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IB MYP Personal Project Handbook

Grade 10

2018-2019

Table of Contents

Letter of Introduction 2

What is the Personal Project 3

What would a Personal Project Look Like? 5

Goal Setting 6

Global Contexts 7

Approaches to Learning 10

How to Plan and Schedule the Personal Project 11

IB Learner Profile 13

The Pitch 14

Your Personal Project Supervisor 15

Reporting the Project 16

Assessment of the Personal Project 16

Timeline and Important Dates 17

Appendix 1 – MYP Projects Academic Honesty Form 19

Appendix 2 – Detailed Personal Project Report Formats 21

Appendix 3 – Detailed Assessment Criteria 22

1

Dear Grade Tens,

This year will mark your completion of the IB Middle Years Programme. One of the requirements of the MYP is the Personal Project which you will begin and complete over the next six months. Completing this project will allow you to showcase your approaches to learning skills, as well as challenge yourself to take the initiative to envision, plan, create and share a product or an outcome of personal interest to you. This is a big project, and at first it may seem overwhelming, but do not let stress and anxiety take over. You will have a strong and capable support team to help you through this process. Your supervisors will be there to meet with you, offer advice/help and ensure that you meet timelines. You will also have access to your other teachers, alumni, and possibly other specialists from outside of school. This project will ultimately be assessed and reported on by a team of teachers made up of your supervisors, principals, and the Personal Project Coordinator. Finally, a random selection of Personal Projects will be chosen by the IB, and we will send them off for further assessment externally. There is no way of knowing which projects will be chosen, so you need to assume that yours may be one that gets picked. The Personal Project is the culminating activity for the MYP and your opportunity to showcase the skills that you have learned over the past four years of the MYP. The assessment of the Personal Project is largely based on the Approaches to Learning Skills (ATL) that make up the skill development aspects of the MYP. In order to demonstrate these skills, you will take knowledge learned from your courses to help guide you in showing your understanding of the Global Contexts and the development of the Learner Profile traits through a project of choice which you will share with others. While the project will not be a class which is regularly scheduled in your time table, there will be a grade 10 advisory scheduled every Wednesday in which all Grade 10s will have an opportunity to meet to receive timely information and to work through various stages of the project. Though this will provide you with some support and time to work on the project, you will definitely need to spend a fair amount of your own personal time completing the project. You and your project supervisor will also determine when you periodically meet in order to track progress on the project. It is ultimately your responsibility to come up with your own project and see it through completion. Communication is key; please remember to seek help whenever you are unsure. We are here to help you and make sure you feel supported in this exciting endeavor. Ms. Kennedy – Personal Project Coordinator Mr. Kemp – MYP Coordinator

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What is the Personal Project?

As the name suggests, this is a project for you to envision, create and present which is of personal interest. Have you ever wanted to build a musical instrument? Do you have a secret passion to write a play? Now is your chance! The personal project is your project to do what you want to do, to show the skills you have developed over the years in your subjects and through approaches to learning (ATL), and to apply them to a global context. The personal project holds a place of special importance in the MYP, and so it should be clearly focused on an issue or theme closely related to one of the global contexts. Remember, you will be working on this project for an extended period of time, so it needs to be something you really want to do. Whatever type of personal project you decide on, it should:

● have a clear, achievable and challenging goal ● be focused on one global context ● allow you to express a truly personal message ● be the result of your initiative, creativity and ability to organize and plan ● reflect your special interests, hobbies, special abilities, or concerns about particular issues ● deal with a topic or area to which you are committed ● be entirely your own work—authenticity is very important and you will be required to sign a

document stating that the personal project is your own work ● be researchable – if you cannot research it, then it is a hobby not a project ● answer your question of inquiry

Your project must not:

● be part of any assessed coursework ● take over your whole personal and social life, nor interfere with your studies, even though it will

involve many hours of work ● be too closely linked to any specific subject ● be an essay ● be a group activity – but it can involve others as long as it is your project ● have too large of a scope for your time frame

Why A Personal Project? This is an opportunity for you to develop a very important life skill as well as exhibit your inquiry skills. The aims of the personal project are to encourage and enable you to:

● participate in sustained, self-direct inquiry within a global context ● generate new insights and deeper understanding through in-depth and independent investigation ● develop confidence as principled, lifelong learners ● act with integrity and honesty, and give thoughtful, critical consideration to your own learning

and work practices ● communicate effectively in a variety of situations ● appreciate the process of learning and take pride in your accomplishment.

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What would a Personal Project look like? The personal project may take many forms, such as:

● an original work of art (visual, dramatic, musical, performances, etc.) ● a written piece of work on a special topic (literary, social, psychological, anthropological, etc.,) ● a piece of literary fiction (creative writing) ● an original science experiment ● an invention or specially-designed object or system ● the presentation of a developed business, management, or organizational plan, i.e. for an

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

Examples:

Challenging Goal Highly Challenging Goal Students recognize an issue of cyber-bullying among the school community and raise awareness through an information campaign.

Students instigate a change in the disciplinary procedures taken against cyber-bullying among school peers, through negotiations with various school stakeholders.

A student hears the local children’s hospital is understaffed and volunteers his or her services for a set period of time.

A student creates a puppet show to entertain children and to tour several schools and hospitals.

Students raise awareness of the need for blood donation at a local hospital or clinic.

Students organize a blood drive to be held at their school during student-led conferences.

The Personal Project includes: ● an outcome or product ● a process journal ● a report ● exhibition. The Process Journal is where you will document the process of development for your project. It can be written, visual, audio or a combination of these and may include both paper and electronic formats. You must show regular use of the process journal, though not necessarily weekly -- all formats must be uploaded to ManageBac under the “Journal” tab in the Personal Project section. You should begin a process journal at the onset of the project and record the evolution of your progress as you work through developing your project. This is a concrete way for you to demonstrate your self-management skills; so, you should keep track of meetings with your supervisors in your journal and it will also be the place where you record useful information (remember to keep track of all sources). The Process Journal is, in fact, a place to demonstrate all of your Approaches to Learning Skills as you work through the creation of your project and dialogue all aspects of your project such as, challenges, roadblocks, research adaptations, changes, and successes. As a part of your final submission, you will be providing 10 pages from your process journal. You will need to choose at least one excerpt that best demonstrates each of the ATL skills.

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The Report may take on different formats such as: written, oral report with visual supports, a multimedia presentation or any other formats which have been approved by the school and your supervisor. A report aims to inform and explain the process of the personal project. Although these formats vary, the information communicated through the report must be presented in identifiable sections, following the MYP objectives – investigating, planning, taking action and reflecting. The report must include evidence for all strands of all criteria. As well, when submitting the report for assessment, students must include:

● the completed academic honesty form ● process journal abstracts - 10 pages of appendices ● any supporting visual aids used during the presentation, if applicable ● bibliography

The Exhibition is an opportunity to present and share the personal projects with the whole STS Community. It provides insight for others in the school to become aware of the richness and diversity of talents we have within the school. This is an opportunity to celebrate the process of completing the with the peers, parents and faculty. Setting a Goal The most important step you can take to ensure a successful project will be to set an appropriate goal. In fact, the majority of your project will be evaluated on the goal you select and how well you accomplish it. The goal should clearly explain what you want to do and why you want to do it. Here are some guidelines following the SMART Goal setting format:

● Specific: A specific goal addresses as many descriptor questions as possible (Who, What, When, Where, Why and How). It has a greater chance of being met if a specific plan is made for its completion.

● Measurable: This involves deciding what you will and can measure when the goal is attained; a finish line has to be set before it can be crossed.

● Attainable: To properly set a goal, you must set the steps that are necessary to reach it. This scaffolding ensures that the goal actually is attainable, and therefore produces motivation as the goal’s completion has become a reality.

● Realistic: A goal must be set in the spirit of desiring its completion. In setting a goal, one can determine if it’s realistic by asking the following questions; am I capable of attaining this goal? Am I willing to work for this goal? Setting an unrealistic goal will often result in a decrease in motivation over time.

● Timely: Setting the goal within a time frame helps to motivate; without an end goal, there is no set limit to help drive the goal’s completion.

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Global Contexts

Each project must have a strong connection to ONE of the following Global Concepts: ● Identities and relationships ● Orientation in space and time ● Personal and cultural expression ● Scientific and technical innovation ● Globalization and sustainability ● Fairness and development

The global context you choose should provide the context for inquiry and research for your project as well as relate to your goal. In other words, the global context should define your goal which will help you to be more focused in your project. When choosing a global context consider the following questions:

● What do I want to achieve through the project? ● What do I want others to understand about my work? ● What impact do I want my project to have? ● How can a specific global context enrich my project?

Defining the Global Contexts: Global Context Definition Explorations of …. Examples of personal

projects Identities and Relationships

Who am I? Who are we? - identity; beliefs and values; personal, physical, mental, social and spiritual health; human relationships (families, friends, communities, cultures); what it means to be human

● Competition and cooperation; teams, affiliation and leadership

● Identity formation, self-esteem, status, roles and role models

● Personal efficacy and agency; attitudes, motivations, independence; happiness and the good life

● Development, transitions, health and well-being, physical, psychological and social-being, lifestyle choices

● Human nature and human dignity, moral reasoning and ethical judgement, consciousness and mind

● Two sides of social networking; an awareness campaign about digital citizenship and cyberbullying

● How online identities impact offline relationships; a research essay

● Keeping culinary traditions; a video series following family recipes with historical relevance

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

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Orientation in space and time

What is the meaning of “when” and “where”? - personal histories; homes and journeys; turning points in humankind; discoveries; explorations and migrations of humankind; the relationships between, and the interconnectedness of, individuals and civilizations, from personal, local and global perspectives

● Civilizations and social histories, heritage; pilgrimage, migration, displacement and exchange

● Epochs, eras, turning points and ‘big history’

● Scale, duration, frequency and variability

● Peoples, boundaries, exchange and interaction

● Natural and human landscape and resources

● Evolution, constraints and adaptation

● The Euclidean space perspective on the universe; a 3D model

● Explorers in search of a new world; immigration over the ages through visual texts

● The Mayflower and the dream of religious freedom; a personal family history

● Charting a family history through archives and a representational statue

Personal and cultural expression

What is the nature and purpose of creative expression? Explore the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic

● Artistry, craft, creation, beauty

● Products, systems and institutions

● Social constructions of reality; philosophies and ways of life; belief systems; ritual and play

● Critical literacy, languages and linguistic systems; histories of ideas, fields and disciplines; analysis and argument

● Metacognition and abstract thinking

● Entrepreneurship, practice and competency

● Video games as a form of cultural expression; a short film using five video games that shows how they are an expression or our culture

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

● Culture and self-expression through dance at the local community arts centre; a performance

Scientific and technical innovation

How do we understand the worlds in which we live? Explore the natural world and its laws; the interaction between people and the natural world; how humans use their understanding of scientific principles; the impact of scientific and technological advances on

● Systems models, methods; products, processes and solutions

● Adaptation, ingenuity and progress

● Opportunity, risk, consequences and responsibility

● Modernization, industrialization and engineering

● Nano fibres build stronger bikes; a prototype bike with nano fibres

● What’s the matter with the anti-matter?: an informational talk

● Why are genetics and genomics important to my health?: a media presentation

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communities and environments on human activity; how humans adapt environments to their needs

● Digital life, virtual environments and the information age

● Biological revolution ● Mathematical puzzles,

principles and discoveries.

● Can stem cells replace organ transplants?: an investigative report

Globalization and sustainability

How is everything connected? Explore the interconnectedness of human-made systems and communities; the relationship between local and global processes; how local experiences mediate the global; reflect on the opportunities and tensions provided by world-interconnectedness; the impact of decision-making on humankind and the environment

● Markets, commodities and commercialization

● Human impact on the environment

● Commonality, diversity and interconnection

● Natural resources and public goods

● Consumption, conservation

● Population and demography

● Urban planning, strategy and infrastructure

● The struggle for water in developing countries; an awareness campaign

● The impact of the financial crises of Europe and the European Economic Community on the United States; a visual presentation

● Education as the tool to change the future of Peru: a workshop for adults

● The role of the developing countries in protecting the tropical rain forest; a collection of slides

Fairness and development

What are the consequences of our common humanity? Explore rights and responsibilities; the relationship between communities; sharing finite resources with other things; access to equal opportunities; peace and conflict resolution

● Democracy, politics, government and civil society

● Inequality, difference and inclusion

● Human capability and development; social entrepreneurs

● Rights, law, civic responsibility and the public sphere

● Justice, peace and conflict management

● Power and privilege ● Authority, security and

freedom ● Imagining a hopeful

future

● Supporting fair trade: Cocoa trade in Ghana: an awareness campaign for our school restaurant/cafeteria to promote fair trade

● Open market economies and their role in fair trade; a talk for students

● Exploring the intersections of race and inequality; a radio broadcast

● Asylum seekers and their right to live like us; a painting

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Approaches to Learning

The purpose of the personal project is to act as a culminating project for the MYP, plus allow you to show your understanding of the approaches to learning (ATL) skills. This is your opportunity to develop a project which meets your needs as a learner and to think about yourself as a learner. How do I learn best? How do I know? How do I communicate my understanding? The approaches to learning skills need to be discussed in the final report as well as throughout the process journal. In fact, it is a very good idea to organize your process journal in sections that correspond to the various ATL skills. The IB programmes share five broad skill organizers for ATLs which are further broken down into MYP skill clusters:

● Thinking o Critical thinking – the skill of analysing text, ideas and issues o Creative thinking – the skills of exercising initiate to consider challenges and ideas in

new and adapted ways o Reflection – the skill of considering and reconsidering what is learned and experienced in

order to support personal development through metacognition o Transfer – the skill of learning by making connections and applying skills, knowledge

and understanding to new situations ● Social

o Collaborating – the skill of working cooperatively with others

● Communication o Interacting – the skill of effectively exchanging thoughts, messages and information o Literacy – the skill of reading, writing and using language to communicate information

appropriately, and write in a range of contexts ● Self-management

o Organization – the skill of effectively using time, resources and information o Affective – the skills of managing our emotions through cultivating a focused mind

● Research o Information and media literacy – the skill of interpreting and making informed

judgements as users of information and media, as well as being a skillful creator and producer of information and media messages

o Critical Literacy – the skill of evaluating, questioning and challenging the attitudes, values and beliefs in written, visual, spoken and multimedia texts

As was previously mentioned, the ATL skills should be directly discussed in your process journal entries.

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Planning and Scheduling for your Personal Project One of the primary ATLs for the personal project is organization and how you keep track of your time. The entire project will be due in March with the exhibition held in April - and while it may seem like a long ways away it will approach very quickly if you do not keep a steady pace on your plan. You will have various supports in place to help you reach your goal, but ultimately it comes down to how well you budget your time and the opportunities presented to you. Grade 10 students will have a one-hour advisory Period 2 every Wednesday. Some advisor periods will be used to work on the MYP Personal Project and other periods will be used for workshops to provide information about the Personal Project. In addition to the Grade 10 advisory on Wednesdays, you will be responsible for setting up meeting times between you and your supervisor. Your supervisor will be your primary point of contact for the project, and will be able to provide support so that you can stay on track and be successful. Try the following steps to organize yourself so that you can complete a successful project:

1. Create a calendar on a piece of poster board or on the computer that begins with today’s date and ends in March when your project should be completed.

2. In your process journal, brainstorm all of the things that need to be done to complete the project: interviews, appointments, book/internet research, rehearsals, phone calls, film editing, anything and everything that will go into completing the project.

3. Using this list, fill in your calendar with action items for each week. Obviously, some items need to take place before others, but you might also have to start some things earlier since they have multiple steps.

4. Decide on 2-3 days a week that you will schedule 20 minutes or so to write in your process journal. Mark these days with symbol of some kind on the calendar. On these days, write anything and everything you can think of about your project: actions taken, thoughts/concerns/feelings, ideas, conversations you have had, sketches etc. Writing in your process journal will make your life MUCH EASIER when it comes time to write the Personal Report.

5. Put your calendar in a visible spot – and add any supervisor meetings that are made to your calendar. Check, use, and revise your calendar as needed!

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The Design Model – As you work through your personal project the design model will be a useful tool to help you work through the process:

Creating Criteria for the Product or Outcome

When using the design model above one can see that part of the investigative process is formulating design specifications. Within the personal project this would translate to the creation of criteria for your product/outcome which is assessed in Criterion B - Planning. In collaboration with your supervisor, you must define realistic criteria to measure the quality of your project’s final outcome or product. Together, the two of you will determine what constitutes a high-quality product/outcome and devise the appropriate tools for setting standards and assessing quality. Some examples would be a criteria chart, rubric or a checklist. As noted in the design cycle, you will move back and forth between stages. You might have preliminary ideas of criteria but as you conduct research you may learn of other important aspects that should be part of the criteria or realize that other aspects you thought were necessary are actually not. Remember that all criteria that you list needs to be measurable in some way; i.e. how can you prove that your product meets the criteria that you have laid out? Criteria should be documented in your process journal and will be used to assess your product/outcome.

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The IB Learner Profile and the Personal Project

Since you began in the IB Middle Years Programme, you have participated in a variety of classroom, school-wide and extra-curricular activities designed to help you develop the characteristics of an IB Learner. The Personal Project is an opportunity for you to show us how well you can demonstrate these qualities. Please think about this as you begin your Personal Project.

1. Inquirers – You are expected to select a topic about which you are curious and have questions. If

you think you already know everything you need to know in order to complete your project then you do not have a good idea. It may be helpful to list questions you have early on to be sure you are on the right track

2. Knowledgeable – You are expected to know where to find information to answer the questions you may have about your topic and or your product. Remember, this is a research project and needs to include primary and/or secondary sources

3. Thinkers - You are expected to use the knowledge you gain from your research to successfully complete your project

4. Communicators – You will need to determine the best way to communicate what you have learned and justify your choice. (e.g., scrapbook, video, brochure, power point, piece of art, music, creation, event etc.)

5. Caring – You may want to think about how your project can benefit other people and/or how it may benefit the environment

6. Open-minded – You may want to think about how your project can present an opportunity for you or for others to learn more about your own or other cultures

7. Courageous – You may want to think about how your project can present an opportunity for you to stretch yourself and try something new or unfamiliar.

8. Principled – Remember that your project will provide an opportunity for you to take responsibility for your own actions as you work to achieve your goal, as well as any consequences for the decisions you make

9. Balanced – Your project will definitely help you to see how well you can manage your time to be sure you meet deadlines, while also taking care of other academic responsibilities, out of school commitments and the need for “down time”

10. Reflective – Throughout your project, you will be expected to reflect on your progress, the need to make any changes, and your personal strengths and challenges.

Before proposing your project, consider your strengths and areas for growth as they relate to the

Learner Profile traits above. Think about the implications that your strengths have for what kind of project you can (and should) do before you sit down to write your proposal. You will reflect upon your development as IB Learners and include it in your report.

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Personal Project Pitch

Since the Personal Project is an activity that takes place over a long period of time, students can often lose some momentum with the project, especially when other aspects of their lives get busy. They may also find it challenging to get a clear understanding of how far along in the process they are and whether they have completed everything that is expected of them at that point. In an effort to eliminate some of these concerns, we have introduced the Pitch activity. The Pitch will ask students to express the goals and objectives of their project, as well as outline and present the progress that they have made up to that point – including the criteria that they have developed that they will use to determine the success of their product/outcome as well as the research they have conducted and the findings of that research. This will form a formative “check-in” of sorts.

The Pitch will take place on November 21 during the Grade 10 Advisory period. The students will be split up into groups of 8-10 and will be assigned a classroom. Accompanying the students will be a teacher. Students will each take turns presenting their “Pitch” to the group. The students will have a 5 minute time limit to present their pitch – which will take the form of an oral presentation (it is not necessary for the students to prepare a powerpoint or bring in an visuals – but students are welcome to include visuals if they feel it would add to their pitch, and would not take the presentation past 5 minutes).

The pitch is to consist of the following elements:

1. An introduction to/overview of your product/outcome a. Why you chose it – why it is important to you – why you are passionate about it?

i. Basically – why is this product or outcome a worthwhile venture? b. What exactly is the goal (what do you hope to accomplish)? c. How will you address the global context? d. How exactly is your product/outcome related to both your goal and the global context?

2. A description of how you plan to measure the success of your product/outcome a. What criteria have you developed that need to be met in order for your product/outcome

to be successful – and why is this criteria necessary? b. How will that criteria be measured?

3. A description of the research that you have conducted a. What information have you discovered through your research? b. Can you quote some information? – ie. “research shows that …” or “Leading researcher,

Bob Smith, states that…” 4. A conclusion

a. Tie all the information together with a short conclusion b. Why/how will your product/outcome be awesome?

Evaluation of the Pitch

The Pitch will not be formally evaluated – though the general content of the pitch largely consists of the objectives from the Personal Project assessment rubric. This will give students an opportunity to work with these items in a formative sense, with the thought being that it will provide students with feedback they can utilize when the time comes to discuss these items in more detail in the report.

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Working with your Supervisor

You will be assigned to a supervisor who will provide support for you as you work through your personal project. Your supervisor will help you keep on track, provide you with feedback, help you with resources if need be, and provide comments on your report card. You may still seek advice and help from other faculty or outside sources who may have an interest in your project.

What are my responsibilities to my supervisor?

1. It is your responsibility to show up to scheduled meetings with all necessary materials. 2. You will honor all appointments and get in touch with your supervisor in advance if you are

unable to attend a scheduled meeting. 3. You are responsible for bringing your Process Journal to every supervisor meeting. You should

also be prepared to have work evaluated and to take notes on plans and ideas discussed. 4. You should ask your supervisor for advice and feedback about your project goal and

process for completion, and take the supervisor’s comments seriously.

What are my supervisor’s responsibilities to me?

1. Your supervisor should keep scheduled appointments with you and contact you in advance when unable to keep a scheduled appointment

2. Your supervisor will contact your parent and/or your Personal Project Coordinator via e- mail or telephone if you do not initiate or keep scheduled appointments.

3. Your supervisor should help you to establish and maintain the focus of your Personal Project and oversee that it is proceeding as planned.

4. Your supervisor should suggest a variety of resources and relevant sources of information you may use to develop the product. The importance of research should be emphasized.

5. Supervisor will record at least three meeting times on the MYP projects academic honesty form. This form will be submitted with your report. (see Appendix One)

6. Your supervisor should encourage you to keep written records of meetings in your process journal.

7. Your supervisor should provide feedback on your progress and continuously review your Process Journal to obtain an overall view of your progress.

8. Help you prepare for exhibition by keeping you focused on the organization and presentation on the final piece of work, advising you to be thorough and methodical.

9. Your supervisor will record and comment on your Personal Project in the STS Report Card.

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Reporting the personal project:

You will be responsible for creating a report for your personal project which is an account of what you have observed, heard, done or investigated. This report should be clearly written and concise in what you include such as, your engagement with the project by summarizing your experiences and skills you have included in the process journal. Organization of the report should be through identifiable sections, following the MYP project objectives – investigating, planning, taking action and reflecting. The report must include evidence for all the strands of all criteria.

Possible formats for the MYP personal project report are divided into four main areas: written, electronic, oral and visual.

FORMAT LENGTH Written 1500 – 3500 words Electronic (website, blog, slideshow) 1500 – 3500 words Oral (podcast, radio broadcast, recorded) 13 – 15 minutes Visual (film) 13 – 15 minutes

For specific descriptions of the above formats see Appendix Two.

Assessment of the Personal Project

The following assessment criteria have been established by the International Baccalaureate Organization (IBO) for the Personal Project. The final assessment required for IBO-validated grades and MYP certification at the end of your time in the MYP must be based on these assessment criteria:

Criterion A Investigating Maximum 8 Criterion B Planning Maximum 8 Criterion C Taking Action Maximum 8 Criterion D Reflecting Maximum 8

** See Appendix 4 for more detailed description of each category.

Evidence of each assessment criteria will be established by the report students write

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Timelines and Deadlines

Month Components to be working on & Deadlines September - Brainstorm Personal Project ideas

- attend Personal Project Introductory Seminar in Advisory - access your Personal Project tab on Managebac and record information you may have already started over the summer - work on brainstorming/writing in your Process Journal - write down any questions you may have for when you meet with your supervisors - begin writing entries in your process journal - submit proposal to your supervisor via ManageBac by September 26th. - record comments from your supervisor regarding your proposal – make modifications if it was not approved and reschedule a meeting - agree upon, with your supervisor, what will be accomplished for your next meeting

October - begin research for the project. - first meeting with supervisor should occur by Oct. 5th - review Process Journal – should have entries, brainstorming, notes, etc. present - review the steps and work you have completed since last meeting with your supervisor - ensure project is developing as planned. - draft the criteria for your product and seek feedback/approval from your supervisor - you should have started on the product - agree upon, with your supervisor, what will be accomplished for your next meeting - submit a draft of the “A - Investigating” section of your report by October 31st

November - review Process Journal – how many entries do you have? - review the steps and work you have completed since last meeting with your supervisor - have you been following your plan? - ensure project is developing as planned. You should be halfway to completion on your product – product will be due in January - can you show your supervisor a list of resources? - finalize criteria for your product - prepare for the Mini Exhibition “Pitch” – you will need to prepare a presentation that explains everything about your project and what you have completed up to this point. You will be sharing this “pitch” within small peer groups. - agree upon, with your supervisor, what will be accomplished for your next meeting – prep for the “Pitch”. - “Pitch” – November 21 - submit a draft of the “B -Planning” section of your report by November 28th

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December - review Process Journal – how many entries do you have? Remember your journal needs to be consistently used - review the steps and work you have completed since last meeting with your supervisor - reflect on the “Pitch” – what went well, what didn’t? – what areas do you need to work on based on your experience? - discuss challenges, questions, avenues for research - ensure the project is developing as planned – the product should almost be complete (in January you will need to bring the product in to go over with your supervisor) - jot down suggestions and final thoughts regarding the completion of your product - Provide updates and revisions of Section A-B to supervisor for further feedback

January Product/Outcome is Due – January 30th -submit a draft of the “C - Taking Action” section of your report by January 30th - review Process Journal – how many entries do you have? Just because your product is finished does not mean that you stop writing in your journal. Talk about your report, final changes to product, what you have learned about yourself as a learner so far. - review the steps and work you have completed since last meeting with your supervisor - discuss challenges and questions regarding the creation of the final product - you should be able to bring your product to a meeting to go over with your supervisor - discuss anything on the report you’re unsure of - Report Cards – supervisor will comment on and assess process journal and progress on your product, and report according on your mid-year report card

February Product for Personal Project should definitely be completed by now! - If you want feedback from your supervisor before submitting your report, have it to them by February 20th. - begin working of the final draft– report is due March 6th. - review Process Journal – select entries for submission, make sure you are being thorough and addressing the various stages and learning you have experienced, and provide evidence of your ATL skills - review the steps and work you have completed since last meeting with your supervisor - discuss challenges and questions regarding the final product - jot down notes on what you will have completed for next meeting

March - ENTIRE PROJECT WITH ALL PARTS INCLUDED DUE AND HANDED IN ON OR BEFORE MARCH 6th! - Projects will be assessed in Early March - Projects will be sent to the IB for external assessment by mid March.

April - finalize how you will present your project during the Exhibition in May and have it ready to present to your supervisor by the middle of the month

May 3 - STS Personal Project Exhibition – open to the whole STS Community.

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Appendix 1: MYP Projects Academic Honesty Form

MYP Project Academic Honesty Form

Student Name:

School Name:

Supervisor Name:

Student: This document records your progress and the nature of your discussion with your supervisor. You should aim to see your supervisor at least three times: at the start of the process to discuss your initial ideas, then once you have completed a significant amount of your project, and finally once your completed report/presentation has been submitted. Supervisor: You are asked to have at least three supervision sessions with students, one at the start of the process, an interim meeting and then the final meeting. Other sessions are permitted but do not need to be recorded on this sheet. After each session, students should make a summary of what was discussed and you should sign and date these comments.

Date Main points discussed Signature/initials Meeting 1 Student:

Supervisor:

Meeting 2 Student: Supervisor:

Meeting 3 Student: Supervisor:

Supervisor Comment

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Student declaration I confirm that this work is my own and this is the final version. I have acknowledged, in the body of my work, each use of the words, work or ideas of another person, whether written, oral or visual (hard copy and/or electronic materials). Supervisor declaration I confirm that, to the best of my knowledge, the material submitted is the authentic work of the student. Student’s signature

Date

Supervisor’s signature

Date

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Appendix 2: Detailed Personal Project Report Formats

Excerpt taken from IB Middle Years Programme Projects Guide – For use from September 2014/January 2015. Pages 45-46.

The report, however creatively developed and presented, does not replace the product/outcome of the personal project. If the product/outcome of a personal project is in written from, such as an essay or novel, this is considered as distinct from the project report.

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

An oral report can take many different forms such as podcast, interview and radio broadcast. Oral reports must be recorded for internal standardization purposes and for possible submission to the IB for moderation. Students may use notes, cue cards and visual support aids for an oral presentation. Care should be taken to ensure that all elements of the report contribute towards the assessment criteria.

A visual report is usually a short film where the student address the key moments of his or her personal project, informed by the entries in the process and subsequent editing should be taken into account from the outset.

An electronic report can take many different forms such as a website, a blog, a Prezi, PowerPoint, or other slide show presentation. As in all other formats, students must ensure that the electronic report meets the assessment criteria and effectively demonstrates his or her engagement with the personal project.

For students submitting multimedia reports comprising both written and audio/visual forms, the maximum number or words and time of audio/visual presentation correlate in the manner shown in the table below:

Time (audio or audio-visual recording)

Word Limit

3 minutes And 1200 – 2800 words 6 minutes And 900 – 2100 words 9 minutes And 600 – 1400 words 12 minutes And 300 – 700 word

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Appendix 3: Detailed Assessment Criteria Criterion A – Investigating Strand i: define a clear goal and global context for the project, based on personal interests

• Personal interest: a value, an interest; intellectual curiosity; family connection; social, cultural or geographical relevance, passion – the reason why they want to do it

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

• Goal: What students want to achieve or accomplish within the recommended time (approximately

25 hours for the complete project) and resources available; goals must be related to, but might be different than products or outcomes. Here are some examples:

goal (what you want to achieve) product or outcome (how you will demonstrate

successful achievement of your goal)

getting fit completing a half-marathon

raising awareness creating a flier and using it in a publicity campaign

exploring an artistic genre composing an original artwork

Level Strand descriptor Task-specific clarification

1-2 state a goal and global context for the project, based on personal interests, but this may be limited in depth or accessibility

The student states a goal that is unrealistic or shallow which does not have a clear connection to personal interests or the stated global context.

3-4 outline a basic and appropriate goal and global context for the project, based on personal interests

The student outlines a simple or easily-achievable goal that identifies a relevant global context.

5-6 define a clear and challenging goal and global context for the project, based on personal interests

Based on personal interest, the student defines a clear goal that • explains what make the goal personally challenging

• details the goal’s relationship to a relevant global context

7-8 develop a clear and highly challenging goal and global context for the project, based on personal interest

Based on personal interest, the student defines a clear goal that

• justifies the goal as highly challenging

meaningfully relates to a global context

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Strand ii: identify prior learning and subject-specific knowledge relevant to the project • Prior learning: personal experience and subject-specific knowledge and understanding developed in

school or in the world beyond the classroom


1-2 identify prior learning and subject- specific knowledge, but this may be limited in occurrence or relevance

states some prior learning relevant to the project

3-4 identify basic prior learning and subject-specific knowledge relevant to some areas of the project

outlines prior learning relevant to some aspect of the project

5-6 identify prior learning and subject- specific knowledge generally relevant to the project

describes with appropriate detail prior learning relevant to the project

7-8 identify prior learning and subject- specific knowledge that is consistently highly relevant to the project

analyses the relevance and contribution of prior learning to the project

Strand iii: demonstrate research skills

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

• Academic honesty: every instance of the use of the work or ideas of others must be cited in a format that is consistent and in line with the school’s recognized convention(s)

• Bibliography: an alphabetical list of all sources used to complete the project; resources should be

explicit, appropriate and noted in the project report

• Research skills: information literacy and media literacy skills; for examples, see the Approaches to learning skills framework in MYP: From principles into practice (2014)

Level Strand descriptor Task specific clarification

1-2 demonstrate limited 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.

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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 skills.

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Criterion B – Planning Strand i: develop criteria for the product/outcome

• Criteria: Specific elements the personal project product/outcome must meet to be a quality outcome, as defined by the student. The criteria may be explicitly stated in the report or included as an extract from the process journal referenced in the report. Development of the criteria includes explanations of any changes that made during the course of the project. Criteria (success indicators) should be personally challenging, specific, relevant, clearly-explained or exemplified, and observable or measurable. Criteria can have qualitative and/or quantitative dimensions.

• Level Strand descriptor Task-specific clarification

1-2 develop limited criteria for the product/outcome

Criteria that:

• are basic and/or have some connection to the product/outcome

3-4 develop adequate criteria for the product/outcome

Criteria that:

• start to consider the qualitative elements of the product/outcome

• outline how their success might be observed 5-6 develop substantial and appropriate

criteria for the product/outcome Criteria that are:

• realistic and relevant to the product/outcome

• informed by research

• qualitative and/or quantitative, as appropriate. 7-8 develop rigorous criteria for the

product/outcome Criteria that:

• clearly define the specific characteristics of a high quality product/outcome

• explicitly informed by highly-relevant research

• justified, specific and multidimensional

Strand ii: plan and record the development process of the project

• Plan: a logical intended course of action which documents time and resources; students should submit their project plan 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. Level Strand descriptor Task-specific clarification

1-2 present a limited or partial plan and record of the development process of the project

A brief plan that is not specific to the stated goal with a minimal outline of the development process

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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 the student’s project

• very general dates and deadlines

The record of the development process includes:

• a general and/or fragmented explanation of the process that does not clearly correspond to the plan.

5-6 present a substantial plan and 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 the student’s project

• specific dates and deadlines


• an explanation of the process from start to finish that corresponds to the plan

• changes that are stated but not justified 7-8 present a detailed and accurate

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 the student’s 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

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Strand iii: demonstrate self-management skills

• 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 the Approaches to learning skills framework in MYP: From principles into practice (2014)

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

motivation and resilience); for examples, see the Approaches to learning skills framework in MYP: From principles into practice (2014).


1-2 demonstrate limited self- management skills

A brief account of:

• basic or inconsistent time and/or task management

• affective skills practised through the project

3-4 demonstrate adequate self- management skills

A description of:

• appropriate time and task management which show some independence


• 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

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Criterion C – Taking action Strand i: create a product/outcome in response to the goal, global context and criteria

This strand is assessed based on evidence provided by the final product/outcome and its description (primarily) in the “Taking Action” section of the report.


1-2 create a limited product/outcome in response to the goal, global context and criteria

• a poorly rendered/ largely unachieved product/outcome

• an outline of how the student achieved the project’s goal, connected it 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 the student 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 the student 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 the student achieved the project’s goal and connected it with a global context, creating a product/outcome that comprehensively meets the criteria for its success

Strand ii: demonstrate thinking skills

• Thinking skills: critical thinking and creative thinking skills; for examples, see the Approaches to learning skills framework in MYP: From principles into practice (2014)


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

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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

Strand iii: demonstrate communication and social skills

• Required structure: see for details Project guide, p 41

• People relevant to the project: including school staff (project coordinator, supervisor, librarian) and specialists in the community

• Appropriate modes of communication: tools that are most appropriate for the audience and help

communicate the message in a structured manner.


1-2 demonstrate limited 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

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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

Criterion D – Reflecting Strand i: evaluate the quality of the product/outcome against their criteria


1-2 present a limited evaluation of the quality of the product/outcome against his or her criteria

The evaluation outlines the quality of the product/outcome against some of the stated criteria

3-4 present a basic evaluation of the quality of the product/outcome against his or her criteria

The evaluation describes the quality of the product/outcome against some of the stated criteria

5-6 present a substantial evaluation of the quality of the product/outcome against his or her criteria

The evaluation explains the quality of the product/outcome against most of the stated criteria.

7-8 present an excellent evaluation of the quality of the product/outcome against his or her criteria

The evaluation analyses the quality of the product/outcome against all the stated criteria.

Strand ii: reflect on how completing the project has extended their knowledge and understanding of the topic and the global context


1-2 present limited reflection on how completing the project has extended their knowledge and understanding of the topic and the global context

The reflection states at least one way the student has extended his or her knowledge and understanding of the topic and/or the global context, with no examples

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3-4 present adequate reflection on how completing the project has extended their knowledge and understanding of the topic and the global context

The reflection outlines ways in which the student has extended his or her knowledge and understanding of the topic and the global context, using some examples

5-6 present substantial reflection on how completing the project has extended their knowledge and understanding of the topic and the global context

The reflection explains how the student has extended his or her knowledge and understanding of the topic and the global context, using specific and well-chosen examples

7-8 present excellent reflection on how completing the project has extended their knowledge and understanding of the topic/inquiry and the global context

The reflection evaluates how the student has extended his or her knowledge and understanding of the topic and the global context, using meaningful examples, detailed descriptions and insightful explanations

Strand iii: reflect on their development as IB learners through the project

• IB learners: The IB learner profile describes the attributes valued by IB learners and the aspirations of the IB community


1-2 present limited reflection on his or her development as an IB learner through the project

The reflection that states at least one way the student has developed as an IB learner without using examples

3-4 present adequate reflection on his or her development as an IB learner through the project

The reflection outlines ways the student has developed as an IB learner using some examples

5-6 present substantial reflection on his or her development as an IB learner through the project

The reflection explains how the student has developed as an IB learner using specific, well- chosen examples

7-8 present excellent reflection on his or her development as an IB learner through the project

The reflection evaluates the student’s development as an IB learner using appropriate examples, detailed descriptions and insightful explanations

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