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Personal Project

Student Action Guide and Planner

Student/Supervisor Guide to the Personal Project (2013-2014)

Student Name: ___________________________

Supervisor: ______________________________

IB MYP Personal ProjectYear 5: Grade 10

MYP Coordinator: Ms. LJ Martin – [email protected]

IB Mission Statement

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

MYP Personal Project is:

The personal project is a significant student-directed inquiry produced over an extended period. It reflects your experience of the programme. It provides an excellent opportunity for you to produce a truly personal and creative work of your choice and to demonstrate the skills you have developed through the approaches to learning.

The personal nature of the project is important; the project should be based around a topic that motivates and interests you. It must be an age-appropriate project that helps you construct your own conceptual understandings. It is a commitment to developing yourself as an independent, lifelong learner as reflected in the IB learner profile.

Overview of Your project

What’s Involved?

YOUR Time

The project is completed in your own time. The project starts at the beginning of the academic year and is produced over an extended period of time (approximately 6 months). You will be required to spend time investigating, planning, developing, creating and evaluating your idea. You will be required to meet regularly with your supervisor. Along with the actual project, you will also be required to write an essay evaluating your progress and process, along with preparing an exhibition where you will show the school community your work.

YOUR Process: Keeping a Process Journal

The project involves you maintaining a process journal. This is written and/or visual documentation of your project and will be recorded on ManageBac: investigating, planning, developing, creating, and evaluating. It will be your main reference point for when you start evaluating the process. You will be expected to make regular entries in your journal. Your entries can be personal and should be an expression of your successes, exasperations, problems, changes and so on. Your journal should also be the place where you keep all your resource and bibliographical information.

You will be required to show this during the exhibition.

Adapted from the IBO Personal Project Guide: For use from September 2011 or January 2012 2

YOUR Reflection: Written Essay

Your written presentation is a visual and written record of your project at all stages. Within the written presentation you will need to offer a critical analysis and commentary of your project. (See criteria for more detail).

Your written essay must not exceed 4000 words.

YOUR Presentation: Exhibition

The exhibition is held towards the end of the personal project. This is your opportunity to display what you have worked on and the process you’ve gone through in the past months. Your parents will be invited along with other students, staff and the community of GWA. You will need to prepare a visual presentation for the day and you will also need to answer questions about your project.

The Personal Project will:

Have a clear and achievable goal Be focused on at least one Area of Interaction Allow you to express a truly personal message Be the result of your initiative, creativity and ability to organize and plan Reflect your special interests, hobbies, special abilities, or concerns about particular issues Deal with a topic or area to which you are committed Be entirely your own work – authenticity is very important and you may be required to sign a document stating

that the personal project is your own work.

Ideas for the Personal Project?

Depending on your goal, you might choose one of the following types of projects:

An original work of art (for example, visual, dramatic or performance) A written piece of work on a special topic (for example, literary, social, psychological or anthropological) A piece of literary fiction An original science experiment An invention or specifically designed object or system The presentation of a developed business, management or organizational plan that is, for an entrepreneurial

business or project, a special event, or the development of a new community or student organization.


Choosing Your Topic

By using this questionnaire as a guide, you should be able to focus on 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.

What is your favorite subject at school? What passion(s) do you pursue in your own time? What types of assignments do you enjoy doing most at school? Has there been a topic you have done at school which inspired your interest, but time (or other factors)

prevented you from pursuing it? What are you interested in learning more about? What skills do you wish to develop but cannot develop them at school? Think about your school, your local community and the wider world. Are there any aspects of community

which ignite a spark of interest, or infuriate you because of lack of action?

Deciding on a topic

Once you think you have an idea for your Personal Project, you will also need to check how your idea fits the criteria for the project.

How will this topic relate to the Areas Of Interaction? What are some of the preliminary activities you will need to complete, in order to prepare for the project? How will you research and see about completing your Personal Project? Will you involve the community? If so, which community and how? How will you present your project during the presentations? What will be your timeline to ensure that you complete the project, but also have sufficient time to review?

Remember to continually refer to the Assessment Criteria as you are preparing, working on and fine tuning your project.

Areas of InteractionYou must explore your ideas through at least one of the Areas of Interaction. AOI are implicit within all subjects. This means that an Area of Interaction should be central to your project. You will need to consider the guiding questions for each Area of Interaction and explore them in relation to your project.

You will incorporate and elaborate on the AOI skills you have learnt; (organization skills, collaborative skills, communication skills, information literacy, problem solving, thinking skills and reflection). You will have to explain the approach you took in completing the project and what skills you have used throughout and why.


Human Ingenuity

The purpose of Human Ingenuity is to develop opportunities to appreciate the human capacity and drive to create, improve, enjoy, invent, and transform the quality of life over time. The area of Human Ingenuity should actively and/or passively reflect the following elements:

Development of human thought over time The ethical development of people through time The changing perspective of aesthetic judgments both socially and culturally The human ability to create and respond to change

The following questions will help you focus on Human Ingenuity when considering your project:

Why and how do we create? What are the consequences?

Health and Social Education

The purpose of Health and Social Education is to educate and prepare students for a physically and mentally healthy life. We want our students to become aware of the potential hazards in society by providing them with relevant information so that they are capable of making informed choices. It is hoped that students will:

Develop the physical, social and psychological person and prepare him or her for a healthy life. Develop a sense of responsibility for their own well-being and for that of their physical, social and global

environment. Develop a respect for their own mind and body and for the mind and body of others.

The following questions will help you focus on Health and Social Education when considering your project:

How do I think and act? How am I changing? How can I look after myself and others?

Community and Service

Community and Service is about encouraging students to think beyond their own immediate wants and needs and provide them with the opportunities to give freely their time and energy for the benefit of others. It is hoped students will:

Experience activities that will benefit others. Gain an increased sense of responsibility and self-worth. Apply their skills and talents beyond the classroom environment. Reflect on their performance and benefit from this practice.

The following questions will help you focus on Community and Service when considering your project:

How do we live in relation to each other? How can I contribute to the community? How can I help others?


Environments

Environments aims to make students aware of their independence with the environment so that they accept their responsibility for maintaining an environment fit for the future. Students are confronted with global environmental issues, which require balanced understanding in the context of sustainable development. Students also face Environmental situations at home and at school which, require decision making. This Area of Interaction places the students in a position where they take positive responsible action for the future.

The following questions will help you focus on Environment when considering your project:

Where do we live? What are my responsibilities?

Justifying topic and goals to a panelOnce you have picked your topic and defined your goal, you will be asked to justify everything to a small panel of Personal Project Supervisors. This will happen between Sept. 22nd and 26th. You will have about 5 minutes to explain why you chose your topic and where your passion comes from. In this panel, teachers will ask questions to help you create a focused goal for your personal project.


Meetings with your Supervisor

You will be assigned a supervisor and this will be posted on ManageBac after your panel review.

Your supervisor will:

Advise and support you throughout the project Meet you on a regular basis Ensure you are aware of deadlines Check the development of your process journal Remind you of deadline and remind you to respond in your process journal Use the Personal Project assessment criteria as a basis for discussion Ensure that your project is authentic and entirely your own work Look at draft(s) of your written presentation and suggest ways you might improve Assess your written presentation in conjunction with other supervisors Attend the Personal Project Show Case

Please note; your supervisor does not need to be an expert in the area that you have chosen, but he/she will be able to guide you through the process.

Your responsibilities:

You are responsible for organizing meetings with your supervisor. Each meeting should have enough time to review, discuss and evaluate your progress. Please do not expect your supervisor to drop everything and meet with you immediately; request a time that is suitable for both of you.

You must attend all meetings promptly, with appropriate equipment. If you cannot meet your supervisor in an arranged meeting time, give him or her notice of this and arrange an

alternative time. Communicate progress to your supervisor ASK questions about requirements, deadlines and criteria Be able to explain criteria of the Personal Project Create a final product to show at Exhibition Write a reflection essay about the Personal Project process Listen to your supervisor, her or she understand the process and the criteria and will be able to guide you. Even

if you do not agree with their advice, be polite and listen! You are responsible to document your plan onto ManageBac.

Meeting Requirements : At least 9 meetingsScheduled Meeting/Due Dates:

o At the required meetings you will follow and discuss the items on the chart providedo These meetings should last approximately 20 minutes. o The dates for the meetings must be met by students and supervisors and both record each meeting.

Missed Meetings: Inform the Personal Project Coordinator if a student misses a meeting (without making it up the same week), or if a student is frequently tardy and/or unprepared for meetings. Keep track of this data and communicate on Managebac as needed.


Meeting #1

Two Objectives of this Meeting:

Discussion of how often the process journal will be updated on MB Discussion of the improvements made since the initial proposal to the panel: goal, justification, AOI, product or

outcome, overview of areas of research and progress within these aspects thus far

Evidence of Outcome

Supervisor is well informed about proposal and s/he can ask probing, analytical questions. Progress of Process Journal will be checked

Project Overview Presentation Expectations

Goal is clearly articulated, challenging and focused Product will clearly help achieve goal Clearly defined audience Justification is convincing and project is relevant and important Clear link to an AOI. Goal and Product are appropriately rigorous and challenging, yet achievable.

Suggested Guiding Questions for Project Overview

What changes or shifts have you made from your original proposal and why? How did your research and learning lead to these changes?

How will your product help you to achieve your goal? Which areas of your project are the most complicated? Why? What will your approach be? What areas of knowledge do you feel confident about in terms of your goal or outcomes? What will require the most

new learning? What do you think will take the most time? How have you accounted for that in your planning? What obstacles have you faced or do you think you might encounter? How will you deal with them? Why have you chosen the AOI you did? What justification do you have for this AOI and not another? What can you do

to develop this aspect of your thinking? What is your next step? What do you hope to accomplish before our next meeting?

Suggested Guiding Questions for the Process Journal

Are you a visual learner – do you respond to charts, graphs, graphic organizers, and diagrams? How will you incorporate these into your journal?

Do you need to verbally organize your thoughts (out loud? in writing? a combination?)? Have you considered recording parts of your journal?


Suggested Topics and outcomes for Bi-Weekly Meetings

Research Process

Two Objectives of Conference

Presentation of the components of initial research: new skills, understandings, and knowledge; list of resources thus far; synthesis of research; evaluation of sources; application in product

Discussion of the application of new knowledge/skills in the planning or completion of the product

Evidence of Outcome

Supervisor is well informed about initial research and s/he can ask probing, analytical questions. Holes in research & way forward are identified

Research Process Expectations

Research is clearly connected to the goal and product. Wide variety of sources are appropriately academic and/or technical Sources are documented in MLA format Clearly explained and documented progress since Required previous meeting

Guiding Questions for Research Process Conference

What have you learned thus far for new skills? new knowledge? new understandings? How does this relate to the real world (AOI)? Why does your product matter? What connections can you make between your research and previous knowledge? What new understandings, knowledge or skills have you learned from this process? When you had difficulties with the process, what solutions did you have? What new discoveries have you made? What is your most useful source? Why? What questions do you still have about your product? In what areas do you need help? How are you taking notes? Synthesizing information? What note taking formats are most helpful to you? How do you know your sources are credible? authentic? intellectual?

Research and Specifications

Three Objectives of Conference

Presentation of mostly complete research: new skills, understandings, and knowledge; mostly complete lists of resources, working Bibliography turned into MB.

Presentation of specifications that will be used to evaluate outcome/product. Refining the specification /evaluation tool/s to ensure they meet the realistic, appropriate, measurable and rigorous

requirements that will define a high-quality outcome/product.

Evidence of Outcome

Student has turned in a working Works Cited and Bibliography. Supervisor is well informed about the specification /evaluation tool/s (remember both student and supervisor will be

using the specifications to evaluate the outcome/product) Agreed outcome/product specification, and earlier drafts, are evidenced in the process journal

Specification Expectations

Specifications are realistic, appropriate, measurable and rigorous Specifications clearly define a high-quality outcome/product Forms of specification (rubrics, checklist, questionnaire, etc.) are clearly appropriate to nature of outcome/ product


Specifications cover all aspects of the intended goal (eg: specifications for a short story allow for evaluation of presentation as well as structure; specifications for an awareness-raising campaign allow for evaluation of use of media as well as success of campaign)

Specifications take clear account of intended audience and purpose of outcome/product Specifications allow for clear assessment of new skills, knowledge and understanding gained Specifications allow for objective assessment of outcome/product There is clear evidence for the development of specifications in student’s process journal Clearly explained and documented progress since first meeting

Guiding Questions for Specification/Evaluation Tool Conference

Do your specifications successfully define a high-quality outcome/product? Are your specifications realistic – ie: are you asking too much, or too little, of yourself in terms of expertise or time? Are your specifications appropriate – ie: do they best address the nature of the outcome/product? Are your specifications measurable? Are your specifications sufficiently rigorous? Do your specifications cover all aspects of your goal? Do your specifications allow for objective evaluation?

Design Specification

One Objectives of Conference

Design specification evaluation complete

Evidence of Outcome

Supervisor & Student have agreed on an assessment level for Criterion E: Achieve the Goal

Specifications Presentation Expectations

Completed product, or evidence of outcome, is given to Supervisor Design Specification Assessment Tool is complete Student & Supervisor use Specifications & evidence in product to assess a final level for Criterion G

Guiding Questions for Specification Review

Using the Design Specification, what is the final level assessed by the Student & Supervisor? What evidence in the product was used to assess the final level?


Structure of the Personal Project Report

The report must include: title page; table of contents; body of the report; bibliography; appendices.

1. The title page must include the following:

Student name Title of the project Length (word count) School name Year

2. Table of Contents

3. The body of the report is structured around the objectives and assessment criteria and it must include these sections.

The goal (B) Selection of and evaluation of sources (C) Application of information (D) Achieving the goal (E) Reflection on learning (F)

4. Bibliography (MLA)5. Appendices (As needed)

Length

A minimum of 1,500 words and a maximum of 3,500 words, not including appendices and bibliography or reference list.


Objectives and Assessment Criteria

The objectives define what you will accomplish as a result of completing the personal project. They are directly related to the assessment criteria. Make sure you know what is expected for each objective to ensure the best personal project.

Objective A: Use the process journal

Students will: Demonstrate organizational skills through time and self-management Communicate and collaborate with the supervisor Demonstrate information literacy, thinking and reflection.

Will be graded

Assessment Criterion A: Use the process journal

Achievement level

Level descriptor

0 The student has not reached a standard described by any of the descriptors given below.

1 The student demonstrates minimal:• organizational skills through time and self-management• communication and collaboration with the supervisor• information literacy, thinking and reflection.

2 The student demonstrates some:• organizational skills through time and self-management• communication and collaboration with the supervisor• information literacy, thinking and reflection.

3 The student demonstrates satisfactory:• organizational skills through time and self-management• communication and collaboration with the supervisor• information literacy, thinking and reflection.

4 The student demonstrates well-developed:• organizational skills through time and self-management• communication and collaboration with the supervisor• information literacy, thinking and reflection.

Additional thoughts that may help to understand some rubric requirements:Level 1 – “minimal” = something was turned in.Level 2 = the supervisor had to keep after the student.

Level 3 = there are some holes or questions left after looking through the journal.

Level 4 – “well-developed” = the student has been consistent throughout his/her journal in the objectives below. No last minute procrastination allowed.

“communication and collaboration with the supervisor”- this is determined by the supervisor during each required meeting. This collaboration must be evident in the journal. (Suggested a log of meetings but must also include HOW the meeting HELPED in the process)


“information literacy”– means an annotated bibliography throughout with the how and why of the source

Objective B: Define the goalThe student will:

Identify and explain a topic based on personal interest Justify one focus area of interaction as a context for the project Outline a clear, achievable, challenging goal Create specifications that will be used to evaluate the project’s outcome/product.

Assessment Criterion B: Define the goal

Achievement level

Level descriptor


1 The student:• identifies the topic of interest, a focus area of interaction and a limited goal• creates minimal specifications to evaluate the project’s outcome/ product or none at all.

2 The student:• outlines superficially the topic of interest, the focus area ofinteraction and an achievable goal• creates specifications for evaluating the project’s outcome/product, however they lack definition.

3 The student:• describes clearly the topic of interest, the focus area of interaction and an achievable and appropriately challenging goal• creates satisfactory specifications for evaluating the project’s outcome/product.

4 The student:• justifies effectively the topic of interest, the focus area of interaction and an achievable and appropriately challenging goal• creates appropriately rigorous specifications for evaluating the project’s outcome/product.

Level 4 = An example of a level 4 justification is below. If the reader ends with a question it is not a level 4

Example of poor justification: “I want to know what it’s like being a teenager (ages 15-17) in different parts of the world and compare these experiences to what my own life is like. “

Example of good justification (level 4): “I have always lived in an area where water is abundant and I have not had to worry about how I get my water. A few years ago though, there was a serious problem with a water pipe in my street and we were not able to use our taps or toilets for water for quite a few days. This made me think about different things about water – access to it, purity, how a lack of it affects you. So for this reason, my personal project topic is water-related: I want to understand what happens to the water we use as well as the issues that some people face around the world.”


Objective C: Select sourcesThe student will:

Select varied, relevant sources to achieve the goal Evaluate sources.

Assessment Criterion C: Select sources

Achievement level

Level descriptor


1 The student:• selects very few relevant sources to achieve the goal• demonstrates minimal evaluation of sources.

2 The student:• selects some relevant sources to achieve the goal• demonstrates some evaluation of sources.

3 The student:• selects a satisfactory variety of relevant sources to achieve the goal• demonstrates satisfactory evaluation of sources.

4 The student:• selects a wide variety of relevant sources to achieve the goal• demonstrates well-developed evaluation of sources.

Level 4 – “wide variety” = 5 or more“well-developed evaluation” = Students must explain WHY the source was good for them (how it met their needs set forth in the goal and specifications)

Objective D: Apply Information

The student will:

Transfer and apply information to make decisions, create solutions and develop understandings in connection with the project’s goal.

Assessment Criterion D: Apply Information

Achievement level

Level descriptor


1 The student demonstrates minimal:• transfer and application of information to make decisions, create solutions and develop understandings in connection with the project’s goal.


2 The student demonstrates some:• transfer and application of information to make decisions, create solutions and develop understandings in connection with the project’s goal.

3 The student demonstrates satisfactory:• transfer and application of information to make decisions, create solutions and develop understandings in connection with the project’s goal.

4 The student demonstrates well-developed:• transfer and application of information to make decisions, create solutions and develop understandings in connection with the project’s goal.

Additional thoughts that may help to understand some rubric requirements:Level 4 – “well-developed”= no questions after reading. Explain how your research helped achieve your goal and

which sources were the most beneficial and why.

Objective E: Achieve the GoalYou student will:

Evaluate the outcome/product against your own specifications for success.

You will be awarded a level that relates to the descriptors in criterion E in collaboration with your supervisors.

Assessment Criterion E: Achieve the GoalAchievement

levelLevel descriptor


1 The student evaluates the quality of the outcome/product.The outcome/product is of very limited quality and meets few of the specifications.

2 The student evaluates the quality of the outcome/product.The outcome/product is of limited quality and meets some of the specifications.

3 The student evaluates the quality of the outcome/product.The outcome/product is of satisfactory quality and meets many of the specifications.

4 The student evaluates the quality of the outcome/product.The outcome/product is of high quality and meets most or all of the specifications.

Additional thoughts that may help you understand some rubric requirements:Level 4 – “The student evaluates the quality of the outcome/product.” = Will take judgment from the supervisors

according to the specific product.

“The outcome/product is of high quality and meets most or all of the specifications.” = Must meet ALL parts of the objectives – the product AND specifications.

This is grading the product (at the Show Case), the student’s achievement according to their specifications in the Process Journal (discussed between student and supervisor).

This will be a discussion where the student reflects with the supervisor on how well they met their specifications or why they did not meet them.


Objective F: Reflect on Learning The student will:

Reflect on how completing the project has extended your knowledge and understanding of the topic and the focus area of interaction

Reflect on how you have developed as a learner by completing the project.

Assessment Criterion F: Reflect on Learning

Achievement level

Level descriptor


1 The student demonstrates minimal:• reflection on how completing the project has extended his orher knowledge and understanding of the topic and focus Area ofInteraction• reflection on how he or she has developed as a learner by completing the project.

2 The student demonstrates some:• reflection on how completing the project has extended his orher knowledge and understanding of the topic and focus Area ofInteraction• reflection on how he or she has developed as a learner by completing the project.

3 The student demonstrates satisfactory:• reflection on how completing the project has extended his orher knowledge and understanding of the topic and focus Area ofInteraction• reflection on how he or she has developed as a learner by completing the project.

4 The student demonstrates well-developed:• reflection on how completing the project has extended his orher knowledge and understanding of the topic and focus Area ofInteraction• reflection on how he or she has developed as a learner by completing the project.

Additional thoughts that may help to understand some rubric requirements:Level 3 – “satisfactory” = a couple of question are left after reading the report.

Level 4 – “well-developed” = Students discuss what they learned for now, make conclusions on how this will affect their personal or community’s future, discuss any changes to the goal and why the changes were made (what they learned because of the change or leading to the change).


Objective G: Report the ProjectYou should:

Organize the project report according to the required structure Communicate clearly, coherently and concisely, within required limits Acknowledge sources according to recognized conventions (MLA required)

Assessment Criterion G: Report the ProjectAchievement

levelLevel descriptor


1 The student demonstrates:• minimal organization of the project report according to the required structure• communication, which is rarely clear, coherent and concise and may not meet required limits• inaccurate use of recognized conventions to acknowledge sources or no acknowledgement of sources.

2 The student demonstrates:• some organization of the project report according to the required structure• communication, which is sometimes clear, coherent and concise and is within required limits• some accurate use of recognized conventions to acknowledge sources.

3 The student demonstrates:• satisfactory organization of the project report according to the required structure• communication, which is generally clear, coherent and concise and is within required limits• generally accurate use of recognized conventions to acknowledge sources.

4 The student demonstrates:• consistent organization of the project report according to the required structure• communication, which is clear, coherent and concise and is within required limits• accurate use of recognized conventions to acknowledge sources, possibly with minor errors.

Additional thoughts that may help to understand some rubric requirements: This is the grade for using MLA format, parenthetical, in-text citations, grammar, clarity,

Appendices, visuals, etc…


Supervisor/Student Meeting #1 Checklist

Student: _____________________________________________________

Supervisor: ___________________________________________________

Date: ________________________________

Project Title: __________________________

Process Journal: Yes/No

Objectives Comments:Use the process journal

Define the goal

Selecting Sources

Student Progress:

Next Steps:

Next meeting:

Date: ________________________________________________

Time: ________________________________________________


Student signature:_____________________________________________

Supervisor Signature: __________________________________________

Supervisor/Student Meeting Checklist (Meetings 2 – 8)

Student: ___________________________________________

Supervisor: _________________________________________

Date:D/M/Year

Process Journal CheckY/N

Supervisor’s Comments Action Plan update(follow expectations of the rubric)

Signature of Supervisor

Signature of Student


Timeline for the Personal ProjectDate Event To doSept 15 Introduction to the personal project by

the Personal Project Coordinator. Brainstorming of ideas for the Personal

Project in Study Hall Classes.

Complete the topic selection questionnaire on Google docs.

Explore different ideas for personal project. Discussion with peers in Study Hall with guidance from teacher.

Sept. 19th Student fills out goal sheet on MB to narrow down project idea.

Fill out goals and project ideas on MB no later than the 19th.

Sept. 22-26 Personal Project Panel justification. Students will go before a panel of teacher to justify project choice in 5 mins. Panel will ask focusing questions.

Sept 30 Distribution of MYP Personal Project Planners in Study Hall class.

Introduction to Personal Project on ManageBac.

Start working on the planner. Determine your topic and the Area of Interaction you will use to focus your project.

Oct. 1-3rd Supervisors are assigned to students. Students will start making contact with supervisor though MB.

Meet with your supervisor by Oct. 10 Fill out and sign first meeting page in

booklet.Sept 30 – Oct 11 Introduction the MLA citation by

Librarian (study hall class). Keep records of all resources used in your

process journal. Follow instructions on how to cite all

sources for your bibliography.Oct 14 – Oct 24 Meeting with Supervisor. Discuss your process with your supervisor.

Make adjustments to the project plan where necessary.

Sign meeting page in booklet.

Nov 4 – Nov 15 Weekly/bi-weekly supervisor meetings which you must schedule. You email your supervisor through ManageBac.

Meet with your supervisor. All meetings must be documented on

ManageBac. Sign meeting page in booklet.

Nov 18 – Nov 29 Weekly/bi-weekly supervisor meetings which you must schedule. You email your supervisor through ManageBac.


ManageBac. Sign meeting page in booklet.

Dec 2 – Dec 13 Weekly/bi-weekly supervisor meetings which you must schedule. You email your supervisor through ManageBac.


ManageBac.


Sign meeting page in booklet.Winter Holiday Work on your project independently. Document your progress in your process

journal on a regular basis. (on ManageBac)

Jan 1-10th Weekly/bi-weekly supervisor meetings which you must schedule. You email your supervisor through ManageBac.


ManageBac. Sign meeting page in booklet. YOU MUST be nearing completion of your

project and writing of your report can begin.

Jan 12 Your project must be completed Show supervisor finished project if possible or documentation of finished product.

Jan 12-16 Meet with your supervisor to discuss your project and begin plans to write your report.

Start constructing an outline for your report.

Have your supervisor approve your outline for written report.

Sign eighth meeting page in booklet.

Jan 14th Meet with Personal Project coordinator to go over Essay expectations.

Review Personal Project criteria in workbook.

Jan 14- Feb 27th Independent work on your Personal Project Essay.

Meet with supervisor if needed.

Feb 27 – Mar 1 Submit the first draft of your written report to your supervisor.

Make revisions to your written report. Discuss your plan for the display of your

project at the exhibition.Mar 9 Final copy of written report to

supervisor and turnitin.com. Prepare for exhibition

Mar 18 MYP Personal Project Exhibition Bring all materials for set up of your Personal Project, including final copy of Essay.


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