IB MYP PERSONAL PROJECT GUIDE - DAS...IB MYP PERSONAL PROJECT GUIDE Name: Year: Version 3.0 2019...

IB MYP

PERSONAL PROJECT GUIDE

Name:

Year:

Version 3.0 2019

TAB

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F C

ON

TEN

TS

INTRODUCTION 1

Meet the Mentor 2

Mentor Contact Sheet 3

The Product/Outcome 4

Timeline 5

Objective Cycle 6

Approaches to Learning 7

Process Journal 10

Assessment 13

A. INVESTIGATING 14

Putting Ideas on Paper 15

Project Choices 16

The Goal 17

Global Contexts 18

Sources 21

Source Evaluation 23

Writing the Report 24

B. PLANNING 28

Success Criteria 29

Personal Project Plan 30

Your Action Plan 31


C. TAKING ACTION 35


D. REFLECTION 39

Reflection 40

Self-Assessment 41


THE REPORT 45

Appendices 47

Final Checklist 49

THE EXHIBITION 50 Bibliography 51

INTR

OD

UC

TIO

N

The product/outcome you create is

how you show other people what you

have investigated in order to achieve

your goal. This might be a model,

electronic article, or artwork.

It is the record of your

involvement in the Personal

Project process.

The project report is a summary of your

experience of the Personal Project.

Extracts of your process journal will be

included. It is also where you reflect on

your experience.

At the end of the year, you will

showcase your project to the

DAS community.

The Personal Project is your opportunity to showcase the skills you have

developed at DAS and apply them to a topic that you are passionate about.

The project can be a research project, a piece of writing, a piece of art, or any

creative work. You will be working on this project for an extended period of

time, so choose wisely.

It is your chance to do what you really want to do! It’s personal! You also get to

share it with the DAS community and be proud of your work.

This is an important and exciting event during your time in the IB Middle Years

Program. It is also a requirement for completion of the MYP Certificate. On your

report card, the Personal Project is graded as a separate subject. Keep in mind,

there are 4 criteria against which you will be assessed; and they are: A.

Investigating, B. Planning, C. Taking Action, and D. Reflecting. More on that

later.

The Personal Project is made up of four major parts. In order for you to perform

well, all four parts must be thought out and completed.

The Product/Outcome

The Process Journal

The Report

The Exhibition

THE FOUR PARTS OF THE PROJECT

1

4’10”

4’8”

MEET

THE M

EN

TOR

Your mentor is a staff member or teacher who will guide you through your

project. He/She will support you and offer you advice throughout your

journey. You will meet during “Personal Projects” period over the duration of

this project. What will those meetings look like?

THE MEETINGS…

6’4”

6’0”

6’6”

6’2”

occur during Personal Projects period.

are for questions and discussions.

are to keep track of progress made.

are documented in your process

journal.

Date: Monday, February 5, 2019

Today my mentor and I met and

discussed what the Personal Project

is about. We will meet again in a few

weeks to sign the necessary papers.

So far, I think I will choose Fairness

and Development as my global

context - it seems to be the best fit.

TO DO:

Think of a goal

Find the forms and fill them out

Look up GC document and figure

out if I have the right one.

Send mentor email about next

meeting

Mentor signature:

5’8”

5’6”

5’4”

5’2”

5’0”

4’10”

4’8”

4’6”

4’4”

4’2”

4’0”

3’10”

3’8”

476876 DAS TEACHING STAFF

MENTOR

HT 6’3” WT 187 DOB 06.06.1966

Have your mentor sign your

Mentor Contact Sheet and

your process journal every

meeting to ensure you

document them properly

and allow for easy mentor

interaction.

You must bring this

guide, your process

journal, and your

device to each

meeting.

YOUR MENTOR MUST:

be frequently mentioned in your

process journal. Note that in your

final report, a few extracts will be

included to prove that your mentor

read and was part of your progress.

sign the Mentor Contact Sheet on the

next page.

2

MENTOR CONTACT SHEET

MEETING

# Date Mentor

Signature Mentor Comments

Mentor Signature

for Softcopy

Journals

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

26

27

28

29

30

30

31

32

3

THE P

RO

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OU

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

Generate creative new insights and develop deeper understandings

through in-depth investigation

Demonstrate responsible action through, or as a result of, learning

Demonstrate the skills, attitudes, and knowledge required to

complete a project over an extended period of time

Communicate effectively in a variety of situations

Appreciate the process of learning and take pride in your

accomplishments

Reflect on your learning and knowledge (on your own and with

others)

Move towards thoughtful and positive action

Develop confidence as a lifelong learner

The product is how you show people what you have investigated.

Here is where you can get creative!

SO…WHAT IS THE PRODUCT?

A newspaper article or electronic article

Photographs

A piece of artwork

An audio recording

A film

A photo essay

A play or performance

A model

A piece of music

WHAT ARE THE AIMS OF THE PERSONAL PROJECT?

4

THIS TIMELINE IS FOR:

Step-by-step break down to finish the tasks

The order in which each task needs to be done

The time needed to complete a task

Events that will affect your ability to complete a task (school break, exams, etc.)

TIM

ELI

NE

PROJECT TIMELINE

MEETING# DATE PAGES TASKS

1 Wk 6 1-6 Introduction, Mentor Assignment, Contracts,

Product, Timeline, Objective Cycle

2 Wk 7 7-13 ATLs, Process Journal, Assessment

Submission of Contracts

3 Wk 8 14-19 A. Investigating: Goal, Global Context

Start your Process Journal Entries

4 Wk 9 20 Project Choices Form

5 Wk 10 21-25 Submission of Project Choices Form

Sources, Source Evaluation, Writing the Report – Criterion A

6 Wk 11 26-29 B. Planning: Your Success Criteria, Personal Project Plan,

Action Plan, Writing the Report – Criterion B

7 Wk 12 30 Submission of Personal Project Plan

8 Wk 13 Submission of Success Criteria and Action Plan

9 Wk 14 31-32 C. Taking Action

SUMMER VACATION

10 Wk 2

Work on product 11 Wk 3

12 Wk 4

13 Wk 5 Show and Tell

14 Wk 6

15 Wk 7 Work on product

16 Wk 8

17 Wk 9 33-42

Submission of Product

Submission of Directory Entry

D. Reflecting: Reflection, Self-Assessment, Writing the Report

Criterion D

The Report: Format/Structure, Appendices, Checklist

18 Wk 10 1st Draft Submission: cover sheet, table of contents, intro,

Criteria A and B with appendices

19 Wk 11 1st Draft Submission: Criteria C and D with appendices

20 Wk 12 Receive Feedback

21 Wk 13 2nd Draft Submission via Turn-it-in: cover sheet, table of

contents, intro, Criteria A, B, C, D, bibliography, appendices

22 Wk 14 Receive Feedback

MID YEAR BREAK

23 Final Report Submission

24 43 The Exhibition, Approve posters

25 Practice Oral Presentations, Exhibition Week

5

OB

JEC

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E C

YC

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OBJECTIVES OF THE PERSONAL PROJECT

Objective/Criteria

VISUALIZING THE PROJECT OBJECTIVES

Examine the Objective Cycle below. This graphic demonstrates how the

process unfolds. These are also the objectives/criteria (inner circle) and

strands (outer circle), which will be used to assess your project.

OBJECTIVE A:

INVESTIGATING

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

personal interests

ii. Identify prior learning and subject-specific knowledge relevant to

the project

iii. Demonstrate research skills

OBJECTIVE B:

PLANNING

i. Develop criteria for the product/outcome

ii. Plan and record the development process of the project

iii. Demonstrate self-management skills

OBJECTIVE C:

TAKING ACTION

i. Create a product/outcome in response to the goal, global context,

and criteria

ii. Demonstrate thinking skills

iii. Demonstrate communication and social skills

OBJECTIVE D:

REFLECTING

i. Evaluate the quality of the product/outcome against the criteria

ii. Reflect on how completing the project has extended your

knowledge and understanding of the topic and the global context

iii. Reflect on your development as an IB learner through the project

6

It is crucial that you think about

your ATL skills during the various

stages of your journey. This leads

to greater success throughout the

process, the product, and the

final report.

The Personal Project is essentially an activity that enables you

to show, in a very personal way, how your Approaches to

Learning (ATL) skills have developed. Below is a table of the

ATL skills which you will use to document in your process journal.

ATL SKILLS CATEGORY MYP ATL SKILL CLUSTERS

THINKING

Critical Thinking

Creative Thinking

Transfer

RESEARCH Information Literacy

Media Literacy

SELF-MANAGEMENT

Organization

Affective

Reflection

SOCIAL Collaboration

COMMUNICATION Communication

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THINKING

Critical thinking skills Creative Thinking Skills Transfer Skills

Identify problems and

develop aims, goals, and

objectives

Make inferences and draw

conclusions

Identify gaps in knowledge

and formulate key questions

Consider ideas from other

perspectives and points of

view

Develop contrary arguments

Break down large concepts

and projects into component

parts and combine parts

logically as appropriate

Formulate provocative and

relevant questions and goals

Plan to achieve goals,

including identifying targets

and outlining steps

Consider consequences of

events

Identify obstacles and

challenges

Make logical, reasonable

judgements and create

arguments to support them

Design improvements to

existing machines, media, and

technologies

Identify and define authentic

problems and significant

questions for investigation

Use multiple processes and

diverse perspectives to

explore alternative solutions

Identify trends and forecast

possibilities

Troubleshoot systems and

applications

Generate impossible ideas

Brainstorm and map thoughts

to create ideas and questions

Consider all alternatives

Consider the seemingly

impossible

Create novel solutions to a

problem

Evaluate solutions to problems

Make connections between

random things

Consider opposites to renew

perspectives

Apply strategies of guesswork

Generate “what if?” questions

Transfer and apply existing

knowledge to generate new

ideas, products, or processes

Utilize old ideas in new ways

and combine parts in new

ways

Make intuitive judgements

Create original works and

ideas and visualize

alternatives

Practice imitation of works

with a focus on the creative

process

Practice flexible thinking –

arguing both sides of an idea

or issue

Practice metaphorical

thinking, generating questions,

and challenging conventions

Challenge one’s own and

others’ assumptions

Seeing possibilities, problems,

and challenges positively

Playing with ideas and

experimenting

Recognizing when an original

idea has value and pursuing it

Use your knowledge,

understanding, and skills

across subjects to create

products or solutions

Make connections between

learning gained in different

subject areas

Apply skills and knowledge in

unfamiliar situations

Inquire in different context to

gain a diverse perspective

Create projects and products

using knowledge and skills

gained across different

subject areas

Use familiar learning skills with

unfamiliar content

Transfer current knowledge to

learning of new technologies

Demonstrate personal

responsibility for lifelong

learning

Change the context of your

project to gain different

perspectives

Make decisions

RESEARCH

Information Literacy Skills Media Literacy Skills

Access information to be informed and inform

others

Find information in different media

Read critically and for comprehension

Read a variety of sources for information and for

pleasure

Collect research from a variety of print and

digital sources

Collect and verify data

Make connections between a variety of sources

Utilize different media to obtain different

perspectives

Utilize appropriate multimedia technology to

create effective presentation and representation

Reference accurately and construct a

bibliography according to recognized

conventions

Understand and implement intellectual property

rights and the value of academic honesty

Identify primary and secondary sources

Demonstrate awareness of the effects of different

modes of information representation and

presentation

Collect and analyze data to identify solutions

and/or make informed decisions

Process data and report results

Evaluate and select information sources and

digital tools based on their appropriateness to

specific tasks

Locate, organize, analyze, evaluate, synthesize,

and efficiently use information from a variety of

sources and media

Use and interpret a range of content-specific

terminology

Underline ways in which images and language

interact to convey ideas, including social media

Critically analyze various text forms for underlying

meaning

Use a variety of technologies and media

platforms to source information including social

media and online networks

Utilize different media to obtain perspectives

Communicate ideas effectively to multiple

audiences using a variety of media and formats

Actively make connections between different

media resources in presentations

Advocate and practice safe, legal, and

responsible use of information technology

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SELF-MANAGEMENT

Organizational Skills Affective Skills Reflection Skills

Keep to class schedule and

project deadlines

Set appropriate

management goals and plan

strengths to achieve them

Structure information

appropriately in written, oral,

and visual work

Arrive to class with the

appropriate equipment

Keep an organized and

logical system of information

files/notebooks

Find and select information

via different media

Use different information

organizers for different

purposes

Plan strategies to guide our

personal project inquiry

Plan and manage activities

to develop a solution or

complete a project

Select and use applications

effectively and productively

Make informed choices to

achieve a balance in

nutrients, rest, relaxation, and

exercise

Demonstrate persistence and

perseverance

Practice focus and

concentration to overcome

distractions

Make informed choices on

behaviors and course of

action

Seek out criticism and

feedback from others and

make informed choices

about including it in one’s

work

Practice being aware of

mind-body connection

Practice positive thinking

Practice dealing with

disappointment and unmet

expectations

Practice dealing with change

Practice strategies to prevent

and eliminate bullying

Practice strategies to reduce

stress and anxiety

Consider ethical, cultural,

and environmental

implications of issues

Consider personal

relationships to people, ideas,

and concepts

Build understanding of

personal learning strengths

and weaknesses

Be aware of perceived

limitation

Develop awareness of the

process of effective learning

Analyze one’s own and

others’ thought processes to

think about how one thinks

and how one learns

Pause to reflect at different

stages in the learning process

Implement and measure the

effectiveness of different

learning strategies

Demonstrate a preparedness

to make changes to

ineffective learning strategies

Seek out constructive

criticism

Keep a reflective journal of

personal learning

experiences focused on both

process and content

Create a record of personal

learning change and

improvement

SOCIAL COMMUNICATION

Collaboration Skills Communication Skills

Respect and accept sociocultural

difference

Consider, respect, and analyze different

opinions, points of view, ideas, and

preferences

Be empathetic

Respect different opinions and the points of

view of others

Delegate and take responsibility as

appropriate

Help others: facilitate the success of others

Take responsibility for own actions

Resolve conflicts for own actions

Resolve conflicts and work collaboratively

with appropriate roles in a team

Understands when and how to build

consensus

Make decisions based on fairness and

equality

Negotiate goals and limitations with peers

and teachers

Help others when appropriate and

encourage contribution from others

Drive change through an understanding of

others especially of group dynamics

Use active listening techniques to understand

others

Give and receive appropriate feedback

Interpret meaning through cultural

understanding

Use a variety of speaking techniques to make

meaning clear for different audiences and

purposes

Use appropriate forms of writing for different

purposes and audiences

Use a variety of media to present to an

audience

Interpret non-verbal communication

techniques and use them purposefully

Negotiate ideas and knowledge with peers

and teachers

Interact, collaborate, and publish media with

peers, experts or others employing a variety of

digital environments and media

Develop cultural understanding and global

awareness by engaging with learners of other

cultures

Write for different purposes

Make effective notes, in class and for studying

Summarize and transform information

Use structural writing planners for different

academic tasks

Organize information logically

Structure information correctly in summaries,

essays, reports, and presentations

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A combination of all

thinking diagrams

meeting record with mentor

Google Docs

bulleted lists

charts

timelines, action plans

self and peer assessment feedback

screenshots of blogs, websites

Trello App

10

Process Journal Template (This template will be available on Moodle)

Date:

ATL Skills Used

Thinking Social Communication Self-Management Research

Describe what you did today: (Record your journal entry here. This can be as long or as short as you like. IT must show your research, your reflection, and your thinking process as your progress in the project. Attach photos, screen shots of the activities that you do in the guide, tables, notes, etc. This section represents your learning journey.)

Describe how you used the ATL skills: (Explain using the specific ATL skills listed in the previous table.)

List sources of information: (websites, videos, books, articles, interviews, etc.)

Sources evaluation: (Evaluate your source here.)

To do: (What research questions do you have to look into? What do you need to do for next time?)

11

CRITERION A:

INVESTIGATING

CRITERION B:

PLANNING

CRITERION C:

TAKING ACTION

CRITERION D:

REFLECTING

Goal:

Brainstorming

Formulating

the goal

How is it

challenging?

Global Context:

Why this one?

How is your

understand-

ing of it

changing?

(Ongoing)

Knowledge:

What is it that

you do not

know?

What is it that

you do know?

Which subjects

are you

drawing from?

Show your

Research:

What are the

questions that

you need

answers to?

Who and why?

Notes

Source analysis

Your Success

Criteria:

How were the

success

criteria

developed?

Are they

rigorous and

realistic?

Are they

based on my

research?

Your Plan:

Provide an

overview of

your plan

How will you

manage your

time?

How are

things

developing?

(Mention this

several times

as it occurs)

Self-

Management:

How are you

managing

your tasks?

What are you

doing well?

What is

proving to be

a challenge?

What solutions

did you use?

Product/Outcome:

Provide pictures

of the various

stages of your

project

development

ending with the

final version

Provide notes

and/or

explanations of

the pictures

Thinking Skills:

Show evidence

of the 3 types of

thinking skills:

o Critical

thinking

o Creative

thinking

o Transfer

Communication:

Who did you

collaborate

with?

Who did you

interview?

What are some

new social skills

you learned?

What was

challenging?

Provide

evidence of

working with

your mentor

Evaluation:

What were

your strengths?

What were

your

weaknesses?

What would

you do

differently?

Knowledge:

What did you

learn about

this field in

general

through your

project?

What did you

learn about

the global

context?

Remember to

be specific,

thorough, and

dig deep

Reflect on Yourself

as an IB Learner in:

The process

Learner Profile

attributes

The process journal extracts should clearly highlight how you have

addressed the objectives, and they will be used to provide evidence to

support the level of achievement awarded for the personal project.

This chart will guide you in writing your process journal. The questions will

ensure that all necessary elements of your project is recorded in order for

extracts to be ready at the time of writing the report.

Remember, all extracts must be captioned to explain why it was included in

the appendices.

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GRADE CRITERION A CRITERION B CRITERION C CRITERION D

INVESTIGATING PLANNING TAKING ACTION REFLECTING

0

The student does not achieve

a standard described by any

of the descriptors given

below.

The student does not

achieve a standard

described by any of the

descriptors given below.

The student does not

achieve a standard

described by any of the


The student does not achieve a

standard described by any of the


1 –

2

Lim

ite

d

□ states a goal and context

for the project, based on

personal interests, but this

may be limited in depth or

accessibility

□ identifies prior learning and

subject-specific

knowledge, but this may

be limited in occurrence or

relevance

□ demonstrates limited

research skills.

□ develops limited

criteria for the

product/outcome

□ presents a limited or

partial plan and

records of the

development process

of the project


self-management

skills.

□ creates a limited

product/outcome in

response to the goal,

global context, and

criteria


thinking skills


communication and

social skills.

□ present a limited evaluation of

the quality of the

product/outcome against his or

her criteria

□ present limited reflection on how

completing the project has

extended his or her knowledge

and understanding of the topic

and global context

□ present limited reflection on his

or her development as an IB

learner through the project.

3 –

4

Ad

eq

ua

te

□ outlines a basic and

appropriate goal and

context for the project,

based on personal interests

□ identifies basic prior learning

and subject-specific

knowledge relevant to

some areas of the project

□ demonstrates adequate

research skills.

□ develops adequate

criteria for the

product/outcome

□ presents an adequate

plan and records of

the development

process of the project

□ demonstrates

adequate self-

management skills.

□ creates a basic

product/outcome in


global context, and

criteria


thinking skills


communication and

social skills.

□ present a basic evaluation of

the quality of the


her criteria

□ present adequate reflection on

how completing the project has



and the global context

□ present adequate reflection on

his or her development as an IB


5 –

6

Su

bst

an

tia

l

□ defines a clear and

challenging goal and




subject-specific knowledge

generally relevant to the

project

□ demonstrates substantial

research skills.

□ develops substantial

and appropriate

criteria for the

product/outcome

□ presents a substantial

plan and records of

the development

process of the project

□ demonstrates

substantial self-

management skills.

□ creates a substantial

product/outcome in


global context, and

criteria

□ demonstrate substantial

thinking skills

□ demonstrate substantial

communication and

social skills.

□ present a substantial evaluation

of the quality of the


her criteria

□ present substantial reflection on





□ present substantial reflection on



7 –

8

Exc

elle

nt

□ defines a clear and highly

challenging goal and




subject-specific knowledge

that is consistently highly

relevant to the project

□ demonstrates excellent

research skills.

□ creates excellent

criteria for the

product/outcome

□ presents a detailed

and accurate plan

and records of the

development process

of the project

□ demonstrates excellent

self-management

skills.

□ create an excellent

product/outcome in


global context and

criteria

□ demonstrate excellent

thinking skills

□ demonstrate excellent

communication and

social skills.

□ present an excellent evaluation

of the quality of the


her criteria

□ present excellent reflection on

how completing the project

has extended his or her

knowledge and understanding

of the topic and the global

context

□ present excellent reflection on



Each one of these is called a strand.

You will need them for when you

write your report.

ASSESSMENT

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A. INVESTIGATING

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Project Choice 1 Project Choice 3 Project Choice 2

Generate your areas of interest here. Don’t hold back. Just let the ideas flow.

SORT: Organize your ideas by putting those that have something

in common in one line. Are there any common topics or patterns?

CONNECT: Draw arrows between ideas that are connected. For example:

Sports Volleyball Health

GENERATE – CONNECT - SORT – SELECT

:من†وتمكينهم†الطالب†تشجيع†إلى†المتوّسطة†السنوات†برنامج†مشاريع†تهدف عالمي†سياق†ضمن†بأنفسهم†يُديرونه†مستديم†واستقصاء†بحث†في†المشاركة•• وليدت الُمتعّمق†واالستقصاء†التحقيق†عبر†أعمق†فهم†وتطوير†جديدة†إبداعيّة†تبّصرات† ممتدة†زمنية†فترة†في†المشروع†الستكمال†المطلوبة†والمعرفة†والمواقف†المهارات†عرض••

GENRATE: Jot down your interest here. Let the ideas flow.

CONNECT: Draw arrows between the ideas that are connected. For example:

Sports Volleyball Health

PUTTING YOUR IDEAS ON PAPER

SELECT: Select the ideas that you are most interested in

15

This form is to gain initial approval for your project before filling out the Topic Approval

Form. In the event your first choice is considered inappropriate, controversial, or poses

danger/challenges to you, the next two choices will be looked into. Involve your parents

in the discussion. Use the Goal Formula to describe your choice.

Choice 1 Choice 2 Choice 3

Advantages Advantages Advantages

Disadvantages Disadvantages Disadvantages

Name of Student Signature of Parent/Guardian

Signature of Mentor Signature of Coordinator

PROJECT CHOICES (Draft)

16

THE G

OA

L Criterion A = Investigating = The Goal

This is the most important stage of your project.

Select a challenging, yet do-able goal in order to succeed in your

Personal Project. Aim to create an i-SMART goal!

Challenging Goals Highly Challenging Goals

I will research photography

techniques to create a photo journal

outlining my progress for my own

personal use.

I will research photography techniques

to create a photo essay about

relationships between young and old

for members of my community.

I will research reusable products to

create a durable, reusable bag out of

recycled materials for adults.

I will research reusable products to

create a line of durable, reusable bags

out of recycled materials to sell at a

local craft market to adults.

I will research homelessness in my

community in order to write an article

about the homeless in my community

to publish in my town newspaper.

I will research homelessness in my

community in order to write and publish

a piece of fiction based on my

research for a teen audience.

I INSPIRED: What inspires you? What is your passion? Where did your idea

come from?

S SPECIFIC: What do you want to achieve?

M MEASURABLE: How will you know when you have achieved the goal?

A ATTAINABLE: Will you be able to complete the product/outcome?

R RELEVANT: Is everything in your project relevant to your goal and the

global context?

T TIMELY: Can you finish this according to the schedule? Will it keep you

busy enough?

GOAL:

I will investigate/research/explore (topic)

in order to (purpose)

ACTION: I will make/produce

(product/outcome)

for (the target audience)

17

Identities and

Relationships

Who am I?

Who are we?

Identity

Beliefs and values

Personal health

Physical health

Mental health

Social health

Spiritual health

Human relationships, including families, friends, and role models,

communities, and cultures

Fairness and

Development

What are the

consequences of our

common humanity?

Rights and responsibilities

The relationships between communities

Sharing finite resources with other people and with other living things

Access to equal opportunities

Peace and conflict resolution

Globalization and

Sustainability

How is everything

connected?

The interconnectedness of human-made systems and communities

The relationship between local and global processes

How local experiences mediate the global

The opportunities and tensions provided by world-interconnectedness

The impact of decision-making on humankind and the environment

Orientation in Space

and Time

What is the meaning of

“where” and “when”?

Personal histories

Homes and journeys

Turning points in humankind

Explorations and migrations of humankind

Discoveries

Personal and Cultural

Expression

What is the nature and

purpose of creative

expression?

The ways in which we discover and express ideas, feelings, nature,

culture, beliefs, and values

The ways in which we reflect on, extend, and enjoy our creativity

Our appreciation of the aesthetic (beauty)

Scientific and Technical

Innovation

How do we understand

the world in which we

live?

The natural world and its laws

The interaction between people and the natural world

How humans use their understanding of scientific principles

The impact of scientific and technological advances on

communities and environments

The impact of environments on human activity

How humans adapt environments to their needs

GLOBAL CONTEXT Global contexts allow you to frame learning around concepts and

connections to your life and experience.

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WHAT IS THE RELEVANCE?

GLO

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ON

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EXAMPLES OF A TOPIC THROUGH GLOBAL CONTEXT

GLOBAL CONTEXT YOUR TOPIC VIEWED THROUGH THE GLOBAL CONTEXT

Identities and

Relationships Examine the question, “Why does rap speak to me?”

Orientation in Space

and Time

Explore the development of rap as a style of music across the

continents/across the decades.

Personal and Cultural

Expressions

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

session.

Scientific and

Technical Innovation

Explore the impact technological advances have had on the

production of rap music.

Globalization and

Sustainability

Debate the idea of how rap music is destroying the youth and

their communities.

Fairness and

Development

Examine the idea that rap artists do/do not exploit women.

Rights and Responsibilities of artists (Role models to

youth/Freedom of speech)

Interests

Sports

Global Context: Inquiry into identities

and relationships

Specific part of the Global Context: Physical Health

Goal

To make a film that highlights the benefits of and encourages my peers to get involved in sports.

Outcome

A film about sports

It is important to identify one of these global contexts in order to establish the relevance

to your inquiry why it matters.

Ask yourself these questions to help you:

What do I want to achieve through my Personal Project?

What do I want others to understand through my work?

What impact do I want my project to have?

How can a specific context give greater purpose to my project?

19

MY GOAL

MY GLOBAL CONTEXT

Fairness and Development

Globalization and Sustainability

Identities and Relationships

Orientation in Space and Time

Personal and Cultural Expression

Scientific and Technical Innovation

WHY THIS GLOBAL CONTEXT

WHICH PART OF THE GLOBAL CONTEXT

GLO

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HOW TO SUCCESSFULLY COMPLETE THE PROJECT

In order to complete your project successfully, you MUST research using a

minimum of 5 varied sources. List your research questions. Criterion A will provide

guidance on your research.

PRIMARY AND SECONDARY RESEARCH

COLLECTING DATA

It is important to record your sources during the research process right

away. You may create a table in your journal to keep track of your sources

as you come across them and evaluate them using the Reliability Grid.

People you interview are considered sources, as well. Remember, if you

skip this step, you will spend lots of time looking for your sources later.

SO

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Primary Research | Direct |First-hand research

All primary research that you carry out, collecting your own data. This includes:

conducting interviews, surveys and polls with a target audience and/or

client

interviewing experts over the telephone

writing letters or emails asking for specific information about a product from

a client

observing users interacting within the situation and making notes

analyzing products that have things in common with the problem

investigating the work of other designers of existing products

conducting market research such as surveys, questionnaires and interviews

through focus groups

experimenting with materials, tools and processes.

Secondary Research | Indirect | Desk research

Secondary research involves using data collected by other people. This includes:

analyzing data from a website or book

reading accounts of a problem written by another person

analyzing articles in magazines, journals and newspapers

downloading data from a marketing website

viewing videos about how to use materials, tools and processes.

21

You may choose to use http://www.citationmachine.net/apa to generate the

required APA-style bibliography.

ONLINE RESOURCES

Google Advanced Search

Google Books

Google Scholar

RefSeek: With more than 1 billion documents, web pages, books,

journals, newspapers, and more, RefSeek offers authoritative resources

in just about any subject, without all of the mess of sponsored links and

commercial results.

Virtual LRC: The Virtual Learning Resources Center has created a

custom Google search, featuring only the best of academic

information websites. This search is curated by teachers and library

professionals around the world to share great resources for academic

projects.

Digital Library of the Commons Repository: Check out the DLC to find

international literature including free and open access full-text articles,

papers, and dissertations.

Internet Public Library: Find resources by subject through the Internet

Public Library’s database.

Google Correlate: Google’s super cool search tool will allow you to find

searches that correlate with real-world data.

Want the best of everything? Use these meta search engines that return

results from multiple sites all at once.

Dogpile: Find the best of all the major search engines with Dogpile, an

engine that returns results from Google, Yahoo!, and Bing, with

categories including web, images, video, and even white pages.

MetaCrawler: MetaCrawler makes it easy to “search the search

engines,” returning results from Google, Yahoo!, and Bing.

Mamma: Check out the mother of all search engines to pin down the

best resources on the web. Mamma even searches Twitter and job

postings!

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http://www.citationmachine.net/apa

RELIABILITY GRID

C

rite

rio

n

Rating

Descriptor

A

uth

or

4 Written by a well-known reputable organization. Many professionals contributed to

creating this source

3 Author is highly professional in this field of study. Author is from or backed by a well-

trusted organization

2 Author is knowledgeable/reputable, bases the source on his/her own experiences

as well as others’

1 Author is stated but is unreliable. Source is eliminated

0 Does not meet any of the above. Source is immediately eliminated

Orig

in

3 Published in professional/well-known/reputable media

2 Published in trustworthy media

1 Posted in a well-known or editable media where anybody can post. Source is

almost always eliminated

0 Does not meet any of the above. Source is immediately eliminated

O

bje

ctivity

3 Non-biased with appropriate reasoning and opinions for both pros and cons

2 Mostly biased but opinion based on a wide variety of reasons

1 Completely biased with a narrow scope of points

0 Confusing/unclear objectivity. Source is immediately eliminated

Qu

ality

3 Highly professional, convincing source

2 Convincing details with understandable reasoning

1 Somewhat relevant to the subject. Not reasonable enough to qualify as a

convincing source

0 Irrelevant information presented. Source is eliminated

Q

ua

ntity

2 Appropriate amount of information to clearly state the opinion and facts with

detailed reasoning

1 Too much or too little

T

ota

l

13-15 Excellent source

11-12 Good source

8-10 Acceptable source

5-7 Average source on the internet, usually eliminated

0-4 Source is immediately eliminated

EVALUATING SOURCE RELIABILITY

Use this chart in your process journal to evaluate your sources.

Author Origin Objectivity Quality Quantity TOTAL

Score =

Strengths:

Weaknesses:

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INTRODUCTION (very brief):

What is a personal project?

What is the goal of your project (use the goal formula)?

Why did you choose this project?

Personal interest: A value, an interest; intellectual curiosity; family connection;

social, cultural or geographical relevance, passion – the reason why you want to

do it

Context: Consideration of the topic of interest from the perspective of a global

context

Goal: What you want to achieve or accomplish within the recommended time

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/OUTCOME

(how you will demonstrate successful

achievement of your goal)

Getting fit Completing a half-marathon

Raising awareness Creating a flier and using it in a publicity

campaign

Exploring an artistic genre Composing an original artwork

LEVEL STRAND DESCRIPTOR TASK-SPECIFIC CLARIFICATION

1-2

State a goal and global context

for the project, based on personal

interests, but this may be limited in

depth or accessibility

You state a goal that is unrealistic or shallow

which does not have a clear connection to

personal interests or the stated global

context

3-4

Outline a basic and appropriate

goal and global context for the

project, based on personal

interests

You outline a simple or easily-achievable

goal that identifies a relevant global context

5-6

Define a clear and challenging

goal and global context for the

project, based on personal

interests

Based on personal interest, you define a

clear goal that

• explains what make the goal personally

challenging

• details the goal’s relationship to a relevant

global context

7-8

Develop a clear and highly

challenging goal and global

context for the project, based

on personal interest

Based on personal interest, you define a

clear goal that

• justifies the goal as highly challenging

• meaningfully relates to a global context

STRAND i: Define a clear goal and global context for the project,


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GUIDING QUESTIONS TO WRITING STRAND i

Goal:

In one sentence, write your goal clearly using the Goal Formula.

Explain and justify your topic of interest. Why have you chosen to do this for your

Personal Project?

What do you hope to gain from it?

What do you want to learn?

How is it going to be highly challenging for you?

If you have made changes to your goal during the project, explain why and what

those changes were.

Global Context:

Which global context did you choose. Mention which points under the global context

suit your goal best.

Why does this global context work best?

Explain how your choice of global context has helped you focus in on a certain

element of your topic of interest.

Mention how a different context might have informed your project differently, and

what limitations your chosen context place on you.

Personal Interest:

Describe what makes your project personal referring to experiences, interests, and

ideas that make it important to you.

What is the history of your personal interest in this topic?

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 this may be

limited in occurrence or relevance

State some prior learning relevant to the

project

3-4

Identify basic prior learning and

subject-specific knowledge relevant

to some areas of the project

Outline prior learning relevant to

some aspect of the project

5-6


specific knowledge generally relevant

to the project

Describe with appropriate detail prior

learning relevant to the project

7-8


specific knowledge that is

consistently highly relevant to the

project

Analyze the relevance and

contribution of prior learning to the

project

STRAND ii: Identify prior learning and subject-specific knowledge

relevant to the project

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GUIDING QUESTIONS TO WRITING STRAND ii

Prior Learning:

Identify what you already knew about this topic and the sources of this knowledge

(other than school). Use specific terminology for your topic.

Subject-Specific Knowledge:

What have you learned in a school subject that is helpful to your topic? E.g. Math,

English, Art, Social Studies, etc.

How has it helped you and prepared you for this?

Transfer and application of information skills are not assessed in this strand

• Academic honesty: Every instance of the use of the work or ideas of others must be

cited in a format that is consistent and in line with the school’s recognized

convention(s)

• Bibliography: An alphabetical list of all sources used to complete the project; resources

should be explicit, appropriate and noted in the project report

• Research skills: Information literacy and media literacy skills; for examples, see the ATLs

table.

LEVEL STRAND

DESCRIPTOR TASK SPECIFIC CLARIFICATION

1-2

Demonstrate

limited research

skills

• Few or inappropriate sources have been researched and

recorded.

• There is little if any evaluation of sources’ reliability or

relevance.

• The bibliography is inappropriate, inconsistent and/or not used

in the project report.

• There is little evidence of other appropriate research skills.

3-4

Demonstrate

adequate

research skills

• A range of sources have been researched and recorded.

• Specific sources selected for the project are evaluated for

reliability or relevance.

• The bibliography is consistent and used in the project report.

• There is some evidence of appropriate research skills.

5-6

Demonstrate

substantial

research skills

• An appropriate range of sources and variety of source types

have been 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

research skills

• An extensive range of sources and variety of source types have

been researched.

• Sources are consistently and effectively evaluated for their

reliability and relevance.

• The bibliography is appropriate, consistent and used with

sophistication in the project.

• There is extensive evidence of a broad range of research

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GUIDING QUESTIONS TO WRITING STRAND iii

Outline research skills you had before starting the project.

How have you developed your research skills throughout the project?

What did you research in order to complete your project (your research

questions)?

Mention the wide variety of relevant sources you used, including interviews and

surveys.

How did you select your sources and evaluate them? Refer to your source

evaluation as process journal extracts.

STRAND SAMPLE SENTENCES EXAMPLES OF ATL

i. Define a clear and highly challenging goal and global

context for the project, based on personal interests

My goal was to…

This project challenged me by…

The global context for my project was…

I selected this global context to help drive my

project…

It relates to my project because….

ii. Identify prior learning and subject-specific knowledge

that is consistently highly relevant to the project

For several years, I have been interested in…

Prior to starting this project, I have been involved

in…

iii. Demonstrate excellent research skills.

The types of sources I consulted included…

I chose to interview the Music teacher at my school,

Ms. Anne, 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 is run by renowned experts in their field according

to…

Collaboration

e.g. Respect different

opinions and points of

view

Creative Thinking

e.g. Use brainstorming

and diagrams to

develop new ideas

Critical Thinking

e.g. Identify problems

and develop aims,

goals, and

objectives

Information Literacy

e.g. Read critically and for

comprehension

e.g. Reference accurately

Media Literacy

e.g. Use a variety of

technologies and media

platforms to source

information

Transfer

e.g. Identify prior learning

experiences

e.g. Make connections

between subject-based

learning

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B. PLANNING

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MATERIAL What materials will be used? What properties do the

materials need to have? What software will you use?

ENVIRONMENTAL

CONSIDERATIONS

How will your product directly or indirectly affect the

environment?

FORM

What will it look like?

Is it softcopy or hardcopy?

What tools will you use?

What size will it be?

How will it be assembled?

FUNCTION

What is its purpose?

What will it do?

How easily can it be used?

How easily can it be maintained?

USER/AUDIENCE

Who is it for?

How old is the user?

What is their background?

COST

Is there a maximum cost?

Is this a time cost or a material cost?

You must research what your cost will be rather than

estimate.

VOCABULARY

How many words do you want to learn in a new

language? How many words/chapters/pages in a short

story/novel?

AESTHETICS Consider appearance, style, color, shape/form, texture,

pattern, finish, layout.

OTHER Think of specific success criteria that are required for

your product SU

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After having agreed with your mentor on what you would like to achieve and

did some research into your goal, how will you know if you have succeeded?

Your success criteria will help you measure the quality of the final

product/outcome. Use this chart to develop success criteria for your

product/outcome. Remember, you will use your own success criteria to assess

your project against at the end of the year. Make sure your success criteria

are realistic and based on your research.

Some categories may not apply to your product/outcome, and you may add

other categories.

EXAMPLE The goal may be to design a personal fitness program to prepare for a half-

marathon. The project’s goal is to increase fitness through a training schedule,

with the outcome of demonstrating increased fitness by successfully running a

half-marathon. The criteria might include a proposed running schedule with

interim projected running times, and the final running time you hope to

achieve in the half-marathon. The outcome might be documented through a

fitness chart, diary entries, running times, and a series of photos of the actual

marathon.

29

PERSONAL PROJECT PLAN (Draft # )

Student Name:

Project Title:

Mentor Name: Date:

Goal: I will investigate/research/explore (topic) in order to (purpose).

Action: I will create/make (product/outcome) for (target audience).

Global Context:

Identify which part of the global

context you will focus on.

Explain why you have chosen it, justifying the

relevance of your inquiry.

Success Criteria: Which success criteria will ensure your product/outcome is of excellent

quality? (i.e. how will you evaluate it?)

Research: What are your research questions? List the types of sources you will use (articles,

surveys, interviews, observations, experiences, etc.). Minimum of 5 varied sources.

Process Journal: What is the format of your journal? How will you record the significant

findings and development of the process?

Signature of Student

Signature of Parent/Guardian

Signature of Mentor Signature of Coordinator

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ACTION PLAN

Week Process Journal Product Report Date Completed

1 – 6 Decide on topic, goal, global context, and product, etc.

7 Decide on what to research

and whom to interview

- -

8 Develop success criteria and

action plan

- Start introduction

9-10 Introduction Research Begin developing my

product

Start writing A.

Investigating

11 Entries (may include sources

evaluation and reflection on

self-management skills)

Purchase XYZ

Create XYZ

Start writing B.

Planning

12-13 Entries (may include

description of thinking,

communication, and social

skills)

Develop XYZ

Test XYZ

Start writing C.

Taking Action

14-15 Entries (may include reflecting

on IB Learner profile, and

product evaluation)

Finalize XYZ Start with writing D.

Reflecting

As this criterion name suggests, you need to create a plan for how you will achieve your

product/outcome based on the success criteria you set for yourself. Remember, you will be

assessed for your planning by showing evidence of short- and long-term plans.

Below are samples of how you may want to organize your tasks. Feel free to use any format

that suits the needs of your product, as long as thought has been put into it.

31

Success Criteria: Specific elements the personal project product/outcome must meet

to be a quality outcome, as defined by you. The success 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. Success Criteria should be personally challenging,

specific, relevant, clearly-explained or exemplified, and observable or measurable.

Success Criteria can have qualitative and/or quantitative dimensions.

•Plan: A logical intended course of action which documents time and resources;

you should submit your 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

and record of the

development

process of the

project

A brief plan that is not specific to the stated goal

with a minimal outline of the development process


1-2 Develop limited criteria for

the product/outcome

Criteria that:

• are basic and/or have some connection to

the product/outcome

3-4

Develop adequate

criteria for the

product/outcome

Criteria that:

• start to consider the qualitative elements of the

product/outcome

• outline how your success might be observed

5-6

Develop substantial and

appropriate

criteria for the

product/outcome

Criteria that are:

• realistic and relevant to the product/outcome

• informed by research

• qualitative and/or quantitative, as appropriate.

7-8 Develop rigorous criteria

for the product/outcome

Criteria that:

• clearly define the specific characteristics of a

high quality product/outcome

• explicitly informed by highly-relevant research

• justified, specific and multidimensional


What success criteria did you set for yourself to evaluate your product/outcome?

Why did you choose these (mention your research and how it shaped your critereia)?

If you made changes to the success criteria during the project, explain these changes

and why you made them.

STRAND i: Develop criteria for the product/outcome

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STRAND ii: Plan and record the development process of the project

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3-4

Present an adequate

plan and record of the

development process

of the project

A plan that includes:

• long-term planning which is not broken down

to specific steps

• vague connections to your 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 record of the

development process

of the project


• short and long term planning that has not

been broken down into specific steps

• clear connections to your 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 plan and

record of the

development process

of the project


• short- and long-term planning broken down into

detailed, logical steps

• have a strong focus to your 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

• Organization skills: managing available time and resources, using the process

journal effectively to plan, develop and record progress on the project; for other

examples, see ATLs table.

• Affective skills: managing state of mind (mindfulness, perseverance, emotional

management, self- motivation and resilience); for examples, see ATLs table.


1-2 Demonstrate limited self-

management skills

A brief account of:

• basic or inconsistent time and/or task management

• affective skills practiced through the project


Present your plan.

Present a record of how the project has developed from start to finish. Walk us

through it.

Did you adhere to your plan? If not, explain.

Describe how you used your process journal to assist you in planning, referring to

specific examples in the appendices.

Explain how your process journal has developed throughout the project.

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3-4 Demonstrate adequate

self-management skills

A description of:

• appropriate time and task management which

show some independence


• use of another self-management skill

5-6

Demonstrate

substantial self-

management skills

An explanation of:

• effective and often independent time and

task management


• effective use of other self-management skills

7-8

Demonstrate excellent

self-

management skills

A justification of:

• strengths and limitations for effective and

independent time and task management


• highly effective use of other self-management skills


i. Develop rigorous criteria for the

product/outcome

In order to fully evaluate my product, I

developed the following success criteria…

Budget was an important factor so I set

this level as meeting expectations….

ii. Present a detailed and accurate plan and

record of the development process of the project

Within my process journal, see Appendix… I

showed…

To effectively manage my time, I planned

backwards from the exhibition date by…

When I recorded….in my process journal, I

realized that…

I decided to use these headings for my plan

… in order to …

iii. Demonstrate excellent self- management skills

I became quite frustrated when…… so I

decided to ….

One of my contacts was very hard to reach

which caused some stress. I overcame this by

….

When under pressure I ….

Affective

e.g. Develop mental focus and

overcome distraction (mindfulness)

Collaboration

e.g. Delegate and share

responsibility

Creative Thinking

e.g. Use brainstorming and diagrams

to develop new ideas

Critical Thinking

e.g. Identify obstacles and challenges

Organization

e.g. Keep an organized set of notes

e.g. Plan out major steps

Reflection

e.g. Identify strengths and

weaknesses


Outline the self-management skills you had at the start of the project.

Discuss how these skills have developed throughout the project.

Referring to your process journal, explain how you organized your time?

Referring to the ATL table, discuss your time management skills.

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C. TAKING ACTION

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Strand i: Create a product/outcome in response to the goal, global

context and criteria

Strand ii: Demonstrate thinking skills

This strand is assessed based on evidence provided by the final product/outcome and its

description. Describe your product as if the assessor has not seen it. Use the allowance of 5

photos or 30 seconds of video to support your description.

LEVEL STRAND DESCRIPTOR TASK SPECIFIC CLARIFICATION

1-2 Create a limited

product/outcome in response to

the goal, global context and

criteria

• a poorly rendered/ largely

unachieved product/outcome

• an outline of how you achieved the project’s

goal, connected it with 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 response to

the goal, global context and

criteria

• a simple product/outcome

• a description of how you achieved the

project’s goal and connected it with the

global context, creating a

product/outcome with some reference

to the criteria for its success

5-6 Create a substantial

product/outcome in response

to the goal, global context

and criteria

• a good quality product/successful outcome

• an explanation of how you achieved the

project’s goal and connected it with a global

context, creating a product/outcome with

clear reference to the criteria for its success

7-8 Create an excellent

product/outcome in response

to the goal, global context

and criteria

• a high-quality product/ highly-successful

outcome

• an analysis and evaluation of how you

achieved the project’s goal and

connected it with a global context,

creating a product/outcome that

comprehensively meets the criteria for its

success

• Thinking skills: critical thinking and creative thinking skills.


Describe your finished product/outcome in detail. Assessors will not have the

physical product in front of them.

How does it relate to your goal, global context, and success criteria?

You will not evaluate your product/outcome in this section.

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Strand iii: Demonstrate communication and social skills

• People relevant to the project: including school staff (project coordinator, mentor,

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

communication

and social skills

Outline of:

• limited or irrelevant interaction with people involved in the

project

• little collaboration with those relevant to the project

(if appropriate to the project).

A report that lacks clarity and coherence and/or does not

follow the required structure

3-4 Demonstrate

adequate

communication

and social skills

Description of:

• interaction with some people relevant to the project

working effectively with others (if appropriate to the

project).

A report that is occasionally clear and coherent and that

partially follows the required structure


1-2 Demonstrate limited

thinking skills

Outline of:

• critical and/or creative thinking skills relevant to the project

3-4 Demonstrate

adequate thinking

skills

Description of:

• critical and creative thinking skills appropriate to the project

• transfer of some learning from the research

that helps to achieve the project’s goal

5-6 Demonstrate

substantial thinking

skills

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

skills

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


Outline your thinking skills at the start of the project.

Outline how your thinking skills have developed throughout your project.

Referring to your research, demonstrate how you applied what you learned to

your project.

How did you overcome problems?

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5-6 Demonstrate

substantial

communication

and social skills

Explanation of:

• effective interaction with those relevant to the project using

appropriate modes of communication

• working effectively with others (if appropriate to the

project).

A report that is mostly clear and coherent and that follows the

required structure 7-8 Demonstrate

excellent

communication

and social skills

Analysis and evaluation of:

• valuable ongoing essential interaction with those relevant

to the project using a variety 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


Show how you worked with other people to make your project a success.

Give examples of interactions, and how they helped you, including your mentor,

coordinator, peers, family, etc.

Give examples of other times when you had to communicate in order to

progress.

STRAND SAMPLE SENTENCES

EXAMPLES OF ATL

i. Create an excellent product/outcome in response to the

goal, global context, and criteria

My product is a result of …

When I revisited my global context, I decided to…

It reflects my new understanding of the global context

because….

ii. Demonstrate excellent thinking skills

Based on this research my project took a new

direction…

This source helped me decide this by…

By combining the information from these three sources I

was able…

After my interview with …I had a new

perspective/understanding of …...because…

iii. Demonstrate excellent communication and social skills

My mentor meetings allowed me to practice my social

skills since…

Throughout the project I communicated in a variety of

ways, including: …

Affective

e.g. Perseverance

e.g. Resilience

Collaboration

e.g. Manage and resolve

conflict

Communication

e.g. Participate and

contribute

e.g. Be an active listener

Creative Thinking

e.g. Design, create

something new

Critical Thinking

e.g. Test conclusions

Organization

e.g. Meet deadlines

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D. RELFECTING

39

WHAT DO WE MEAN BY REFLECTION?

To understand what ‘Reflection’ is, ask yourself, “How has this project

changed me?”

Criterion D asks you to:

present an excellent evaluation of the quality of product/outcome

using your success criteria

present excellent reflection on how this project has increased your

knowledge and understanding of the chosen topic and global

context

present excellent reflection on your development as an IB learner

through the completion of this project

REFLE

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18)

40

SUCCESS CRITERIA SELF-ASSESSMENT

Now that you are done with your project, assess your

product/outcome by creating a rubric using your own success

criteria for your product/outcome. See the example below.

YOUR SUCCESS CRITERIA 1 – 2

Limited

3 – 4

Adequate

5 – 6

Substantial

7 – 8

Rigorous

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Using your own success criteria, evaluate your product. What are the strengths

and weaknesses?

Did you meet your goal?

What could be better? Why and what would the impact be?

What factors impacted the quality of your product?


1-2 Present a limited evaluation of the

quality of the product/outcome

against your criteria

The evaluation outlines the quality of the

product/outcome against some of

the stated criteria

3-4 Present a basic evaluation of the



The evaluation describes the quality of the

product/outcome against some of

the stated criteria

5-6 Present a substantial evaluation of the



The evaluation explains the quality of

the product/outcome against most

of the stated criteria

7-8 Present an excellent evaluation of the



The evaluation analyses the quality of the

product/outcome against all the stated

criteria


1-2 Present limited reflection on how


extended your knowledge and

understanding of the topic and the

global context

The reflection states at least one way you have

extended your knowledge and understanding

of the topic and/or the global context, with no

examples

3-4 Present adequate reflection on



understanding of the topic and

the global context

The reflection outlines ways in which you

have extended your knowledge and

understanding of the topic and the global

context, using some examples

5-6 Present substantial reflection on



understanding of the topic and the

global context

The reflection explains how you have



context, using specific and well-chosen

examples

7-8 Present excellent reflection on how



understanding of the topic/inquiry


The reflection evaluates how you have

extended you knowledge and


context, using meaningful examples,

detailed descriptions and insightful

explanations

STRAND i: Evaluate the quality of the product/outcome against their

criteria

STRAND ii: Reflect on how completing the project has extended

their knowledge and understanding of the topic and the global

context

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How has your knowledge and understanding of that topic changed?

What do you know now?

Has this experience changed your views on your topic of interest?

Explain how you better understand your global context.

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 you

development as an IB learner

through the project

The reflection that states at least one way you

have developed as an IB learner without

using examples

3-4 Present adequate reflection on you


through the project

The reflection outlines ways you have

developed as an IB learner using some

examples

5-6 Present substantial reflection on you


through the project

The reflection explains how you have

developed as an IB learner using specific,

well- chosen examples

7-8 Present excellent reflection on you


through the project

The reflection evaluates your

development as an IB learner using

appropriate examples, detailed

descriptions and insightful explanations


Which IB Learner Profile traits have you demonstrated? List clearly those that

apply to you.

D:

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STRAND iii: Reflect on their development as IB learners through the

project

43


i. Present an excellent evaluation of the quality of the

product/outcome against your success criteria

In consultation with my mentor, we thought that my

final product met most of my success criteria in these

ways…

My mentor and I agreed that the product

fell short of these success criteria… in these ways…

ii. Present excellent reflection on how completing the

project has extended your knowledge and understanding

of the topic and global context

My knowledge has been extended as a result of this

project in these ways…

My understanding of my global context

has developed in these ways…

iii. Present excellent reflection on your development as an

IB learner through the project.

I developed as an IB learner in these areas…

The most challenging experiences included…

I am proud of…

If I were to attempt a similar project in the future I

would…

Affective

e.g. Find the

causes of my

failures and

deal with it in a

constructive

way

e.g. Practice

delaying

gratification

Communication

e.g. Negotiate

ideas and

knowledge with

peers and

teachers

Reflection

e.g. Demonstrate

flexibility

e.g. Consider how

you’ve

changed as a

learner

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THE REPORT

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Remember, no matter how creative your

report is, it does not replace the product!

Also, if your product is a written piece, it does

not take the place of the project report.

WHAT IS A 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 REPORT MUST:

Show your engagement with your project

Summarize the experiences and skills that you wrote about in your process

journal

Be organized into identifiable sections following those of the criteria:

A. Investigating

B. Planning

C. Taking action

D. Reflecting

Describe your product in detail as the product will not be present during

assessment.

Include evidence for ALL the strands of all criteria

Must be written in PAST TENSE

Ensure it is no more than 3,500 words long

The process journal is not included in the word count

Typed in 12 pt font, black ink, headings in 14 pt

Make it personal, speak from the heart, but don’t use slang or incorrect

grammar

THE FORMAT

Possible formats vary from school to school and may include written, oral

and/or multimedia. At DAS, all reports for the Personal Project will be written.

Submission Length

Report (PDF) 1,500 – 3,500 words

Appendices 10 appendices

Product 5 pictures or 30 second video

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THE STRUCTURE Keep in mind that when your final report is assessed, each criterion is worth

the same amount, therefore, your report should address each one equally.

Allocate about 375 to 875 words for each criterion. (Note: cover sheet,

table of contents, bibliography, and appendices do not count in your total

number of words)

Make sure you address all strands of all four assessment criteria. Evidence

of each strand is necessary to gain credit for it in the final report.

Write the report formally. It is a piece of academic work.

1st DRAFT SUBMISSION The 1st submission will focus mainly on

gaining feedback from your mentors on

criteria A, B, C, and D.

2nd DRAFT SUBMISSION

For your 2nd submission, you will incorporate your mentor’s feedback and

add all necessary appendices along with in-text referencing. You must

submit all elements of the report listed above via Turn-it-in.

FINAL SUBMISSION

Make you final changes and that you have all your appendices correctly

referenced. Remember, the process journal and product will not be

physically present when the committees meet to assess your project. Only

the report.

ELEMENTS OF THE REPORT: 1. Cover Sheet (project title, student number, year)

2. Table of contents 3. Body of the report – containing 4 distinct sections plus an introduction:

Introduction

Investigating

Planning

Taking Action

Reflecting

4. Bibliography in APA format

5. Appendices: process journal extracts, survey questions, interview questions

6. Academic Honesty Form

1. Select a maximum of 10 extracts. You

must be able to show how you have

addressed the strands in each criterion.

2. Make reference to the extracts in the

report. If you include an extract in the

appendix, it must be mentioned in the

report.

3. Scan your process journal for entries that

demonstrate specific ATL skills.

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APPENDICES

An appendix is supplementary material usually attached at the end of a piece

of writing.

The appendices must be extracts from your Process Journal.

All extracts should contain the date they were added to the journal.

It may be material such as surveys, emails, text messages, graphs, and charts.

This material is important to the report and is used as evidence when discussing

any of the ATL skills and the four criteria.

Appendices should be identified with a letter or number such as Appendix C or

Appendix 3, and also have a page number.

Appendices do NOT count in the Report word count

Example of your Report referencing your survey:

“After screening my documentary, I provided the audience with a feedback

survey (see Appendix 3, p13). Giving and receiving feedback demonstrates my

communication and social skills.”

CRITERION A: INVESTIGATING

STRAND EVIDENCE

Define a challenging

goal and global context,

based on personal

interest

Record mentor meeting

discussing these issues

Identify prior learning and

subject-specific

knowledge relevant to

the project

Evidence of source

analysis and evaluation

Demonstrate research

skills

Present evidence from

your survey in graph form

CRITERION D: REFLECTING

STRAND EVIDENCE

Present an evaluation of

your product/outcome

against your success

criteria

How did you evaluate your

product/outcome against

your success criteria?

Present how completing

the project has

extended your

knowledge of the topic

A journal page

demonstrating how your

research increased your

knowledge

Reflect on your

development as an IB

Learner

Pages from your process

journal highlighting the

learner profile

CRITERION C: TAKING ACTION

STRAND EVIDENCE

Create a

product/outcome

in response to the

goal, global

contexts, and

success criteria

For example,

photographs of

product/outcome

development

Demonstrate

thinking skills

Present how you used

your research, survey

info, sources, interviews

to develop your

product/outcome

Demonstrate

communication

and social skills

Such as email

correspondence

CRITERION B: PLANNING

STRAND EVIDENCE

Development of

success criteria

Your table of success

criteria

Present a plan and

record of the

development

process

Personal Project Plan with

details of reflection.

Demonstrate self-

management skills

Record mentor meeting,

interviews, email

correspondence

APPENDICES

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BEFORE THE EXHIBITION: DIRECTORY ENTRY

Every year, DAS will host the Projects exhibition and will create a directory

to keep a record of all the Projects completed by the students. Here is

the information needed to write a one paragraph entry that is between

50-150 words:

FINAL SUBMISSION CHECKLIST

□ Cover sheet, table of contents, report, and APA style bibliography

□ 10 appendices

□ Reference to the 10 process journal extracts in the report

□ Completed and signed Academic Honesty Form

□ Directory entry

□ Poster

□ Product

Your name

Your mentor name

The title of your project

The goal of your

project

Your global context and why

you chose it

What you learned

What were the challenges

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WHAT SHOULD YOU EXPECT IN THE EXHIBITION?

You will have a table to place your laptop/iPad, product, or props. You will display

your poster and give an oral presentation for the school community and members

of your family.

POSTER GUIDELINES

The show board will be:

Size and Material: size A1 (84cm x 60cm), professionally

printed and mounted onto carton (not foam) board.

Design: You are free to design it as you wish

Considerations: Please do not place any pictures of

yourself or other students. Must be professionally printed.

POSTER CONTENT

Personal Project

Title of your project

Your name

Your mentor name

The year 2018 (current grade 9 will be 2019)

Your goal

Your action

ORAL PRESENTATION GUIDELINES

The oral presentation should be no longer than 5-7 minutes. Really show why this

was personal for you by talking about these points:

o Your goal

o Your global context

o Why you chose it? And what prior knowledge did you have?

o Stages of the project: investigation, planning, taking action, reflection

o What did you find challenging about your experience?

o What did you gain from doing the Personal Project?

THE EXHIBITION

50

This guide is largely based on the sample guide available as part of the Personal Project –

Teacher Support Material available on the OCC. It was originally developed by the staff of

Western International School of Shanghai.

Additional material was acquired from:

“8 - Writing Your Report - PSI MYP Personal Project.” Google Sites,

sites.google.com/a/psi.kiev.ua/myp-personal-project/pp-samples/writing-your-report.

Collins, Fiona, and Mirjam Berghuis. The Personal Project. Western International School of

Shanghai, 2016.

Fong, Christine. Goal. Digital image. Christine Fong Website. Web.

<http://christinefongonline.com/?p=59>.

IB-MYP Personal Project Handbook for Students. Friends Boys School, 2016-2017.

IBO. Projects Guide. International Baccalaureate Organization, 2014.

Journal. Digital image. Pexels. Web. <www.pexels.com>.

Personal Project Guide. Independent Schools Foundation Academy, 2011-2012.

Personal Project Guide. International School ISUtrecht, 2016.

Personal Project Guide. Suzhou Singapore International School, 2011.

Richardson-Starks, Demetra, Marie Davis, and Katharine Braggs. Personal Project Student

Guide. Hyde Park Academy, 2015-2016.

“LibGuides: Personal Project: Appendices.” Criteria, Format, Sample EEs - Extended Essay

Guide - LibGuides at Concordian International School - Thailand, concordian-

thailand.libguides.com/c.php?g=587241&p=4056892.

https://ibpublishing.ibo.org/server2/rest/app/tsm.xql?doc=m_8_techn_tsm_1406_1_e&part=

3&chapter=5

IBO. Further Guidance for the Projects. International Baccalaureate Organization, 2016

(DAS Personal Project Guide, Year 2019)

BIBLIOGRAPHY

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