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INTERNATIONAL SCHOOL NADI PERSONAL PROJECT STUDENT GUIDE

2015 - 2016

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ACKNOWLEDMENT

This student’s guide to the Personal Project has been put together by Alena Rabili, MYP Coordinator and Lauvili

Uluinaceva, PP Coordinator, at International School Nadi. An inspirational source for this guide has been the

Overseas Family School Personal Project Guide created and designed by Ms. Aida Blat Palacios,Personal Project

Coordinator.

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TABLE OF CONTENT

Contents ACKNOWLEDMENT ............................................................................................................................................................................................................... 2

TABLE OF CONTENT .............................................................................................................................................................................................................. 3

INTRODUCTION .................................................................................................................................................................................................................... 4

INVESTIGATING ..................................................................................................................................................................................................................... 5

1. Decide What You Want to Learn About ....................................................................................................................................................................... 6

2. Select and Evaluate Sources of Information ................................................................................................................................................................. 7

3. Cite and Reference using the Harvard method ............................................................................................................................................................ 8

4. Compile the Bibliography. ............................................................................................................................................................................................ 9

PLANNING ........................................................................................................................................................................................................................... 10

1. Plan your Product and Goal. ....................................................................................................................................................................................... 11

2. Make a Timeline. ........................................................................................................................................................................................................ 12

3. Record the Development of your Project. .................................................................................................................................................................. 13

4. The Personal Project Calendar. .................................................................................................................................................................................. 13

5. Demonstrate Self-Management Skills. ....................................................................................................................................................................... 14

6. Examples of Process Journal Entries. .......................................................................................................................................................................... 15

TAKING ACTION .................................................................................................................................................................................................................. 18

1. Action as a Result of Learning..................................................................................................................................................................................... 19

2. Communicate Effectively. ........................................................................................................................................................................................... 20

3. Create an Excellent Product. ...................................................................................................................................................................................... 21

REFLECTING ........................................................................................................................................................................................................................ 22

1. Keep your Process Journal Up to Date. ...................................................................................................................................................................... 22

2. Test and Evaluate your Product. ................................................................................................................................................................................. 22

3. Start your Report. ....................................................................................................................................................................................................... 23

4. Reflect on New Knowledge. ........................................................................................................................................................................................ 24

4b. Reflect on your Global Context. ............................................................................................................................................................................... 25

4c. Reflect Development as an IB Learner. ..................................................................................................................................................................... 26

Personal Project Timeline and Deadlines ........................................................................................................................................................................... 27

APPENDICES ........................................................................................................................................................................................................................ 29

Appendix 1: Assessment Criteria .................................................................................................................................................................................... 29

Appendix 2: ISN Personal Project Exhibition Assessment Criterion ............................................................................................................................... 32

Appendix 3: MYP Global Contexts .................................................................................................................................................................................. 33

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INTRODUCTION

In the final year of your MYP journey, you are to complete a Personal Project, a significant piece of work that is the product of your own initiative and creativity. It should revolve around a topic and challenge that motivates and interests you! Your project will help you consolidate prior subject-specific learning, as well as strengthen your approaches to learning skills and develop the attributes of the IB learner profile in you. Who chooses your project topic and focus? You do. And this is an advantage, because it provides an excellent opportunity to produce a truly personal and creative piece of work. You take the process through to completion under the supervision of a teacher in the school, your Personal ProjectSupervisor, who will always be there to help you and give you advice. What does the Personal Project involve?

• Investigating

• Planning

• Taking action

• Reflecting What does the Personal Project consist of?

• Process Journal

• Product and outcome

• Report The Personal Project is assessed against a set of IB MYP assessment criteria. Refer to Appendices (p27) You will receive a grade for your Personal Project on your MYP record of achievement.

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INVESTIGATING

The MYP encourages you to participate in a sustained, self-directed inquiry within aGlobal Context.It also encourages you to generate creative new insights and todevelop deeper understanding through in-depth investigation. Investigation Steps 1. Decide what you want to learn about

• identify what you already know

• think of what you would like to achieve

• decide on ideas and aspects to investigate 2. Select and Evaluate sources of information 3. Cite and reference all accessed information using theHarvard referencing method 4. Compile your bibliography Record Your Investigation You must keep a Process Journal containing all your thoughts, research, Harvard citing, decisions and actions. The journal should include ideas, links, digital photos, videos, pictures, audio recorded interviews, scanned pages, etc. Your Process Journal must be recorded on Managebac.

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1. Decide What You Want to Learn About In your Process Journal, write down the things in life, at school, in your home country, etc that you would like to investigate, improve, develop, or solve… Once you decide on a topic, you can narrow down the investigation. Use this or a similar web mapping technique to brainstorm your ideas:

INDEX

Global Context

(Write it down)

Subject Link

(Write it down)

Other related workshops/ courses

(Write it down)

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2. Select and Evaluate Sources of Information

Selecting Relevant Sources

You are required to consult a minimum of 5 sources, from an appropriate variety of texttypes (at least 3). You should reflect your sources in both your Process Journal, andyour Report. Examples of text types:

Internet Print Experts

Article book survey

blog entry magazine interview personal interview

interview newspaper article video

online video advertisement audio recording

podcast research paper documentary

Evaluating Sources

It is a requirement that you evaluate your sources for authenticity, relevance and reliability.

Once you have found a source of information or inspiration, you have to decide how useful it is, and whether it helps your focus, development and understanding of your goal, or your product completion. In your journal, use this easy table to keep a record of each source. For example:

Qs Title of the source

Who is the author? Who wrote/recorded this? Which Youtube channel? WHO?

Is s/he and expert on the matter? Demonstrate it with 1 or 2 facts.

WHEN? When was it written/stated/printed/recorded?

WHERE? Where is the source published? Be very specific

WHAT? What does the source say? Is the information objective or subjective?

HOW? How relevant is this source to your project?

WHY? Why is this source relevant to your project/product?

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3. Cite and Reference using theHarvard method

Online Harvard Citation Engines

There are many internet based citation engines that can help you compile yourbibliography. These are two user friendly web based sites:

www.citethisforme.com

www.havardgenerator.com

Format

Not all internet based sources are the same text types. For instance, a blog article is not a Youtube video, and a tweet is not an online newspaper article. E-books, Facebook comments, interviews, or downloadable pdf can all be found online, but need different citation formats.

If using citethisforme, please select “Harvard” accordingly.

Fill in as much information as possible regarding author(s), www site, publishing date, etc.

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4. Compile the Bibliography.

For your Personal Project, you have to compile at least one bibliography. Your will write a bibliography for your Written Report. This will include all sourcesaccessed during the investigation process, as well as quotes and citations used inyour report (if any). If your Product is a book, a magazine, a blog, or a website, you MUST compile a bibliography, including any text, photo, audio or video footage used in it. If your Product is a video or a podcast, you won’t compile a bibliography but a “Credits” list.

Bibliography Format

A Harvard bibliography MUST:

a) Be organised in alphabetical order

b) Not contain bullet points or numbers

c) Show the type of source (video, pdf, blog entry, article) Academic Honesty As always academic honesty is an essential requirement of the Personal Project. You must document your sources and work at all times. You will be required to fill in and sign an academic honesty form at the end of the project which will be sent to the IB along with your personal project report and supporting documents. An in-text citation means that you write the author’s name in brackets when you use information from a particular source, for example “Brown (2009 p. 28) writes that …” or “The author says …”

Appendices The appendices are the additional pages of information that are included at the end of the report. This includes the bibliography. If you produced a questionnaire you could include one or two examples of these in the appendix. It might include sketches that you refer to in the body of the report or statistical data.

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PLANNING

One of the Personal Project expectations is for you to demonstrate self-managementskills. To do this, you will have to plan your time and materials, create specifications andcriteria for the product and goal, and record the development of the project from the very beginning to the very end.

Planning Steps 1. Plan your Product and Goal 2. Make a Timeline 3. Record Development of your Project 4. The Personal Project Calendar 5. Demonstrate Self-management Skills 6. Examples of Personal Project Entries Managebac Managebac is a web-based application which enables efficient planning, recording anduploadingof documents. Managebac allows you to easily communicate with your teacher supervisor. Among others, Managebac provides easy access to the PP calendar of events and deadlines, samples of work, and checklists.

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1. Plan your Product and Goal. Think about the following aspects to develop your product and outcomespecifications. These will later be the criteria to evaluate your product. Make sureyou find a way to prove that you have achieved those specifications.

Aspects: a) Global Context

b) Form c) Function d) User e) Cost

This is a good example of specifications/criteria for a product:

According to the MYP, P&CE focus on the question: What is the nature and purpose of creative expression?

GLOBAL Personal and Cultural I will focus on two of the strands:

CONTEXT Expression - the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values

- the ways in which we reflect on, extend, and enjoy our creativity -

PRODUCT: A drama monologue about anorexia in the form of a script and video.

Size: - Monologue script: min. 3 minutes, max. 5 minutes - Video: min. 4 minutes, max. 6 minutes (as I’ll include credits and bibliography) Length: - Monologue script: 10000 words - Video: Less than 1GB

Size, length, shape, Software:

FORM - GoogleDocs for the word processing

software, materials, - iMovie 11 and GarageBand’09 for the video special features Materials: - Monologue script: GoogleDrive, GoogleDocs - Video: Camera (Canon EOS 6D), microphone and laptop (MacBook Air) Special Features: - Monologue: 2 different characters in one, good and bad side of oneself

- Video: Dress and make up to look like an anorexic person + dress and make up to look like a

healthy person

My goal is to learn how to write a theatrical script, and perform it.

Main goal of the For that, I will:

FUNCTION - Write the monologue following the theatrical conventions

project. Description

- Rehearse and perform it in front of a camera

of the different parts - Edit the footage and make a video - The video will be saved as an mp4 file and upload onto Vimeo

List the users and Me - during the summer, in Australia

USER(S) when & where the My family - Last week of July, at home in New Zealand

product will be My peers - During the 1st week of school in ISN

shown/performed Others - Upload the video onto VIMEO the 1st week of August

- 100 FJD

COST Budget *if any* - From my savings - I will use the money for makeup and clothing

- All receipts are attached as .jpg files to my process journal - Compared budget with costs (in the process journal)

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INDEX

2. Make a Timeline. A timeline is a professional-looking graphic snapshot of key tasks, milestones anddeadlines that you need to meet in order to complete your project. A timeline can really help you when you face a long term project such as the PP. Also, it will allow you to demonstrate self-management skills to fulfill Criterion B. There are many user friendly internet based timeline makers:

http://www.tiki-toki.com/

http://www.timetoast.com/

https://www.preceden.com/

www.timeglider.com

https://www.officetimeline.com/(Windows users only)

You can also use any spreadsheet or word processor to create your timeline.

Check these template ideas:

http://www.tiki-toki.com/http://www.timetoast.com/https://www.preceden.com/http://www.timeglider.com/https://www.officetimeline.com/

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INDEX

3. Record the Development of your Project.

In your Process Journal, write down all ideas, thoughts and reflections related to your Personal Project. Keep record of all research done as well as notes of all feedback received during your meetings with your teacher supervisor.

Remember that you MUST use Managebac as your

Process Journal. Here is a direct link to it

isnadi.managebac.com

Sign in with your login and password.

The Process Journal entries should include text, mind-maps, links, ideas, reminders, digital photos, videos, pictures, drawings, audio interviews, screenshots. Your Supervisor has free access to your Process Journal, and so does the PP Coordinator.

4. The Personal Project Calendar.

On Managebac, all specific Personal Project deadlines will be published for your convenience. By clickingon each deadline, you will be able to read a description of it, and to upload the required documents. It is very easy!

A to-do list will also be automatically generated on your Managebac account, under the tab “Projects”. You

can also SUBSCRIBE to the calendar!

https://isnadi.managebac.com/login

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INDEX

5. Demonstrate Self-Management Skills.

One of the aims of the MYP Personal Project is that you appreciate the process of learning. When you work on your PP, you develop key skills that will prepare you for further studies. Ask yourself:

• What are my present skills in the self-management area?

• What skills can I improve?

• What new skills can I learn?

Once finished with the project, you can ask yourself:

• Whatevidence do I have of my development?

MYP self-management skills related to PP:

Skills Description

Be able to Plan short and long term assignments; meet deadlines Create plans to prepare for deadlines

Organisation Keep and use a weekly planner Set goals that are challenging but realistic

skills Plan strategies and take action to achieve my goals Keep an organised and logical filing system for my documents Use appropriate strategies for organising complex information Understand and use sensory learning (the 5 senses)

Select and use technology effectively and productively

Be able to Plan short and long term assignments; meet deadlines

Affective Practice focus and concentration Practice strategies to overcome distractions

skills Demonstrate persistence and perseverance Practice strategies to reduce stress and anxiety Practice ‘bouncing back’ after adversity, mistakes and failures

Practice dealing with change, disappointment and unmet expectations

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6. Examples of Process Journal Entries. Information and media literacy, thinking and reflection.

• record the resources you consulted

• include extracts of relevant information

• identify problems, thinking of possible solutions

• include reflection at various stages of the process

• examples:

1. by MuskaanMehraof OFS Second Meeting/Lesson with Ceramist in India Thursday 26th June 2014 - Friday 27th June 2014 Today (26th June) was the day I started creating the face model of the Kathakali dancer, with a supporting guidance from Ms Shalan. Before we started, she took out approximately 1/2 kg of stoneware clay which was part of my research for the types of clay:

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Organizational skills, showing time and self-management with:

• timelines

• brainstorming

• flow charts and diagrams

• Mind-mapping plan

Tip: https://www.coggle.it/or www.popplet.com

• having a minimum of 15 entries

• examples:

1. by Cheng Yuzhu, OFS PP student These days, I started looked for data from library. Now I am in Tianjin China which is a perfect place to do my project because there has abundant of information here. Just 2 days before, I went to Tianjin Library and I have found 2 books which I planned to finish within a week. Here is my planning:

The point is that I must understand the whole history first and then find clues from books about each dynasty. I have only a short period thus I have to work efficiency and actually follow this plan. I also took some pictures at there for the video we have to make at last: they were taken in the Tianjin library which will be used gathering materials before the project start.

2. by MuskaanMehra, OFS PP student

Planning for personal project ideas Mid April to May At this point, I frequently searched online and recalled ideas of past personal projects (from Grade 10s exhibition) to help me come up with ideas for what I wanted to do. From websites to discussions with my parents and family, I started to become very clear on what I wish my product to be. After seeing the grade 10 exhibition, I realised that I had a strong desire to create a product related to visual art. As a result, I made a quick mind map (with a brief scan of the internet and help from my mother) that held ideas and suggestions of the several types of art forms.

https://www.coggle.it/http://popplet.com/

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After deciding that I would like the heart of my personal project to be an art product that would be a new experience for me, I immediately started studying the six global contexts. There was one global context that struck my attention at once and that was ‘Personal and Cultural Expression’. The reason I chose this context is because I have been fascinated by different cultures all around the world that I discovered through travel, celebrations/festive activities in a multicultural nation like Singapore and also in my daily life with the help of old and new family beliefs, traditions and values. My personal liking of being involved in cultural activities is the main reason why I chose this context so I could explore and learn more about culture in this project. After a lot of thought, I decided to focus my art product on Indian culture not only because it is personal to me but also because India has a diverse and rich culture that dates back more than 500 years ago but still remains till today. So therefore, my goal of this project is “Explore traditional Indian Culture through an artistic approach”. This context gives me a chance to ‘discover and express … culture … *and+ extend and enjoy *my] creativity. As I chose the topic of Indian Culture, I made a quick brainstorm of everything I knew about Indian Culture from the Language, the Arts (Dance, Drama, Visual Art, Architecture), the Religion, Sports, Food, Clothing, etc onto a piece of paper. I then connected each idea to a specific sub-topic of Indian Culture through colour coding. This was my brainstorm:

Communication and collaboration with experts, teachers, your supervisor,peers, target audience and family:

o record all the feedback received (incude emails if any) o Attach audio files or videos of interviews o write links to surveys done or facebook/twitter/blog comments

• examples:

1. by Haruhisa, OFS PP student

Notes after Supervisor meeting In the meeting on Wednesday, I did not bring my creations because I had shown them to her in the last meeting. My product, which is a website, can be seen online, so I did not have to bring anything. So I showed her my site (www.personalprojectharu.weebly.com) and she gave me some feedbacks. She said that my product is good, and she liked the way I also made a Japanese link that is exactly the same as my English one. She also checked my evernote, and she just said to keep updating it. I also signed up for Managebac. The things due my next meeting on Wednesday are: Finish the entire product Make a survey & Get feedback Start the essay, finish part 1A. These deadlines can be seen through Managebac

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TAKING ACTION The MYP encourages you to create a product in response to your goal, your chosen global contextand thecriteria(specifications) you create yourself. Taking Action Steps 1. Demonstrate action as a result of learning

• Possible Products

• Possible Outcomes 2. Communicate effectively 3. Create an excellent product Record Your Action In your Process Journal include digital photos, videos, audio recorded comments, scanned documents, etc on your PRODUCT progress. Keep record of meetings with experts, family members and friends who are involved in the process, as well as your teacher Supervisor. Your Process Journal must be recorded on Managebac.

During the academic year, useManagebac Notestocommunicate with your teacher Supervisor.

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INDEX

1. Action as a Result of Learning.

Your PRODUCT has to reflect all you have learnt from your research and investigation. Remember that you might have learnt techniques to make yourproduct, investigated materials to use to produce it, or studied relevant background information as a start point, etc. Make sure to keep these in mind when working on your product, and keep record of it in your Process Journal. Work on your product always based on the criteria(specifications) you created during the PLANNING period. Possible Products

• an original work of art (for example, a dramatic performance, a painting, a sculpture)

• an online product (for example, a website, a video channel, a blog)

• a piece of literary work (for example, a novel, a collection of poems, lyrics)

• an original science experiment

• an invention or a designed object or system (an app, an object, clothes)

• a special event, or the development of a new community organisation

• a written piece of work on a special topic (for example culture, society, psychology)

• a developed business or organisational plan

Possible Outcomes

Products will be created having in mind different purposes; for instance, to raiseawareness, to promote fairness and equality, to investigate, to facilitate learning, tosolve an existing problem, to develop new skills, to be an entrepreneur, etc

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2. Communicate Effectively.

Besides your teacher Supervisor, the PP Coordinator, and your friends and family, you might need to communicate with experts on the topic you are investigating, or with your target audience. This communication has to be recorded in your Process Journal

Throughout your Personal Project journey, the MYP expects you to demonstrate excellent communication and social skills. Ask yourself:

• What are my present skills in the communication and social area?

• What skills can I improve?

• What new skills can I learn?

• What evidence do I have of my development as a student?

MYP communication and social skills related to PP:

Skills Description

Be able to

Communicate through interaction

Record received feedback and act upon it

Communication

Use a variety of speaking techniques to communicate

Use appropriate forms of writing for different audiences

skills Use a variety of media to communicate Negotiate ideas and knowledge with peers and teachers

Participate in and contribute to digital social media networks

Share ideas

Collaborate with peers and experts

Be able to

Work effectively with others

Social

Delegate and share responsibilities

Help other to succeed

skills Take responsibility for one’s own actions Manage and resolve conflict

Encourage others to contribute

Advocate for your/other’s rights and needs

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E

3. Create an Excellent Product.

In order to create your product, apply new skills and knowledge gained. Make sure you appreciate the process of learning and creating, so that once the product is finished, you can take pride in your accomplishments. Your PRODUCT will be displayed in the Personal Project Exhibition together with the work of all your peers. This exhibit will take place the second week of September, and it will be opened to students, teachers, family members and friends.

ISN Personal Project Exhibition. Venue: International School Nadi Day: 13th September 2016 What you need to bring on the day:

• display board (poster paper or similar)

• Stationery (markers, scissors, stapler…)

• your product

• computer / tablet

• other decorative elements

Photos of Previous Personal Projects

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REFLECTING The MYP expects you to demonstrate reflection on your project from the investigating step to completion. To do this, you are expected to produce a report where you will describe the whole process and analyse your research and all the knowledge you have gained on your topic and Global Context. Reflecting Steps 1. Keep your Process Journal Up to Date 2. Test and Evaluate your Product 3. Start your Report 4. Reflect on new Knowledge 5. Reflect on your Chosen Global Context 6. Reflect on your Development as an IB Learner

1. Keep your Process Journal Up to Date. Remember to record all your thoughts, ideas and reflections related to your project on your Process Journal.

2. Test and Evaluate your Product. Once you finish your product, the MYP requires you to test and evaluate the qualityof your product against the criteria (specifications) you created for it. To do this, gather feedback from relevant people -perhaps your target audience, family members or teachers. It is advisable to prepare a survey using an online service such as Surveymonkey, Freeonlinesurveys, Facebook, or GoogleForms so you can easily collate real objective feedback. This will definitely help you reflect on your achievements. Prepare specific questions for your questionnaire. Questions can be categorisedaccording to your set criteria: Global Context, Form, Function, User, Cost; or you can focus on Goal and Form-Function aspects. After data collection, summarise and evaluate the feedback received in your Process Journal. Make notes of specific comments from people who participated in your survey, and -when possible, prepare graphic charts of results.

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Example of survey questions & pie-charts of results

1. Does my product

showcase the chosen

Global Context “Scientific

and Technical

Innovation”?

2. One of my goals was to

make my video suitable for

ages 10-16. Does my video

meet this criterion?

3. One of my objectives was to teach

my viewers how to recycle 5 objects

we use in our daily life. In your

opinion, have I met this criterion?

Yes No I don't know Yes Yes

3. Start your Report. The aim of producing a Report is to demonstrate your engagement with yourproject throughout the

whole journey. In your report, you will summariseexperiences and skills gained during the

Investigating, Planning and Reflecting Taking Action phases. The content of your report should be a

summary of your Process Journal.

You are required to present your report in a written format:

Written Report 2500 – 3500 words

Personal Project Cover sheet MYP Academic Honesty Form

Written report Format Sections:

1. Table of Content 2. Investigating 3. Planning 4. Taking Action 5. Reflecting 6. Bibliography 7. Appendices (incl.10 extracts)

Page Numbers Harvard Referencing system

PDF file

9mb maximum size

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4. Reflect on New Knowledge.

The Personal Project should be a learning journey where you develop deeper understanding of a

topic of your choice through in-depth investigation.

Once the project is finished, you are expected to reflect on the new things you have learned.

This is a good example of reflection on knowledge gained, written by SannaJawaid, an OFS student. It is

good because it is specific, and because she acknowledges her sources of information.

From researching about illiteracy, I learnt that according to the human development index of UNDO,

Pakistan ranks amongst the lowest literate countries at 113th position of 120 countries. Out of 173

million Pakistanis, 92 million adults of age 15 years and above are illiterate. (“Literacy and Pakistan”).

The state of government schools is very poor; 10.9% of them without a proper building, 33.9% without

water, 59.6% without electricity, and a frequent absenteeism of teachers. (“Why We Are Needed”)

(…) I learnt the importance of fair access to education as it is a critical step for Pakistan’s

advancement. Education is significant for people to understand good morals and differentiate

between right and wrong, thus enabling a more productive and disciplined nation. Educated people

are able to contribute largely to their country’s economy as they are more skilled. (“Building Better

Schools In Pakistan”). Pakistan’s educational system needs massive investment which cannot be met

by the government due to large defense expenditures, rampant corruption, and a huge foreign debt at

$33 billion. (“Education System of Pakistan”). Therefore, encouraging me to do a charity concerning

Pakistan’s educational system.

(…) I learnt ways I could help TCF, their statistics, reliability, and success. TCFs original vision was to

take children off street and put them in schools. As of 2009, even in Pakistan’s poorest

neighbourhoods, more than 600 TCF schools nationwide stand out with an enrolment of 80,000

students. (“TCF Story”), (“Hope Against All Odds”). TCF donations are being used wisely because 93.9%

of the money it receives is spent on making schools and providing quality education to unprivileged

children. The organisation is determined because from 2009 to 2012, the revenue being spent on TCF

schools has continually increased. (“Charity Navigator The Citizens Foundation, USA”). From

researching about this charity, I have developed a passion to assist TCF in their work.

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INDEX

4b. Reflect on your Global Context.

Once the project is finished, you are expected to reflect on the new things you have learned in relation

to your Global Context.

These are the MYP Global Contexts, and the inquiry questions.

Identities and Relationships

Who am I? What are we?

Orientation in Space and Time

What is the meaning of "where and when"?

Personal and Cultural Expression

What is the nature and purpose of creative expression?

Scientific and Technical Innovation

How do we understand the world in which we live?

Globalization and Sustainability

How is everything connected?

Fairness and Development

What are the consequences of our common humanity?

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4c. Reflect Development as an IB Learner. Evidence of development as an IB learner should be found in your Process Journal, Product and Report,

You can also reflect on how you have developed as an IB learner basing your comments on ATLs.

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Personal Project Timeline and Deadlines

There will be a regular set focus for the Personal Project. You must meet with your supervisor regularly (ideally at least once a month). The purposes of these meetings are to:

• Assist you to get started, determine a topic and also to discuss your progress • Support you to meet timelines • Receive guidance, ideas and feedback

Please use this timeline as a personal checklist as you complete the Personal Project. It will also be used as part of the assessment of your organisation and can form part of your process journal. Time Action

Phase 1 - Introduction Week 7, Term 4 2015 November 16th

November 18th November 20th

Notes: Introduction to Personal Project by PP Coordinator, Mrs. Lauvili Uluinaceva Phase 2 - PP & Managebac

Week 8, Term 4 2015 November 23rd November 25th

Notes: Introduction to Managebac

Week 9, Term 4 2015 November 30th : Proposaldue to Supervisor on Managebac

Christmas Holidays - Week 3 , Term 1 2016

Phase 3 - Investigation

February 3rd First Investigation review with Supervisor

Notes: Refer to pages 5 – 9 for steps to follow

Week 3 - 5 Term 1 2016 Phase 3b – Investigation

March 17th Investigation due to Supervisor on Managebac

Notes: Refer to pages 5 – 9 for steps to follow

Week 6 – 9 Term1 2016 Phase 4 - Planning

April 17th Planning due to Supervisor on Managebac

Notes:Refer to pages 10 – 15 for steps to follow

Week 10 Term1 - Week 7, Term 2 2016

Phase 5 - Taking Action

May 4thFirst Review of Taking Action phase with Supervisor Show evidence of having started product

May 25th Taking Action due to Supervisor on Managebac

Notes: Refer to pages 16 – 19 for steps to follow

Week 5 and 6, Term 2 Revision and Exam Week

Week 8 - 10 Term2 2016 Phase 6 – Reflection

June 14th Reflection due to Supervisor on Managebac

Notes:Refer to pages 20 – 24 for steps to follow

Week 2 Term 3 2016 Phase 7 – Report Writing

July 20th First draft of written report due to Supervisor on Managebac

Notes: Refer to pages 21 for format of written report

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Week 4 term 3 2016 Phase 7b – Report Writing

August 3rd Second draft of written report due to Supervisor on Managebac

Notes: Refer to pages 21 for format of written report

Week 8 Term 3 2016 Phase 7 – Personal Project Review

August 30th

Notes:The purpose of this Review is to identify for the students, areas that they could improve on with regards the development of their final product, written statement and Process Journal, before the final submission of their project.

Week 9 Term 3 2016 Phase 8 - Personal Project Due

6th September 2016

Notes: Students must submit the following:

1. Product 2. 10 extracts of journal entries 3. Written report

Week 10 Term 3 2016 Phase 9 – Personal Project Exhibition

13th September 2016

Notes: Presentations will be assessed

Week 10 Term 3 2016 Phase 10 – Personal Project Internal Standardisation by Supervisors

15th September 2016

All the best

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APPENDICES

Appendix 1:Assessment Criteria

Your Personal Project will be assessed by your supervisor in consultation with other supervisors and the MYP coordinator. It will be assessed against the prescribed IB MYP assessment criteria.

Criterion A Investigating Define a clear goal and a Global context for the project, identify the prior learning and subject-specific knowledge and demonstrate research skills

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Criterion B Planning Develop criteria for the product/outcome, plan and record development and demonstrate self – management skills

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Criterion C Taking Action Create a product in response to the goal, global context, and criteria, demonstrate thinking. Communication and social skills

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Criterion D Reflecting Evaluate the quality, product/outcome against the criteria; reflect on how completing the project has helped extend student’s understanding of the topic, global context and his or her development as an IB learner.

8

You will be awarded a level of achievement for each criterion A – D and an overall grade of 1 – 7 based on your total score.

Boundaries 1 - 5 6 - 9 10 - 14 15 - 18 19 - 23 24 - 27 28 - 32

Grade 1 2 3 4 5 6 7

For the award of a MYP Certificate you must have achieved a minimum of a grade 3 for the Personal Project.

Personal project assessment criteria: Year 5 Criterion A: Investigating Maximum: 8 In the personal project, students should:

i. define a clear goal and global context for the project, based on personal interests

ii. identify prior learning and subject-specific knowledge relevant to the project

iii. demonstrate research skills.

Achievement Level

Descriptors

0 The student does not achieve a standard described by any of the descriptors below.

1-2 The student is able to:

i. state a goal and context for the project, based on personal interests, but this may be limited in depth or accessibility

ii. identify prior learning and subject-specific knowledge, but this may be limited in occurrence or relevance iii. demonstratelimited research skills.

3-4 The student is able to:

i. outline a basic and appropriate goal and context for the project, based on personal interests

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

iii. demonstrateadequate research skills.

5-6 The student is able to:

i. define a clear and challenging goal and context for the project, based on personal interests

ii. identify prior learning and subject-specific knowledge generally relevant to the project

iii. demonstratesubstantial research skills.

7-8 The student is able to: i. define a clear and highly challenging goal and context for the project, based on personal interests

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

iii. demonstrate excellent research skills.

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Criterion B: Planning

Maximum: 8 In the personal project, students should:

i. develop criteria for the product/outcome

ii. plan and record the development process of the project

iii. demonstrate self-management skills.

Achievement Level

Descriptors

0 The student does not achieve a standard described by any of the descriptors below.

1-2 The student is able to:

i. develop alimited criteria for the product/outcome ii. present a limited or partial plan and record of the development process of the project

iii. demonstratelimited self-management skills.

3-4 The student is able to:

i. develop an adequate criteria for the product/outcome ii. present an adequate plan and record of the development process of the project

iii. demonstrateadequate self-management skills.

5-6 The student is able to:

i. develop substantial and appropriate criteria for the product/outcome ii. present a substantial plan and record of the development process of the project

iii. demonstratesubstantial self-management skills.

7-8 The student is able to: i. develop a rigorous criteria for the product/outcome

ii. present a detailed and accurate plan and record of the development process of the project iii. demonstrateexcellent self-management skills.

Criterion C: Taking action

Maximum: 8 In the personal project, students should:

i. create a product/outcome in response to the goal, global context and criteria

ii. demonstrate thinking skills

iii. demonstrate communication and social skills.

Achievement Level

Descriptors

0 The student does not achieve a standard described by any of the descriptors below.

1-2 The student is able to:

i. create a limited product/outcome in response to the goal, global context and criteria ii. demonstrate limited thinking skills

iii. demonstratelimited communication and social skills.

3-4 The student is able to:

i. create a basic product/outcome in response to the goal, global context and criteria ii. demonstrate adequate thinking skills

iii. demonstrateadequate communication and social skills.

5-6 The student is able to:

i. create a substantial product/outcome in response to the goal, global context and criteria ii. demonstrate substantial thinking skills

iii. demonstratesubstantial communication and social skills.

7-8 The student is able to: i. create an excellent product/outcome in response to the goal, global context and criteria ii. demonstrate excellent thinking skills iii. demonstrate excellent communication and social skills.

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Criterion D: Reflecting

Maximum: 8 In the personal project, students should:

i.evaluate the quality of the product/outcome against their criteria

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

iii. reflect on their development as IB learners through the project.

Achievement Level

Descriptors

0 The student does not achieve a standard described by any of the descriptors below.

1-2 The student is able to:

i. present a limited evaluation of the quality of the product/outcome against his or her criteria ii. present limited reflection on how completing the project has extended his or her knowledge and understanding

of the topic and the global context iii. presentlimited reflection on his or her development as an IB learner through the project.

3-4 The student is able to:

i. present a basic evaluation of the quality of the product/outcome against his or her criteria ii. present adequate reflection on how completing the project has extended his or her knowledge and

understanding of the topic and the global context iii. presentadequate reflection on his or her development as an IB learner through the project.

5-6 The student is able to:

i. present a substantial evaluation of the quality of the product/outcome against his or her criteria ii. present substantial reflection on how completing the project has extended his or her knowledge and

understanding of the topic and the global context iii. presentsubstantial reflection on his or her development as an IB learner through the project.

7-8 The student is able to: i. present an excellent evaluation of the quality of the product/outcome against his or her criteria

ii. present excellent reflection on how completing the project has extended his or her knowledge and understanding of the topic and the global context

iii. presentexcellent reflection on his or her development as an IB learner through the project.

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Appendix 2: ISN Personal Project Exhibition Assessment Criterion

INTERNATIONAL SCHOOL NADI YEAR 11 PERSONAL PROJECT EXHIBITION Student: ……………………………………. Supervisor: ……………………………. Maximum: 8 At the end of this exhibition, students should have demonstrated: i. the ability to present the process of their personal project journey thoroughly and clearly ii. a clear understanding of the global context, goal focus, ATL skills iii. a in-depth reflection of how they extended their knowledge as an IB learner iv substantial confidence, good eye contact, fluency, clarity of speech v a high degree of accuracy in the use of grammar, sentence structure; and communicate effectively. vi. an organized and very informative display board.

Achievement Level

Level Descriptor

0 The student does not reach a standard described by any of the descriptors below.

1-2 The student: i. uses a limited ability to present the personal project journey during the presentation ii. showed limited understanding of the global context, goal focus, ATL skills during the presentation iii. is limited in his or her reflection of the extension of the student’s knowledge as an IB learner during the presentation iv is limited in expressing himself or herself with confidence, eye contact, fluency, and clarity of speech during the presentation. v. uses grammar, sentence structure; and communication in a limited manner during the presentation. vi has limited information and lacks proper organization on his/her display board

3-4 The student: i. has the ability to present the personal project journey in a few places during the presentation. ii shows an understanding of the global context, goal focus, ATL skills in a few places during the presentation. iii. shows the ability to show reflection of his or her extended knowledge as an IB learner a few times during the presentation. iv shows confidence, good eye contact, fluency, clarity of speech in a few places during the presentation. v uses correct grammar, sentence structure; and effective communication in a few areas during the presentation. vi has information and organization in a few places on his/her display board

5-6 The student: i. presents the personal project journey competently during the presentation. ii shows a competent understanding of the global context, goal focus, ATL skills during the presentation. iii. shows reflection of his or her extended knowledge as an IB learner competently during the presentation. Iv shows confidence, good eye contact, fluency, clarity of speech competently during the presentation. v uses correct grammar, sentence structure; and effective communication competently during the presentation. vi has information and organization competently on his/her display board.

7-8 The student: i. presents the personal project journey to a high degree of perception during the presentation. ii shows a a perceptive understanding of the global context, goal focus, ATL skills during the presentation. iii. shows reflection of his or her extended knowledge as an IB learner perceptively during the presentation. Iv shows confidence, good eye contact, fluency, clarity of speech in a sophisticated manner during the presentation. v uses correct grammar, sentence structure; and effective communication accurately during the presentation. vi has information and organization thoroughly on his/her display board.

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Appendix 3: MYP Global Contexts

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