Personal Project Supervisors Guide A4 09 10

APPENDIX FACTS

The appendix is a useful place for important information that is too extensive to be
placed in the body of your project.

For example: a copy of a survey you wrote, sketches, interview transcript, chronol-
ogy of events, statistical tables.

1. The material must be relevant to the thesis of your project.
2. It must be cross-referenced in either a footnote or a parenthetical reference.
3. Do not pack the appendix with unnecessary material.
4. It is placed after the bibliography.

FOOTNOTES
Footnotes are used to cite information and ideas.
1. They are placed at the bottom of the page and separated by the text by a solid
line.
2. Leave a blank line and indent the footnote the same number of spaces as your
regular paragraph indentations.

Example:
Alice Munro write deceptively simple
stories . . . Yet stories by this so-called
“antiquarian miniaturist”1 appear in a
variety of magazines designed for sophi-
sticated urban readers.
Munro’s impeccable technique, her
“postmodern view of language”2 . . .
compression, time-shifting and subtle
metaphor.
In “The Progress of Love” the middle-
aged narrator . . . it is a story about the
discovery and exposure of secrets3
. . “How thoroughly we dealt with our
fathers and mothers . . . How completely
we filed them away, defined them beyond
any possibility of change,” says the narra-
tor of another Munro short story, “The
Moons of Jupiter.”4
_____________
1
Brian Fawcett, “Me and my Gang,”
Books in Canada, December 1991, 9.
2
Russell Perkin, letter, Books in
Canada, March 1992, 5.
3
E.D. Blodgett, Alica Munro
(Boston: Twayne, 1988), 7.
4
Alice Munro, The Moons of Jupiter
(Markham, Ontario: Penguin, 1983), 256.

ii 69

SAMPLE BIBLIOGRAPHIC ENTRIES, continued TABLE OF CONTENTS

Information from the Internet:
"Great Pictures of Personal Projects From My School." Great IB Schools. 19
Aug. 2001. Online. Available http://www.raisingtheprofile.com/ jpeg/html/pic. Supervising the Personal Project
21 May 2002.

Format: Author (if known). "Title of page or document." Title of site or larger
work. Date of document (if known). Online. Available http:lladdresslfilename.
A note from the coordinator iv
Date you viewed the information.

The Role of the Supervisor v
A Personal E-mail:
McDuck, Ronald. <mcducksr@warmmail.com> "Too Much Beef is Bad." 15
May 2001. E-mail received by : Vegan, Joe.
Guidelines for Supervisors v
Format: Author's last name, first name. <Author's e-mail address. "Subject
line." Date of message. E-mail received by: last name, first name.
Hints: do not include the e-mail address unless you are sure that it won't be
abused in some way. Advice on Choice of Topic, Theme or Idea v

An Interview: Meetings vi
Pressly, Aaron. Personal interview. 27 March. 1998.

Format: Person's last name, first name. Date of interview.
Hints: use this format for interviews and conversations that you have had in
Student Guide 2
person or on the telephone.

A Television Program:
"MTV Cribs: Limp Bizket's Personal Project Room." MTV Cribs. MTV Asia,
Bangkok. 6 Oct. 2001.

Format: "Title of the program." Title of the Series. Television net work, place
it was produced. Date it was produced.
Hints: try to get as much information as possible by watching the credits at
the end of the program.

Adapted from the MLA Style Guide and the American Library Association by Mr.
Christopher Hughes for the NIST Library, May 2002.

68 iii

Supervising the Personal Project SAMPLE BIBLIOGRAPHIC ENTRIES
A Book By One Author:
Armstrong, Matthew. The Best Projects to Help Save the Earth for Young Teens.
Toronto: Western Alliance Publishing, 2002.
A note from the coordinator….
Format: Author's last name, first name. Title of book. Place of publication:
This guide is prepared for use by Nations’ Secondary staff who supervise publisher, date of publication.
the personal projects of year 11 students at Nations. Hints: take all information from the title page and back of the title page; take
the first city listed and the most recent date.
The information in the front portion of the guide comes from the MYP
Personal Project Guide, published by the IBO and is included here for
A Book By More than One Author:
the supervisor’s convenience. Further information and many other valu- Chartres, Frederico V. and Tomas Vallpollicello. How to Cook Spaghetti in Your
able resources are available at: www.occ.ibo.org. Uncle's Wok. Rome: Vendetta and Sons, 1999.

The second part of this guide provides the supervisor with a copy of all Format: First author's last name, first name. Second author's first name and
pertinent sections of the Student Personal Project Guide and Process last name. Title of book. Place of publication: publisher, date of publication.
Journal. Supervisors are asked to familiarize themselves with the mate- Hints: if there are three or more authors, put "et.al." after the first author's
rial contained therein. All Nations year 11 students have a copy and are name.
required to make use of it and the forms and instructions it contains.
A Magazine or Newspaper Article:
Please pay particular attention to the “Personal Project Timeline” as Kane, Kwae-Chang. "How Kung-Fu Saved My Life and My Marriage." Martial Arts
there are many deadlines for the student and supervisor to keep track of Review 2 Nov. 1996, 23-36.
during the five phases of the Personal Project.
Format: Author's last name, first name. "Title of article." Title of magazine or
Both the Student Personal Project Guide and Process Journal and the newspaper Date of issue, pages.
Hints: if you can't tell who the author is, the title of the article comes first; do
Supervisor Guide were created with a view to clarifying the requirements, not put a full stop after the title of the magazine or newspaper.
process and product of the MYP Personal Project for both the student
and the supervisor. I very much hope you both find them useful. Any
comments and suggestions for future editions would be deeply appreci- An Encyclopedia Article:
ated. Middlesbrough, Larry. "Vowels." World Book Encyclopedia, 2000 ed.
Format: Author's last name, first name. "Title of article." Title of Encyclopedia,
During the progress of this year’s Personal Projects, I am at your dis- edition.
Hints: if you can't tell who wrote the article, the title of the article comes first.
posal and will do whatever I can to be of help.

Thanks, in advance, for all your hard work supervising our students! An Article from a CD-ROM:
Koeller, Martin. "Why the Leafs are the Greatest Hockey Team of All Time."
Ann Krake Microsoft's World of Hockey. CD-ROM. New York: Microsoft, 2002.

Format: Author's last name, first name. "Title of article." Title of disc. Format.
Place: publisher, date.
Hints: take the disc's information from the computer, not from the box.
iv 67

A GUIDE TO WRITING BIBLIOGRAPHIES The Role of the Supervisor
Each student must have a supervisor to work with on the personal pro-
INTRODUCTION ject. The supervisor is expected to:
A bibliography is a list of sources that you have used for information during your • make sure that the student has been provided with and understands
research. the guidelines and the assessment criteria for the personal project
This is a quick and simple guide to help you write a proper bibliography for your IB-
• guide the student on how to complete the personal project success-
MYP Personal Project. Listed below are some rules to follow and some examples.
fully
There is no single correct way to write a bibliography. Many different fields of study
and different universities use different formats. This guide shows only one way to • emphasize to the student the importance of keeping an effective
do it properly. process journal
If you are in doubt, FOLLOW YOUR TEACHER'S INSTRUCTIONS. • carry out formative assessment by offering positive, constructive oral
and written comments at each stage, using the personal project as-
WHY DO YOU HAVE TO INCLUDE A BIBLIOGRAPHY?
sessment criteria as a basis for discussion
• To give credit for ideas that are not yours;
• To allow people who like your work to find the same information that you did; • assess the project according to the assessment criteria
• To show all of the sources that you have used to support your research.
• ensure that the project is authentic and entirely the student’s own
WHAT SHOULD A BIBLIOGRAPHY LOOK LIKE? work, and that the material is adequately referenced
• It should be consistent and arranged alphabetically by the first word in each • take part in the standardization of assessment process in the school.
entry (usually the author's last name) under the heading "Bibliography";
• It should contain proper punctuation, underlining, and indenting;
• It should include who wrote the information, where the information was Reminder
published, and when it was published. The supervisor should be an appropriately qualified person within the school but
need not be a specialist in the particular field of study chosen by
WHAT DOES A SAMPLE BIBLIOGRAPHY LOOK LIKE? the student.
Here is a sample bibliography and some hints. The rules for each of these entries
and others are on the next page. Guidelines for Supervisors
BIBLIOGRAPHY
Working as a supervisor and helping a student prepare a personal pro-
ject can be a very rewarding experience. The supervisor and student
Armstrong, Matthew. The Best Protects to Help Save the Earth for Young Teens. Toronto: Western can work closely together as the project develops.
Alliance Publishing, 2002.

Charnel, Frederico V. and Tomas Vallpollicello. How to Cook Spaghetti in Your Uncle's Wok. Rome: The following guidelines, which can be applied to the supervision of all
Vendetta and Sons, 1999.
types of personal project, describe some of the ways in which the proc-
"Everyone Out of the Gene Pool: How Thai Food is Harming Our DNA." Bangkok Post. 13 Sept. 1998: ess of interaction between the supervisor and student can be ar-
C21.
ranged.
"Great Pictures of Personal Projects From My School." Great IB Schools. 19 Aug. 2001. Online. Available
http://www.raisingtheprofile.com/jpeg/html/pic. 21 May 2002.
Advice on Choice of Topic, Theme or Idea
"MTV Cribs: Limp Bizket's Personal Project Room." MTV Cribs. MTV Asia, Bangkok. 6 Oct. 2001.
The topic, theme or idea for the personal project should initially be cho-
**HINTS: (1) the word "Bibliography" is centered and in all capitals; (2) the sen by the student, followed by discussion with a supervisor who
second line of each entry is indented five spaces (one tab stop); (3) the should ensure that it is well defined and is inspired by one or more ar-
entries are listed alphabetically by first word in each entry; (4) the name of eas of interaction. Students should be able to define their goals clearly
the book or newspaper or television show is underlined; (5) notice exactly by writing key questions and a statement of intent.
where the full stops appear.
66 v

The personal project must offer students scope for personal reflection
and must have an obvious focus on at least one of the areas of interac-
tion. This may be more difficult to attain where it is too strictly related to
one academic subject. The scope of the personal project should go be-
yond a single subject.
During the latter part of year 4 students should discuss ideas for their
personal projects with as many people as possible, such as: other stu-
dents, friends outside the school, relatives and teachers, and their super-
visor. During and following these discussions, students should draw up
an outline of the goal they wish to pursue, which will form the basis of the
first meeting between the student and the supervisor.

At this initial stage students should discuss the possible choice of project
with the coordinator who should ensure that the goal of the personal pro-
ject is:
• well defined
• clearly focused on one or more areas of interaction
• attainable by the student of clear interest to the student.

Meetings BIBLIOGRAPHY
Meetings of Supervisors
GUIDE
Time must be set aside by the school for meetings of supervisors to
agree on common deadlines, to decide on common expectations from
students and to standardize assessment. There must also be time for su-
pervisors to meet students on a regular basis. The school may need to
adapt some aspects of the schedule to allow these meetings to take
place.

Meetings with Students
Personal project supervisors will work more effectively with students if
they are available to meet with each student regularly. Both supervisor
and student need to acknowledge this and agree on appropriate meeting
times.

Different projects will require different contact times between the individ-
ual student and the supervisor. The frequency of these meetings may
change according to the type of project, the topic, the characteristics of
the individual student and local circumstances. Supervisors should keep
vi 65

FINAL STUDENT SELF ASSESSENT a record of each meeting to obtain an overall view of the student’s pro-
gress.
MYP Criteria Level Comments
(Score) Weekly meeting times are beneficial to the overall success of any stu-
dent’s personal project, even if those meetings are periodically very
Criterion A: short.
Planning and
Development The aim of the first meeting is to help the student focus on the exact
(4) nature and goal of the personal project, and to discuss the student’s pro-
posed topic.
Criterion B:
At regular meetings the supervisor:
Collection of • discusses with the student relevant sources of information and,
Information/Resources when necessary, other resources that the student may use to de-
(4)
velop the project
Criterion C: • reviews with the student the appropriate areas of approaches to
learning (ATL) that will help develop the personal project
Choice and Application
of Techniques • focuses on the organization and presentation of the final piece of
(4) work, advising the student to be thorough and methodical
• helps the student establish and maintain the focus of the personal
Criterion D: project, and ensures that it is proceeding as planned
Analysis of Information • encourages the student to keep a detailed and useful process jour-
(4) nal
• advises the student to review and revise the project in the context of
Criterion E: the assessment criteria.

Organization of the
Written Work
(4)

Criterion F:
Reminder
Analysis of Process
and Outcome Many students find it difficult to maintain focus on a specific task over an ex-
(4) tended period of time. Even dynamic and interested students may need to be
encouraged and stimulated to maintain interest in their personal projects. Stu-
Criterion G: dents should be encouraged by the supervisor, who should also show enthu-
siasm for the personal project and offer support to overcome difficulties.
Personal Engagement
(4)

64 vii

Notes FINAL STUDENT SELF-ASSESSMENT
Name: _______________________________________________________

Homeroom:_____________________ Class:_________________________

Supervisor: ____________________________________________________

Project Title: __________________________________________________

_____________________________________________________________

Product Type: _________________________________________________
(e.g. portrait, model, CD Rom, VCD, clothing, essay, folder, etc.)

Display Requirements: __________________________________________
(e.g. computer & required software, CD player, Internet access, etc.).

After you have finished writing your personal statement, complete two final
assessments: an Approaches to Learning checklist below and a summative
assessment on the next page. To complete the summative assessment, use
the Personal Project Assessment Criteria on pp 46-51. Please write in com-
ments that justify your score for each criterion.

ATL Skills Rarely Occasionally Usually Always
Contacts supervisor on
regular basis

Works
independently

Organizes time
effectively

Meets deadlines
Demonstrates good effort

viii 63

Notes

FINAL
SELF-ASSESSMENT

62 ix

Meeting 12 Date:______________________

Supervisor's Comments:

Supervisor's Signature:__________________________________________

Next meeting:___________________

Meeting 13 Date:______________________



Next meeting:___________________

Meeting 14 Date:______________________

STUDENT GUIDE Supervisor's Comments:


Next meeting:___________________

regular basis

Works
independently

Organizes time
effectively

Meets deadlines

2 61

Meeting 9 Date:______________________

TABLE OF CONTENTS
Using this book 4
Next meeting:___________________ Personal Project Timeline 5
Calendar of dates (omitted from Supervisor’s Guide) 6-15
Meeting 10 Date:______________________
Getting Started 16
Introductory Questionnaire 18
Topic Selection Form 21
Commitment Contract 24
Supervisor's Signature:__________________________________________ Planning Questionnaire 25
Next meeting:___________________ The Design Cycle 27
What is the Personal Project? 28
Meeting 11 Date:______________________ Sample Topics and Central Areas of Interaction 30
Supervisor's Comments: Written Documentation: Process Journal & Personal Statement 31
Sample Personal Statement Outlines 34-35
Personal Statement Checklist 36-37
Areas of Interaction 38-43
AoI Web 44
Next meeting:___________________
AoI Key Questions 45
Assessment Criteria 46-51
Assessment Criteria Checklists 52-55
regular basis Personal Project Grade Boundaries 55
Works Supervisor’s Feedback 56-61
independently
Final Student Self-Assessment 62-64
Organizes time
effectively Bibliography Guide 65-68
Meets deadlines Appendix Facts 69
Demonstrates good effort Process Journal (omitted from Supervisor’s Guide) 70-166
60 3

Meeting 6 Date:______________________


USING THIS STUDENT GUIDE AND
PROCESS JOURNAL Supervisor's Signature:__________________________________________

Next meeting:___________________
This Student Guide and Process Journal has been
created for the purpose of helping you to succeed
Meeting 7 Date:______________________
with your Personal Project.
The Student Guide section has all the information
to answer your questions about the Personal
Project and will be invaluable to you throughout
your work. Supervisor's Signature:__________________________________________

Next meeting:___________________
The Process Journal section begins after the
Student Guide and there are several pages for
Meeting 8 Date:______________________
you to record your progress. Some of the pages of
the Process Journal are blank and some are lined. Supervisor's Comments:
Use the Process Journal pages to write notes,
draw diagrams, work through problems, record
interviews, list your sources, etc.
Your Process Journal is yours to use as you wish,
Next meeting:___________________
but remember, it will form part of your overall
Personal Project.

Good luck and enjoy your journey. Contacts supervisor on
regular basis

Works
independently

Organizes time
effectively

Meets deadlines

4 59

Meeting 3 Date:______________________
2009-2010
Phase 1: Selecting the Topic

Information Session / Preparatory pamphlet June 2009
Complete Introductory Questionnaire June-September 2009
Discuss topic options with supervisor Week of 28 Sept-2 October
Next meeting:___________________ Prepare topic selection form and Commitment Contract 5-9 October 2009
Obtain signature(s) from AoI leader(s) for chosen AoI(s)
Present final topic, title (in form of a guiding question) and Week of 12-16 October 2009
Meeting 4 Date:______________________ AoIs to supervisor and to Mrs Krake (for approval)

Supervisor's Comments: Phase 2: Planning the Project (after final approval)

Complete Planning Questionnaire 16 October– 16 November
Create a timeline that will help guide you through the 16 October– 16 November
project (this can change)
Supervisor's Signature:__________________________________________ Begin research 16 October– 16 November

Next meeting:___________________ Discuss planning / timeline / resources with supervisor Week of 23-27 November
Phase 3: Gathering the Necessary Material
ATL Skills Rarely Occasionally Usually Always Preliminary bibliography due to supervisor Week of 30 Nov– 4 Dec
regular basis Collect & record information / data / material November ‘09– February ‘10

Works Phase 4: Working on the Product
independently Work on product, revise plans, keep journal November ‘09– February ‘10
Organizes time —meet regularly with supervisor
effectively
Finish work on product and show to supervisor Week of 15-19 February
Meets deadlines
Demonstrates good effort MYP Personal Project PRODUCT Exhibition 3 March 2010
Phase 5: Presenting the Outcome
Outline of Personal Statement due Week of 8-12 March
Meeting 5 Date:______________________
1st draft of Personal Statement due Week of 22-25 March

Supervisor's Comments: 2nd draft of Personal Statement due Week of 12-16 April
Submit final draft of Personal Statement, process jour- 7 May 2010
nal and self-assessment (pp 62-64) to supervisor
Viva Voce by each student—15:30-16.15
15:30-
15:30 8 June 2010
NB: Make regular entries in your process journal
Next meeting:___________________ throughout phases 1-4.

58 5

THE SUPERVISOR
Note: This point in the student’s guide contains 14
pages of calendar for the student and supervisor’s use Your supervisor will:
in keeping track of meetings and deadlines. Review the progress of your project and help you to use the criteria
Review your process journal and provide ATL support
These pages are omitted from the supervisor’s guide. Help you think about the direction of your project
Suggest where more research might be helpful
However, pagination is organized to correspond with Help you think about the structure and presentation of your writing
student’s book. Assess your final project
Your supervisor will not:
Do the project for you!
Tell you what do to
Organize your meetings
Each time your supervisor meets with you, he/she will make a brief com-
ment on your progress. Every third or fourth meeting, you and your super-
visor should fill in an Approaches to Learning checklist as well. These for-
mative comments will help you to improve your progress.

Meeting 1 Date:______________________

GETTING STARTED Supervisor's Comments:


Next meeting:___________________

Meeting 2 Date:______________________



Next meeting:___________________
16 57

WHAT STEPS SHOULD I FOLLOW?

Your study of ATL has prepared you for your personal project.
The stages in the development of your personal project will
include the following:
• exploring and choosing at least one AoI and matching it with
a topic which has a clear focus on the dimensions of your
chosen AoI(s)
• planning the project
• gathering the necessary material
• working on the project
SUPERVISOR’S FEED- • presenting the outcome (1. the product, 2. the personal
statement and 3. your Viva Voce)
BACK Remember to record all information and ideas in your process
journal.

(formative assess- ∎∎∎∎∎∎∎∎∎∎∎∎∎∎∎∎∎∎∎∎∎∎∎∎∎∎∎∎∎∎∎∎∎∎∎

ment) GETTING STARTED

This guide is meant to give you ideas, but your own creativity is
important. To help you get started, you could:

1. Remember Personal Projects you have seen from the past years
2. Read the list of sample Personal Projects on page 30
3. Talk to your family, friends, teachers, supervisor, and Year 12/13's
4. Complete the introductory questionnaire (p. 18)
5. Write down ALL ideas in your process journal
6. Meet with your supervisor (Meeting 1)
7. Decide on your AoI(s) and topic. Fill out the topic selection form, on
page 21.
56 17

PERSONAL PROJECT
INTRODUCTORY QUESTIONNAIRE
The Personal Project, as you are by now aware, requires you to take responsibility
for your learning by researching and investigating a project of your choice. The
following questions are designed to help you work out what areas you might he Criterion G: Personal Engagement
interested in pursuing. Fill in Questions 1-9 before you meet with your supervisor
for the first time.
Have I:
1. What Area(s) of Interaction do you find a particular affinity with? used my journal effectively for record keeping, reflecting and
as a reference tool for my Personal Statement
shown good application of Approaches to Learning skills
when planning and developing my Personal Project
shown organisation and commitment to my Project
met all deadlines
fostered a healthy relationship with my Personal Project
Supervisor
responded positively to feedback and advice
2. What do you do in your spare time ? What are some of your hobbies or
interests?

Personal Project Grade Boundaries

Grade
1 0-5
2 6-9

3. What are some of the things you do really well? (e.g. act, play piano or soccer)
3 10-13
4 14-16
5 17-21
6 22-24
7 25-28

You need at least a 3 to pass the Personal Project.
18 55

4. What would you like to be better at?

Criterion E: Organisation of the Written Work

Have I:
followed the Personal Statement structure as explained by
the Personal Project Coordinator
sequenced my ideas in a logical and consistent manner used
appropriate transitions in my writing to show the flow of my
ideas
organised and presented my written work in a neat formal
manner
5. When it comes to writing, what types of written assignments do you most enjoy
incorporated graphs, pictures, tables, etc. only where and why?
appropriate and where I have referred to them in my text

Criterion F: Analysis of Process and Outcome

Have I:
described and reflected on each of the stages of
development of my Project, discussing both my strengths
and weaknesses
reflected on whether my goal/s was achieved—why or why
not
reflected on my Area/s of Interaction as the focus and 6. What types of written assignments do you least enjoy and why?
explained how they have been developed and explored
through my Project
analysed the quality of my product and related it to my
chosen Area/s of Interaction
discussed new ideas for how the Project could be
investigated further
suggested what I would do differently if I were to attempt it
again
54 19

7. Think about your school and wider community. Is there any aspect of your
community that really infuriates you? (eg. perhaps there aren't enough trees in your
local park).

Criterion C: Choice and Application of Techniques

8. At this point in time, what are some of your ideas for your Personal Project? Have I:
chosen absolutely appropriate techniques to achieve my
FINAL FINAL Key Advantages & goal(s)
PERSONAL RESULT Area(s) of Interaction that Disadvantages
PROJECT (e.g. CD, are of topic justified how my techniques were appropriate in achieving my
IDEAS Poster, essay, Central to topic goal and centering on my chosen Areas of Interaction
VCD, model, (select one or two)
etc.) applied my techniques effectively in my Project to achieve my
Human Ingenuity
goal
Community & Service
Environments
Health & Social Ed.
ATL

Human Ingenuity
Community & Service
Environments
Health & Social Ed.
ATL
Criterion D: Analysis of Information
Human Ingenuity
Community & Service
Environments Have I:
Health & Social Ed.
ATL analysed my researched information to help achieve my goal
reflected on the researched information to identify what was
Human Ingenuity effective and what was not and if, ultimately, it helped to
Community & Service
Environments achieve my goal and focus on my Area/s of Interaction
Health & Social Ed. supported my ideas/visions with evidence from my research
ATL
ensured and highlighted the analysed information that related
Human Ingenuity directly to my chosen Area/s of Interaction
Community & Service
Environments
Health & Social Ed.
ATL
20 53

How do I ensure I have covered all the PERSONAL PROJECT TOPIC SELECTION FORM
elements of the assessment criteria?
1. Proposed Topic:
Use this checklist!!

Criterion A: Planning and Development

Have I:
clearly stated and explained my goal/s for the Personal
Project 2. What Area(s) of Interaction is central to your topic?
developed and justified my chosen focus Areas of Interaction
provided a thorough description of my development plan Area of Interaction Explanation of how AOI is central to topic & how you
(outline) to explain how I would achieve my goal/s plan to explore the AOI
followed the above stated development plan (outline) to
achieve my goals

(optional):

Criterion B: Collection of Information/Resources

Have I:
chosen and used excellent / reliable sources of information
justified my choice of reliable sources in relation to my goal
3. What form of presentation do you have in mind (e.g. essay, CD,
and my chosen focus Areas/s of Interaction work of art, model, etc.)?
used a wide variety of sources of information
included a correctly formatted and well presented
bibliography included in text referencing in my writing where
appropriate

52 21

Criterion G: Personal Engagement Maximum level: 4
PP TOPIC SELECTION FORM, continued
This criterion focuses on an overall assessment of students’ engagement and application of ap-
proaches to learning skills during the planning and development stages of the personal project.
4. What is the goal of your personal project? Qualities such as organization and
commitment to the task should be considered. By their very nature, these are
difficult to quantify and the assessment should take into account the context in which the personal
project was undertaken.

The assessment should also take account of working behaviours such as the amount of encour-
agement required by students, the interaction between
students and supervisors, the attention to deadlines and procedures, as well as the appropriate
use of supporting documentation such as log books and process journals.

The levels of achievement awarded should be based on a holistic judgment of the degree to
which these qualities and working behaviours are evident in the personal project.
If your goal changes as you go through your PP, write your new goal here:

Level Descriptor
0 The student has not reached a standard described by any of the
descriptors given below.
1 The personal project shows little evidence of any of the required qualities and working
behaviours.
2 The personal project is judged to be satisfactory in terms of most of the required quali-
5. How do you aim to achieve this goal? Be specific. ties and working behaviours.
3 The personal project is judged to be good in terms of most of the required qualities and
working behaviours.
4 The personal project is judged to be outstanding in terms of the
required qualities and working behaviours.

General IB Grades and descriptors
Level Descriptor
1 Minimal achievement in terms of the objectives.
2 Very limited achievement against all the objectives. The student has difficulty in understanding the
required knowledge and skills and is unable to apply them fully in normal situations, even with
support.
3 Limited achievement against most of the objectives, or clear difficulties in some areas. The student
demonstrates a limited understanding of the required knowledge and skills and is only able to
apply them fully in normal situations with support.
4 A good general understanding of the required knowledge and skills, and the ability to apply
them effectively in normal situations. There is occasional evidence of the skills of analysis, syn-
thesis and evaluation.
5 A consistent and thorough understanding of the required knowledge and skills, and the ability
to apply them in a variety of situations. The student generally shows evidence of analysis, syn-
thesis and evaluation where appropriate and occasionally demonstrates originality and insight.
6 A consistent and thorough understanding of the required knowledge and skills, and the ability to
apply them in a wide variety of situations. Consistent evidence of analysis, synthesis and evalua-
tion is shown where appropriate. The student generally demonstrates originality and insight.
7 A consistent and thorough understanding of the required knowledge and skills, and the ability to
apply them almost faultlessly in a wide variety of situations. Consistent evidence of analysis, syn-
thesis and evaluation is shown where appropriate. The student consistently demonstrates origina-
lity and insight and always produces work of high quality.
22 51

Criterion F: Analysis of Process and Outcome Maximum level: 4
PP TOPIC SELECTION FORM, continued
Evidence of students’ achievement in this criterion will be found in the conclusion and also in
the body of the structured piece of writing. Students are expected to describe, and reflect on,
the stages of development of the personal project and the thought processes followed. Stu- 6. What is your personal motivation for this topic? How will you be
dents should reflect on the ways in which the personal project has fulfilled the initial goal. In this able to reflect personally on this topic?
reflection, students should review the ways in which the project has been focused on the cho-
sen area(s) of interaction, and on how dimensions of the area(s) have been explored and devel-
oped. Students should attempt to define new perspectives that could be investigated further
through future inquiry into the topic/theme. Using their process journals as a prompt for reflec-
tion, students will provide comments on such questions as:

• What have been the strengths and the weaknesses of the personal project at different
stages of development?
• What would the student do differently next time?

Level Descriptor 7. Is this a project that will maintain your interest over eight
months?
0 The student has not reached a standard described by any of the descriptors given be-
low.

1 The student’s review is simply a narrative summary or a superficial review of the de-
velopment of the personal project in terms of the goal set at its start. There is little un-
derstanding of the dimensions of the area(s) of interaction that were stated as the fo-
cus for the personal project. 8. Final Topic Selection Checklist:
□ My Personal Project is personal.
2 The student adequately reviews his/her personal project in terms of the goal set at its
□ My Personal Project has a clear goal.
start. The student’s review shows some reflection on different stages of the process □ My Personal Project is central to at least one AOI.
including an adequate analysis of the quality of the product. The student’s review □ My Personal Project is not related to a specific subject area.
shows some understanding of the dimensions of the chosen area(s) of interaction that
served as a focus for the personal project.
□ My Personal Project is a realistic project.
□ My Personal Project is something I can investigate and learn about.

3 The student consistently reviews his/her personal project in terms of the goal set at its
start. The student’s review shows significant reflection on different stages of the proc-
ess. The evaluation includes a good analysis of the quality of the product, and shows
a clear understanding of the
dimensions of the chosen area(s) of interaction that served as a focus for the personal
project.
AoI LEADER SIGNATURE(s): ____________________________________

4 The student consistently and thoroughly reviews his/her personal project in terms of
the goal set at its start. The student’s review shows excellent
STUDENT’S SIGNATURE: ______________________________________
reflection on different stages of the process. The evaluation includes an
excellent analysis of the quality of the product and reveals a thorough
understanding of the dimensions of the chosen area(s) of interaction that served as a
focus for the personal project. The student presents new SUPERVISOR’S SIGNATURE: ___________________________________
perspectives emerging from the chosen topic.
MRS KRAKE’S SIGNATURE: ____________________________________

50 23

Criterion D: Analysis of Information Maximum level: 4

This criterion measures students’ abilities to analyse information in terms of the personal project’s
goal and focus on the chosen area(s) of interaction. Students should express personal thoughts
and support arguments with evidence.

Level Descriptor

0 The student has not reached a standard described by any of the descriptors given below.

1 The personal project contains little reflection in terms of the goal and focus on the
COMMITMENT CONTRACT chosen area(s) of interaction, and is largely narrative/descriptive. The student misses
many
Read the following commitment contract carefully and then sign below. opportunities for personal treatment of the topic/theme.
2 The personal project contains some reflection in terms of the goal and focus on the
chosen area(s) of interaction. Personal thought is mostly supported with arguments
and evidence.
3 The personal project contains significant reflection in terms of the goal and focus on the
chosen area(s) of interaction. The student generally supports personal thought with
I,________________________________ , promise that I will take ad- arguments and evidence. However, some opportunities for analysis are not pursued.
4 The personal project clearly shows the depth of reflection and vitality of the student’s
vantage of this opportunity to direct my own learning. I will respect the own ideas and vision. The student consistently supports a truly personal response to
the topic with arguments and evidence.
deadlines, work independently, seek advice when I need it, meet with my
supervisor regularly, and do my best work.
Criterion E: Organization of the Written Work Maximum level: 4

This criterion focuses on the presentation of the written work (including title page, contents page
If I am unable to meet these responsibilities, I understand that I will be and page numbering, overall neatness, the appropriate use of graphs, diagrams and tables,
where appropriate). It also assesses the internal structure and coherence of the work.
subject to appropriate academic discipline.
Level Descriptor

I also promise that the work I submit will not be plagiarized in any way
1 The written work is poorly organized, lacking a sensible order and coherent structure.
and that I will document all sources. I understand that plagiarism will re- The presentation of the work (for example, table of contents and page numbering) is
lacking in several respects.
sult in a grade of "0" which would mean I am unable to receive my MYP
2 The student has made some attempt at logical organization and an attempt to respect
Certificate. the required structure of the personal project. There are some coherent links between
parts of the personal project, and the presentation of the work is often appropriate.
_______________________________
(student's signature) 3 The student has made a good attempt at logical organization, respecting the required
structure of the personal project. There are some good links between parts of the per-
sonal project, and the presentation of the work is almost always appropriate.
_______________________________
(supervisor's signature) 4 The organization of the work is completely coherent with the required structure. Ideas
are sequenced in a consistently logical manner with appropriate transitions. Overall
presentation and neatness of the work are excellent.
24 49

Criterion B: Collection of Information/Resources Maximum level: 4
This criterion allows the student to demonstrate the ability to collect relevant information from a
PLANNING QUESTIONNAIRE
variety of sources and to compile a bibliography of sources used in the project. Students should
select sufficient information and appropriate resources to substantiate all arguments and/or to
support the project. Students should also acknowledge their sources of information clearly in the 1. What material(s) do I need to do my project?
body of their text through clear referencing.

Level Descriptor
1 Few sources of information and resources have been collected, or the majority are ir-
relevant to the goal of the personal project. The student has provided a summary bibli-
ography, where many elements are missing. Few references are made in the text to
sources of information used.
2 The student has chosen and used a limited amount of relevant information and re-
sources, from a limited number of appropriate sources. A bibliography has been com-
piled with most elements present and/or appropriately presented. Some references
are made in the body of the text and appendices, where appropriate.
3 The student has chosen and used a good amount of relevant information and resources,
from a fairly extensive number of appropriate sources. A bibliography has been com-
piled with all important elements present and/or appropriately presented. Detailed ref-
erences are made in the body of the text and appendices, where appropriate.
2. Where do I find the necessary material(s)?
4 The personal project contains excellent, relevant information and resources from a wide
variety of appropriate sources. The bibliography is complete and well presented, with
clear references to sources in the body of the text and appendices, where appropriate.

Criterion C: Choice and Application of Techniques Maximum level: 4
This criterion assesses students’ abilities to choose techniques relevant to the personal pro-
ject’s goal, as defined by the key questions, or statement of intent of the personal project. Stu-
dents should justify this selection and apply the chosen techniques consistently and effectively.
Students should choose a goal that is achievable. Because of circumstances that may be be-
yond their control, students may find that unforeseen difficulties prevent successful completion
of ambitious projects. These types of ambitious personal project may still result in a good level
of achievement for this criterion.

Level Descriptor

1 Large parts of the project are not relevant in terms of the goal that had been identified
by the student. The techniques used are largely inappropriate and inadequately
applied. 3. Who has information about my topic?
2 The techniques chosen vary in their appropriateness, with some being applied to an
acceptable standard in order to contribute to the achievement of the goal. The student
begins to provide justification for the use of the chosen techniques.

3 The techniques chosen are generally appropriate and well applied to contribute to the
achievement of the goal. The student provides some justification for the use of the
chosen techniques.

4 The student has chosen absolutely appropriate techniques, provided specific justifi-
cation for their choice and applied them effectively, to achieve the stated goal.
48 25

4. Do I have to carry out my own experiments? If so, describe. Once you’ve finished your product and have used your process journal to write your
Personal Statement, your Personal Statement will be assessed using the following
seven criteria.

MYP Personal Project Assessment Criteria
Criteria Total Points
Criterion A Planning and Development 4
Criterion B Collection of Information/Resources 4
5. Do I need to prepare, circulate and analyse a questionnaire or survey? Criterion C Choice and Application of Techniques 4
If so, describe. Criterion D Analysis of Information 4
Criterion E Organization of Written Work 4
Criterion F Analysis of Process and Outcome 4
Criterion G Personal Engagement 4
TOTAL POINTS POSSIBLE 28

Criterion A: Planning and Development Maximum level: 4

Students should be aware that it is essential to define a clear goal before starting
detailed research and work. A goal can be defined as a statement, or one or more key questions,
which identify the focus of the personal project based on one or more
6. Do I need to go to libraries other than the school library? If so, which areas of interaction. The goal may alter during the course of the personal project but students
ones? need to state and explain clearly the reason(s) for a change in goal.
Evidence of students’ achievement in this criterion will be found in the introduction, the body of
the work and the conclusion.

Level Descriptor

0 The student has not reached a standard described by any of the descriptors given be-
low.

1 The student identifies the goal of the personal project but does not provide an out-
line of how he/she aims to achieve this goal.
7. Do I need to visit museums? If so, describe. 2 The student identifies and describes the goal of the personal project, states the focus
on the chosen area(s) of interaction and provides a simple outline of how he/she
aims to achieve this goal.

3 The student identifies and clearly describes the goal of the personal project, describes
the focus on the chosen area(s) of interaction and provides a
coherent account of how he/she aims to achieve this goal. The development of the
personal project is generally consistent with this description.

8. What other resources in the community might help me? 4 The student identifies and clearly describes the goal of the personal project within a
context, develops and justifies the focus on the area(s) of
interaction and provides a coherent and thorough description of how he/she aims to
achieve this goal. The development of the personal project is totally consistent with this
description.
26 47

THE DESIGN CYCLE

You are familiar with the design cycle from your DT and IT classes. Use it
to help you plan your personal project.

INVESTIGATION PLAN

Assessment
Criteria

EVALUATION CREATE A SOLUTION

46 27

WHAT IS THE PERSONAL PROJECT?
Have you ever wanted to build a musical instrument? Do you have a secret passion
to write your own play? Do you want to make a difference in your community? Now
is your chance! Your Personal Project is your project to do what you want to do, to Approaches How do I learn best?
show the skills you have developed over the years in your subjects and through the To How do I know?
Areas of Interaction, and to apply them to an area or topic on which you decide. Learning How do I communicate my understanding?
The Personal Project holds a place of special importance in the Middle Years What sort of learner am I?
How can I research effectively?
Programme, and thus your project must be closely linked to at least one of the How can I organise my time and my materials well?
Areas of Interaction. What have I learned and done well this term?
What role(s) do I play in a group?
NB: This AoI may only be selected as a personal project focus ONLY if the pro-
Remember, you will be working on this project for an extended period of time, and ject centers around someone else’s learning.
your grade for the Personal Project is as important as any subject grade, so it
Community What do I know and understand about others around me?
needs to be something you really want to do. How can I contribute to the community?
and
Service How can I help others?
What does "community" mean?
What makes a community?
How are communities similar?
WHAT ARE THE DIFFERENT TYPES OF PERSONAL PROJECTS? What can I learn about myself through serving others?

There are a wide variety of forms your Personal Project could take, such as:
• an original work of art (e.g. visual, dramatic, performance)
• an essay: a written piece of work on a special topic (literary, social, Human How and why do we create?
Ingenuity What are the consequences of creating?
psychological, etc.) Origin: How did the creation start? Who thought of it?
• a piece of literary fiction (e.g. creative writing) Process: What steps are taken to produce the creation? How does it change?
• an original science experiment Development: How has the creation been modified? What else does it lead to?
Context: What is the historical / social / cultural / religious context of the creation?
• an invention or specially-designed object or system Impact: How does the creation affect individuals and/or society?
• the presentation of a developed business, management, or organizational plan Product: What is the creation? What is it made of? How is it made?
(i.e. for an entrepreneurial business or project, a special event, or the
development of a new student or community organisation).
Environments Where do we live?
What resources do we have or need?
What are my responsibilities?
What environments am I a part of?
WHAT DOES DOING A PERSONAL PROJECT INVOLVE? How do I affect the environment?
How am I affected by the environment?
Your Personal Project must include a process journal, a product, and a personal
statement in the form of a piece of structured writing. If your project is an essay,
the essay itself will contain the requirements of the personal statement.
Health How do I think and act?
and How am I changing?
Social How can I look after myself and others? How can I increase my self-esteem? How can
Education we resolve crises?
HOW DO I START? How can I make wise decisions when faced with many choices?
How can I differentiate between needs and wants? To what extent do I act responsibly
in groups?
After you read the student guide (first part of book) and attend the information How can I express my needs clearly and appropriately?
sessions, go to page 16 for a specific outline of how to get going on your Personal To what extent am I aware of the different standards of living of people around me?
Project. To what extent am I aware of potential global health and environmental risks? How can
I deal with situations of bullying, harassment, or prejudice? To what extent am I aware
of the relationship between lifestyle choices and leading causes of death?
28 45

WHAT SHOULD I CONSIDER WHEN SELECTING A TOPIC?

Whatever form you decide on, your Personal Project should:
• have a clear and achievable goal
• have at least one Area of Interaction which is central to your topic
• allow you to express a truly personal message
• be the result of your initiative, creativity and ability to organize and
plan
• reflect your special interests, hobbies, special abilities, or concerns
about particular issues
• deal with a topic or area to which you are committed
• be entirely your own work - plagiarism will result in a grade of "0"
which will mean not receiving your MYP certificate
Your Personal Project must not:
• be part of any assessed course work (current or past)
• destroy your personal and social life, nor interfere with your studies,
even though it will involve many hours of work
• be too closely linked to any specific subject
• be a topic you can copy from a book or a general topic (e.g. "Reggae
Music"), but should be a question or a challenge you can answer or
meet.
Additional points to consider:
• you must think of the idea first, and then rework it so that one AOI is
central to it
I

your personal project can be written in any of the IB languages
H

•
(English, French, Spanish, Chinese)
• it can be done in cooperation with other students as long as each
student's work can be marked individually and separately and the
success of the projects is not dependent on each other
• it must be completed with the guidance of your supervisor (a teacher
at school who does not need to be an expert on your idea). You can
get help from other people as long as you record this.
WHY DO A PERSONAL PROJECT?
• you get to determine what you learn
• you can choose something that interests you
• you get an opportunity to show your understanding of the Areas of
Interaction
• it is excellent preparation for the IB-diploma Extended Essay in Years
12 and 13
• you will get an MYP Graduation Certificate if your earn a "3" or more

44 29

Personal Project Supervisors Guide A4 09 10

Personal Project Supervisors Guide A4 09 10

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