STUDENT: SUPERVISOR:

Student Guide




IB MYP Personal
Project




2013-2014



Table of Contents

Introduction Page 2
What is the Personal Project?
What sort of project can I do?
Each project must
Your Personal Project is not

MYP Areas of Interaction Pages 5 6
What are the Areas of Interaction?
Example of a topic viewed through A.O.Is



Working with your Supervisor Page 10

Using the Design Cycle Page 11

Tracking my Progress: The Process Journal Page 12

The Report Page 13 14

Assessment of the Personal Project Page 15

Timelines and Deadlines Page 16- 17

Appendix 1: Detailed Assessment Criteria Page 18 - 24

Appendix 2: Students Final Self-Assessment Page 25

Appendix 3: Personal Project Supervisors Final Assessment Page 26

Appendix 4: Interim Assessment of Process Journal Page 27

Appendix 5: Meeting Notes Pages 28 - 33

Appendix 6: Copy of Supervisor Agreement Page 34

Appendix 7: Glossary of Terms Page 35
How to for Personal Project Pages 7 - 9
2

Introduction
What is the Personal Project?
The Personal Project is an independent assignment that can be on any topic and take any form as long
as it has a strong connection to one Area of Interaction. If you choose the right Personal Project, it will
give you the opportunity to share with others something that is important to you, and it will be an
exciting and rewarding experience.

It is your project that demonstrates the skills you have developed over the years in the Middle Years
Program (MYP). The Personal Project holds a special place of importance in the MYP, as it is a
culminating even which is completed in the final year of the program (Grade 10).

You will be working on your project over the course of many months, so be sure you pick a topic in
which you have a strong interest or genuine curiosity. The project will consist of the actual project,
the process journal that documents your ideas and work throughout the project, and the personal
report which will be summarize your overall experience.

What Sort of Personal Project Can I Do?
There are two main types of Personal Projects:
A: Those which research a topic and result in an extended piece of writing

These pieces have a very clear purpose. The writing should not be a simple narrative recount or outline.
You should:
Decide on your topic
Generate a clear purpose for your writing (to inform, educate, entertain, persuade,
instruct, investigate, etc)
Determine who your audience will be (this will shape your language)
Decide on an appropriate form (this will give your writing a purposeful structure)

B: Those which involve creating something and results in a product or event

This option allows you to use your creative talents to build, design or make something. Your
personal statement will be shorter but should follow the required format as set out in the
following pages.
It is essential that you discuss your ideas with your supervisor to determine whether or not they
are realistic. This may be the first time that you have undertaken a significant piece of
independent investigation so it is anticipated that you will require the support of your supervisor.

The key elements to a successful and meaningful Personal Project are: Originality,
individuality, personal and something you have a genuine interest in.
Some examples of Personal Projects:
Participate in and help organize a walk for Autism (event)
Create a scrapbook of mentors and role models for young teens (product)
Create a website to inform people of the use of subliminal messaging (product)
Create a music video to inform students to rise above the influence of peer pressure (product)
Paint a mural to depict diversity and respect (product)
Inform people about the reality of domestic abuse through an interpretive dance (product)
Teach parent to play the piano who has no prior piano playing experience (product)
How young children learn languages (extended writing)
The importance of sports for handicapped people (extended writing)
How different types of music are used in advertising (extended writing)
3

Reclaiming and restoring something old, e.g a dolls house, go-kart (product)

Again, the possibilities are endless!

Each project must:
Have a clear and achievable goal -- including specifications for the goal
Be entirely your own work
Be focused on one Area of Interaction
Be personal reflect your unique interests, abilities, and/or concerns
Be the result of your initiative, creativity, and ability to organize and plan
Address a topic to which you are truly committed
Your Personal Project is not
An essay.
A part of class work completed in another class.
So large that it destroys your academic and social life!
A group activity but it can involve others as long as it is your project.
Too large in size meaning, your project should not be How to Solve Americas
Financial Crisis.


!"#$%&'( !#%*"+, -,./"&,$ 01 !"#$%&'( !#%*"+, -,./"&,$ 01234
Actively enlist a supeivisoi you'u like Panic
Keep up with youi piocess jouinal as you can
cleaily uocument ATL
Wait until the last minute (piociastinate)
Beciue on a goal you will enjoy anu compaie this
to the Aiea of Inteiaction you've chosen anu how
this will affect the pioject as a whole
Feel embaiiasseu about asking questions fiom
youi supeivisoi, teacheis oi IB Cooiuinatoi
Ask questions in youi jouinal anu seiiously
enueavoi to answei them
Rush the piocess oi the papei
Refei to foimei piojects you finu 0se moie than one Aiea of Inteiaction
Assign cleai woik times to oiganize youiself by
making a timeline with cleai ueaulines
0se the inteinet as youi only souice of ieseaich
uet feeuback fiom fiienus anu uiscuss youi
piojects with them
Plagiaiize (see youi supeivisoi oi the libiaiian foi
help)
Consiuei the type of ieseaich you shoulu
unueitake anu incluue it

Befine youi final goal
uet staiteu on youi iepoit as eaily as possible
Allow time foi multiple uiafts of the papei to be
uiscusseu with youi supeivisoi

Reau the assessment ciiteiia iegulaily
uet infoimation fiom Ns Auams oi Nis. Bowns on
coiiect uocumentation of souices

4

MYP Areas of Interaction

Each project must have a strong connection to ONE of the following Areas of Interaction:
Community and Service
Health and Social Education
Human Ingenuity
Environments
Approaches to Learning

Remind me what they are again?

Community and Service
This Area of Interaction allows you to become aware of your role and responsibility as a member
of your community and encourages responsible and caring participation within. Through
firsthand experience, you have an opportunity to learn how your community functions and how
other people live while contributing something of benefit to society.
Some skills, attitudes, and values developed through Community and Service include:
Awareness of how communities are created
Awareness of how communities function
Appreciation for different cultures
Sensitivity to the needs of the community and society
Sense of responsibility and self-esteem

Health and Social Education
This Area of Interaction encourages you to prepare for a physically and mentally healthy life and
to become aware of potential health hazards. You are challenged to explore personal, physical,
and societal issues related to personal health and the health of society.
Some skills, attitudes, and values developed through Health and Social Education include:
A respect for your body and mind
The ability to make responsible choice s for yourself physically and mentally
Raising awareness of social issues and their effects on the health and well-being
of others

Environments
This Area of Interaction encourages you to consider environments as a whole meaning what
surrounds you this could be as small as the chair you sit it all the way up to the planet we live
on! You will come to an appreciation and understanding of your and others effect on the
environments from our day-to-day lives.
Some skills, attitudes, and values developed through Environments include:
Conservation a respect for the environment as a whole
Responsibility for the natural world
Respect for the areas where we interact buildings, nature, virtual etc.
5

Human Ingenuity
This Area of Interaction encourages you to examine and reflect on the ingenious ways in which
we as humans think, create, and initiate change. You are encouraged to consider the impact of
human creations on society and on the mind. You become driven to appreciate the initiative
humans have to transform, enjoy, and improve the quality of life over time.
Some skills, attitudes, and values developed through Human Ingenuity include:
Studying the human ability invent, create, change, and improve
Examining the causes and effects of change
Significant cultural and historical movements
Mathematical and scientific thought through the ages

Approaches to Learning
This Area of Interaction enables you to take responsibility for your own learning. You will
acquire skills, attitudes, and practices to become a successful learner. You become concerned
with the development of effective study, of critical, coherent, and independent thought, and of
the capacity for solving problems and making decisions
Some skills, attitudes, and values developed through Approaches to Learning include:
Organizational skills, study practices, and a positive attitude towards learning
Collaborative skills
Problem solving and thinking skills
Reflection on learning and revision of methods

How can a topic be viewed through the Areas of Interaction?

Community and Service Approaches to Learning

Organize a music
showcase at
Providence Hall
that raises money
for a local charity







MUSIC
By researching and
practicing, teach
yourself how to play
the drums and video
tape the progress






Health and Social Education

Create a brochure to
persuade the Board
that listening to
music while studying
or working is positive



Human Ingenuity

Examine the effect of music
on the lives of slaves during
the 1800s and create/deliver
a spoken word poem from
research

Environments

Paint a mural in the
school depicting the
positive effect music can
have on you in order to
promote joining the band
or choir
6


Personal Project Brainstorming


Topic What
Question Are
You Seeking
to Answer?
Goal and
Purpose
Specifications Process Outcome or
Product












Learning to
motivate
others











How can I
inspire
children to
take
responsibility
for their
environment?











To create a
workshop that
inspires
children to
take
responsibility
for their local
environment.
The workshop:
Has clear and
measurable
objectives
Is the right
length for
kids
Includes the
right amount
of activities
for the
purpose of
objectives
Includes a
reflection by
the students
that
participated
Research how a
workshop
environment
can motivate
others to take
action.

Research how
to plan a
workshop.

Plan, deliver,
and evaluate
the workshop.

Reflect after the
workshop
about what s/he
learned about
how others
learn and the
planning for
others
Workshop
pack produced
containing plan
and materials

Delivery of
workshop to
children.



C
o
m
m
u
n
i
t
y

a
n
d

S
e
r
v
i
c
e





Social Action


How can I raise
money for a
charity
supporting a
specific cause?


To raise money
and resources
for a charity
supporting a
specific cause
The campaign :
Is
communicate
d clearly to
the school
community
Gives
information
to the
community
about how
the money or
resources
will be used
Has an event
where the
money or
resources can
be donated
Is
appropriate
to a specific
target
audience
Research
activism , how
charities work
and their
methods of
fundraising

Focus on a
particular
charity of
personal
interest and
organize a
fundraising
campaign

Runs the
campaign and
reflects
Fundraising
campaign
completed

Donation and
presentation of
funds/resources
to chosen
charity

A
p
p
r
o
a
c
h
e
s

t
o

L
e
a
r
n
i
n
g


7



H
e
a
l
t
h

A
n
d

S
o
c
i
a
l

E
d
u
c
a
t
i
o
n








Well-Being




How can new
students to our
school feel
welcome and
supported?




Create a
welcome
system for
students new
to the school
The proposal:
Is
communicate
d orally with
a Power
Point for
support
Is clear and
well-defined
Provides
evidence of
research
Shows that
the system is
sustainable
and cost-
effective to
the school
Shows that
the pack for
new students
is relevant
Shows that
there will be
support from
other
students
Research the
effects of
moving to a
new school on a
persons sense
of identity
how
relationships
develop/how
people can be
helped to settle
into a new
environment

Propose a
volunteer
buddy system
and a welcome
pack for new
students and
creates the
welcome pack

Produces a
proposal to be
put on the
leadership team
at school

Reflects on new
understandings
Welcome pack
and proposal
for the
volunteer
buddy program

Example: bag
or folder
containing
useful
information
about the
school and area
and
information
about
clubs/sports
teams



E
n
v
i
r
o
n
m
e
n
t
s





Working
environment
and health


What can I do
to help
improve the
school
environment?


To improve the
school
environment in
a simple, cost-
effective way
(beautification
of school
grounds)
The location of
the plants take
into account
health and safety
policies at the
school

The plants are
easy to maintain

There is a range
of plants that
provides a mix of
foliage and color

There is a system
in place for
ensuring that the
plants are cared
for.
Research the
effect of the
environment
on
health

Identifies
ways that s/he
can benefit the
school plants
for certain
classrooms
and outside
areas

Organizes
fundraising
and planting
event

Reflects on how
the plants made
an effect on the
environment at
the school
Arrangement of
plants in
various areas of
the school
H
e
a
l
t
h

a
n
d

S
o
c
i
a
l

E
d
u
c
a
t
i
o
n

8





H
u
m
a
n

I
n
g
e
n
u
i
t
y






The value of
bamboo




What value
does bamboo
have for the
Vietnamese?




To show the
value of
bamboo in
Vietnamese
daily life
The painting:

Includes
images of
how bamboo
is used in
daily life
Is acrylic on
canvas in
observational
style
Is mixed
media and
realism
bamboo
products
attached to
the canvas
Is on a canvas
size 1m x 1m
Explore the uses
of bamboo in the
Vietnamese
community and
Vietnam overall

Identify/research
how the material
is used in many
different ways
and decides to
produce an
artwork to
communicate
the findings

Experiments
with ideas and
plans artwork to
reflect how the
material is used
in ingenious
ways

Reflects on the
learning about
bamboo and
the new
discoveries
made, and how
s/he developed
as an artist
Three-
dimensional
painting

Backward Planning and Scheduling your Personal Project

Try the following steps to organize everything you need to complete a successful project:
1. Create a calendar on a piece of poster board or on the computer that begins with todays
date and ends in May when your project should be completed.
2. In your process journal, brainstorm all of the things that need to be done to complete the
project: interviews, appointments, book/internet research, rehearsals, phone calls, film
editing, anything and everything that will go into completing the project.
3. Using this list, fill in your calendar with action items for each week. Obviously, some
items need to take place before others, but you might also have to start some things
earlier since they have multiple steps.
4. Decide on 2-3 days a week that you will schedule 20 minutes or so to write in your
process journal. Mark these days with symbol of some kind on the calendar. On these
days, write anything and everything you can think of about your project: actions taken,
thoughts/concerns/feelings, ideas, conversations you have had, sketches etc. Writing in
your process journal will make your life MUCH EASIER when it comes time to write the
Personal Report.
5. Put your calendar in a visible spot and add any supervisor meetings that are made to
your calendar. Check, use, and revise your calendar as needed!
9



You will have a Personal Project Supervisor. Supervisors are faculty and staff from your high
school who have agreed to guide you through the Personal Project process. You will meet with
your supervisor on a regular basis. In addition to providing you with guidance and feedback,
your supervisor will evaluate your progress and the final product.

What are my responsibilities to my supervisor?
1. It is your responsibility to show up to the Meet and Greet day with appropriate and
necessary materials.

2. You will honor all appointments and get in touch with your supervisor in advance if you
are unable to attend a scheduled meeting.

3. You are responsible for bringing your Process Journal and Student Guide to every meeting.
You should also be prepared to have work evaluated and to take notes on plans and ideas
discussed.

4. You should ask your supervisor for advice and feedback about your project goal and
process for completion, and take the supervisors comments seriously.

5. You are responsible for documenting meetings in the Meeting Notes section in your
Student Guide and for completing assigned tasks before the next scheduled meeting.

6. You should always interact with your supervisor in a positive and respectful manner.

What are my supervisors responsibilities to me?
1. Your supervisor should keep scheduled appointments with you and contact you in
advance when unable to keep a scheduled appointment

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

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

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

5. Your supervisor should encourage you to keep written records of meetings in the
Meeting Notes section of your Student Guide.

6. Your supervisor should provide feedback on your progress, continuously review your
Process Journal, and document meetings in the Supervisor Handbook to obtain an overall
view of your progress.

7. Your supervisor should help keep you focused on the organization and presentation on
the final piece of work, advising you to be thorough and methodical.

8. Supervisors are invited and encouraged to attend the MYP Personal Project Fair in the
Spring of 2014 when Personal Projects are exhibited and which students also attend.
10
Cycle


The Design Cycle is a process model for creating just about anything. It is a continuous process
that you may go through many times before your project is complete. The Design Cycle should
be used as a guide for the next steps in completing your project. These steps should be
recorded in your Process Journal.








11
h


The Personal Project is an excellent example of the value of learning by doing. Keeping a Process
Journal is of critical importance of making the doing of the project into a lasting learning
experience.

Your Process Journal shows a detailed record of your progress, reflections, and plans during the
development of your Personal Project. Using the Design Cycle to ensure the full development of
your end product is important and should be documented in your Process Journal.

What should my Process Journal actually be?
What your actual Process Journal looks like is up to you, depending on the type of project you
are creating. Students have been successful using a notebook, sketchbook, and electronic files
but if you come up with a way that best suits you, just speak with your supervisor!

When do I write in my Process Journal?
Think of your Process Journal as a diary of your experience in creating the product for your
Personal Project.
Your Process Journal should include: It may also include:
! Thoughts (Thinking Maps) ! Sketches
! Ideas ! Calculations
! Plans ! Meeting Notes
! Questions ! Reminders
! Decisions
! Feelings and Reflections
* You should write in your Process Journal at least once a week. A detailed Process Journal will
be extremely helpful in the writing of your Personal Report at the end of the Personal Project.

The Process Journal is The Process Journal is not
Begun at the start of the process and used
throughout the process
A place for planning
A place for recording interactions with
sources
o Teachers
o Supervisors
o People on the outside
o Research
A means of exploring ideas
A place for storing useful information
o Quotes
o Pictures
o Ideas
A place for evaluating work completed
A place for reflecting on learning
Devised by the student in a format that
suits his or her needs
Useful for the student with feedback
Used on a daily basis (unless this is useful
for the student)
Written up after the process has been
completed
Additional work on top of the project; it is
a part of and supports the project
A diary with detailed writing about what
was done
A static document with only one format
12



As you approach completion of your Personal Project and using your Process Journal or your
project as a guide, you will complete a Report. The Report is an organized piece of writing that
describes the goals of your project, outlines the steps you took to complete it, and explains its
connection to your chosen Area of Interaction. It also includes your analysis of how effectively
you pursued and completed your goals.
The Report must include:
Title Page
" Personal Project Title
" School Name
" Your Name
" Word Count (Minimum= 1,500 and Maximum= 3,500)
" You may also include an image to make it unique!
" Year

Table of Contents

Body of the Report
The report must include the following headings in the order in which they appear below.
The questions below are guiding questions only; we expect and encourage you
to provide more details and additional information as necessary.

I. The Goal (see Criterion B)
What area of interaction was the context for your project? Why did you generally
choose that area of interaction? What specific features of the area of interaction
did you intend to focus upon in your project and why?
What personal interest topic did you select? Why did this topic interest you?
How much prior experience or understanding of this topic did you have? How
does this interest or topic directly relate to your chosen area of interaction?
What inquiry question did you design from the area of interaction and topic?
What process did you use to decide on your inquiry question? Why is your
question one that requires more than a simple answer? How can someone
recognize the area of interaction in the question? How do they recognize the
topic in the question?
What goal did you set for your project? What specifications did you put in place
to help you successfully complete your investigation and your project overall?

II. Selection of Sources (see Criterion C)
What resources did you investigate for your project? Why did you choose them?
Were some resources better than others? Did you have any difficulties finding or
using resources?
What printed resources did you use? Why did you use them? Where did you find
them? How easy were they to obtain? What was valuable about them?
13


What electronic resources did you use? Why did you use them? How did you
access them? How easy were they to access? What was valuable about them?
What human resources did you use? Why did you use them? How easy were they
to meet or talk to? What was valuable about them?
How did you make your choices about what information to use and what to
discard? How did you evaluate your sources?(see attached grid for evaluating
sources)

III. Application of Information (see Criterion D)
What exactly did you do to complete your project? What decisions did you make
based on the information you discovered? How did you solve problems? How did
the information affect your choices?
Were there any specific techniques you developed as a result of your
investigation?

IV. Achieving the Goal (see Criterion E)
Did you adjust or alter your original goal as the project developed? If you made
changes, why did you make the changes? Do you feel that you successfully
achieved your goal?
Did you have to alter your specifications much during the process? Explain how
effective your specifications turned out to be overall and evaluate your product.
What level of achievement would you award your product or outcome based on
your specifications? Does your supervisor agree with this?

V. Reflection on Learning (see Criterion F)
What exactly did you learn from your investigation? What was your response to
your inquiry question? How did you reach your conclusion or hypothesis or point
of view or expression of ideas? What aspects of your investigation really helped
you to reach a better understanding of your topic?
What new understanding do you have the area of interaction you chose to use as
the context for your project? How did the area of interaction context give you a
different or better understanding of your topic?
How well did you do the project, according to your self-assessment? What did
you feel you did well? What would you improve next time you do a similar
project?
What specific skills did you need to develop/apply to investigate and complete
your project? What new skills did you learn, or what existing skills did you
improve?
What format did you use for your Journal and why was it your preferred format?

Bibliography

Appendices
" Pictures, Drawings, Sketches etc. that contributed to your proje
14



C n



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

Criteria Description Evidence Maximum Sc o r e
Criterion A Use the Process
Journal
Process Journal 4
Criterion B Define the Goal Report 4
Criterion C Select Sources Report 4
Criterion D Apply Information Report 4
Criterion E Achieve the Goal Product and Report 4
Criterion F Reflect on Learning Report 4
Criterion G Report the Project Report 4

* A detailed explanation of each criterion can be found in the Appendix

Project Total: 28

These marks are converted to a grade of 1-7 using the following scale:

Grade Boundaries
1 0-5
2 6-9
3 10-13
4 14-16
5 17-21
6 22-24
7 25-28

In order to successfully complete the Personal Project, the Middle Years Program,
and meet the requirements for the Diploma Program, you must earn at least a 3.






15
Timelines



Month Topics for Discussion with Supervisor/Independent Work


October
15, 2013

Brainstorm Personal Project Ideas
Have attended the Personal Project introduction assembly
Work on brainstorming/writing in your Process Journal
Write down any questions your may have for when you meet your supervisor at the
end of October.



November

Review Process Journal Should have at least 10 entries
Review steps taken and work accomplished over the last month
Discuss challenges, questions, avenues for research and brainstorm on resolutions
and actions to be taken
Ensure that project is developing as planned or outline specific modifications
Supervisor and Student agree upon what the student will accomplish before the
next meeting (student should write this down in the meeting notes in the
Student Guide to the Personal Project)




December

Review Process Journal Should have at least 14 entries
Review steps taken and work accomplished since last meeting
Discuss challenges, questions, avenues for research and brainstorm on resolutions
and actions to be taken
Complete Interim Assessment of the Process Journal with your Supervisor
Ensure that project is developing as planned. Part of the product should be
completed.
Agree upon what the student will accomplish before the next meeting (student
should write this down in the meeting notes in the Student Guide to the Personal
Project)




January
2014

Review Process Journal Should have at least 18 entries
Review steps taken and work accomplished since last meeting.
Discuss challenges, questions, avenues for research
Ensure the project is developing as planned. The product should almost be
done.
Agree upon what the student will accomplish before the next meeting (student
should write this down in the meeting notes in the Student Guide to the Personal
Project)








16







February
2014

Review Process Journal Should have at least 22 entries
Review steps taken and work accomplished since last meeting.
Discuss challenges and questions regarding the creation of the final product.
Suggest that the student bring in their project, at any stage of completion, to
next meeting.
Agree upon what student will accomplish before the next meeting (student
should write this down in the meeting notes in the Student Guide to the Personal
Project)



March
2014

Review Process Journal
Review steps taken and work accomplished since last meeting.
Discuss challenges and questions regarding the final project.
Discuss the Report go over outline, look at an example
Begin working on the Report
Agree upon what student will accomplish before the next meeting (student
should write this down in the meeting notes in the Student Guide to the Personal
Project)



April
2014
Product of Personal Project should be completed
Collaborate with supervisor on the Report

Discuss The Report rough draft with Supervisor
Continue updating process journal with reflections
Begin working on the final draft of The Report after meeting with supervisor
Create a tri-fold board for Personal Project Fair in April


April
2013

A date will be assigned for assessment with the supervisor student will bring in
Process Journal, Product, and Report for Assessment
Assessment of the Personal Project will be conducted prior to the fair
Personal Project Fair TBD
Certificates awarded for successful completion of the IB Middle Years Programme















17


Appendix 1: Detailed Assessment Criteria
Criterion A: Using the Process Journal
Maximum: 4

Students should:
Demonstrate organizational skills showing time and self-management
Communicate and collaborate with his/her supervisor
Demonstrate information literacy, thinking, and reflection

Achievement Level Level Descriptor
0 The student has not reached a standard described by any of the
descriptors given below.
1 The student demonstrates minimal:
Organizational skills through time and self-management
Communication and collaboration with their supervisor
Information literacy, reflection, and thinking
2 The student demonstrates some:
Organizational skills through time and self-management
Communication and collaboration with their supervisor
Information literacy, reflection, and thinking
3 The student demonstrates satisfactory:
Organizational skills through time and self-management
Communication and collaboration with their supervisor
Information literacy, reflection, and thinking
4 The student demonstrates well-developed:
Organizational skills through time and self-management
Communication and collaboration with their supervisor
Information literacy, reflection, and thinking
18
Criterion Define the Goal

Students should:



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

Achievement Level Level Descriptor
0 The student has not reached a standard described by any of the
descriptors given below.
1 The student:
Identifies the topic of interest, a focus Area of Interaction, and a
limited goal
Creates minimal specifications to evaluate the projects
outcome/product or none at all
2 The student:
Outlines superficially the topic of interest, the focus Area of
Interaction, and an achievable goal
Creates specifications for evaluating the projects
outcome/product, however they lack definition
3 The student:
Describes clearly the topic of interest, the focus Area of
Interaction, and achievable and appropriately challenging goal
Creates satisfactory specifications for evaluating the projects
outcome/product
4 The student:
Justifies effectively the topic of interest, the focus Area of
Interaction, and an achievable and appropriately challenging
"#$%
Creates appropriately rigorous specifications for evaluating the
projects outcome/product
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Criterion C: Select Sources

Students should:



Select varied, relevant sources to achieve the goal
Evaluate sources

* Evidence will be seen in the body of the report and the works cited page
Achievement Level Level Descriptor
0 The student has not reached a standard described by any of the
descriptors given below.
1 The student:
Selects very few relevant sources to achieve the goal
Demonstrates minimal evaluation of sources
2 The student:
Selects some relevant sources to achieve the goal
Demonstrates some evaluation of sources
3 The student:
Selects satisfactory variety of relevant sources to achieve the
goal
Demonstrates satisfactory evaluation of sources
4 The student:
Selects a wide variety of relevant sources to achieve the goal
Demonstrates well-developed evaluation of sources
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Criterion D: Apply Information

Students should:



Transfer and apply information to make decisions, create solutions, and develop
understandings in connection with the projects goal

Achievement Level Level Descriptor
0 The student has not reached a standard described by any of the
descriptors given below.
1 The student demonstrates minimal:
Transfer and apply information to make decisions, create
solutions, and develop understandings in connection with the
projects goal
2 The student demonstrates some:
Transfer and apply information to make decisions, create
solutions, and develop understandings in connection with the
projects goal
3 The student demonstrates satisfactory:
Transfer and apply information to make decisions, create
solutions, and develop understandings in connection with the
projects goal
4 The student demonstrates well-developed:
Transfer and apply information to make decisions, create
solutions, and develop understandings in connection with the
projects goal
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Criterion Achieve the Goal

Students should:



Evaluate the outcome/product against his/her own specifications for success.

Achievement Level Level Descriptor
0 The student has not reached a standard described by any of the
descriptors given below.
1 The student evaluates the quality of the outcome/product.

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

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

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

The outcome/product is of high quality and meets most or all of the
specifications.
22
Criterion F: Reflect on Learning

Students should:



Reflect on how completing the project has extended his/her knowledge and
understanding of the topic and the focus Area of Interaction
Reflect on how s/he has developed as a learner by completing the project

Achievement Level Level Descriptor
0 The student has not reached a standard described by any of the
descriptors given below.
1 The student demonstrates minimal:
Reflection on how completing the project has extended their
knowledge and understanding of the topic and the focus Area of
Interaction
Reflection on how they have developed as a learner by
completing the project
2 The student demonstrates some:
Reflection on how completing the project has extended their
knowledge and understanding of the topic and the focus Area of
Interaction
Reflection on how they have developed as a learner by
completing the project
3 The student demonstrates a satisfactory:
Reflection on how completing the project has extended their
knowledge and understanding of the topic and the focus Area of
Interaction
Reflection on how they have developed as a learner by
completing the project
4 The student demonstrates a well-developed:
Reflection on how completing the project has extended their
knowledge and understanding of the topic and the focus Area of
Interaction
Reflection on how they have developed as a learner by
completing the project
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Criterion G: Report the (The

Students should:



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

* This includes making judgments about conventions, mechanics, grammar, word choice, voice,
audience and proper format of the works cited page.
Achievement Level Level Descriptor
0 The student has not reached a standard described by any of the
descriptors given below.
1 The student demonstrates:
Minimal organization of the project report according to the
required structure
Communication, which is rarely clear, coherent, and concise and
may not meet required limits
Inaccurate use of recognized conventions to acknowledge
sources or no acknowledgement of sources
2 The student demonstrates:
Some organization of the project report according to the
required structure
Communication, which is sometimes clear, coherent, and
concise and is within required limits
Some use of recognized conventions to acknowledge sources
3 The student demonstrates:
Satisfactory organization of the project report according to the
required structure
Communication, which is generally clear, coherent, and concise
and is within required limits
Generally accurate use of recognized conventions to
acknowledge sources
4 The student demonstrates:
Consistent organization of the project report according to the
required structure
Communication, which is clear, coherent, and concise and is
within required limits
Accurate use of recognized conventions to acknowledge sources
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Students

Title/Topic:



Approaches to Learning Not Yet Progressing Successful Surpassed
Expectations
Has contacted supervisor regularly
Sought help when necessary
Worked independently
Organized time effectively
Met Deadlines
Effort

Refer to the descriptors for details
Criteria Description Evidenced Maximum
Score
Achievement
Level
Criterion A Use the Process Journal Process Journal 4
Criterion B Define the Goal Report 4
Criterion C Select Sources Report 4
Criterion D Apply Information Report 4
Criterion E Achieve the Goal Product and
Report
4
Criterion F Reflect on Learning Report 4
Criterion G Report the Project Report 4

Answer the following questions:

What do you feel your level of achievement is on the scale of 1-7?

How much time did you spend completing your project (estimate)? Hrs

What did you enjoy most about your project?
25
n

Title/Topic:


Criteria Evidenced



Criterion A Use the Process Process
Criterion the Goal
Criterion Select Sources
Criterion D Apply
Criterion E Goal Product


Criterion F Reflect on Learning
Criterion G Report the
Total


Points Achieved
Personal Project


Approaches to Learning Not Yet Progressing Successful Surpassed
Expectations
Has contacted supervisor regularly
Sought help when necessary
Worked independently
Organized time effectively
Met Deadlines
Effort

Refer to the descriptors for details
















Comments as Necessary














Signature
Date
26
Process


(Copy as needed for Supervisors comments on progress)

Student: Supervisor:

Project Title/Topic:

Descriptor Achievement Level
Contains Rough Ideas (written or drawn)

1 2 3 4
Records Progress

1 2 3 4
Records Resources Consulted

1 2 3 4
Details Challenges and Difficulties Faced

1 2 3 4
Outlines How to Deal with
Challenges/Difficulties

1 2 3 4
Evaluates Progress Based on Goals

1 2 3 4
Contains Reflective Writing

1 2 3 4

Achievement Scale: 1 = Not yet, 2 = Progressing, 3= Successful, 4= Surpassed Expectations




Congratulations on:











Areas for Improvement:
27



Meeting Notes

Meeting # Date:
Comments on Work to Date:
Action to be Taken by Student:
Action to be Taken by Supervisor:
28
Meeting



Meeting # Date:
Comments on Work to Date:
Action to be Taken by Student:
Action to be Taken by Supervisor:



29
Meeting



Meeting # Date:
Comments on Work to Date:
Action to be Taken by Student:
Action to be Taken by Supervisor:



30
Meeting



Meeting # Date:
Comments on Work to Date:
Action to be Taken by Student:
Action to be Taken by Supervisor:



31
Meeting



Meeting # Date:
Comments on Work to Date:
Action to be Taken by Student:
Action to be Taken by Supervisor:



32
Meeting



Meeting # Date:
Comments on Work to Date:
Action to be Taken by Student:
Action to be Taken by Supervisor:



33


IB Middle Years Program: 10
th
Grade Personal Project
2013-2014
Supervisor Information and Agreement

Dear Student:
Please give this form to your project supervisor to read and complete. Forms should be submitted to the
Personal Project coordinator. All students should turn in a completed supervisor form by October 15, 2013.
***All forms require a parent or guardian signature.

Student Name:

Supervisor :

Information for all Supervisors:

All students in the International Baccalaureate Middle Years Programme are completing a Personal
Project as the culminating assignment. The Personal Project can take many forms - a work of art, a
science experiment, a community service project - but it is a long-term project based in an area of interest
for the student. Each student is required to have a supervisor to offer consistent guidance and feedback
and to monitor the students progress along the project timeline. As a supervisor, you will:

Be given a Supervisor Guide which explains the Personal Project and your responsibilities
Become familiar with the deadlines and assessment criteria for the project as presented in
the Supervisor Guide
Meet with your student(s) on a regular (typically at least once each month) basis between
now and May 2014 to monitor progress, give feedback, and offer suggestions for next steps
Get in contact with the Personal Project coordinator if your student(s) are not fulfilling the
requirements for the project
Complete a final evaluation of your student(s) work using the IB MYP assessment criteria
for the Personal Project

*Your signature on this form indicates agreement to the duties listed above.

Section 1: To be completed by supervisors

Name

Position

*Signature_



***Parent / Guardian Signature

***Parent/ Guardian Telephone: _Email:










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Glossary of Terms

Area of Interaction - a lens through which to view a topic that helps narrow your focus.
For example, I can view the topic of school through the lens of Health and Social Education
and only care about the physical and emotional well-being of the students. However, if I
look through the lens of Community and Service I will only care about the social
responsibilities I have to my school in relation to publicity and fundraising.

MYP Middle Years Program of International Baccalaureate. It spans 6
th
-10
th
grade and prepares
students for the rigor of the Diploma Program.

DP Diploma Program of the International Baccalaureate. It spans 11
th
and 12
th
grade and prepares
students for college and career.

The Design Cycle - a process model for creating just about anything. It is a continuous process that
you may go through many times before your project is complete.

Supervisor A teacher or other staff member that will help you through your Personal Project. They can
mentor you through content knowledge, organization skills, etc. Make sure you are asking for help that you
need!

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