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Personal Project
STUDENT Handbook
Getting Ready for the MYP Personal Project
2017 - 2018
Windsor Forest High School
Modified from The Dwight School Personal Project Student Handbook
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Hello Windsor Forest Parents,
As many of you know, Windsor Forest High School is authorized as an International
Baccalaureate (IB) World School offering the Middle Years Programme (MYP) for the 9
through 10 grades and the Career Pathways (CP) or Diploma Programme (DP) for 11
through 12 grades. Because of this exceptional opportunity to gain a global education, we
do have a few obligations that need to be met with this international community (IBO).
The incoming 10th graders that have been on an honors pathway during their 9th grade
year will be required to complete the personal project in the 10th grade. The IB staff has
worked diligently to write a guide to accompany our honors students as they approach
this journey into researching a topic of their own that interests them and exploring it in
detail as he/she enters into the CP or DP Programme in the 11th and 12th grades.
Ms. Campbell, Ms. Dobbins, and Ms. Ranous are set to answer questions for parents and
students to help clarify any questions that you may have regarding the project.
The goal for this project is to allow students an opportunity to explore how they learn
and how knowledge can be transformed into something exceptional. This project is solely
to be completed outside of school with around 20 hours of work. Students will have check
in dates along with grades for the project on due dates. Please review the handout that
we are sending home with your students.
Best Regards,
Ms. Campbell MAED
MYP Coordinator
US History and Government
Windsor Forest High School
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Table of Contents
Aims and Objectives of Personal Project………………………………………4
What is The Personal Project……………………………………………………5
The Product……………………………………………………………………….6-8
The Process Journal……………………………………………………………9-12
Approaches to Learning………………………………………………………13-15
The Report………………………………………………………………………16-17
Global Context………………………………………………………………….18-19
Grading the Personal Project………………………………………………...20-23
Personal Project Checklist……………………………………………………24-26
Project Choice Submission Sheet………………………………………………..27
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Personal Project Aims and Objectives
The aims of the MYP projects are to encourage and enable you to:
participate in a sustained, self-directed inquiry within a global context
generate creative new insights and develop deeper understandings through
in-depth investigation
demonstrate the skills, attitudes and knowledge required to complete a
project over an extended period of time
communicate effectively in a variety of situations
demonstrate responsible action through, or as a result of, learning
appreciate the process of learning and take pride in their accomplishments.
Objective A: Investigating
Students should:
i. define a clear goal and context for the project, based on personal interests
ii. Identify prior learning and subject-specific knowledge relevant to the project
iii. Demonstrate research skills.
Objective B: Planning
Students should:
i. develop criteria for the product/outcome
ii. Plan and record the development process of the project
iii. Demonstrate self-management skills.
Objective C: Taking action
Students should:
i. create a product/outcome in response to the goal, context and criteria
ii. Demonstrate thinking skills
iii. Demonstrate communication and social skills.
Objective D: Reflecting
Students should:
i. evaluate the quality of the product/outcome against their criteria
ii. Reflect on how completing the project has extended their knowledge and
understanding of the topic and the global context
iii. Reflect on their development as an IB learner through the project.
Preparation: The MYP Personal Project is designed to help prepare you for the rigor
involved in the Diploma Program.
Self-Learning: It is also designed to help you explore how you learn and how you can
apply your knowledge to something you enjoy.
Self-Directed Inquiry: By connecting you to something you show interest in, the personal
project allows you to explore ideas and concepts and take the act of learning upon yourself.
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What is the Personal Project?
The MYP Personal Project consists of three components.
Project Component Explanation
Product
The tangible product that is
created by the student.
Process Journal
An ongoing journal that outlines
the goals, objectives, sources,
and overall process you use to
complete your project.
Report
A record of your decisions and
reflection on the process and
outcome of the project.
+ +
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The Product
The product can take many different creative forms. It can be:
an original work of art: painting, sculpture, movie, or music
an original science experiment
a piece of literary fiction, collection of short stories, poetry, novella, or
play
an invention or specially-designed object
the presentation of a developed business, management, or
organizational plan for a company, concept, or community organization
a web-page, video, or multi-media presentation
a written piece of work on a special topic: literacy, social, psychological,
or
anthropological
any other reasonable idea
DON’T GO FOR WHAT YOU THINK IS THE EASY OPTION – It may
not be!
You must have photographic or video evidence that show all aspects of
your planning.
If you receive professional tutoring, this MUST be recorded and
referenced in your report and bibliography.
You will need to make a BIG commitment and spend MANY hours
working on your project, combined with the extra hours needed to
write your report on it after.
IF YOUR PRODUCT CANNOT BE AUTHENTICATED, IT
WILL NOT BE GRADED.
Your Process Journal will be an important detail with regard to the
authenticity of your work, as well as what is provided in the photographic or
video evidence of your planning.
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The Product Continued….
Can I do a project with my friend?
Personal projects are developed and completed by individual students, but
they may involve group work (for example, a performed play or the cultural
fair).
More Product Ideas
• Writing a book
• Writing a poem
• Writing a script
• Writing a song
• Developing a marketing campaign to
address a Teen Issue, like teen
pregnancy
• Training a pet
• Composing a song
• Building something - like a guitar,
furniture, etc.
• Developing a plan for a solar powered
car
• Learning how to play an instrument
• Learning to play a sport
• Using physics to perfect a sport (a pool
shot, a hockey shot, a free-throw, etc.)
• Developing a new strategy for chess,
poker or another game
• Starting a business
• Developing a recipe
• Designing and making jewelry
• Producing and directing a movie
• Producing and directing a music video
• Producing and directing an exercise
video
• Demonstrating how to do something
• Doing a research/lab report for an
original scientific idea
• Drawing a mural
• Throwing pottery
• Going on an archeological dig
• Researching your genealogy
• Debating
• Building a proposal/plan
• Forming a club
• Raising money for charity
• Inventing something
• Developing a speech
• Conducting an experiment
• Performing (dance, music, comedy)
• Providing a photo essay
• Building a model
• Developing your own video game
• Creating an e-commerce website
• Creating a blog
• Creating software programs
• Developing a business plan
• Designing clothes
• Remodeling using eco-friendly material
• Launching a Recycling Program
• Learning a foreign language
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The Product Continued….
Creating criteria for the product/outcome
As part of the goal, students must determine a final product/outcome of their project. The
product/outcome might be an original work of art, a model, a business plan, a campaign,
a blueprint or architectural drawing, an essay, a course of study, a debate, a film or some
other work. Students must define realistic criteria to measure the quality of the project’s
final outcome or product. Working with their supervisor, students decide what
constitutes a high-quality product/outcome. Some appropriate tools for setting standards
and assessing quality include checklists or rubrics. Students document the criteria in
their process journal and use them to assess the final outcome or product. For example,
the goal may be to design a personal fitness program to prepare for a half-marathon.
The project is aiming 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 the student hopes 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.
Usually, students will not be able to define the criteria until they have spent some time
researching the goal, and criteria should only be determined once students have a clear
understanding of what they want to achieve and the proposed product/outcome of their
project.
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The Process Journal
Why?
You are required to maintain a Process Journal because it will help you
organize your thoughts, remember your process and achievements, and be a
place to keep a list of resources. It will be the most important resource to
help you successfully write your Report.
When?
Each time that you work on the Personal Project, you should spend the last
five or ten minutes writing in your Process Journal. You must bring your
Process Journal to each meeting you have with your Supervisor.
The Process Journal should be divided into the following sections using
labeled tabs:
Goals and Planning
Resources and Collection of Information
Work in Progress
Reflection – (Reflection is one of the most important components of
the Personal project. Reflection is where you really take to heart what
you have accomplished and learned throughout the process. Be sure to
express this in detail. Discuss what problems you had and solved and
how you made your project successful.)
It is…. Begun at the very start of the process and used throughout the process
A place for planning
A place for recording interactions with sources
A place for storing useful information
A means of exploring ideas
A place for reflection on stages of the project
A place for evaluating work
A place for reflecting on learning
Devise by you to suit your needs
Used by you to receive formative feedback from your Supervisor
Used by you to produce the Report
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The Process Journal Continued…
What do I write in my Process Journal?
1. Goals and Planning Entries
a. A list of possible topics with notes about choosing them
b. Address the global context of your product
c. Notes for initial Personal Project Proposal
d. Plan of Action
i. How will I get this done?
ii. What material will I need?
iii. What resources do I need (books, internet, newspaper,
magazine, people?)
iv. Where will I find the materials and resources I need?
e. Statement of Goals
i. What do I envision my finished project to look like?
ii. What are the options to present my work?
iii. What materials and resources will I need?
f. Calendars, timelines, schedules, planners….
g. Weekly to-do lists, goals questions for Supervisor, checklists…
h. Proof of Plan:
i. Did I follow my plan?
ii. Did I stick with my plan?
iii. Do I have proof that I followed my plan?
iv. How can I prove that I set goals and planned my project
over time?
2. Collection of Information and Research Entries
a. Research notes (identified properly with page numbers)
b. Interview notes (identified properly with time, date, place)
c. Highlighted information specifically used in project
d. Bibliography in MLA format
NOTE: THE PROJECTS WILL BE UPLOADED TO IB. THERE IS STRICT LAW AND
POLICY AGAINST PLAGIARISM. IT WILL NOT BE TOLERATED.
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The Process Journal Continued…
1. Work in Progress Entries
a. These entries should include any and all pieces of the final
product that you work on throughout the process. These entries
should include (but are not limited by):
i. Sketches, outlines, storyboards, models, blueprints….
ii. All project revisions and edits done by you, y our peers,
your supervisor…..
2. Reflection Entries
a. Your entries will focus on:
i. The process and goals
1. Some things that went well this week were…..
2. Some things that did not go well this week were….
3. In order to fix what went wrong, I need to…..
ii. The information discovered:
1. I was surprised by…..because….
iii. Self-discovery and change
1. I am starting to think differently about…
2. This project changed me as a person, citizen, and/or
student because….
iv. The choices made throughout the project:
1. I have decided to….but some alternatives I considered
are….
v. Meetings with Supervisor:
1. Today’s meeting was useful because…
2. My work with my supervisor could improve if
he/she….
vi. Self as researcher, writer, creator, and learner:
1. What am I learning about myself as a student?
2. How do I learn best?
3. How do I write best?
4. What have I found to be the best ways to edit and
revise my writing?
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The Process Journal Continued…
5. Am I organized?
6. Am I committed?
7. Am I independent? Why or Why not?
8. How can I become more organized, committed, and
independent?
i. The Global Context:
1. How is the Global Context present?
2. Have I kept at the forefront throughout this process?
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The Report
A report is a spoken or written account of something observed, heard, done
or investigated. A report aims to inform, as clearly and succinctly as
possible. The MYP personal project report demonstrates a student’s
engagement with his or her personal project by summarizing the
experiences and skills recorded in the process journal.
The report should be presented in identifiable sections, following the MYP
project objectives below. The report must include evidence for all the
strands of all criteria.
Investigating
Planning
Taking action
Reflecting
The format of the report for the personal project can vary depending on the
resources available and the interests of the students. Students should take
into consideration learning preferences, personal strengths and available
resources when deciding on the best format for the report. The ability to
communicate clearly and concisely is essential to demonstrate the elements
of the report and reach the highest levels of the criteria.
The student’s supervisor is responsible for providing guidance on the format
of the report. Possible formats for the MYP personal project report are
divided into four areas: written, electronic, oral, or visual.
Format Length
Electronic (Website, blog,
slideshow; Paper)
1500-3500 Words
Oral (podcast, radio
broadcast, recorded)
13-15 Minutes
Visual (Film) 13-15 Minutes
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The Report Continued….
For students submitting multimedia reports comprising both written and
audio/visual formats, the maximum number of words and time of
audio/visual presentations 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 Words
As the report is a component of the MYP personal project, students should
plan their time carefully.
Planning, drafting, rehearsing and preparing materials are all necessary
steps, and students should be aware of the amount of time required to
complete the report. Students should be careful to ensure that their report is
a distinct component of the MYP personal project and is not a collection of
process journal entries.
If a personal project involves group work, each individual student must
create his or her own report clearly demonstrating his or her contribution in
all stages of the personal project. Further, each student must maintain his
or her own process journal.
When submitting the report for assessment, students must include:
The personal project coversheet
The completed academic honesty form
Process journal extracts
Any supporting visual aids used during the presentation, if applicable
Bibliography/sources
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The Global Context
Identifying the Global Context for the Project
The global context chosen by the student provides a context for inquiry and
research for the project.
Students choose only one global context to define their goal. In most cases
other global contexts may inform the project or offer other perspectives, but
the focus on one context will present opportunities that emerge through
(self-imposed) limitations and give a specific focus to the project.
Global Context Examples of Personal Projects
Identities and relationships
Students will explore identity; beliefs and
values; personal, physical, mental, social and
spiritual health; human relationships
including families, friends, communities and
cultures; what it means to be human.
Two sides of social networking; an
awareness campaign about digital
citizenship and cyber bullying
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
Orientation in space and time
Students will explore 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.
The Euclidean space perspective of 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
Students will 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.
Video games as a form of cultural
expression; a short film using five video
games that shows how they are an
expression of our culture
The art of Manga in Japanese culture; a
Japanese anime and a survey of the
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understanding of my peers
Culture and self-expression through
dance at the local community arts
center; a performance
Scientific and technical innovation
Students will 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 communities and environments; the impact
of environments on human activity; how
humans adapt environments to their needs.
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
Can stem cells replace organ
transplants?; an investigative report
Globalization and sustainability
Students will explore 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.
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
Students will explore rights and
responsibilities; the relationship between
communities; sharing finite resources with
other people and with other living things;
access to equal opportunities; peace and
conflict resolution.
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
Assessing the Personal Project
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Assessment for the MYP personal project is criterion-related, based on four equally
weighted assessment criteria.
Criterion A Investigating Maximum 8
Criterion B Planning Maximum 8
Criterion C Taking Action Maximum 8
Criterion D Reflecting Maximum 8
In the MYP, objectives correspond to assessment criteria. Each criterion has nine
possible levels of achievement (0–8), divided into four bands that generally represent
limited (1–2), adequate (3–4), substantial (5–6) and excellent (7–8) performance. Each
band has its own unique descriptor, which teachers use to make “best-fit” judgments
about students’ progress and achievement.
Criterion A: Investigating
Maximum: 8
In the personal project, students should:
o define a clear goal and global context for the project, based on personal
interests
o identify prior learning and subject-specific knowledge relevant to the project
o Demonstrate research skills.
Achievement
Level
Level Descriptor
0 The student does not achieve a standard described by any of the descriptors below.
1-2 The student is able to:
i. i. state a goal and context for the project, based on personal interests, but this may be limited in
depth or accessibility
ii. ii. identify prior learning and subject-specific knowledge, but this may be limited in occurrence
or relevance
iii. iii. Demonstrate limited research skills.
3-4 The student is able to:
i. Outline a basic and appropriate goal and context for the project, based on personal
interests
ii. identify basic prior learning and subject-specific knowledge relevant to some areas of the
project
iii. Demonstrate adequate research skills.
5-6 The student is able to:
i. define a clear and challenging goal and context for the project, based on personal interests
ii. identify prior learning and subject-specific knowledge generally relevant to the project
iii. Demonstrate substantial research skills.
7-8 The student is able to:
i. define a clear and highly challenging goal and context for the project, based on personal
interests
ii. identify prior learning and subject-specific knowledge that is consistently highly relevant
to the project
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iii. Demonstrate excellent research skills.
Criterion B: Planning
Maximum: 8
In the personal project, students should:
o develop criteria for the product/outcome
o plan and record the development process of the project
o Demonstrate self-management skills.
Achievement
Level
Level Descriptor
0 The student does not achieve a standard described by any of the descriptors below.
1-2 The student is able to:
iv. i. develop limited criteria for the product/outcome
v. ii. present a limited or partial plan and record of the development process of the project
vi. iii. demonstrate limited self-management skills
3-4 The student is able to:
ii. develop adequate criterial for the product outcome
ii. present an adequate plan and record of the development of the process of the project
iii. Demonstrate adequate self-management skills.
5-6 The student is able to:
i. develop substantial and appropriate criteria for the product/outcome of the project
ii. present a substantial plan and record of the development of the project
iii. Demonstrate substantial self-management skills.
7-8 The student is able to:
i. develop a rigorous criteria for the product/outcome
ii. present a detailed and accurate plan and record of the development process of the project
iii. demonstrate excellent self-management skills
Criterion C: Taking Action
Maximum: 8
In the personal project, students should:
o create a product/outcome in response to the goal, global context and criteria
o demonstrate thinking skills
o Demonstrate communication and social skills.
Achievement
Level
Level Descriptor
0 The student does not achieve a standard described by any of the descriptors below.
1-2 The student is able to:
i. create a limited product/outcome in response to the goal, global context and criteria
ii. demonstrate limited thinking skills
vii. iii. demonstrate limited communication and social skills
3-4 The student is able to:
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i. create a basic product/outcome in response to the goal, global context and criteria
ii. demonstrate adequate thinking skills
iii. demonstrate adequate communication and social skills
5-6 The student is able to:
i. create a substantial product/outcome in response to the goal, global context and criteria
ii. demonstrate substantial thinking skills
iii. demonstrate substantial communication and social skills
7-8 The student is able to:
i. create an excellent product/outcome in response to the goal, global context and criteria
ii. demonstrate excellent thinking skills
iv. iii. demonstrate excellent communication and social skills
Criterion D: Reflecting
Maximum: 8
In the personal project, students should:
o evaluate the quality of the product/outcome against their criteria
o reflect on how completing the project has extended their knowledge and
understanding of the topic and the global context
o Reflect on their development as IB learners through the project.
Achievement
Level
Level Descriptor
0 The student does not achieve a standard described by any of the descriptors below.
1-2 The student is able to:
i. present a limited evaluation of the quality of the product/outcome against his or her criteria
ii. present limited reflection on how completing the project has extended his or her knowledge
and understanding of the topic and the global context
iii. Present limited reflection on his or her development as an IB learner through the project.
3-4 The student is able to:
i. present a basic evaluation of the quality of the product/outcome against his or her criteria
ii. present adequate reflection on how completing the project has extended his or her knowledge
and understanding of the topic and the global context
iii. Present adequate reflection on his or her development as an IB learner through the project.
5-6 The student is able to:
i. present a substantial evaluation of the quality of the product/outcome against his or her
criteria
ii. present substantial reflection on how completing the project has extended his or her
knowledge and understanding of the topic and the global context
iii. Present substantial reflection on his or her development as an IB learner through the project.
7-8 The student is able to:
i. present an excellent evaluation of the quality of the product/outcome against his or her criteria
ii. present excellent reflection on how completing the project has extended his or her knowledge
and understanding of the topic and the global context
iii. Present excellent reflection on his or her development as an IB learner through the project.
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Assessing the Personal Project
Continued…
You can earn up to 32 points based on the 4 criteria. Your score will be determined based
on the table below. To be awarded a certificate of completion in the IB MYP, you must
receive a score of 4 or better on your personal project.
Personal Project Rubric
Score
IB Grade Percentage
32 – 28 7 95-100
27 – 24 6 90-95
23 – 19 5 80-89
18 – 15 4 70-79
14 – 10 3 60-69
9 – 6 2 50-59
5 – 1 1 0
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Personal Project Checklist
Student: ___________________________________________________________________________
Faculty Supervisor: _____________________________________________________________________
Additional Mentor (if any): _________________________________________________________
Regular meeting time with supervisor: Day:__________ Period/Time: __________
The table below is for MANDATORY meetings with your supervisor, which YOU SHOULD
INITIATE. You are required to bring your Process Journal to each meeting to have it checked and
signed by your supervisor.
Due Date Required Task(s) Update/Comments Supervisor
Signature
Meeting to Discuss
Personal Project and its
Requirements
TOPIC SUBMISSION
Must Submit Process
Journal for 1st Review –
Should show how you
came to the topic you
chose. (List of options
and final decision and
reason)
2nd Process Journal
Check
Must have outline of
Goals for Project in
Process Journal
Must have selected
Global Contexts –
Process for Selection
noted in the Process
Journal
Must have had 1st
Supervisor Meeting
(Must be recorded in
Process Journal)
3rd Process Journal
Check
Must have had 2nd
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Supervisor Meeting
(Must be recorded in
Process Journal)
Must show a minimum
of 4 sources shown to
help complete the
project.
Must show research
that can be applied to
complete the project
within Process Journal.
Product Status Check
(Some progress should
have been made on the
product at this point.)
4th Process Journal
Check
Must have had 3rd
Supervisor Meeting
(Recorded in Process
Journal)
ALL Research and
Sources due. Minimum
3 different types of
sources.
Outline of how the
research will be used to
complete project in
Process Journal.
Product Status Check
(Progress should have
been made on final
product here)
5th Process Journal
Check
Process Journal should
show problems and
situations encountered
while working on
product and how they
were dealt with and
solved to move forward.
Must have had 4th
Supervisor Meeting
(Recorded in Process
Journal)
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Product Check –
product should be
wrapping up.
Product due to
Supervisor.
Supervisor Evaluates
Product ONLY.
Supervisor Provides
Feedback about Product
and any adjustments
that must be made.
6th Process Journal
Check – Process Journal
should be complete with
the exception of the
Reflection
Students should start
working on Report
EVERYTHING DUE!!
Product, Report, and
Process Journal
Personal Project
Grading and Interviews
with Students
Projects Submitted to IB
for Assessments
FINAL TOPIC CHOICE:
SUPERVISOR: (Teacher use Only)
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Student Name
Part 1: What type of project could I do?
Link together your skills and interests/sports/hobbies to see what type of
project you could do
Write down your project ideas in the box below
List here the
activities you most
enjoy
My favorite subject __________________
My most enjoyable assignments have been: ______________________________________________________________________
My most interesting topic of study has been:
__________________________________
List here the Global
Context that interests
you the most
_________________________________________
__________________________________________
List your interests/sports/hobbies
1 _______________________
2 _______________________
3 _______________________