan and record of the
accessibility
development process of the □ demonstrate limited □ present limited reflection on
□ identify prior learning and project thinking skills how completing the project has
1-2
subject-specific knowledge, extended his or her knowledge

but this may be limited in □ demonstrate limited self- □ demonstrate limited and understanding of the topic
occurrence or relevance management skills. communication and social and Global Context
skills
□ demonstrate limited □ present limited reflection on
research skills. his or her development as an IB
learner through the project.
7
Evidence of addressing and/or developing these need to be included in
your journal and referred to in your report 
Does this describe the kind of citizen
you would like to be?
IB LEARNER PROFILE
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- You explore concepts, ideas and issues across many

able 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- You can express ideas and information confidently and

creatively in more than one language and use different
cator
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- By understanding and appreciating your own culture, you are

accustomed to seeking and considering a range of points of
minded
view. This makes you open to the perspectives, values and
traditions of other individuals and cultures.
Well- You understand the importance of balancing different

balanced 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.
based on the IB Learner Profile © International Baccalaureate Organisation 2013
8
PROJECT CYCLE
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: The skills you need
Criterion A: Investigating Criterion B: Planning Criterion C: Taking Criterion D: Reflecting
Action
*Affective ex. Positive *Affective *Affective *Affective

thinking ex.Self-motivation ex. Development of ex. Perseverance ex. Dealing with failure in a
mental focus and ex. Resilience constructive way
overcoming distraction ex. Practise delaying
* Collaboration (mindfulness) *Collaboration gratification
ex. Listen to other ex. Manage and resolve
perspectives conflict
*Collaboration *Communication
* Creative thinking *Communication ex. Negotiate ideas and Define a particular success
ex. Manage and resolve
ex. Try something different, ex. Participate and knowledge with peers or shortcoming. Beyond
conflict describing the situation,
even if it seems impossible contribute ex. Be an active and teachers
*Communication identify the skill you used
* Critical thinking listener *Reflection
ex. Participate and ex. Demonstrate flexibility or needed. How did/could
ex. Gather and organise *Creative thinking
contribute ex. Be an active ex. Consider how you’ve that skill promote success?
relevant information to ex. Design, create something
listener changed as a learner
develop an argument new
*Creative thinking
* Information literacy *Critical thinking
ex. Design, create something
ex. Make connections ex. Test conclusions
new
between sources *Organisation
*Critical thinking
* Media literacy ex. Meet deadlines
ex. Test conclusions It is so important that you think about your
ex. Seek a range of
*Organisation ATL skills during your entire project. This
perspectives
ex. Meet deadlines leads to greater success throughout the
* Transfer
You need to talk about process and in the final report. This is a list of
ex. Apply knowledge and affective skills. Reflect on:
skills to new situations suggested ATL skills you many want to
your attitude,
perseverance,
address specifically
mindfulness,
frustrations, and how you On pages 28-31 you will find a more
AFFECTIVE dealt with stress structured look at how specific ATL skills line
up with the 4 criteria.
10
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
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.

11
Compass Points Week 2
Need to know.
Worried
about…
…
Excited
about…
Steps for starting…
(Ritchhart, Church and Morrison 93)

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
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.
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
13
WHAT TO INCLUDE....
on-going 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: Criterion B: Criterion C: Criterion D:

Goal Planning Taking Action Reflecting
*Goal: My Criteria: Product: Evaluation:
*Why? *How were they *Pictures of the *Be thorough

developed? development ofthe
*How is it product as well as the *Strengths?
challenging? *Who is my target final version
PROCESS JOURNAL
audience? Why? Weaknesses?

*What are your next *Notes and
steps? *Are they rigorous? explanations to go *What would you
with the pictures change?
Global Context: My Plan:
Thinking skills: *Don’t try to hide an
*Why this one? *Give an overview area of weakness- use
*Evidence of the 3 it to your advantage-
*How is your *Show it! types of Thinking skills: reflect upon it!
understanding of it
changing? (this is *How am I managing *Critical thinking Knowledge:
ongoing and needs my time?
to be fairly Creative thinking What have learned
sophisticated) *How are things about this field
developing? (this *Transfer through the project?
needs to be stated a
Knowledge:
few times) Communication/ *What have you
social: learned about your
*What don’t you
Self-management: Global Context?
know?
*How am I managing *Who did you
the work? collaborate with? *Be specific
*What do you
already know? *What am I doing *Be thorough
*Who did you
well? interview?
*Which subjects are *Don’t stick to the
you relying on for *What am I struggling *What new social skills surface
knowledge and with? did you learn?
understanding? Yourself as an IB
*What are the *What was difficult? Learner:
Show your solutions?
research… *Where is the proof of *The process
*ATL reflection your work with your
*Who and why? supervisor? *Design cycle
*Notes *Inquiry
*How did it change *Learner Profile

your perspective? attributes
*Source analysis *ATLs
14
Introductory Questionnaire
ntroductory Questionnaire
Choosing
Choosing your
your topic 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, bu t time
or other factors prevented you from pursuing in class?
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
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 inactio n?
_____________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
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 Thoughts/Ideas for your project
Contexts
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 
Identities and
relationships
Personal and
Orientation in
cultural
space and time
expression
My topic:
Fairness and Scientific and

development technical
innovation
Globalisation and
sustainability
20
Your supervisor is a member of staff who will guide you through your
Week 2
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?
6’6”
THE MEETINGS 6’4”
6’2”
6’0”
 Set by you, the student 5’10”
5’8”
 Documented in your process journal 5’6”
5’4”
 A time for questions and suggestions 5’2”
5’0”
4’10”
 A regular check-up of progress made 4’8”
4’6”
4’4”
4’2”
4’0”
Date: Monday, September 5, 2016 3’8”
3’10”
Today my supervisor and I went

Your Supervisor
4’10”
over my topic and worked out my 4’8”
final goal. 476876 TPS TEACHING STAFF

So far, I think I will choose MS. MENTOR
Fairness and Development as my
HT 6’3” WT 187 DOB 06.06.1966
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 http://www.clipartpanda.com/categories/world-history-teacher-
clipart
 Find the forms and fill them out

 Look up GC document and figure
out if I have the right one. Have your supervisor sign your
meeting notes to ensure you
 Send mentor email about next
document them properly and
meeting
to allow for easy supervisor
Supervisor sign: 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!
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.
Week 3
Aim to create an ISMART goal!
Inspired: What is inspirational? What drives you? Where did your idea
I come from?
S Specific: Clearly outline what you want to achieve
Measureable: How will you know when you have achieved the goal?
M When do you know to stop?
A Attainable: Make sure it is possible to finish / complete what you started
Relevant: Everything in the goal must be relevant to the Personal

R Project, especially the Global Context.
Timely: Can you finish this in the time given? Will it keep you busy
T enough?
THE FORMULA:
I will research
(list the skill, facts or information needed)
THE GOAL
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 I will research photography techniques
to create a photo journal outlining my to create a photo essay about
progress for my own personal use. relationships between young and old
for members of my community.
I will research reusable products to I will research reusable products to
create a durable, reusable bag out of create a line of durable, reusable bags
recycled materials for adults. out of recycled materials to sell at a
local craft market to adults.
I will research homelessness in my I will research homelessness in my
community in order to write an article community in order to write and
about the homeless in my community publish a piece of fiction based on my
to publish in my town newspaper. research for a teen audience.
23
GLOBAL CONTEXTS
Week 3
“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).
 Identity
 Beliefs and values
Identities and  Personal health
 Physical health
relationships
 Mental health
Who am I?
 Social health
Who are we?
 Spiritual health
 Human relationships, including families, friends, role models
 Communities and cultures
Fairness and  Rights and responsibilities
development  The relationships between communities
What are the  Sharing finite resources with other people and with other living things
consequences of our  Access to equal opportunities
 Peace and conflict resolution
Globalization and  The interconnectedness of human-made systems and communities

Sustainability  The relationship between local and global processes
How is everything  How local experiences mediate the global
connected?  The opportunities and tensions provided by world-interconnectedness
 The impact of decision-making on humankind and the environment
Orientation in space
 Personal histories
and time
 Homes and journeys
What is the meaning
 Turning points in humankind
of 'where' and
 Explorations and migrations of humankind
'when'?
 Discoveries
Personal and
cultural expression  The ways in which we discover and express ideas, feelings, nature,
What is the nature and culture, beliefs and values
purpose of creative  The ways in which we reflect on, extend and enjoy our creativity
 Our appreciation of the aesthetic (beauty)
 The natural world and its laws

Scientific and  The interaction between people and the natural world
technical innovation  How humans use their understanding of scientific principles
How do we  The impact of scientific and technological advances on communities
understand the world and environments
in which we live?  The impact of environments on human activity
 How humans adapt environments to their needs.
24
My Goal:
GLOBAL CONTEXTS Week 3

My Global Context:
Keep this
 Fairness and development
exploration as an
 Globalisation and sustainability underlying focus
 Identities and relationships and direction for
 Orientation in space and time your research
 Personal and cultural expression and project.
 Scientific and technical innovation
Which Exploration?
My Inquiry Question:
(What are you hoping to ANSWER by doing this project - use your
Global Context to guide this exploration)
Please complete the worksheet on ManageBac with this information.
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:
o Discuss 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.
o Discuss your INITIAL ideas for your PRODUCT, GLOBAL CONTEXT and TIMELINE. This should be the main part
of the meeting.
o Discuss how you will keep your process journal. Make sure you include the process, research, reflection and
the Global Context
o Discuss “Introductory Questionnaire (Page ) and Project Notification Form
o Arrange 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)
On-going
Dates Your Notes Activity
Term 4 Introduction to the PP, supervisor
Record progress ,learning & reflections in PROCESS JOURNAL

Wk 1 notification
TWk 2 Project ideas contract signing
Wk 3 Research; Define the GOAL
Choose Global Context
Wk 4
Meeting 1
RESEARCH
Wk 5 Develop Action Plan
Wk 6 Proposal Form; Meeting 2
Define Criteria; ATL self-eval;
Wk 7-8 Academic Honesty meeting
1 Meeting 3
Wk 9-10 Project plan uploaded; Mtg 4
Dec-Jan HOLIDAYS
2017
Update new supervisors; Meeting 5
ACTION PLAN
T1 Wk 2
Work on PRODUCT or OUTCOME

Wk 3-4 Exhibition Round Tables
Wk 5-6 Meeting 6
Meeting 7; ATL self-eval;
Wk 7-8 Academic Honesty meeting 2
Wk 9-10
HOLIDAYS
T2
PROJECT DUE; Meeting 8
Wk 1-2
Write the REPORT

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
Report: Draft 2 submission (Criterion
Wk 9-10
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 goals
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
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.
Week 4
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
MY CRITERIA
CRITERIA TO MEASURE SUCCESS

Below Expectations Meets Expectations Exceeds Expectations
My program is based on My program is based on My program is based on

little (valid) research. valid research; I valid research; I
consulted and consulted and
evaluated 4 –5 sources. evaluated 6-8 sources.
My program includes 1-2 My program includes 3 My program includes 4-5

meals plans and/or is different meal plans. different meal plans that
limited in variety. allow for a varied diet.
My program includes no My program includes My program includes a

visual aids to help pictures to help explain video explaining the
explain the exercises. the exercises. exercises.
My program is not very My program is somewhat My program clearly

interesting for teens. interesting for teens. keeps teens interested.
My program was not My program was finished My program was not
finished on time. on time. finished early.
I was over budget. I stuck to my budget.
29
CRITERIA CONSIDERATIONS...
My Goal:
Week 4
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?
MY CRITERIA
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?
How will I MEASURE the criteria? How will I gather the data?
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
Week 4 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.

MY CRITERIA
Below Expectations Meets Expectations Exceeds Expectations
I used and evaluated I used and evaluated I used and evaluated

3 or fewer sources 4-6 sources 7 or more sources
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?
31
Driving the project forward
Week 5 - on-going 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  Site visits (museums, etc.)
 Magazine Articles  Television Shows
 Newspaper Articles  Video Recordings
 Maps or Atlases  Electronic Databases
 Expert people  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,
RESEARCH
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 Publisher Date Type

Published Published
Peter Burian National New York National 2003 Print

Geographic Geographic
Bob Caputo Photography
Field Guide
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. Stress and Accessed National 2001 Web

Kavey Insomnia June14, Sleep
2014 Foundation
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.
32
Reliability Grid
SOURCE EVALUATION
Criterion Rating Descriptor
Written by a well-known reputable organisation. Many

4
professionals contributed to creating this source.
Author is highly professional in this field of study. Author
3
is from or backed by a well-trusted organisation.
A Author is knowledgeable/reputable, bases the source on
2
Author his/her own experiences as well as others’.
1 Author is stated but is unreliable. Source is eliminated.

Does not meet any of the above. Source is immediately
0
eliminated.
3 Published in professional/well-known/reputable media
B 2 Published in trustworthy media
Origin Posted in a well-known or editable media where

1
anybody can post. Source is almost always eliminated.
Does not meet any of the above. Source is immediately
0
eliminated.
Non-biased with appropriate reasoning and opinions for
3
both pros and cons.
Mostly biased but opinion based on a wide variety of
C 2
reasons.
Objectivity 1 Completely biased with a narrow scope of points.
Confusing/unclear objectivity. Source is immediately

0
eliminated.
3 Highly professional, convincing source.
D 2 Convincing details with understandable reasoning.
Quality Somewhat relevant to the subject. Not reasonable

1
enough to qualify as a convincing source.
0 Irrelevant information presented. Source is eliminated.
Appropriate amount of information to clearly state the

E 2
opinion and facts with detailed reasoning.
Quantity 1 Too much or too little.
13-15 Excellent source
11-12 Good source
Total 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.
33
Evaluating my sources
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:

Score =
Strengths:
Weaknesses:

Score =
Strengths:
Weaknesses:

Score =
Strengths:
Weaknesses:
34
on-going
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 Global
Context
□ 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
REFLECTION
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?
35
REFLECTION on-going
Area of interest Global Context Myself as a learner
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
Week 6, Term 4
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: ____________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
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 NEXT MEETING – by the end of WEEK 8 – please complete 'Meeting 1' on the 'Academic Honesty'
Form and the ATL self-assessment.
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 Plan
Project 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 Context Explain why you have chosen it, justifying the
you will focus on. relevance of yourinquiry.
Product/outcome: What product/outcome will you create in response to the goal,

Global Context and criteria?
Product:
Specifications: Which criteria will ensure my product/outcome is of excellent quality? How will I
evaluate it? You need at least 4!
Research: Media: Surveys:

What do you
have to
research? Be
specific and
list how you
will collect all Interviews: Observations & experiences:
the
information
you need.
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
Approaches to Learning Checklist 1
SELF-EVALUATION
Complete for the Supervisor meeting in Week 6 – 8 Term 4
ATL Skills Rarely Occasion Usually Always

-ally
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: _____________________
41
MYP projects academic honesty form
MYP Personal Project
Student
name
Student number
School name Gold Creek School

School number 0 5 0 4 4 9
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 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 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
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, each
use of the words, work or ideas of another person, whether written, oral or visual (hard copy and/or electronic
materials).
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
Week 8, Term 4

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 : _________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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.
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
Terms 1 & 2
 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
REPORT
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.
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.
Format Length File Size (and Format)

Written 1,500–3,500 words 20MB (PDF)
THE
(in ENGLISH)
Oral (a recorded format) 13–15 minutes plus 500MB (MP3, MP4)
1000-1200 words
Visual (film) 13–15 minutes plus 500MB (FLV, M4V, MOV or MP4)
1000-1200 words
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
Terms 1 &2
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:
THE REPORT
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.
46
Week 10, Term 4
Student report on work to date: ______________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
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.
47
Term 1, 20__
EXHIBITIONS – Round Tables 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.
48
I am presenting on: Day___________ Date: ____________ Time:_____________
I will need to bring _______________________________________________________________
Round Tables Checklist _________________________________________________________________________________
_________________________________________________________________________________
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?
49
Round Table Rubric
Investigating Planning Taking Action Presenting
Has not achieved a Has not achieved a Has not achieved a * Does not engage
Not standard described by standard described by standard described by with panel.
Evident any of the descriptors any of the descriptors any of the descriptors * Content is
0 given given given minimal and poorly
organised.
* States goal and * developed limited * demonstrated * Varies voice only
context, based on criteria for the product limited thinking skills slightly with limited
personal interest, but is * limited or partial plan * demonstrated facial expression
Minimal limited in depth of development process limited and gestures.
* limited identification * shows limited self- communication and * Resources used
1-2 of prior learning and management skills social skills are poor quality.
subject-specific
knowledge
* limited research skills
* outlines a basic & * developed adequate * demonstrated * Uses voice well to
appropriate goal and criteria for the product adequate thinking engage panel. Uses
context, based on * adequate plan of skills simple resources to
Some personal interest development process * demonstrated assist presentation.
* Identifies basic prior * shows adequate self- adequate * States key
learning and subject- management skills communication and reflections clearly
3-4 specific knowledge social skills and in a logical
relevant to some areas sequence.
* adequate research
skills
*defines clear and * developed substantial * demonstrated * Engages panel,
challenging goal and and appropriate criteria substantial thinking connects well with
context, based on for the product skills audience in
Satis- personal interest * substantial plan of * demonstrated delivery and
factory * prior learning and development process substantial responsiveness.
subject-specific * shows substantial communication and * Presentation is
5-6 knowledge is generally self-management skills social skills cohesive and well
relevant structured.
* substantial research
skills
* define a clear and * developed rigorous * demonstrated * Excites and
highly challenging goal criteria for the product excellent thinking interests panel
and context, based on * detailed plan of skills through skilful and
Well- personal interest development process * demonstrated animated use of
developed * prior learning and * shows excellent self- excellent body language.
subject-specific management skills communication and * Clearly articulates
7-8 knowledge is social skills processes and
consistently highly findings. Adjusts
relevant presentation as
* excellent research skills needed
50
Week 2, Term 1

Please make sure you bring your project progress and journal to this
meeting
Student report on work to date: ___________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Supervisor’s comments: _______________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Agreed upon plan of action: _____________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
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?
51
Week 4, Term 1

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: _____________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
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'
52
CRITERION A: Investigating
□ define a clear and highly challenging goal and context for the
7-8
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: Matching ATL

Sample sentences
REPORT WRITING
Define a clear and highly challenging □ Affective
goal and context for the project, based ex. Develop mental
focus and overcome
on personal interests
distraction
 My goal was to… (mindfulness)
 This project challenged me by……
□ Collaboration
 The Global Context for my project was…… ex. Delegate and share
 I selected this strand of this Global Context responsibility
to
help drive my project……..
□ Creative thinking
 It relates to my project because….
ex. Use brainstorming
and diagrams to
develop new ideas
Identify prior learning and subject-
specific knowledge that is consistently □ Critical thinking
highly relevant to the project ex. Identify obstacles
 For several years, I have been interested and challenges
in…….
□ Organisation
 Prior to starting this project, I have been ex. Keep an organised
involved in ……… set of notes
ex. Plan out major steps
Demonstrate excellent research skills. □ Reflection

 The types of sources I consulted ex. Identify strengths and
included…… weaknesses
 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 ………
53
CRITERION B: Planning
□ develop rigorous criteria for the product/outcome
7-8
□ present a detailed and accurate plan and record of the
development process of the project
□ demonstrate excellent self-management skills.

Sample sentences
REPORT WRITING
Develop rigorous criteria for the □ Affective

product/outcome ex. Develop mental focus
and overcome
 In order to fully evaluate my product, I distraction (mindfulness)
developed the following criteria…….
 Budget was an important factor so I set □ Collaboration
this level as meeting expectations….. ex. Delegate and share
responsibility
Present a detailed and accurate plan □ Creative thinking

and record of the development ex. Use brainstorming and
process of the project diagrams to develop
new ideas
 Within my process journal, see
Appendix….., I showed……… □ Critical thinking
 To effectively manage my time, I planned ex. Identify obstacles and
backwards from the exhibition date by… challenges
 When I recorded…..in my process journal, □ Organisation

I realised that…………… ex. Keep an organised set
 I decided to use these headings for my of notes
action plan … in order to … ex. Plan out major steps
□ Reflection
demonstrate excellent self- ex. Identify strengths and
management skills weaknesses
 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 ….
54
CRITERION C: Taking Action
□ create an excellent product/outcome in response to the goal,
7-8
Global Context and criteria
□ demonstrate excellent thinking skills
□ demonstrate excellent communication and social skills.

REPORT WRITING
Sample sentences
Create an excellent product/ □ Affective

outcome in response to the goal, ex. Perseverance
ex. Resilience
Global Context and criteria
 My product is a result of …… □ Collaboration
 When I revisited my Global Context, ex. Manage and resolve
Idecided to….. conflict
 It reflects my new understanding of the □ Communication

Global Context because…. ex. Participate and
contribute
ex. Be an active listener
Demonstrate excellent thinking skills
 Based on this research my project took a □ Creative thinking
new direction… ex. Design, create
something new
 This source helped me decide this by…
 By combining the information from these □ Critical thinking
three sources I was able… ex. Test conclusions
 After my interview with ……. I had a new
perspective / understanding of …... □ Organisation
because… ex. Meet deadlines
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: …
55
CRITERION D: Reflecting
□ present an excellent evaluation of the quality of the
7-8
product/ outcome against his or her criteria
□ present excellent reflection on how completing the project

has extended your knowledge and understanding of the
topic and Global Context
□ present excellent reflection on your development as an IB

REPORT WRITING
learner through the project.

Sample sentences
Present an excellent evaluation of the □ Affective
quality of the product/outcome ex. Find the causes of my
failures and deal with it
against your criteria
in a constructive way
 In consultation with my mentor, we ex. Practice delaying
thought that my final product met most of gratification
my criteria in these ways…
 My mentor and I agreed that the product □ Communication
fell short of these criteria… in these ways… ex. Negotiate ideas and
knowledge with peers
and teachers
Present excellent reflection on how
completing the project has extended □ Reflection
ex. Demonstrate flexibility
your knowledge and understanding
ex. Consider how you’ve
of the topic and Global Context changed as a learner
 …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…
56
Week 8, Term 1

Student report on work to date: _______________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Supervisor’s comments: _________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Agreed upon plan of action: _________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Hints:
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.
57
Approaches to Learning Checklist 2
SELF-EVALUATION
Complete for the Supervisor meeting in Week 8 Term 1
ATL Skills Rarely Occasion Usually Always

-ally
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: _____________________
58
APPENDICES: Journal Extracts
nly suggestions
These are o CRITERION B: Planning
CRITERION A: Investigating Strand Evidence

Development of Table of criteria showing:
Strand Evidence
criteria below, meeting and
Define a goal and Record of mentor exceeding expectations
Global Context meeting to discuss these 1 Page of A4 only
based on issues
Present a plan and Action plan which
personal interest
record of the includes details of
Demonstrate development reflection and evidence
Evidence of source
research skills process of competition. 1 Page of
analysis and evaluation
A4 only
Demonstrate Present evidence from
your survey in graph form Demonstrate self- Evidence of setting up
research skills
management skills mentor meetings,
interviews. Could be
choose carefully 10 extract emails.
maximum
CRITERION D: Reflecting CRITERION C: Taking Action
Strand Evidence Strand Evidence

Present an Show how you Create a product/ Could be photographs
evaluation of your evaluated your product/ outcome in of product
product/outcome outcome against your response to the development, or other
against your criteria, could be goal, Global record progress.
criteria another table Context and
criteria
Present how Record of mentor
completing the meeting to discuss these Demonstrate Show how you used your
project has issues. thinking skills research, survey
extended your information, sources or
knowledge of A journal page showing interviews to develop
the topic how research extended your product/outcome.
knowledge.
Demonstrate This could be the same
Present a reflection Pages from your process communication evidence as the self-
on your journal (add a title and social skills management emails or
development as an identifying the attribute as the survey results.
IB learner of the learner profile of
the ATL).
59
The following grade levels boundaries are used to assess student
achievement:
Grade Boundaries
A pass for the IB is a level 3, for 7 28 - 32
WISS we look for a level 4 and 6 24 - 27
above to see you are fully 5 19 - 23
prepared for the rigor of the IB
4 15 – 18
Diploma programme.
3 10 - 14
2 6–9
GETTING THE GRADE
1 1-5
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
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 Maximum Your Comments (proving how you

Criteria Level Level reached each level)
A 8
SELF-ASSESSMENT
B 8
C 8
D 8
Total /32 Final Grade =
Grade Boundaries Additional comments:
7 28 - 32
6 24 - 27
5 19 - 23
4 15 – 18
3 10 - 14
2 6–9
1 1-5 61
Week 2, Term 2

Your project/product is due MONDAY WEEK 2, Term 2 :-)
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
Hints:
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.
62
Week 4, Term 2

_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
Hints:
o Discuss the final assessment criteria.
o DRAFT 1 (Criterion A and B) due
63
Week 6, Term 2

_______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
Is the student keeping to timeline? □Yes □No Maintaining a process journal? □Yes □No
Supervisor’s comments: ________________________________________________ ______________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
Hints:
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.
64
Week 8, Term 2

_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
Hints:
o Discuss your DRAFT 2 – seek feedback on improvement etc
o DRAFT 3 (Criterion D) Due
65
Week 10, Term 2

_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
Hints:
o Discuss your drafts – seek feedback on improvement, etc.
o DRAFT 4 DUE (All criterion)
66
Project report checklist
□ I have stated a clear and highly challenging goal for the project
□ I have explained, in depth, my personal interest in the topic
Criterion □ I have clearly explained my understanding and application of the Global

Context
A
□ I have clearly identified and explained relevant prior learning
INVESTIGATING □ 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 □ I have included my design specifications for my product

□ I have included/discussed and shown evidence of my detailed plan and
B
record for the project development.
PLANNING □ I have included discussion and evidence on my time management
(journal)
□ 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
Criterion Context in detail and depth
C □ My product has effectively fulfilled my goal.
TAKING □ I have shown evidence of (excellent) thinking skills (journal)

ACTION □ I have discussed, in detail, my communication and social skills – supervisor and
mentor/public interaction, and shown evidence (give examples… journal)
□ 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
Criterion my knowledge and understanding of the topic.
D □ I have reflected, in great detail, on how completing my project has extended
my knowledge and understanding of the Global Context.
REFLECTING □ 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.
□ 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
Other: 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)
67
Week 1, Term 3
FINAL Project Meeting
Student report on work to date: _________________________________________________________
_______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
Is the student keeping to timeline? □Yes □No Maintaining a process journal? □Yes □No
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
Hints:
o Show your supervisor your process journal and report draft or developments.
o Complete the final self-evaluation.
o Discuss submission of your report and documentation.
o Arrange a time for another meeting if necessary.
68
Bibliography
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
69
o
Appendix
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.
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 …
Examine the question
“Why does rap speak to
Explore the development of rap me?” Perform a rap song for peers
as a style of music across
and have a question and answer
continents
session
Identity and relationships

Orientation in space Personal and cultural
and time expression
My Topic:
RAP MUSIC
Design a 3D model of a
solar device with
Investigate how, in history, instructions for Debate Herve Kemof’s ideas
different cultures have made use construction about “how the rich are
of energy for different needs destroying the Earth”
Scientific and technical

Orientation in space innovation Globalization and
and time sustainability
My Topic:
SOLAR ENERGY
DEVICES
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 complete
project) and resources available; goals must be related to, but might be different than products or outcomes. Here are some
examples:
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 The student states a goal that is unrealistic or shallow which does
project, based on personal interests, but this not have a clear connection to personal interests or the stated
may be limited in depth or accessibility Global Context.
3-4 outline a basic and appropriate goal and The student outlines a simple or easily-achievable goal that
Global Context for the project, based on identifies a relevant Global Context.
personal interests
5-6 define a clear and challenging goal and Based on personal interest, the student defines a clear goal that
Global Context for the project, based on • explains what make the goal personally challenging
personal interests
• details the goal’s relationship to a relevant Global Context
7-8 develop a clear and highly challenging Based on personal interest, the student defines a clear goal that
goal and Global Context for the project, •justifies the goal as highly challenging
based on personal interest •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 world
beyond the classroom
1-2 identify prior learning and subject-specific knowledge, but states some prior learning relevant to the project
this may be limited in occurrence or relevance
3-4 identify basic prior learning and subject-specific outlines prior learning relevant to some aspect of the
knowledge relevant to some areas of the project project
5-6 identify prior learning and subject-specific knowledge describes with appropriate detail prior learning
generally relevant to the project relevant to the project
7-8 identify prior learning and subject-specific knowledge that analyses the relevance and contribution of prior
is consistently highly relevant to the project 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
inand
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 and
noted in the project report
• Research skills: information literacy and media literacy skills; for examples, see the Approaches to learning skills framework
in MYP: From principles into practice (2014)
Level Strand descriptor Task specific clarification
1-2 demonstrate limited • Few or inappropriate sources have been researched and recorded.
research skills • 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 adequate • A range of sources have been researched and recorded.
research skills • 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 substantial • An appropriate range of sources and variety of source types have been
research skills researched.
• Specific sources selected for the project are evaluated effectively for reliability and
relevance.
• The bibliography is appropriate, consistent, and used effectively in the project
report.
• There is consistent evidence of appropriate research skills.
7-8 demonstrate excellent • An extensive range of sources and variety of source types have been researched.
research skills
• Sources are consistently and effectively evaluated for their reliability and relevance.
• The bibliography is appropriate, consistent and used with sophistication in the
project.
• 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.
1-2 develop limited criteria for the Criteria that:
product/outcome • are basic and/or have some connection to the product/outcome
3-4 develop adequate criteria for the Criteria that:
product/outcome • start to consider the qualitative elements of the product/outcome
• outline how their success might be observed
5-6 develop substantial and Criteria that are:
appropriate criteria for the • realistic and relevant to the product/outcome
product/outcome • informed by research
• qualitative and/or quantitative, as appropriate.
7-8 develop rigorous criteria for the Criteria that:
product/outcome • 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 and
a corresponding record of the development (extracts from the process journal) in the project report appendix. Those excerpts
should 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.
1-2 present a limited or partial plan A brief plan that is not specific to the stated goal with a minimal outline of the
and record of the development development process
process of the project
3-4 present an adequate plan and A plan that includes:
record of the development • long-term planning which is not broken down to specific steps
process of the project • vague connections to the student’s project
• very general dates and deadlines
The record of the development process includes:
• a general and/or fragmented explanation of the process that does not clearly
correspond to the plan.
5-6 present a substantial plan and A plan that includes:
record of the development • short and long term planning that has not been broken down into specific steps
process of the project • clear connections to the student’s project
• specific dates and deadlines
• 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 A plan that includes:
plan and record of the • short- and long-term planning broken down into detailed, logical steps
development process of the • have a strong focus to the student’s project
project • specific dates, deadlines and clear records of adjustment to the project’s
timeline
• a comprehensive account of the process from start to finish that corresponds
closely 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 and
record progress on the project; for other examples, see the Approaches to learning skills framework in MYP: From principles
into practice (2014)
• Affective skills: managing state of mind (mindfulness, perseverance, emotional management, self-motivation and
resilience); for examples, see the Approaches to learning skills

1-2 demonstrate limited self- A brief account of:
management skills • basic or inconsistent time and/or task management
• affective skills practised through the project
3-4 demonstrate adequate self- A description of:
management skills • appropriate time and task management which show some independence
• use of another self-management skill
5-6 demonstrate substantial self- An explanation of:
management skills • effective and often independent time and task management
• effective use of other self-management skills
7-8 demonstrate excellent self- A justification of:
management skills • strengths and limitations for effective and independent time and task
management
• highly effective use of other self-management 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.
1-2 create a limited product/outcome • a poorly rendered/ largely unachieved product/outcome
in response to the goal, Global • an outline of how the student achieved the project’s goal, connected it with
Context and criteria the 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 • a simple product/outcome
response to the goal, Global • a description of how the student achieved the project’s goal and connected it
Context and criteria with the Global Context, creating a product/outcome with some reference to
the criteria for its success
5-6 create a substantial • a good quality product/successful outcome
product/outcome in response to • an explanation of how the student achieved the project’s goal and connected
the goal, Global Context and it with a Global Context, creating a product/outcome with clear reference to
criteria the criteria for its success
7-8 create an excellent • a high-quality product/ highly-successful outcome
product/outcome in response to • an analysis and evaluation of how the student achieved the project’s goal
the goal, Global Context and and connected it with a Global Context, creating a product/outcome
criteria 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 skills
1-2 demonstrate limited thinking skills Outline of:
• critical and/or creative thinking skills relevant to the project
3-4 demonstrate adequate thinking Description of:
skills • critical and creative thinking skills appropriate to the project
• transfer of some learning from the research that helps to achieve the
project’s goal
5-6 demonstrate substantial thinking Explanation of:
• transfer of learning from the research to generate new ideas or solve
problems that help to achieve the project’s goal
7-8 demonstrate excellent thinking Analysis and evaluation of:
• transfer of learning from the research to generate new ideas or solve
problems that help to achieve the project’s goal
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 the
community
• Appropriate modes of communication: tools that are most appropriate for the audience and help communicate the
message in a structured manner.
1-2 demonstrate limited Outline of:
communication and • limited or irrelevant interaction with people involved in the project
social skills • 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 Description of:
communication and • interaction with some people relevant to the project
social skills • working effectively with others (if appropriate to the project).
A report that is occasionally clear and coherent and that partially follows the required
structure
5-6 demonstrate Explanation of:
substantial • effective interaction with those relevant to the project using appropriate modes of
communication and communication
social skills • 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 Analysis and evaluation of:
communication and • valuable ongoing essential interaction with those relevant to the project using a variety
social skills of 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 the
required structure
Criterion D – Reflecting
Strand i: evaluate the quality of the product/outcome against their criteria
1-2 present a limited evaluation of the quality of the The evaluation outlines the quality of the
product/outcome against his or her criteria product/outcome against some of the stated criteria
3-4 present a basic evaluation of the quality of the The evaluation describes the quality of the
product/outcome against his or her criteria product/outcome against some of the stated criteria
5-6 present a substantial evaluation of the quality of the The evaluation explains the quality of the
product/outcome against his or her criteria product/outcome against most of the stated criteria.
7-8 present an excellent evaluation of the quality of the The evaluation analyses the quality of the
product/outcome against his or her criteria 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 Context
1-2 present limited reflection on how completing the The reflection states at least one way the student has
project has extended their knowledge and extended his or her knowledge and understanding of the
understanding of the topic and the Global Context topic and/or the Global Context, with no examples
3-4 present adequate reflection on how completing the The reflection outlines ways in which the student has
project has extended their knowledge and extended his or her knowledge and understanding of the
understanding of the topic and the Global Context topic and the Global Context, using some examples
5-6 present substantial reflection on how completing the The reflection explains how the student has extended his
project has extended their knowledge and or her knowledge and understanding of the topic and the
understanding of the topic and the Global Context Global Context, using specific and well-chosen examples
7-8 present excellent reflection on how completing the The reflection evaluates how the student has extended his
project has extended their knowledge and or her knowledge and understanding of the topic and the
understanding of the topic/inquiry and the Global Global Context, using meaningful examples, detailed
Context 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 community
1-2 present limited reflection on his or her The reflection that states at least one way the student has
development as an IB learner through the project developed as an IB learner without using examples
3-4 present adequate reflection on his or her The reflection outlines ways the student has developed as
development as an IB learner through the project an IB learner using some examples
5-6 present substantial reflection on his or her The reflection explains how the student has developed as an
development as an IB learner through the project IB learner using specific, well-chosen examples
7-8 present excellent reflection on his or her The reflection evaluates the student’s development as an IB
development as an IB learner through the project learner using appropriate examples, detailed descriptions
and insightful explanations
77

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GOLD CREEK SCHOOL

GOALS AND PLANNING

WORKING ON YOUR PROJECT

THE REPORT AND EXHIBITIONS

The International Baccalaureate Organisation places great importance on the expression of

Mr Ross Hunter - IB MYP Coordinator

THE FOUR PARTS

(Open Book, jbchicoinlite.hk 2013)

(Coloured Gears, Webhomes.com, 2013)

Aims of the Personal Project

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

iii. demonstrate research skills.

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, context and criteria

ii. demonstrate thinking skills

iii. demonstrate communication and social skills.

i. evaluate the quality of the product/outcome against their criteria

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

Criteria A Criteria B Criteria C Criteria D

that is consistently highly has extended his or her

generally relevant to the project has extended his or her

specific knowledge, relevant has extended his or her

subject-specific knowledge, extended his or her knowledge

Knowledge- You explore concepts, ideas and issues across many

Communi- You can express ideas and information confidently and

Caring You show empathy, compassion and respect towards the

Open- By understanding and appreciating your own culture, you are

Well- You understand the importance of balancing different

Visualizing The Project Objectives

Label the cycle

*Affective ex. Positive *Affective *Affective *Affective

 better understand your learning journey

 recognise how your research has impacted your work

How can you start?

For more support, see pages 35-36 of the guide.

(Ritchhart, Church and Morrison 93)

on-going WHAT TO INCLUDE...

Criterion A: Criterion B: Criterion C: Criterion D:

*Why? *How were they *Pictures of the *Be thorough

audience? Why? Weaknesses?

*How did it change *Learner Profile

*Source analysis *ATLs

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?______________________________________________________________

Step 3 – it’s CRUNCH TIME …

13.What topic or area have you chosen? _________________________________________

15.What could your final product be?_____________________________________________

16.Do you want to research, make, build or create? ______________________________

Fairness and Scientific and

Today my supervisor and I went

final goal. 476876 TPS TEACHING STAFF

 Find the forms and fill them out

Your supervisor must:

Signature of student Signature of Parent

S Specific: Clearly outline what you want to achieve

A Attainable: Make sure it is possible to finish / complete what you started

Relevant: Everything in the goal must be relevant to the Personal

Affective ex. Positive Affective Affective Affective

Why? How were they Pictures of the Be thorough

How did it change Learner Profile

Source analysis ATLs

2. What passion(s) do you pursue in your own time? ________________________

Supervisor’s signature: ________ Parent/Carer Signature: _

Next meeting: Date: ________ Venue: _ Time: ___

Supervisor’s signature: _______ Parent/Carer Signature: