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IB MYP
PERSONAL PROJECT GUIDE
Name:
Year:
Version 3.0 2019
TAB
LE O
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
Writing the Report 32
C. TAKING ACTION 35
Writing the Report 36
D. REFLECTION 39
Reflection 40
Self-Assessment 41
Writing the Report 42
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
DU
CT/
OU
TCO
ME
TPR
OC
ESS J
OU
RN
AL
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
TIV
E C
YC
LE
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
AP
PR
OA
CH
ES T
O L
EA
RN
ING
7
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
AP
PR
OA
CH
ES T
O L
EA
RN
ING
8
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
AP
PR
OA
CH
ES T
O L
EA
RN
ING
9
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.
PR
OC
ESS J
OU
RN
AL
12
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
descriptors given below.
The student does not achieve a
standard described by any of the
descriptors given below.
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
□ demonstrates limited
self-management
skills.
□ creates a limited
product/outcome in
response to the goal,
global context, and
criteria
□ demonstrates limited
thinking skills
□ demonstrates limited
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
response to the goal,
global context, and
criteria
□ demonstrates adequate
thinking skills
□ demonstrates adequate
communication and
social skills.
□ present a basic evaluation of
the quality of the
product/outcome against his or
her criteria
□ present adequate reflection on
how completing the project has
extended his or her knowledge
and understanding of the topic
and the global context
□ present adequate reflection on
his or her development as an IB
learner through the project.
5 –
6
Su
bst
an
tia
l
□ defines a clear and
challenging goal and
context for the project,
based on personal interests
□ identifies prior learning 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
response to the goal,
global context, and
criteria
□ demonstrate substantial
thinking skills
□ demonstrate substantial
communication and
social skills.
□ present a substantial evaluation
of the quality of the
product/outcome against his or
her criteria
□ present substantial reflection on
how completing the project has
extended his or her knowledge
and understanding of the topic
and the global context
□ present substantial reflection on
his or her development as an IB
learner through the project.
7 –
8
Exc
elle
nt
□ defines a clear and highly
challenging goal and
context for the project,
based on personal interests
□ identifies prior learning 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
response to the goal,
global context and
criteria
□ demonstrate excellent
thinking skills
□ demonstrate excellent
communication and
social skills.
□ present an excellent evaluation
of the quality of the
product/outcome against his or
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
his or her development as an IB
learner through the project.
Each one of these is called a strand.
You will need them for when you
write your report.
ASSESSMENT
13
PR
OC
ESS J
OU
RN
AL
A. INVESTIGATING
14
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
BA
L C
ON
TEX
T
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
BA
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ON
TEX
T
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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
UR
CES
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!
SO
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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,
based on personal interests
A: W
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A: W
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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
LEVEL STRAND DESCRIPTOR TASK-SPECIFIC CLARIFICATION
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
Identify prior learning and subject-
specific knowledge generally relevant
to the project
Describe 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
Analyze the relevance and
contribution of prior learning to the
project
STRAND ii: Identify prior learning and subject-specific knowledge
relevant to the project
25
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
skills. A: W
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STRAND iii: Demonstrate research skills
26
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
A: W
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B. PLANNING
28
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
CC
ESS C
RIT
ER
IA
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
30
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.
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
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 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
GUIDING QUESTIONS TO WRITING STRAND i
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
B:
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STRAND ii: Plan and record the development process of the project
32
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
A plan that includes:
• short and long term planning that has not
been broken down into specific steps
• clear connections to your project
• specific dates and deadlines
The record of the development process includes:
• 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
A plan that includes:
• 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
The record of the development process includes:
• 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.
LEVEL STRAND DESCRIPTOR TASK-SPECIFIC CLARIFICATION
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
GUIDING QUESTIONS TO WRITING STRAND ii
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.
B:
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STRAND iii: Demonstrate self-management skills
33
3-4 Demonstrate adequate
self-management skills
A description of:
• appropriate time and task management which
show some independence
• affective skills practiced through the project
• use of another self-management skill
5-6
Demonstrate
substantial self-
management skills
An explanation of:
• effective and often independent time and
task management
• affective skills practiced through the project
• 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
• affective skills practiced through the project
• highly effective use of other self-management skills
STRAND SAMPLE SENTENCES EXAMPLES OF ATL
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
GUIDING QUESTIONS TO WRITING STRAND iii
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.
B:
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C. TAKING ACTION
35
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.
GUIDING QUESTIONS TO WRITING STRAND i
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.
LEVEL STRAND DESCRIPTOR TASK-SPECIFIC CLARIFICATION
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
LEVEL STRAND DESCRIPTOR TASK SPECIFIC CLARIFICATION
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:
• critical and creative thinking skills appropriate to the project
• 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:
• critical and creative thinking skills appropriate to the project
• transfer of learning from the research to generate new
ideas or solve problems that help to achieve the project’s goal
GUIDING QUESTIONS TO WRITING STRAND ii
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
GUIDING QUESTIONS TO WRITING STRAND iii
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
CTI
ON
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
SELF
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41
GUIDING QUESTIONS TO WRITING STRAND i
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?
LEVEL STRAND DESCRIPTOR TASK-SPECIFIC CLARIFICATION
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
quality of the product/outcome
against your 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 your 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 your criteria
The evaluation analyses the quality of the
product/outcome against all the stated
criteria
LEVEL STRAND DESCRIPTOR TASK-SPECIFIC CLARIFICATION
1-2 Present limited reflection on how
completing the project has
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
how completing the project has
extended your knowledge and
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
how completing the project has
extended your knowledge and
understanding of the topic and the
global context
The reflection explains how you have
extended your 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 your knowledge and
understanding of the topic/inquiry
and the global context
The reflection evaluates how you have
extended you knowledge and
understanding of the topic and the global
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
D:
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GUIDING QUESTIONS TO WRITING STRAND ii
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
LEVEL STRAND DESCRIPTOR TASK SPECIFIC CLARIFICATION
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
development as an IB learner
through the project
The reflection outlines ways you have
developed as an IB learner using some
examples
5-6 Present substantial reflection on you
development as an IB learner
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
development as an IB learner
through the project
The reflection evaluates your
development as an IB learner using
appropriate examples, detailed
descriptions and insightful explanations
GUIDING QUESTIONS TO WRITING STRAND iii
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
STRAND SAMPLE SENTENCES EXAMPLES OF ATL
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
45
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
48
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
FIN
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49
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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