Personal project 2016 handbook

MYP Projects @ ABA Student Handbook 2016 -17 Page 1

Name: ………………………………………………………………………………….

Supervisor: …………………………………………………………………………..


Table of Contents The Personal Project ..................................................................................................................................... 3

The Personal Project in 5 easy steps! ........................................................................................................... 4

Personal Project Timeline ............................................................................................................................. 5

Exploring Your Topic ..................................................................................................................................... 7

Deciding on a Goal for your Project ............................................................................................................ 10

Personal Project Panel Preparation ............................................................................................................ 11

What are the aims of the Personal Project? ............................................................................................... 14

The Relationship with Your Supervisor ....................................................................................................... 15

Student/Supervisor Contract ...................................................................................................................... 16

Personal Project Planning Sheets ............................................................................................................... 17

PART 1: Investigation .............................................................................................................................. 17

Library Support ................................................................................................................................... 18

Imagine Easy Academy Research Course ............................................................................................ 18

PART 2: Preparation ................................................................................................................................ 20

PART 3: Taking Action ............................................................................................................................. 21

PART 4: Reflecting ................................................................................................................................... 22

PART 5: Moderation and Exhibition ........................................................................................................ 23

The Structure of the Report ........................................................................................................................ 24

Assessment Rubrics..................................................................................................................................... 25

Criterion A: Investigating ........................................................................................................................ 25

Criterion B: Planning ............................................................................................................................... 26

Criterion C: Taking action ........................................................................................................................ 27

Criterion D: Reflecting ............................................................................................................................. 28

Personal Project ATL Skills ...................................................................................................................... 29

Student- Friendly Report Checklist ............................................................................................................. 30


The Personal Project

If you have a copy of this handbook, it means you are one of the lucky

students who get to embark on the MYP Personal Project. This handbook will

be your guide and contains vital information to support you along the way.

Do not lose it! The diagram above shows the MYP Program Model with the

Personal Project quite close to the centre.

The Personal Project represents an incredible opportunity for you to

demonstrate how well you exhibit the IB learner Profile traits through the

development of ATL skills. Throughout the project you will be required to

inquire, act and reflect on your progress. You will be expected to maintain a

Process Journal on Managebac from as early as May.

As you embark on this new adventure remember that this handbook is your

friend. Enjoy!


The Personal Project in 5 easy steps!


Personal Project Timeline

Important Dates Activity Sunday May 1, 2016 Introduce Personal Project – Collect

Handbook

Sunday May 15, 2016 Developing a Goal Session with Mr

Barker

Sunday May 22, 2016 Preparing for Panel Interviews

Sunday June 5, 2016 Panel interview Information &

Managebac

Week of June 5 – 9, 2016 Panel Interviews to finalise goals

Sunday June 12, 2016 @ 8:00 am Submit Goal on Managebac

June – August 25, 2016 Complete Personal Project Research

Course Online

September 20, 2016 @ 8: 00 am Submit Source Evaluations on Managebac

Week beginning September 4, 2016 Meeting #1 – Sign AHF

Week beginning September 18, 2016 Meeting #2

Week beginning October 4, 2016 Meeting #3

Week beginning October 25, 2016 Meeting #4 - Sign AHF

Week beginning November 8, 2016 Meeting #5

Week beginning November 23, 2016 Meeting #6

November 27 – December 11, 2016 Complete product and finalize Draft Report

Week beginning December 4, 2016 Meeting # 7 – show product or

pictures

Sunday December 11, 2016 @ 8:00 am

Submit Draft Report on Managebac

Monday January 16, 2017 @8:00 am Submit Final Report on Managebac

and Hard Copy At MYP Coordinator’s Office

Wednesday January 25, 2017 Personal Project Exhibition

Thursday January 26, 2017 Moderation of Projects



Exploring Your Topic This is the first stage of your Personal Project. In the space below brainstorm some

topics you would like to explore in your inquiry.

Select the two topics you find most interesting.

Topic 1: ………………………………………………………………………………………………….

Topic 2: ………………………………………………………………………………………………….


In the next table, enter your topics and try to determine which topic will be the

most interesting to research. Here you can also identify whether you have the

potential to create a highly challenging goal.

Topic Possible Product

Prior Knowledge

What would I investigate?

You should by now be clearer about which topic you will want to explore further and

the type of product you want to create.

For this goal to be a true Personal Project, it needs to be considered within a Global

Context.

On the next page of this Handbook, consider at least three explorations for your

chosen topic within different Global Contexts.



Deciding on a Goal for your Project The Personal Project follows the Inquiry Cycle seen below:

In the Inquiry Phase, you should ensure that you really explore a topic that will engage you

for the next 7 months. It is through this exploration of the topic you will determine the goal

of your project. Goals are critical to the final outcome of your project and its overall

assessment so you will need to consider whether your goal is challenging or highly

challenging.

Here are some examples of goals and the differences that determine whether it is one or

the other.

Challenging Highly Challenging

A student documents his or her self-taught

skills in photography.

A student documents his her neighborhood

through a photography exhibition.

A student creates a durable bag using

second-hand materials.

A student creates a range of bags using

second-hand materials to exhibit at the local

arts centre.

A student writes and article on a topic of

interest for a journal

(school/academic/special interest) and

submits it to an audience.

A student writes and publishes an original

book-length feature on a topic of interest

Adapted from From Principles into Practice IBO 2014

Consider what made each goal highly challenging and apply those thoughts to your current

goal. Is your goal highly challenging? A highly challenging goal will ensure that you reach

your maximum potential and allow you to develop stronger ATL skills, useful for your

progression in the Diploma Programme.


Personal Project Panel Preparation

Be prepared to discuss the answers to the following questions during your

panel interview.

1. What is your goal?

2. What is your Global Context and why?

3. Which approaches to learning (ATL) will be needed to achieve your

goal and why?


4. What personal connection do you have with this topic?

5. Which MYP Subject Group(s) is your Project linked to?

6. What inquiry questions will be investigated?

Factual:

Conceptual:

Debatable:


7. What are some primary and secondary sources you will be relying on

to gather your research?

8. Whose help will you need to achieve your goal?

9. What obstacles might you encounter along the way?

10. What is your research plan for getting started over the summer?


What are the aims of the Personal Project?

The aims of the MYP Personal Project are to allow you to:

research issues that are relevant to you, using a Global Context to

focus your learning

demonstrate the skills, attitudes and knowledge that you need to

complete a project over an extended period of time

reflect on your learning and knowledge

communicate effectively in a variety of situations

appreciate the process of learning and develop confidence as a lifelong

learner

engage in principled action


The Relationship with Your Supervisor

The relationship you have with your supervisor is one of the key ingredients to a

successful personal project.

This is YOUR project. You can either:

1. Meet the scheduled number of times or,

2. Meet at other times when you are both free.

Your responsibilities:

Make initial contact with your supervisor

Negotiate and agree on regular meeting times with your supervisor Attend (punctually) meetings with your supervisor Manage your time and organize your work

Work independently to prepare work for the next scheduled meeting Ask your supervisor questions and seek help when you need it

Upload your documents on time on Managebac Bring this booklet to every meeting with your supervisor Keep the Academic Honesty Form (AHF) updated and signed

Maintain your Process Journal on Managebac

Supervisor’s responsibilities:

Negotiate and agree on regular meeting times with your student(s)

Monitor student’s time management, organization and project progress Monitor student work to ensure it meets assessment standards

Communicate areas of strength and improvement needed to students Provide guidance, support, encouragement and reassurance Help students test and reshape ideas

Confirm the authenticity of the work submitted by signing AHF Check Managebac during meetings for Process Journal status

Inform MYP Coordinator about progress via Managebac Assess the final Personal Project using the criteria and take part in

internal standardization of marks

Provide personal project grades to the MYP Coordinator to enter in IBIS


Student/Supervisor Contract

Please read through and sign this form at your first meeting

Dear ______________________ (fill in supervisors name),

Thank you for being my Personal Project supervisor. I am very excited to

having you as a mentor for this important project in the MYP.

I understand that you as my supervisor will:

● guide me in the planning, research and completion of the project

● meet with me periodically

● read the entries on my Managebac process journal and provide

feedback (notes)

● complete and sign the Personal Project Academic Honesty Form

I am fully aware that the personal project requires me to demonstrate time

management skills, which will include scheduling and attending all meetings.

I also understand it is my responsibility to contact you to arrange these

meetings. Additionally, in order to maintain productive and fruitful meetings,

I promise to show professional courtesy by arriving on time with all

necessary materials (access to Managebac for journals and academic

honesty form), Personal Project booklet and any important notes.

I agree to keep my process journal up-to-date with evidence required to

support the completion of my report as well as documenting my

development of ATL Skills.

I, ……………………………………………………………………………(supervisor), have read and

discussed this contract with my Personal Project student.

Supervisor signature: ………………………………………………………………………

Student Signature: …………………………………………………………………………….


Personal Project Planning Sheets

PART 1: Investigation

June 2016- Tuesday September 22, 2016

MEETINGS WITH SUPERVISORS:

Meeting 1: by September 3, 2016

Meeting 2: by September 17, 2016

AREAS OF INVESTIGATION- discussion points with supervisor:

● process journal entries

● personal interest of the goal

● global context

● prior learning and subject specific knowledge

● reflection on IE Academy Research Course

● research: wide variety of sources and evaluation of sources

● approaches to learning being implemented

● your plan and timeline

GUIDING QUESTIONS FOR PROCESS JOURNAL ENTRIES AND

MEETINGS WITH SUPERVISOR:

● Why have I chosen this topic and global context?

● What do I already know about my topic that will be useful to me?

● What results do I expect?

● Am I developing insight in my field of study?

● Are my sources relevant and trustworthy? What makes them so?

● Am I demonstrating good organizational skills through time/self-

management?

● Am I demonstrating good information literacy skills, thinking and

reflection

● Why is the academic honesty form important to keep up to date?

IMPORTANT DEADLINES

1. Submit Source Evaluations on Managebac by Tuesday

September 22, 2016

2. Record the first meeting on the Academic Honesty Form


Library Support

The Library will be the resource that will provide the databases for your

research. There are a wide range of school resourced databases that give

you access to research that can support your inquiry.

The librarians will help you to:

● Find resources

● Reference sources and accurately use in-text citations

● Write your list of references using APA style

Criterion A of the Personal Project requires that you demonstrate your

research skills. You will need to apply Information and Media literacy skills,

especially to:

● Find information in different media (remember to use varied and

relevant sources)

● Reference and apply in-text references accurately and construct a

bibliography/reference list according to recognized conventions (at

ABA we use the APA system)

● Identify primary and secondary sources

● Evaluate and select information sources and digital tools based on

their appropriateness to specific tasks.

Remember: Use Noodletools, it will make your life easier, the default

setting is APA.

Imagine Easy Academy Research Course

Imagine Easy is an online course designed to support you in working within

the area of research. It is a series of lessons and quizzes that examines how

well you recognize the importance of Academic Honesty and how to judge

the quality of sources obtained on the internet.


How do I login to the Personal Project Research Course?

You will receive an email explaining how to log on to the site to complete the

course.

It is recommended that you use resources that are available from the

Library web page (http://abalib.abaoman.edu.om/) Information on

usernames and passwords are available here.

You can record specific sites or pages that you think will be useful in the

boxes below.

Encyclopedias (World Book, Encyclopedia Britannica, Britannica

Images)

Books

Magazines

Webpath Express (available through the Library OPAC)

http://abalib.abaoman.edu.om/


PART 2: Preparation

Wednesday September 28, 2016- Thursday October 29, 2016

Meeting 3: by Thursday October 8, 2016

Meeting 4: by Thursday October 29, 2016

AREAS OF PREPARATION- discussion points with supervisor:

● development of criteria for evaluating outcome (design specifications)

● the plan and steps being taken in the developmental process of the

project

●



● Am I applying my research and prior learning to my project in a

meaningful way?

● Is my chosen global context driving my project?

● Have I set appropriate deadlines for the duration of my process?

● Have I created rigorous criteria for evaluating the project outcome?

Specific questions related to your plan, such as

● Have I started organizing events (how, when, where)?

● What are the results of the experiments that were carried out? Was

your hypothesis correct?

● Results of questionnaires? What does the data tell you?

● What information did you gain from interviewing experts in your field?

● What are my next steps?

IMPORTANT DEADLINES

1. Complete criteria for success and share with Supervisor

2. Take pictures showing the creation of the product

3. Make at least 10 entries in your Process Journal on Managebac

by this time


PART 3: Taking Action

Sunday November 1, 2016- Thursday December 17, 2016

Meeting 5: by Thursday November 12, 2016

Meeting 6: by Thursday December 3, 2016

AREAS OF TAKING ACTION- discussion points with supervisor:

● action completed and remaining towards completing the outcome

● critical and creative thought process which lead to outcome

● support system for completing outcome



● Did I create an outcome that responds to my goal, global context and

criteria?

● What changes/alterations has to be made in order to achieve my goal?

● What creative challenges did I face when completing my outcome?

● How have I used my communication and social skills to contribute to

the success of my outcome?

Specific questions related to your outcome, such as…

● Who did I communicate with/receive expertise from? Was I effective in

my meetings with them?

● What specific problems did I face/overcome/avoid and how?

IMPORTANT DEADLINES

1. Complete the product and share with Supervisor

2. Take pictures of the product and add to process journal on

Managebac

3. Begin writing your draft report

4. Make entries in Process Journal


PART 4: Reflecting

Sunday December 3, 2016- Thursday December 17, 2016

Meeting 7: by December 17, 2016

Draft report- December 8, 2016 on Managebac

AREAS OF REFLECTION AND DISCUSSION POINTS WITH

SUPERVISOR:

● evaluation of product/outcome against the criteria (design

specifications)

● extended knowledge and understanding of topic

● extended knowledge and understanding of global context

● development as an IB Learner



● What is the evaluation of my product/outcome against the criteria?

● How and why did I come to this assessment of each criterion?

● How has completing this project extended my knowledge and

understanding of my topic?

● How has completing this project extended my knowledge and

understanding of my global context?

● What attributes of the IB Learner Profile have I developed,

strengthened and realized I need to improve upon?

Specific questions related to your final report:

● Does the format follow the guidelines provided?

● Is language formal?

● Is there evidence and examples to support points?

● Is each descriptor from rubric met at the highest standard?

● What changes/edits improvements can be done to your final report?

IMPORTANT DEADLINE

1. Upload Draft Report on Managebac


PART 5: Moderation and Exhibition

Sunday January 12, 2017- Thursday January 26, 2016

Meeting 8: by Thursday January 26, 2016

Final report: Thursday January 16, 2017 on Managebac

Exhibition: Wednesday January 25, 2017 in MPH

Internal Moderation: Thursday January 26, 2017

Areas of Exhibition - discussion points with supervisor

● Content of display board for exhibition

● Visual aids

● Presentation skills

● Approaches to Learning

Specific questions related to your plan for the exhibition…

● What is your timeline for completing your display board?

● What additional information will you include on your display board?

● How will you organize your information so that it is clear and concise?

● What creative ideas do you have to make your display eye-catching

and interesting for viewers?

● What additional material will you bring?

● What will you wear?

● What are some important elements of presentation/communication

and social skills you need to keep in mind when presenting to the

public?

IMPORTANT:

1. Plan your display board

2. Prepare your presentation

3. Have the product ready for display

4. Dress appropriately


The Structure of the Report

The report must include:

● title page (coversheet)

● completed Academic Honesty Form

● table of contents

● body of report

● process journal abstracts

● reference list

The body of the report is structured around the assessment criteria and it must include the following

headings and subheadings:

Criterion A: Investigation

A1. Goal and Context

A2. Prior learning and knowledge

A3. Evaluation of Sources

Criterion B: Planning

B1. Development of criteria (design specifications)

B2. Development of plan and process

B3. Development of self-management skills

Criterion C: Taking Action

C1. The final outcome: response to the goal, context and criteria

C2. Development of thinking skills

C3. Development of communication and social skills

Criterion D: Reflecting

D1. Evaluation of outcome against criteria

D2. Extension of knowledge and understanding of topic and global context

D3. Development as an IB learner through the project

Length of the report:

Must be a minimum of 1 500 words and a maximum of 3,500 words, not including reference list,

appendices and process journal extracts.


Assessment Rubrics

Criterion A: Investigating define a clear goal and global context for the project, based on personal

interests

identify prior learning and subject -specific knowledge relevant to the

project

demonstrate research skills

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

1 Student is able to state a goal and context for the project, based on personal interests, but this may be limited in depth or accessibility, identify prior

learning and subject-specific knowledge, but this may be limited in occurrence or relevance, demonstrate limited research skills.

2 Student is able to state a goal and context for the project, based on personal interests, but this may be limited in depth or accessibility, identify prior

learning and subject-specific knowledge, but this may be limited in occurrence or relevance, demonstrate limited research skills.

3 Student is able to outline a basic and appropriate goal and context for the project, based on personal interests, identify basic prior learning and subject-specific knowledge relevant to some areas of the project and demonstrate

adequate research skills 4 Student is able to outline a basic and appropriate goal and context for the

project, based on personal interests, identify basic prior learning and subject-specific knowledge relevant to some areas of the project and demonstrate

adequate research skills. 5 Student is able to define a clear and challenging goal and context for the

project, based on personal interests, identify prior learning and subject-

specific knowledge generally relevant to the project and demonstrates substantial research skills.

6 Student is able to define a clear and challenging goal and context for the project, based on personal interests, identify prior learning and subject-

specific knowledge generally relevant to the project and demonstrates substantial research skills.

7 Student is able to define a clear and highly challenging goal and context for the project, based on personal interests, identify prior learning and subject-specific knowledge that is consistently highly relevant to the project,

demonstrate excellent research skills. 8 Student is able to define a clear and highly challenging goal and context for

the project, based on personal interests, identify prior learning and subject-specific knowledge that is consistently highly relevant to the project,

demonstrate excellent research skills.


Criterion B: Planning develop criteria (design specifications) for the product/outcome

plan and record the development process of the project

demonstrate self-management skills

0 Student does not achieve a standard described by any of the descriptors

below. 1 Student is able to develop limited criteria for the product/outcome, present

a limited or partial plan and record of the development process, of the project and demonstrate limited self-management skills.

2 Student is able to develop limited criteria for the product/outcome, present

a limited or partial plan and record of the development process, of the project and demonstrate limited self-management skills.

3 Student is able to develop adequate criteria for the product/outcome, present an adequate plan and record of the development process of the

project and demonstrate adequate self-management skills. 4 Student is able to develop adequate criteria for the product/outcome,

present an adequate plan and record of the development process of the

project and demonstrate adequate self-management skills. 5 Student is able to develop substantial and appropriate criteria for the

product/outcome, present a substantial plan and record of the development

process of the project and demonstrate substantial self-management skills. 6 Student is able to develop substantial and appropriate criteria for the

product/outcome, present a substantial plan and record of the development process of the project and demonstrate substantial self-management skills.

7 Student is able to develop rigorous criteria for the product/outcome,

present a detailed and accurate plan and record of the development process of the project and demonstrate excellent self-management skills.

8 Student is able to develop rigorous criteria for the product/outcome, present a detailed and accurate plan and record of the development process

of the project and demonstrate excellent self-management skills.


Criterion C: Taking action create a product/outcome in response to the goal, global context and criteria

(design specifications)

demonstrate thinking skills

demonstrate communication skills

0 Student does not achieve a standard described by any of the descriptors below. 1 Student is able to create a limited product/outcome in response to the

goal, global context and criteria, demonstrate limited thinking skills and

demonstrate limited communication and social skills. 2 Student is able to create a limited product/outcome in response to the

goal, global context and criteria, demonstrate limited thinking skills and demonstrate limited communication and social skills.

3 Student is able to create a basic product/outcome in response to the goal,

global context and criteria, demonstrate adequate thinking skills and demonstrate adequate communication and social skills.

4 Student is able to create a basic product/outcome in response to the goal, global context and criteria, demonstrate adequate thinking skills and

demonstrate adequate communication and social skills. 5 Student is able to create a substantial product/outcome in response to

the goal, global context and criteria, demonstrate substantial thinking

skills and demonstrate substantial communication and social skills. 6 Student is able to create a substantial product/outcome in response to

the goal, global context and criteria, demonstrate substantial thinking skills and demonstrate substantial communication and social skills.

7 Student is able to create an excellent product/outcome in response to the

goal, global context and criteria, demonstrate excellent thinking skills and demonstrate excellent communication and social skills

8 Student is able to create an excellent product/outcome in response to the goal, global context and criteria, demonstrate excellent thinking skills and

demonstrate excellent communication and social skills


Criterion D: Reflecting evaluate the quality of the product/outcome against their criteria (design

specifications) reflect on how completing the project has extended their knowledge and

understanding of the topic and the global context reflect on their development as IB learners through project

0 Student does not achieve a standard described by any of the descriptors below 1 Student is able to present a limited evaluation of the quality of the product against

his or her criteria, present limited reflection on how completing the project has

extended his or her knowledge and understanding of the topic and the global context and present limited reflection on his or her development as an IB learner

through the project. 2 Student is able to present a limited evaluation of the quality of the product against

his or her criteria, present limited reflection on how completing the project has extended his or her knowledge and understanding of the topic and the global context and present limited reflection on his or her development as an IB learner

through the project. 3 Student is able to present a basic evaluation of the quality of the product/outcome

against his or her criteria, present adequate reflection on how completing the project has extended his or her knowledge and understanding of the topic and the

global context and present adequate reflection on his or her development as an IB learner through the project.

4 Student is able to present a basic evaluation of the quality of the product/outcome

against his or her criteria, present adequate reflection on how completing the project has extended his or her knowledge and understanding of the topic and the

global context and present adequate reflection on his or her development as an IB learner through the project.

5 Student is able to present a substantial evaluation of the quality of the product against his or her criteria, present substantial reflection on how completing the project has extended his or her knowledge and understanding of the topic and the

global context and present substantial reflection on his or her development as an IB learner through the project.

6 Student is able to present a substantial evaluation of the quality of the product against his or her criteria, present substantial reflection on how completing the

project has extended his or her knowledge and understanding of the topic and the global context and present substantial reflection on his or her development as an IB learner through the project.

7 Student is able to present an excellent evaluation of the quality of the product against his or her criteria, present excellent reflection on how completing the

project has extended his or her knowledge and understanding of the topic and the global context and present excellent reflection on his or her development as an IB

learner through the project. 8 Student is able to present an excellent evaluation of the quality of the product

against his or her criteria, present excellent reflection on how completing the project has extended his or her knowledge and understanding of the topic and the global context and present excellent reflection on his or her development as an IB

learner through the project.

Adapted from MYP Projects Guide 2014


Personal Project ATL Skills

Throughout the Personal Project, you will be expected to use the ATL skills.

For each stage of the project, there are different focus skills. Some will be

assessed explicitly in the report others will be evident by the quality of your

product and Final Report. The table below is taken from the MYP Projects

Guide.

Taken from MYP Projects 2014


Student- Friendly Report Checklist

Use these self-assessment questions to guide the writing of your

report. The final report will be assessed using the checklist below:

Criteria A: Investigating

Define a clear goal and context for the

project, based on personal interests

In my report:

o I give the precise meaning of the goal of

my project; I explain “what I wanted to achieve; when, where, how and why I

wanted to achieve it” o I define the global context that applies best to

my project and explain its connection. o I describe what makes my project personal: the

experiences, interest and ideas that make it important to me.

o If I made changes to my goal during the project, I explain the changes and why I made them.

Identify prior learning and subject-specific

knowledge relevant to the project

In my report:

o I identify what I already knew about this topic/project and the sources of my knowledge.

o I identify what I learned in MYP subject groups at ABA before the project started, and how this

was helpful.

Demonstrate research

skills

In my report:

o I outline the research skills I had when I started

the project. o I discuss the research skills I developed through

the project. o I explain how I may have shared my research

skills to help peers who needed more practice.


Criteria B: Planning

Develop criteria for the product/outcome

In my report:

o I refer to the criteria I designed to evaluate the project product/outcome.

o If I made changes to my criteria during the project, I explain the changes and why I

made them.

Plan and record the

development process of the project

In my report:

o I provide evidence of my planning through

timelines, milestones or other tools/strategies. o I present a record of how the project progressed

from start to finish.

Demonstrate self-

management skills

In my report:

o I outline the self-management skills I had when I

started the project. o I discuss the self-management skills I developed

through the project. o I explain how I may have shared my self-

management skills to help peers who needed more practice.


Criteria C: Taking action

Create a product/outcome in

response to the goal, context and criteria

In my report:

o I discuss the product/outcome as the result of the process undertaken during the project.

o I check that I have included evidence of my product to be submitted with my report.

Demonstrate thinking skills

In my report:

o I outline thinking skills that I had when I started the project.

o I discuss thinking skills I developed through the project.

o I explain how I may have shared my thinking skills to help peers who needed more practice.

Demonstrate communication and

social skills

In my report:

o I outline the communication and social skills I had when I started the project.

o I discuss the communication and social skills I developed through the project.

o I explain how I may have shared my communication and social skills to help peers

who needed more practice.


Criteria D: Reflecting

Evaluate the quality of the product/outcome

against their criteria

In my report:

o I evaluate the product/outcome against the criteria I designed.

o I identify the strengths, weaknesses and possible improvements of the product/outcome.

Reflect on how completing the project

has extended their knowledge and

understanding of the topic and global

context

In my report:

o I identify challenges and the solutions I developed to meet them.

o I demonstrate a deeper knowledge and understanding of my topic and the identified

global context. o I base my reflection on evidence, including my

process journal.

Reflect on their

development as IB learners through the

project

In my report:

o I identify how I have developed as a learner

(using the IB learner profile as appropriate). o I discuss my strengths and weaknesses in

completing the project. o I summarize the impact the project could have

on my future learning.

Adapted from Further Guidance on MYP Projects 2015


Glossary and Command Terms

Tables taken from MYP Projects Guide 2014

Documents

Personal project 2016 handbook