Miramar High School

Personal Project Guide

2016 2017

Student Name:________________

Table of Contents
Introduction .
What is a Personal Project?
What are the Aims and Objectives of the Personal Project?
Form and Structure of the Personal Project
Group Projects
When you will Work on the Personal Project
Role of the Supervisor
Examples of Development of Personal Projects
A Note About Fundraising

36
23
45
56
6
6
6
78
8

Timeline..
Areas of Interaction
Steps in the Personal Project
Investigating and Choosing the Goal and Topic
Planning the Project
Collecting the Necessary Materials
Working on the Project
Presenting the Outcome
Useful Ideas

9
10 12
13 15
13
13 14
14
14
14
15

MYP Assessment Criteria

16 20

Guidelines for Process Journal

Types of Entries
Process Journal Organization

21 22
21 22
22

Guidelines for Personal Statement

Format
Collection of Information and Research: MLA Format

23
23
24 25

Self-Assessment Chart

26

Personal Project Assessment Criteria Checklist ..

27

Organization of the Written Work Checklist

28

IB MYP Personal Project Statement of Authorship..

29

This handbook has been adapted from the MYP Personal Project guide, the BSGS Personal Project
Handbook 2006-2007, the Suzhou Singapore International School Student Personal Project Guide Book
2007-2008, the Personal Project Workbook of the International Community School in Zurich and the
Garfield High School Personal Project guide of 2007-2008.
Some of the citation examples come from:
Hacker, Diane. A Writers Reference. 4th Ed. New York: Bedford/St. Martins, 1999.
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INTRODUCTION
WHAT IS A PERSONAL PROJECT?
The personal project is a culminating event in your time in the MYP. During this time you will have
developed in many ways and learned about the areas of interaction. If you choose the right personal
project, it will give you the opportunity to share with others something that is of great interest to you as
an individual but that also shows some of what you have learned as a result of being in the MYP.
The IBO places great importance on the expression of the students personality and understanding as
measured by means of the personal project. The personal project is a requirement for all MYP schools.
Have you ever wanted to build a musical instrument? Do you have a secret passion to write a play? Now
is your chance! The personal project is your project to do what you want to do, to show the skills you
have developed over the years in your subjects and through approaches to learning (ATL), and to apply
them to the chosen goal that focuses on dimensions of the area(s) of interaction.
The personal project holds a place of special importance in the MYP, and so it should be clearly focused
on an issue or theme closely related to the areas of interaction. Remember, you will be working on this
project for an extended period of time, so it needs to be something you really want to do.
A Personal Project is just that, a project of your own choosing on a topic that is interesting to you that
you would want to dedicate your own time and extra effort in order to produce something that you
would be proud to present and share with the Miramar High school community. Not only will it allow
you to demonstrate your interest and initiative in a topic about which you are passionate, but it will also
help you to develop the independence necessary for the completion of your coursework in the eleventh
and twelfth grades and prepare IB Diploma Candidates for the extended essay.
The personal project is an opportunity for you to:
Do extended independent creative work in an area that you choose; that is of interest to you, that
you care about deeply.
Demonstrate your understanding of the areas of interaction and their relationship to the work
you decide to do
Apply your Approaches to Learning skills and strategies
Independent work
Organization for a long term project
Communication in writing, revision, research, and creativity
Critical thinking and reflection about yourself as a learner
Whatever type of personal project you decide on, it should:
have a clear and achievable goal
be focused on at least one area of interaction
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 workauthenticity is very important. NO PLAGIARIASM
3

Your project must not:

be part of any assessed course work
take over your whole 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.
You and your mentor must agree that, whatever form the personal project takes, the finished product
allows you to investigate and focus on a theme, topic and/or issue closely connected to at least one area
of interaction of the MYP. You must carefully choose the type and goal of your project in terms of the
skills and techniques that are required to bring it to a successful conclusion. Some projects may be too
ambitious, require overly complex procedures or require a lengthy process of learning.
Realistic project
A student who has studied the piano for a number
of years decides to write and interpret a musical
score for parts of a school play.

Unrealistic project
A student decides to learn to play the piano as a
personal project.

WHAT ARE THE AIMS AND OBJECTIVES OF THE PERSONAL PROJECT?

Aims
The aims of the personal project are to allow students to:
demonstrate the personal abilities and skills required to produce and present an extended
piece of work
engage in personal inquiry, action and reflection on specific topics and issues
focus on, and demonstrate an understanding of, the areas of interaction
reflect on learning and share knowledge, views and opinions.
Objectives
The objectives of the personal project listed below relate directly to the assessment criteria.
A. Planning and Development
Students should:
identify a clear and achievable goal
describe and justify a focus on the chosen area(s) of interaction
describe the steps followed to achieve the stated goal
adhere to the stated goal throughout the project.
B. Collection of Information/Resources
Students should:
select and utilize adequate, varied resources
identify and use relevant information critically
acknowledge sources of information appropriately.
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C. Choice and Application of Techniques

Students should:
choose techniques relevant to the projects goal
justify this selection
apply the chosen techniques consistently and effectively.
D. Analysis of Information
Students should:
analyze the information in terms of the goal and the focus of the project
express personal thought
support arguments with evidence
respond thoughtfully to ideas and inspiration.
E. Organization of the Written Work
Students should:
organize their work in a coherent manner according to the required structure
present information clearly
present references, bibliography and symbolic representations appropriately.
F. Analysis of the Process and Outcome
Students should:
identify the strengths and weaknesses of the project at different stages of development
where appropriate, suggest ways in which the project could have been tackled differently
assess the achieved results in terms of the initial goal and the focus on the chosen area(s) of
interaction
show awareness of the overall perspectives related to the chosen topic or piece of work.
G. Personal Engagement
Students should:
meet deadlines
follow agreed procedures and work plans
make appropriate use of a process journal or log book
show initiative, enthusiasm and commitment to the task.
FORM AND STRUCTURE OF THE PERSONAL PROJECT

The project can take many different creative forms. Depending upon your goal, you might choose one of
the following types of projects:
an original work of art--visual, dramatic, performing; painting, sculpture, movie, music, etc.
an original science experiment, either in social sciences or hard sciences
a piece of literary fiction, collection of short stories, poetry, novella, play
an invention or specially-designed object or system
the presentation of a developed business, management, or organizational plan (E.g. for an
entrepreneurial business, a special event, or the development of a new student or community
organization)
5

 A web-page, video or some other electronic presentation

a written piece of work on a special topic (literary, social, psychological, anthropological etc.)
Whatever direction the completed Personal Project takes, you must submit:
1. A process journal, which records your thoughts, decisions, plans, and actions throughout the
time you work on this project. It is a record of your progress as you work on the project, a project
diary of sorts. Much of the work you do on the other parts will come from the notes you take in
your process journal. Detailed information about the requirements is included in this handbook.
2. A Personal Statement, which describes the process you underwent and an analysis of your
inspiration, findings, and conclusions. A significant part of the assessment is based on the
Personal Statement and thus, on a description of your process. The Personal Statement must be
thorough.
3. The project itself. This could be a video, a website, an event, a product, etc.
Length
The length of the written work within a personal project varies, given the variety of types of projects
that is acceptable. The IBO expects students to express reflective thinking in a concise and precise
manner. Where students write an essay to analyze an issue that they have investigated, the essay
must be incorporated into the required structure. Even in that case the written work must not exceed
4,000 words. However, where a student chooses creative writing (for example, a set of short stories)
as a project, the length of the work will be agreed between the student and the supervisor, and the
written presentation of the project (following the required structure) will be shorter, as will other
projects of a creative nature.
GROUP PROJECTS
Group projects are not allowed. Students may ask peers for assistance with their projects, but this
assistance cannot be used as the basis for that students project. Your project may involve others (for
example, if you are directing a play, organizing an exhibition, or starting a new student/ community
organization). Remember, however, that your own contribution must be central to the event, and clearly
visible. It is your work that will be assessed.
WHEN WILL YOU WORK ON THE PROJECT?
Personal Project work will be independently completed outside of school time.
ROLE OF THE MENTOR and SUPERVISOR
Once you have finalized a statement of goals and developed a plan of action, you will select a Mentor
from Miramar High School staff to support you through the process. You must have regular meetings
with your mentor (twice a month is good rule of thumb). You MUST bring your process journal to every
meeting with your mentor and write in it before and after the meeting. Also, download this guide from
Mrs. Bostwicks Classjump or see Mr. Lamb and bring to the meetings with you. Your mentor will
make him/herself available to meet with you, but it is your responsibility to take the initiative in
arranging, organizing, and attending the meetings.
Your mentor will be the primary advisor of your project. Your supervisor will be your Language
A teacher (English teacher for MYP). Your supervisor will do the grading and scoring of project.

Your mentor will follow your progress and will help you figure out how to answer any questions that
come up. Your mentor may not be an expert on your topic and is not expected to provide topic-related
information but can point you in the right direction to find needed materials, resources, or information.
You may seek guidance from experts in the field. Although your mentor may be able to help, it is your
job to seek out these experts if you need them. Your supervisor will guide you according to IB-MYP
guidelines.

Examples of Development of Personal Projects

These examples are based on the topic Poverty in my city.
Required
Structure

Essay

Mural

Fund-raising

Title Page

Poverty in my City: How Can it

Be Explained?

Creating a Mural about Poverty in

my City

Fighting Poverty in my City

Table of
Contents

Titles of sections and sub-sections

of the project

Titles of sections and subSections of the project

Titles of sections and sub-sections

of the project

Introduction

Areas of interaction: health and

social education, environment

Areas of interaction:
environment, community and
service

Areas of interaction: community

and service, human ingenuity

Goal: understanding the causes

and effects of poverty in my city
Outline: general review of
poverty through local statistics;
main aspects of poverty and its
causes or consequences in terms
of health, education and local
environment

Goal: sensitization of people in

my school to
the conditions of poverty in my
city
Outline: general review of
poverty in my city; consideration
of ways of conveying a feeling
and a message; drawing my way
of perceiving it; seeking feedback
from others; completion of the
mural

Goal: finding ways in which

different groups of people can
take action to fight poverty in my
city
Outline: general review of
poverty in my city; finding out
about people and organizations
fighting poverty; evaluating ways
of contributing; deciding on
processes and procedures,
beneficiaries;
organizing the fund drive

Description
of
Process

Research through reading various

documents, statistics;
interviewing of social workers,
sociologist, psychologist, poor
people in different parts of the
city, police; analysis of data and
information

Investigation of different sources

(about art and the topic at hand);
choice of aspects of poverty to be
reflected in the mural; choice of
techniques, sketches; feedback on
stages of completion and final
product

Investigation into poverty in the

city and organizations that already
work with poor people;
interviewing and gathering of data
about needs and possible action;
choice of strategy to organize and
publicize the fund drive;
organizing and completing the
activity; follow-up with
beneficiaries

Analysis of
the
inspiration,
research and
influences
guiding
the work

Showing the contrast between

what different sources say about
the main causes and consequences
of poverty in the city; analysis of
how the consequences of poverty
affect health and education of the
poor people of the city; analysis of
how poverty affects the
environment where people live

Showing how the symbols of

poverty are used and explaining
how to produce the impact you
want to create in the community;
justifying the use of different
techniques and colors in the
mural; showing the contrast
between own interpretation of
symbols, techniques and colors

Short analytical description of the

different ways in which
institutions are working to raise
money to fight poverty and how
their actions have made a
difference; analysis of the way in
which the fund-raising will be
carried out to make it appealing
and effective; review of the

(may be related to housing,

pollution and other factors);
review of the process in terms of
difficulties encountered and ways
in which the student solved them

used, with the feedback received

by
others; evaluating the changes
introduced into the mural; analysis
of the characteristics of the
audience; analysis of the best
location for the mural, to create
the greatest social awareness

Essay

Mural

Fund-raising

Conclusion

Identification of the main causes

and consequences of poverty in
the city that affect health,
education and environment,
according to the findings of the
research. A new approach to the
question could be to
consider how changes in the
surrounding environment improve
the quality of life of poor people

Evaluation of whether the mural

has been able to reflect the
environmental problems linked to
poverty in the city; reflecting on
the impact the mural has had on
the community; reflecting on the
impact the mural has had on the
students own perception;
formulating a new question that
could arise in the mind of the
student: is a mural a good way to
sensitize people about a specific
problem? or what other means
could have been used?

Bibliography

Books, newspapers, magazines,

interviews, Internet sites
Statistics, graphics, histograms,
questionnaire used for interviews,
other material

Books, newspapers, magazines,

interviews, Internet sites
Pictures, photos, list of artists, art
movements that inspired the
student

Reflection on human ingenuity

through the impact that this type
of activity may have on the ones
who benefit from fund-raising;
assessment of the impact of the
project on people who benefited
from the fund- raising; review of
the outcome (money raised versus
expectations), involvement of
others, responses; indication of
other ways to help to fight poverty
in terms of community and
service; overall perspective on
how the project changed the
student
Books, newspapers, magazines,
interviews, Internet sites
Questionnaire used for the
interviews, and supporting
statistics

Required
Structure

Appendices,
where
appropriate

process in terms of difficulties

encountered and how these were
overcome

A Note About Fundraising

Fundraising done through Broward County Public Schools and their facilities must follow strict
regulations, procedures including pre-approval processes and faculty supervision. If you are considering
fund-raising as a personal project, you must consult with your supervisor (language A teacher or Mr.
Lamb) before making any commitments.

2016-2017 Personal Project Time Line

Each student will refine this time line with his/her supervisor. Completion of the Personal
Project will include the following stages.

Choice of topic or theme closely related to an Area of Interaction

Decision on the form of the project
Use of a process log
Consultation with supervisor /mentor
Development of a plan
Research and recording of resource data
Reflection and self-assessment on both process and the product
Drafting and revision of the structured writing
Presentation of the final product

Scheduled Events
Introduction to the Personal Project
Personal Project Mentor form due
1st meeting /mentor/supervisor
Outline of your Personal Project due to
mentor and supervisor.

Timeline
May 2016
September 19, 2016
By September 26, 2016
By October 17, 2016

Ensure that you have a clear focus on an

Area of Interaction. Discuss this outline
with your mentor and supervisor.

Minimum of 3 source cards due to

supervisor in proper MLA format
Meet with mentor to review progress and
needs
1st draft of Personal Statement due to
mentor
Submission of project to Supervisor
Project presentation

By November 7, 2016
August - February as scheduled by student
and supervisor. At least one meeting per
month. (Prefer two)
December 1, 2016
April 17, 2017
May 2017

AREAS OF INTERACTION
The following excerpts from the MYP Personal Project guide may help you in your thinking about the
areas of interaction.
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Approaches to Learning
How do I learn best?
How do I know?
How do I communicate my understanding?
ATL is the key area of interaction in relation to the personal project. This area is concerned with the
development of effective study skills, of critical, coherent and independent thought, and the capacity for
solving problems and making decisions.
In their individual work, students should develop:
the ability to do methodical work
a sense of achievement and self-discipline
care for a job well done
care for language and for adequate, precise vocabulary
coherence of thought and expression
self-sufficiency and responsibility.
In their social and cultural environment, students should develop:
the ability to communicate experiences
team spirit
an open-minded attitude towards the world and its peoples, and respect for their own culture and
the culture of others
a critical view of humanity and society.
The aims of ATL over the five years of the programme include:
teaching working methods and instilling the intellectual discipline most favorable for the
development of independent and coherent thought
nourishing the students ability to integrate acquired knowledge and personal experience
consolidating and deepening the students knowledge and awareness of study skills
increasing the students sense of individual and collective responsibility
facilitating the structuring of coherent thought y developing the students critical judgment of
various ways of thinking
developing the capacity for problem-solving and decision-making.
The personal project provides many opportunities for the student to demonstrate the skills and
approaches developed in ATL over the length of the program.

Community Service
How do we live in relation to each other?
How can I contribute to the community?
How can I help others?

10

Community service in years 14 may have opened the students eyes to different realities. Firsthand
experience should have created an interest in finding out more about the issues and problems the student
has witnessed and been involved in; the choice of the personal project can stem directly from this
interest and sense of commitment developed over the four years. On the other hand, research and
thought involved in the completion of a personal project may well provide valuable experience and
knowledge to develop further an existing community service project.
Some of the skills, attitudes and values closely linked with this area of interaction are:
an interest in todays world
social awareness
an altruistic attitude
a sense of responsibility and self-esteem.
Health and Social Education
How do I think and act?
How am I changing?
How can I look after myself and others?

This area of interaction aims to educate the whole person and should prepare the student for a physically
and mentally healthy life. It should also develop in the student a sense of responsibility for his/her own
well-being and for the physical and social environment.
There are many issues in this area where the student may reflect and demonstrate understanding,
exploring topics such as:
hygiene, physical and mental health, nutrition, work, rest, exercise, leisure, alcohol, drugs,
tobacco
adolescence, emotions, family life, sexual issues
consumer issues, peer influences, advertising, media, pressure groups
interpersonal relations, self-respect, responsibility and respect for others, family and group
relations, schools, peers
health and legal services, social issues, safety, firearms, vandalism, poverty and delinquency.
Environment
Where do we live?
What resources do we have or need?
What are my responsibilities?

The student is confronted every day by global environmental issues of a political and economic nature
which require balanced understanding. The student also has to cope with everyday environmental
situations at home, at school or in the immediate surroundings which require attention and involve
decision-making.
In the personal project the student may choose to explore issues such as:
the interdependence of human and other forms of life
the consequences of human manipulation of the environment
pollution and population growth
11

the links between health and changes in the environment

world problems and common issues
local, regional, national and international responsibilities
the environmental choices and opportunities offered by technology
the political responsibility of each individual.

Human Ingenuity
Why and how do we create?
What are the consequences?

The purpose of human ingenuity is to develop opportunities for the student to appreciate the human
capacity to invent, create, transform, enjoy and improve the quality of life. It therefore encourages the
student to see the relationships between science, aesthetics, technology and ethics.
The personal project is a rich opportunity for students to engage in an extended piece of work which
challenges their own creativity and thought in relation to issues of concern to themselves.
The following themes could easily relate to this area of interaction:
the development of mathematical and scientific thought through the ages
ethical values through the ages
the diversity of moral and aesthetic judgments
the human capacity for change, and for reaction to changes
the influence of men and women of genius
great cultural and historical movements
great scientific discoveries
the impact of inventions and discoveries on society.
The personal project may be the best opportunity in the MYP for the student to use his/her creativity in
the development and treatment of these ideas. Allowing the student sufficient scope for personal
expression places him/her in the position of human ingenuity.

12

STEPS IN THE PERSONAL PROJECT

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 themes and topics with a clear focus on the dimensions of at least one area
of interaction
planning the project
gathering the necessary material
working on the project
using a process journal or log book effectively
presenting the outcome (the product and the structured writing).

Investigating and Choosing the Goal and Topic

Any project will involve an important phase of investigation or research. When you are choosing your topic or
theme, and the goal of your project and your approach, you must remember that the personal project is your way
of demonstrating your understanding of the areas of interaction. You must therefore choose a goal and focus on
one or more areas of interaction that will allow you to do this.
You should discuss ideas with different people, both inside and outside the school, to help you to focus on
precisely what you are going to do.
It is also important that you have a discussion with your supervisor about your choice to see whether or not your
intentions are realistic. This may be the first time you have been asked to do a significant independent
investigation. You should realize that your supervisor is not looking for work of university standard. Instead, this
is an opportunity for you to demonstrate such things as the approach you are taking, the methods you are using,
and your ability to describe and justify a focus on your chosen areas of interaction.
Your topic or theme should not be too general, nor must it be one that would lead you to paraphrase or summarize
what you have read in a book, in an encyclopedia, or on the Internet. It should be a topic or theme that you really
want to explore, and that will allow you to reflect on and analyze ideas to express a personal point of view.
It is important that you keep the goal of your personal project in mind continuously, although the goal could be
modified in the light of experience gained during the process.

Planning the Project

The next part of the process is to plan the steps towards completing your personal project. You should
write an outline of your main ideas, guided by a statement of your goal, as discussed with your
supervisor. The purpose of the outline is to:
define the investigation
help in the choice of appropriate sources and material.
Ask yourself the following questions, which are neither definitive nor exhaustive.
Where do I find the necessary material?
Who has information about my topic?
Do I have to carry out my own experiments?
Do I need to prepare, circulate and analyze a questionnaire or survey?
Do I need to go to libraries other than the school library?
Do I need to visit museums?
Do I need to interview individuals?
13

You should write down these questions, and others, along with the answers, as a way of reminding
yourself of the variety of potential sources. It is only by looking at a variety of sources that you can
make a judgment about their relative usefulness.
After checking with your supervisor that you have investigated all the options, you should make a list of
tasks so that you can collect the necessary material. You will need to consider the order of the tasks.
Once your list of sources is complete, start gathering the material.
Completing any type of project is not usually a simple process; it may be messy and involve changes in
your plans, especially in the developmental stages.

Collecting the Necessary Material

When you have found a source of information or inspiration, you will need to decide how useful it is.
The list of sources in your report should only include those you have actually used.
Remember to keep the goal of your project in mind. This will help you to select what is useful and
relevant.
Always write down the source of your material. This information will vary according to the type of
source consulted. See the section entitled COLLECTION OF INFORMATION AND RESEARCH:
MLA FORMAT for details about documentation of source materials.

Working on the Project

Depending on the nature of your project, you will need to reflect on, analyse, criticize and synthesize the material
in a constructive way. You may also have to change your original plans in the light of circumstances or new
information. Consult your supervisor regularly(level 5 or 10th grade English teacher).
You must keep a process journal or log book(3 ring binder) containing all your thoughts, decisions and actions.
This is a document that allows you to record your progress as you work on the project. It need not be neat or well
presented, but should be completed honestly and regularly to show you how your project is developing. You
must bring your process journal to each meeting you have with your mentor/ supervisor. It will also
guide you as you write your project report. See the section entitled GUIDELINES FOR PROCESS

JOURNAL for detailed information about the process journal.

Presenting the Outcome

Towards the end of the personal project you will need to think carefully about how you should present it. You
must always consider your presentation from other peoples perspectives: perhaps you and your school will want
to exhibit the outcome. The nature of the presentation will vary depending on the type of personal project.
However, all personal projects must include a personal statement. Please refer to the structure described above to
guide you in the organization of your content.
Remember that if you have decided to explore a particular issue for your personal project, your personal statement
will include a description of your process and your findings as well as your analysis of the issue and your
observations and reactions. In that case, the piece of writing will be much longer than the presentation of a
creative product or an event, for example. The personal project must not be longer than 4,000 words.

14

Useful Ideas
Always assume that the people who will look at your personal project know little or nothing about the
topic.
Use drawings and pictures only when necessary, for example, if they add to the clarity of the personal
project.
Access to a computer at different stages of the development of the project would be very helpful as you
write your personal project, making it easier to edit a draft version and produce a neat, easy-to-read
product. In any case, your final writing should be typewritten or word-processed, where possible.
Have a look at the examples of personal projects that other students have done and see how they have
presented their ideas. Discuss the final structure you propose to use with your supervisor before you
start work on it. You could also perhaps ask other students for their opinions. Remember, however,
that your personal project is your piece of work.

15

MYP ASSESSMENT CRITERIA

The following assessment criteria have been established by the IBO. (Page 4)
Criterion A
Criterion B
Criterion C
Criterion D
Criterion E
Criterion F
Criterion G

Planning and Development

Collection of Information/Resources
Choice and Application of Techniques
Analysis of information
Organization of the Written Work
Analysis of Process and Outcome
Personal Engagement

Maximum 4
Maximum 4
Maximum 4
Maximum 4
Maximum 4
Maximum 4
Maximum 4
TOTAL 28

The total will be converted to a 1-7 scale. Along with meeting all other programme requirements,
students must earn an acceptable score in order to earn the IB MYP Certificate.
Criterion A: Planning and Development

Maximum 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
project based on one or more areas of interaction. The goal may alter during the course of the personal
project but students need to state and explain clearly the reason(s) for a change in goal.
Evidence of the students achievement in this criterion will be found in the introduction, the body of the
work and the conclusion.
Level of
Achievement
0
1
2

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Descriptor
The student has not reached a standard described by any of the descriptors given below.
The student identifies the goal of his/her personal project but does not provide an outline
of how he/she aims to achieve this goal.
The student identifies and describes the goal of his/her personal project, states the focus
on the chosen areas(s) of interaction and provides a simple outline of how he/she aims to
achieve this goal.
The student identifies and clearly describes the goal of his/her 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.
The student identifies and clearly describes the goal of his/her 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.

Criterion B: Collection of Information/Resources

Maximum 4

This criterion allows the student to demonstrate the ability to collect relevant information from a 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 body of their text through
clear referencing.
Level of
Achievement
0
1

Descriptor
The student has not reached a standard described by any of the descriptors given below.
Few sources of information and resources have been collected, or the majority is irrelevant
to the goal of the personal project. The student has provided a summary bibliography,
where many elements are missing. Few references are made in the text to sources of
information used.
The student has chosen and used a limited amount of relevant information and resources,
from a limited number of appropriate sources. A bibliography has been compiled with
most elements present and/or appropriately presented. Some references are made in the
body of the text and appendices, where appropriate.
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 compiled with
all important elements present and/or appropriately presented. Detailed references are
made in the body of the text and appendices, where appropriate.
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 4

This criterion assesses students abilities to choose techniques relevant to the personal projects goal, as
defined by the key questions or statement of intent of the personal project. Students should justify the
selection and apply the chosen techniques consistently and effectively.
Students should choose a goal that is achievable. Because of circumstances that may be beyond their
control, students may find 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 of
Achievement
0
1
2
3
4

17

Descriptor
The student has not reached a standard described by any of the descriptors given below.
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.
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
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.
The student has chosen absolutely appropriate techniques, provided specific justification
for their choice and applied them effectively to achieve the stated goal.

Criterion D: Analysis of Information

Maximum 4

This criterion measures the students abilities to analyze information in terms of the personal projects
goal and focus on the chosen area(s) of interaction. Students should express personal thoughts and
support arguments with evidence.
Level of
Achievement
0
1
2
3
4

Descriptor
The student has not reached a standard described by any of the descriptors given below.
The personal project contains little reflection in terms of the goal and focuses on the chosen
area(s) of interaction, and is largely narrative/descriptive. The student misses many
opportunities for personal treatment of the topic/theme.
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.
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
arguments and evidence. However, some opportunities for analysis are not pursued.
The personal project clearly shows the depth of reflection and vitality of the students own
ideas and vision. The student consistently supports a truly personal response to the topic
with arguments and evidence.

Criterion E: Organization of the Written Work

Maximum 4

This criterion focuses on the presentation of the written work (including title page, contents page and
page numbering, overall neatness, the appropriate use of graphs, diagrams and tables, where
appropriate) i.e. the report on a creative project, or the essay and the personal statement), and its
internal structure and coherence.
Level of
Achievement
0
1
2
3
4

18

Descriptor
The student has not reached a standard described by any of the descriptors given below.
The written work is poorly organized, lacking a sensible order and coherent structure. The
presentation of the work (for example, table of contents and page numbering) is lacking in
several respects.
The student has made some attempt at logical organization, wand an attempt to respect
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.
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 personal
project, and the presentation of the work is almost always appropriate.
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.

Criterion F: Analysis of Process and Outcome

Maximum 4

Evidence of the 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. Students should reflect on the
ways in which the personal project has fulfilled the initial goal. In this reflection, students should review
the ways in which the project has been focused on the chosen area(s) of interaction, and on how
dimensions of the area(s) have been explored and developed. 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 reflection, students will provide comments on such questions as:
What have been the strengths and weaknesses of the personal project at different stages of
development?
What would the student do differently next time?
Level of
Achievement
0
1

19

Descriptor
The student has not reached a standard described by any of the descriptors given below.
The students review is simply a narrative summary or a superficial review of the
development of the personal project in terms of the goal set at its start. There is little
understanding of the dimensions of the area(s) of interaction that were stated as the focus
for the personal project.
The student adequately reviews his/her personal project in terms of the goal set at its start.
The students review shows some reflection on different stages of the process including an
adequate analysis of the quality of the product. The students review shows some
understanding of the dimensions of the chosen area(s) of interaction that served as a focus
for the personal project.
The student consistently reviews his/her personal project in terms of the goal set at its start.
The students review shows significant reflection on different stages of the process
including 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.
The student consistently and thoroughly reviews his/her personal project in terms of the
goal set at its start. The students review shows excellent 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 perspectives emerging
from the chosen topic.

Criterion G: Personal Engagement

Maximum 4

This criterion focuses on an overall assessment of students engagement and application of approaches
to learning skills during the planning and development stages of the 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 encouragement
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.
Level of
Achievement
0
1
2
3
4

20

Descriptor
The student has not reached a standard described by any of the descriptors given below.
The personal project shows little evidence of any of the required qualities and working
behaviours.
The personal project is judged to be satisfactory in terms of most of the required qualities
and working behaviours.
The personal project is judged to be good in terms of most of the required qualities and
working behaviours.
The personal project is judged to be outstanding in terms of the required qualities and
working behaviours.

GUIDELINES FOR PROCESS JOURNAL

The process journal is an organized work diary in which you keep an ongoing written record of
the following:
Goals and Planning (at least 5)
Resources and Information Collection (at least 5)
Works in Progress (at least 5)
Reflection (at least 5)
It is recommended that you make at least one entry each week. There must be no fewer than 5 entries
of each of the four types. For all entries, you must document the date.
*You must bring your process journal to each meeting you have with your mentor/ supervisor.
TYPES OF PROCESS JOURNAL ENTRIES
No matter how you choose to organize your process journal, you must enter in a variety of information
into the journal. These entries fall into four general categories:
1. Goals and Planning entries
Some of your entries may include, but are not limited by:
Inspiration and topic brainstorms, both in class responses and personal notes, webs, lists,
thoughts and reflections.
A copy of your Personal Project proposal
By which area(s) of interaction is my goal / project inspired? (at least two areas, but not
approaches to learning, which is applied in all projects)
Short List of possible topics with commentary about reasons for choosing.
Plan of Action. How will I get this done? What materials will I need? What resources?
Interviews? Books? Where will I find the materials and resources I need?
Statement of Goals: What do I envision my finished project to look like? What are the options to
present my work? What materials and resources will I need?
Calendars; Timelines; Schedules; Planners;
Weekly to-do lists, Weekly goals, Weekly Questions to Supervisor; Check lists;
Proof of plan: Did I follow my plan? Did I stick with my plan? Do I have proof that I followed
my plan? How can I prove that I set goals and planned my project over time?
2. Collection of information and research entries
Research notes (identified properly with page numbers)
Interview notes (identified properly with date, time, etc)
Highlighted information specifically used in project.
Works Cited page in MLA style (See Appendix.)
3. Work in progress entries
These entries should include any and all pieces of the final project that you work on throughout the
process. These entries should include, but are not limited by:
Sketches, Outlines, Storyboards, Models, Schematics, Blueprints, etc.
Two or more drafts of the Personal Statement
All Project revisions and edits, peer edits, supervisor edits, parent edits, etc.
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4. Reflection entries
Your entries will focus on:
Reflections on the process and goals: Some things that went well this week were. Some things
that did not go well this week were. In order to fix what went wrong, I need to );
Reflections on the information discovered: I was surprised by because;
Reflections on self discovery & change: I am starting to think differently about ; this project is
causing me to change as a person, citizen, and /or student because.;
Reflections on the choices made throughout the project: I have decided to . but some
alternatives I considered are.
Reflections on meetings with Mentor: Todays meeting was useful because; my work with my
supervisor could improve if I/he/ she
Reflections on self as researcher, writer, creator and learner: What am I learning about myself as
a student? How do I learn best? How do I write best? What have I found to be the best ways to
edit and revise my writing and project? Am I organized? Am I committed? Am I independent?
Why or why not? How can I become more organized, committed, and independent?
Reflections on the Areas of Interaction. How are the Areas of Interaction present throughout my
project? Have I kept the Areas of Interaction alive throughout this process? Why or why not?
Also:
Reflection Questions relevant to the Goals and Planning aspect of the project:
Do I have to carry out my own experiments? How will I accomplish this?
Do I need to prepare, circulate and analyze a questionnaire or survey? How will I go about doing
this?
Do I need to visit museums? When? Where? How do I take notes?
Do I need to refine my goals each week? How do I reflect on my goals regularly?
Reflection Questions relevant to Collection of Information & Research
Could I have gathered my information in a more organized manner? How?
What are my sources? People? Books? Primary? Secondary? Which do I find more valuable in
this project? Why?
What choices do I make in incorporating the information, skills, or expertise I gained in this
project? What could I improve on?
What did I learn about myself as a researcher?
PROCESS JOURNAL ORGANIZATION
It is recommended that you use a five-subject notebook, three ring binder with dividers or, if your
project is art based, an art sketchbook to organize your process journal.
The process journal MUST have a system of organization that is easily understood, not only to yourself,
but allows any person browsing through your journal to find information easily, follow your train of
thought, and/or see the planning and follow- through of that planning. Some organization suggestions:
Chronological (recommended)
o Entries into journal are organized by the date they were entered, performed, created, and
reflected upon. Entries are then color-coded/highlighted by type of entries above (e.g.
blue=Planning entry; red=Research/Collection of information, etc.)
Sectional
o Entries placed into correct journal sections delineated with section dividers and labeled tabs.
(E.g. you have a Planning section; Goal Section; Research section; Draft section, etc.)
22

 Hybrid (Please make sure that the structure is clear to supervisor!)

o Entries organized around a combination of Chronological & Sectional or around some
specialized characteristics your project entails.

23

GUIDELINES FOR PERSONAL STATEMENT

Many of the assessment criteria are based on the Personal Statement, which describes the process you
underwent and an analysis of your inspiration, findings, and conclusions. You might find that the project
itself fails. This could happen, for example, if you invent a machine that does not work, or plan an
experiment that you are not able to conduct fully. You could still get a very high mark on the personal
project if you are able to analyze the problems well in your Personal Statement.
The information you need for a good Personal Statement will come from your process journal so the
first step in starting is to read over your process journal and mark the places where you have written
something that you can use.
The Personal Statement must include the following:

Title page

Table of contents

Introduction, defining the goal of the project and an explicit focus on the chosen area(s)
of interaction, and providing an outline of how you intend to achieve the goal

Description of the process, including production steps , the characteristics, aspects or

components of the work

Analysis of the inspiration, research and influences guiding the work, the findings and
decisions made, the resulting product and the process in terms of the goal and its focus on the
area(s) of interaction chosen

Conclusion, where you reflect on the impact of your project and new perspectives that
could be considered

Bibliography (Works cited page)

Appendices, if necessary
FORMAT

The written portion of the Personal Project should follow MLA format.
a.
b.
c.
d.
e.

Remember the MLA rules of basic page layout:

One-inch margins on top, bottom, left, and right.
Use 12 point Times New Roman or Courier New font throughout (including the header).
Headerright margin aligned; containing your last name, space, page number; one half inch from top
margin.
Double-space the ENTIRE document, including the Works Cited page. NO extra returns.
Use a hanging indent for the Works Cited page.
Consult your supervisor, librarian, and/or English teacher for additional guidance.

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COLLECTION OF INFORMATION AND RESEARCH:

MLA FORMAT
The Project requires you to collect and use a variety of outside resources. When you first begin to think
about the project, you it is likely that use a number of resources that will turn out to not be useful later
on, perhaps because you change the focus of your project or because you find more relevant resources.
You must, however, ensure that by the time you get to your second draft, you have used a variety of
resources that relate to the areas you explore in your project. Criterion B rests entirely on your ability to
collect, use and correctly cite relevant sources. You should use a variety of sources including books,
databases , Internet, teachers who may also be interested in your topic or may guide you to someone else
who is, your parents, other people, magazines and journals, etc. A search on Google or some other
general search engine is appropriate only at the very first stages of your research.
Keep track of all sources by completing one MLA formatted source card for each source and through
your entries in the Collection of Information and Research section of your process journal. When you
have found a source of information and/ or inspiration, you will have to decide how useful it is. The list
of sources in your report should only include those you have actually used, but your process journal
should include all sources you have consulted.
Use MLA style to keep your records. You can seek guidance from your English teacher and/or the
librarians on how to correctly cite sources, both parenthetically within your personal statement as well as
on your Works Cited page.
Examples of citations in MLA:
A book:
Short, Kathy Gnagey, and Lois Bridges Bird. Literature as a Way of Knowing. York, ME: Stenhouse,
1997.
An article in a monthly magazine:
Kaplan, Robert D. History Moving North. Atlantic Monthly Feb. 1997: 21+.
An article in a journal paginated by volume:
Cheuse, Alan. Narrative Painting and Pictorial Fiction. Antioch Review 55 (1997): 277-291.
An online scholarly project or reference database:
Gog and Magog. The Encyclopedia Mythica. Ed. Micha F. Lindemans. 2 Jan. 1998. 8 Feb. 2007
<http://www.pantheon.org/mythica/articles/g/gog_and_magog.html>.

25

 A film or videotape:
The English Patient. Dir. Anthony Minghella. Perf. Ralph Fiennes, Juliette Binoche, Willem
Dafoe, and Kristen Scott Thomas. Miramax, 1996.
An e-mail message:
Schubert, Josephine. Re. Culture Shock. E-mail to the author. 14 Mar. 1998.
A personal Interview:
Stroud, William B. Personal interview. 21 Apr. 1998.
A painting:
Matisse, Henri. La Ronde. Musuem of Modern Art, New York.
An experiment:
Record the set-up, circumstances, etc. as you normally would in a lab report.

26

SELF-ASSESSMENT CHART
This form is to be used by the supervisor and student at different stages of the process of completion. It
should especially be used to review and reflect upon the first draft of the Personal Statement.
Complete this chart using the IB MYP Personal Project Assessment Criteria. This visual guide can show
you which areas have improved since the last formative assessment and which ones still need work. You
should refer to the detailed level descriptors for expectations for each criterion.
Criterion

Self-Assess.

A: Planning and Development

/4

B: Collection of
Information/Resources

/4

C: Choice and Application of

Techniques

/4

D: Analysis of information

/4

E: Organization of the Written

Work

/4

F: Analysis of Process and

Outcome

/4

G: Personal Engagement

/4

TOTAL

28

27

What I need to Work On

28

PERSONAL PROJECT ASSESSMENT CRITERIA CHECKLIST

Criterion A:

I have given the reasons for my AOI focus

I have defined my goal and my product
I have a clear plan for creating the product

I have at least five different kinds of information for my project

I have used this information in the text to justify my product and my project
I have acknowledged these sources in the text and in the bibliography

I have given clear reasons for creating my product in this way

I have explained why this technique is the best way to achieve my goal
I have quoted my research to support my reasons for my chosen techniques

Criterion D:

Analysis of
Information

I have shown how the information I found through research has helped me
create my product
I have shown how the information I found supported or changed my own
ideas
I have shown how the information I found helped develop my understanding
of my focus Area of Interaction

Planning and Development

Criterion B:
Collection of Information/
resources
Criterion C:
Choice and
Application of Techniques

Criterion E:
Organization of
the Written Work
Criterion F:
Analysis of Process
and the Outcome

I have strictly followed the REQUIRED structure for the project

I have arranged my ideas and findings so that they are easy and logical to
read
I have labeled all drawings, photos and diagrams
My work neat and carefully presented

I have explained how creating my product has helped me achieve my goal

I have maintained a focus on my area of interaction throughout the project
I have described how this project has taught me more about my area of
interaction
I have reviewed the whole process and the product

I kept my process journal up to date

I kept all appointments with my supervisor
I produced an excellent project

Criterion G:
Personal
Engagement

ORGANIZATION OF THE WRITTEN WORK CHECKLIST

I have completed the following: (check the boxes to show you have done the work.)
Title page
My name is on the cover page

The title of my project is on the cover page

Table of contents
The pages of my project are numbered.
29

 My table of contents is in the same order as my project.

Introduction
I have defined the goal of my project.

I have identified the AOI focus.

I have provided an outline of how I plan to achieve the goal.

Description of the process
I have described exactly how I made my product.

I have described how I used my research to make my product.

Analysis of the inspiration, research and influences guiding the work
I have analyzed where I got my idea, the effectiveness of my research.

I have analyzed my decisions.

I have analyzed the success of my product.
I have explained how I solved problems at every stage of the project.
I have analyzed how the process helped me achieve my goal.

I have analyzed how the process helped me understand my AOI better.

Conclusion
I have included my personal thoughts about my project.

I have explained what I would differently next time.

Bibliography
I have included a complete and accurate Works Cited page.

I have cited my sources within the writing using proper parenthetical citation.
Appendices
My attachments (graphs, drawings, photographs etc) are labelled and help explain my
process and product.
Authenticity
I have submitted my Personal Statement through TurnItIn.com.

I have signed the statement of Authorship.

*Adapted from 2004-2005 International School Basel Region PP Guide for students

IB MYP Personal Project Statement of Authorship

For the Student
By my signature below, I certify that I am the original author of the Personal Project entitled:

30

This Personal Project is submitted for evaluation as part of the requirements for IB-MYP.
I do hereby affirm on my honor the following:
1. I have researched the topic on my own and have not plagiarized any part of the project.
2. I have given credit to all sources used.
3. I understand that failure to comply with the stated conditions of the Statement of Authorship will
result in a malpractice, will jeopardize my ability to earn the IB MYP Certificate, and will result in
disciplinary action.
Print Name: ______________________________________ Date: ___________________
Student Signature: __________________________________________________________
For the Mentor
By my signature below, I certify that I have monitored this student through each step of the process. To
the best of my knowledge, this is only the work of this student. I submit this paper for evaluation as part
of the requirements to for IB-MYP.
Print Name: _________________________________________ Date: _______________
Mentor Signature: _________________________________________________________

31