Dwight School London Personal Project Handbook 15/16 by Dwight School London

International Baccalaureate Middle Years Programme

Personal Project Handbook Name: Form: Supervisor:

2015-2016

PERSONAL PROJECT HANDBOOK

Contents Welcome to Your Personal Project ..................3 What is the personal project?...........................4 Aims .................................................................5 Global Contexts ...............................................6 Approaches to Learning ...................................9 Personal Project Components .........................13 Role of the supervisor .....................................17 Timeline .........................................................18 Assessment Criteria ........................................19 Appendix .......................................................23 Notes ..............................................................35 Bibliography and Acknowledgements ............38

Welcome to Your Personal Project The Personal Project is a wonderful opportunity for you to do something in school, which you are passionate about. Therefore it is important that you choose to do a project, which interests you. The Personal Project will be challenging. You need to be prepared to persevere and show resilience to succeed. You will experience the initial excitement as you discuss ideas with your Personal Project Supervisor, begin the process of thinking, and then decide what your global context and product will be. Then, as the process of Personal Project continues, there will be moments of worries and doubts, things may go wrong, timelines may have to be adjusted. Understand that this is part of the process, with good action and reflection these worries and changes can become a positive aspects of your project. Good luck throughout this process.

PERSONAL PROJECT HANDBOOK

Dwight School London Personal Project Coordinator.

What is the personal project? The Personal Project is an individual project completed during MYP 4 & 5. It consists of three components; 1. process journal 2. outcome or product, and 3. report The Personal Project is the opportunity for you to demonstrate the learning skills you developed during your MYP years, and relate these to one of the Global Contexts. You choose the topic, and develop your strengths whilst learning new skills.

The Personal Project should:

The Personal Project should NOT:

• Have a clear and achievable goal (SMART Goal) • Be focused on a Global Context • Allow you to express a truly personal message • Demonstrate skills, attitudes and knowledge you used to complete this project over an extended period of time • Be the result of your initiative, creativity and ability to organise and plan • Reflect your special interests, hobbies, special abilities, or concerns about particular issues • Deal with a topic or area to which you are committed • Be entirely your own work (authenticity is very important)

• Be an already assessed work • Form part of the curriculum in another subject • Take over your personal and social life or interfere with school work

PERSONAL PROJECT HANDBOOK

The Personal Project is a culminating statement of individual learning in the IB Middle Years Programme, just like the Exhibitions in the IB Primary Years Programme and the Extended Essay in the IB Diploma Programme. A Personal Project Grade of at least 3 is needed to attain an IB MYP Certificate.

Aims The aims of the Personal Project state in a general way what students expect to experience or learn. In addition, the aims suggest how students may develop during the learning experience. Therefore, the aims of the MYP Personal Project are to allow you to: • participate in a sustained, self-directed inquiry within a global context • generate creative new insights and develop deeper understandings through in-depth investigation • demonstrate the skills, attitudes and knowledge required to complete a project over an extended period of time • communicate effectively in a variety of situations • demonstrate responsible action through, or as a result of, learning • appreciate the process of learning and take pride in your accomplishments

PERSONAL PROJECT HANDBOOK

Objectives

The objectives of the Personal Project state specific targets that are set for learning. They define what you will be able to accomplish as a result of completing the Personal Project. How well you achieve these objectives is described in the assessment criteria (page 19). Objective A Investigating You should: • 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 Objective B Planning You should: • develop criteria for the product/outcome • plan and record the development process of the project • demonstrate self-management skills Objective C Taking Action You should: • create a product/outcome in response to the goal, global context and criteria • demonstrate thinking skills • demonstrate communication and social skills Objective D Reflecting You should • Evaluate the quality of the product/outcome against your criteria • Reflect on how completing the project has extended your knowledge and understanding of the topic and the global context • Reflect on your development as IB learners through the project You will use the report of the personal project as an opportunity to demonstrate how you have addressed each of the objectives. You will be expected to communicate clearly, accurately and appropriately.

Global Contexts Global contexts direct learning towards independent and shared inquiry into our common humanity and shared guardianship of the planet. Using the world as the broadest context for learning, MYP projects can develop meaningful explorations of: • identities and relationships • orientation in space and time • personal and cultural expression • scientific and technical innovation • globalization and sustainability • fairness and development.

Here are some questions you might consider when choosing a Global Context • What do I want to achieve through my personal project? • What do I want others to understand through my work? • What impact do I want my project to have? • How can a specific context give greater purpose to my project?

Identities and relationships You can explore • identity; • beliefs and values; • personal, physical, mental, social and spiritual health; • human relationships including families, friends, communities and cultures; • what it means to be human. Topic

Outcome or product

The effect of mass media on teenage identity

A short film

Two sides of social networking

A n a w a re n e s s c a m p a i g n a b o u t d i g i t a l citizenship and cyber bullying

Orientation in space and time You can explore • personal histories; • homes and journeys; • turning points in humankind; • discoveries; • explorations and migrations of humankind; • The relationships between and the interconnectedness of individuals and civilizations from personal, local and global perspectives. Topic

Outcome or product

The Mayflower and the dream of religious freedom; a personal family history

Written Biography

Charting a family history through archives

An online blog

PERSONAL PROJECT HANDBOOK

You must identify one of these global contexts for your MYP project and establish the relevance of it to your inquiry (why it matters). You should then chose your exploration/strand. E.g. ‘beliefs and values is a strand of ‘identities and relationships’.

Personal and cultural expression You can explore • the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; • the ways in which we reflect on, extend and enjoy our creativity; • our appreciation of the aesthetic. Topic

Outcome or product

The art of Manga in Japanese culture

A Japanese anime and a survey of the understanding of my peers

Culture and self-expression through dance at the local community arts center.

A live dance performance

PERSONAL PROJECT HANDBOOK

Scientific and technical innovation

You can explore • the natural world and its laws; • the interaction between people and the natural world; • how humans use their understanding of scientific principles; • the impact of scientific and technological advances on communities and environments; • the impact of environments on human activity; • how humans adapt environments to their needs. Topic

Outcome or product

What’s the matter with anti-matter?

An informational documentary

Can stem cells replace organ transplants?

An investigative report

Globalisation and sustainability You can explore • the interconnectedness of human- made systems and communities; • the relationship between local and global processes; • how local experiences mediate the global; • the opportunities and tensions provided by world-interconnectedness; • the impact of decision-making on humankind and the environment. Topic

Outcome or product

Education as the tool to change the future of Peru

Interactive resources for a workshop

The role of the developing countries in protecting the tropical rain forest

A collage model of photographs

Fairness and development You can explore • rights and responsibilities; • the relationship between communities; • sharing finite resources with other people and with other living things; • access to equal opportunities; • peace and conflict resolution.

Topic

Outcome or product

Exploring the intersections of race and inequality

A radio broadcast

Asylum seekers and their right to live like us

A painting

Specifications

Goal of Personal Project

Specifications

Identities and relationships: To raise awareness of the detrimental impact mass media can have on teens

The film will be: 10 minutes long Improve the audience’s knowledge and understanding about the representation of teens in mass media. (Improvements are proved based on research and a pre-product questionnaire) Include 4 side effects of exposure including anorexia and bulimia. All footage taken and narration will be completed by myself. Includes an introduction, main content and concluding sections. Has a credits reel and references. No background noise or interruptions of the audio. No continuation issues (presenter’s clothes and environment remain the same).

Orientation in time and space: To b e t t e r u n d e r s t a n d m y personal history and the impact the journey has had on my current circumstances.

The Blog will have: 10 posts of between 300 and 400 words. Include 1 video and 15 – 20 pictures A reproduced family tree/timeline 1 post analyzing my new knowledge about my family history 1 post discussing feedback from my family and their perception about why changes happened. Includes an introduction about myself, main content and final remarks Produced using word press. The display is aesthetically pleasing but not distracting (pleasing aesthetics are based on research evidence).

Globalisation and sustainability: To raise awareness about the effects of developing countries on the rain forest

The model and photos will be: 1m by 2m display in size All photos will be taken by myself 8 - 10 photos of each: Developing countries, rainforests, pollution, effects on the rainforest and preventative measures. The model will be eye catching and inspire inquiry (eye catching display based on research evidence). The photos will be displayed in a logical sequence which visualises the highlighted impacts.

PERSONAL PROJECT HANDBOOK

Specifications must be specific, exhaustive, achievable, challenging and explained in detail. Your specifications are very important as they impact all stages of the design cycle.

Approaches to Learning MYP projects are culminating activities through which you present, in a truly personal way, your development of ATL skills. ATL skills that you have developed in subject groups will have prepared you for working more independently and developing an MYP project over an extended period of time. Projects, essays and investigations carried out in the subject groups are important vehicles for helping you to develop the skills and attitudes needed to complete the Personal Project. ATL skills provide a solid foundation for learning independently and with others, demonstrating learning, and reflecting on the process of learning. They help you to become more autonomous, strategic and self-motivated and ultimately prepare you for responsible participation in local and global contexts.

Practice strategies to develop focus and concentration.

Resilience

Practice taking responsibility for your actions Practice owning up to mistakes Practice making changes to behavior when needed

Perseverance

Develop Perseverance

Emotional Self Management

Practice strategies for reducing anxiety

Self Motivation

Practice managing self talk Practice positive thinking

HISTOR Y

MA TH SCIENCE

E G A U G

GEOGRAPHY

Mindfulness

OL OG Y

Strands

Affective Skills

TEC

PERSONAL PROJECT HANDBOOK

Affective skills will enhance your development throughout the Personal Project as you demonstrate the strands of each skill:

This table highlights which ATL Skills you will be using at which stage of the Personal Project. Personal Project Objectives

MYP ATL Skill Clusters

Objective A: Investigating i. Define a clear goal and context for the project based on personal interests.

Collaboration Critical Thinking Creative Thinking

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

Information Literacy Media Literacy Transfer

iii. Demonstrate research skills

Collaboration Organisation Critical Thinking Creative Thinking

ii. Plan and record development process of the project.

Collaboration Organisation Reflection

iii. Demonstrate selfmanagement skills Objective C: Taking Action i. Create a product / outcome in response to the goal, context and criteria.

Organisation Critical Thinking Creative Thinking

ii. Demonstrate thinking skills

Communication through Language Communication through interaction Collaboration Critical Thinking Creative Thinking Transfer

iii. Demonstrate communication and social skills

Objective D: Reflecting

ii. Reflect on how completing the project has extended their knowledge and understanding of the topic and the global context. iii. Reflect on their development as IB Learners through the project. (Learner Profile development and development of ATL Skills

Communication through language. Communication through interaction Reflection Affective Skills:

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

PERSONAL PROJECT HANDBOOK

i. Develop SMART Criteria for the product / Outcome

Mindfulness, Perseverance, Resilience, Emotional Management, and Self Motivation

Objective B: Planning

Phase 1: Orientation and development Choosing a topic

There are many ways to go about choosing your topic. Typically you should talk to different people inside the school and outside the school about your ideas for a topic consistently narrowing it to a focus point. It is imperative that you have a discussion with your supervisor about your choice to determine whether your intentions are realistic. You must keep in mind that your supervisor is not looking for work of university standard. However, this is an opportunity for you to demonstrate your acquired skills in the Approaches to Learning (ATL) whist being able to justify your focus on a Global Context. The topic of choice should be one that you personally want to explore and that will allow you to reflect on and analyse ideas from your personal point of view. You should always keep in mind your goal; however note that the goal can be modified throughout the process according to the experience you have gained in the process. Narrowing down your topic You should use Creative Thinking Skills when deciding on your topic; this will be the ‘big idea’. When you move to your focus and narrow down your topic you will use more Critical Thinking Skills.

PERSONAL PROJECT HANDBOOK

It is very important not to attempt a large topic with open boundaries as you may start researching areas which are not relevant. Below are examples of how to narrow down your topic:

• Topic • Focus • Narrowed down topic

• Physics • anti-matter • informational talk for

students about the creation of and the potential uses of antimatter

• Topic • Focus • Narrowed down topic

• Art • Manga • A Japanese anime

and a survey of the understanding of my peers

• Topic • Focus • Narrowed down topic

• Internet • Social Networking • an awareness campaign

about digital citizenship and cyber bullying

Phase 2:Planning and research • Ask yourself the following questions ensuring that you document them in your journal • What are the steps that I need to take to fulfill my investigation? • Do I currently have all the resources (surveys, experimental equipment, manpower) I need

•

• • •

to successfully carry out my project? How much time do I really have to complete the task with time to spare for proof reading and checking? This is when you should develop a comprehensive timeline and submit it to your supervisor Have I discussed my plan with my supervisor? Are there any events that I need to organise? Do I need any letters to be written for invitations and requests for interviews

Use of ATL Skills Before you start your planning and research, take a moment to demonstrate you are a reflective learner through a self-evaluation of yourself. Write down what your biggest concerns are about the Personal Project. Try to come up with some strategies to help you to overcome these concerns. Reflect on your own strengths and weaknesses, consider what opportunities you have to succeed and what threats are there which may distract you.

Phase 3: Reflection and product development

In this phase you will implementing the plan and create your product or outcome. • Use the following questions to guide you: • Do I require any more information to answer my question? • Is there any unnecessary information that I do not need for my project? • Am I addressing the Global Context appropriately • Am I satisfied with my work? If not what am I going to do about it? • Discuss your answers with your supervisor and try to convince them of your conclusions using valid, well supported arguments

Phase 4: Presenting the Outcome

In this phase you should already have most of the work done, and reflections should begin to form a true picture of your progress. At the same time you should already be formulating your conclusions supporting the hypothesis that you initially started with. You need to ask yourself the following questions: • Am I communicating my project effectively? How? • Am I getting my facts across in the most appropriate way? How? • How do I relay what I have learnt from this project? • How do I make my recommendations? In what formats? Your product should be submitted with your Journal and Report in a complete package. Your supervisor will not accept submissions in pieces. Use of ATL Skills As a reflective learner, you should be demonstrating both self-awareness and self-evaluation as part of the Personal Project Process.

PERSONAL PROJECT HANDBOOK

Use of ATL Skills As part of the Taking Action phase you begin to create your product in line with your SMART Specification. Therefore you need to plan and organise yourself accordingly. You will need to analyse whether you are still following the Global Context and the aim of your project. You will need to demonstrate both Creative and Critical Thinking skills to overcome problems which you may face.

Personal Project Components Personal Project component

How is it assessed?

Process Journal

A selection of extracts (maximum 10) in the appendices of the report

Focus on a topic leading towards a product/ Evidence in the process journal/report outcome Report

The content of the report assessed using all four criteria

PERSONAL PROJECT HANDBOOK

The Process Journal

You are required to maintain a well documented process journal of your journey through the project. Start your journal as soon as you start thinking about your project. Update it constantly (for about 10 to 15 minutes every time you work on your project). It should be an indication of your work in progress. It can be written, visual or a combination of these, and it may include both paper and electronic formats • Academic honesty must be completed in 3 meetings: Final declaration must be signed by you and your supervisor on submission of the final report. (Form in appendix) • All 4 objectives (investigation, planning, taking action, reflecting) should be evidenced throughout the journal • You must personally select 10 extracts which will be put in the appendix of your report – these should be key developments, show all four criteria and be discussed with your supervisor • Research methods used need to be in the appendix, e.g. questionnaires and interview schedule. Information collected from research should be The Process Journal isn’t: reflected on and put in the journalThe Process Journal is:

• used throughout the project to document • used on a daily basis (unless this is useful

its development • an evolving record of plans, processes, accomplishments • a place to record initial thoughts and developments, brainstorms, possible lines of inquiry and questions raised • a place for recording interactions with sources such as teachers, supervisors and external contributors • a place to record selected, annotated and/or edited research and to maintain a bibliography (MLA) • a place for storing useful information, for example quotations, pictures, ideas and photographs • a means of exploring ideas and solutions • a place for evaluating completed work • a place for reflecting on learning, ATL’s and your Global Context • devised by the student in a format that suits his or her needs • a record of reflections and formative feedback received

for the student)

• written up after the process has been completed

• additional work on top of the project (it is part of the project)

• a diary with detailed writing about what was done

• a static document with only one format.

The Product or Outcome

It’s your choice! Your product is the physical component of your Personal Project which culminates your research and planning into one presentable outcome. It should be personal to you and demonstrate how you have applied your research, knowledge of the topic and understanding of the global context. Although this is an important part of your project it should not be your main focus. Recording the process in your journal and completing a detailed written report is how you will achieve your desired results. Performance products (e.g., sport, musical or dramatic performances, temporary art installations, campaign events) need to be recorded in a format where they are available to be shared for future evidence.

Personal Project Exhibition

As a celebration of your efforts the projects will be exhibited for students, parents and visitors to Dwight School London.

Written Report

Body of the report

The report should be presented in identifiable sections, following the MYP project objectives— investigating, planning, taking action and reflecting. The report must include evidence for all the strands of all criteria.

Format and length Format

Length English

Written

1,500-3,500 words

Electronic (website, blog, slideshow)

1,500-3,500 words

* In special cases, only with permission from the PP coordinator can a report be visual or oral. The report, however creatively developed and presented, does not replace the product/outcome of the personal project. If the product/outcome of a personal project is in written form, such as an essay or novel, this is considered as separate from the project report.

How do I structure my report? Your report should follow the following structure. 1. Introduction 2. Investigating 3. Planning 4. Taking action 5. Reflecting 6. Bibliography 7. Appendix *An electronic or oral presentation should follow the same structure.

PERSONAL PROJECT HANDBOOK

A report is a written account of something observed, heard, done or investigated. A report aims to inform, as clearly and concisely as possible. The MYP personal project report demonstrates a student’s engagement with his or her personal project by summarising the experiences and skills recorded in the process journal.

The below table is designed to give you an overview of what content should be included in each section of your written report. However, each personal project is different and you must therefore apply your thinking skills to ensure each section includes the necessary content specific to your project. Section

Content

Word Count Checklist

Title Page

Title of your project, your name, candidate number date and total word count (limit is 3,500 words).

N/A

Contents page Page numbers of all the sections of your written report.

N/A

Introduction

Introduce your personal project by explaining the topic you have chosen.

200-300

Investigating

You will need subheadings in this section:

800-900

Define a clear goal of your personal project ensuring you link this to your global context and personal interests.

PERSONAL PROJECT HANDBOOK

Discuss prior learning on the chosen topic ensuring it is all relevant to the project. Demonstrate your research skills by evaluating your sources. Planning

You will need subheadings in this section:

600-700

Develop specifications for your product/outcome based on prior knowledge and research. This list must be exhaustive, specific, clear and challenging. Discuss how you have planned and recorded your project with the use of the process journal and how you have developed self-management skills. This should include references to both your process journal and your personal timeline.

Action

You will need subheadings in this section: Describe how your product/outcome has been created in response to your goal, global context and specifications (just describe, you will reflect on this later). Explain how you have applied your research to the product through both critical and creative thinking skills. Discuss how you have used communication and social skills throughout the personal project. This may include interviews, supervisor meetings, questionnaires and surveys.

600-700

Reflecting

You will need subheadings in this section:

800-900

Evaluate in detail the quality of your product/outcome based on your specifications. Reflect on the knowledge you have gained whilst completing the personal project. What new understanding do you have about your topic and global context? Discuss how you have developed as an IB learner with links to both ATL skills and IB learner profiles. Bibliography

This is a list of all sources you have referenced to in N/A your written report using the MLA referencing system.

Appendices

This can include any supporting documents such as surveys, interviews and questionnaires.

N/A

Process Journal extracts

You must include up to 10 process journal entries. These should give evidence of all four criteria.

N/A

Referencing The work of others, both direct citations and their ideas, must be acknowledged using MLA referencing system in your bibliography.

Submission When submitting the report for assessment, students must include: • two hard copies of the report & one soft copy • the personal project cover sheet • the completed academic honesty form • ten process journal extracts • any supporting visual aids used during the presentation, if applicable • bibliography/sources •

Appendices

Dwight School London

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Introduction Investigating Planning Taking Action Reflecting Bibliograpgy Appendix

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You can include a separate list of sources used in your research phases and product creation which were not cited in the written report.

Role of the supervisor At the commencement of the Personal Project you will be assigned a supervisor for your task. The supervisor is not expected to be a specialist in your chosen project, nor expected to do the project for you. They are there as facilitators, to guide you on your journey of learning. The supervisors responsibilities are to:

• ensure the chosen MYP project topic satisfies appropriate legal and ethical standards with

regard to health and safety, confidentiality, human rights, animal welfare and environmental issues • provide guidance to students in the process and completion of the project confirm the authenticity of the work submitted • assess the MYP project using the criteria in this guide • participate in the standardisation of assessment process established by the school

PERSONAL PROJECT HANDBOOK

Students should receive information and guidance on:

• • • • • • •

guidelines about the MYP project a timetable with deadlines the assessment criteria for the project advice on how to keep and use a process journal the importance of personal analysis and reflection formative feedback requirements for academic honesty.

You are responsible for setting up appointments with your supervisors and keeping a record of what takes place in your process journal. You are in charge of your project, not your supervisor.

I will be your supervisor!

Timeline This is an important timeline which includes deadlines that apply to all students. These deadlines must be met. Phase 1: Orientation & Develpoment Meeting 1: Finalise topic & global context

By 8th May 2015

Fill in Commencement form & submit to supervisor

By 15th May 2015

Meeting 2: Discuss timeline, resources and process journal

By 5th June 2015

Collect resources, conduct research, revise plans and update journal

11th July â&#x20AC;&#x201C; 6th September

Report: Draft introduction & planning sections

By 18th September

Phase 3: Reflection & Product Development Meeting 3: Draft 'SMART' specifications

By 25th September

Meeting 4: Show progress and arrange more meetings where necessary

September - October

Work on product, reflect on global contexts, update process journal

October 2015

Phase 4: Presenting the Outcome

Meeting 5: Submit completed product

By November 2nd 2015

Meeting 6: Complete draft report and journal due to supervisor

By November 2nd 2015

Meeting 7: Final check with supervisor on ALL work.

November 2015

Meeting 8: Final submission of written report, process journal and final assessment to the supervisor

30th November 2015

Display and presentation at Personal Project Exhibition

To be confirmed

Your own timeline:

PERSONAL PROJECT HANDBOOK

Phase 2: Planning and Research

In order to demonstrate your self-management skills create a Gantt Chart or other form of a timeline in order to plan when you will complete each component of your project. It is important to reflect on your own timeline and update it if required.

Assessment Criteria Criterion A: Investigating Maximum: 8 In the personal project, students should: i. define a clear goal and global context for the project, based on personal interests ii. identify prior learning and subject-specific knowledge relevant to the project iii. demonstrate research skills.

PERSONAL PROJECT HANDBOOK

Acheivement Level

Level Descriptor

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

1-2

The student is able to: i. state a goal and context for the project, based on personal interests, but this may be limited in depth or accessibility ii. identify prior learning and subject-specific knowledge, but this may be limited in occurrence or relevance iii. demonstrate limited research skills

3-4

The student is able to: i. outline a basic and appropriate goal and context for the project, based on personal interests ii. identify basic prior learning and subject-specific knowledge relevant to some areas of the project iii. demonstrate adequate research skills.

5-6

The student is able to: i. define a clear and challenging goal and context for the project, based on personal interests ii. identify prior learning and subject-specific knowledge generally relevant to the project iii. demonstrate substantial research skills.

7-8

The student is able to: i. define a clear and highly challenging goal and context for the project, based on personal interests ii. identify prior learning and subject-specific knowledge that is consistently highly relevant to the project iii. demonstrate excellent research skills.

Criterion B: Planning Maximum: 8 In the personal project, students should: i. develop criteria for the product/outcome ii. plan and record the development process of the project iii. demonstrate self-management skills. Level Descriptor

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

1-2

The student is able to: i. develop limited criteria for the product/outcome ii. present a limited or partial plan and record of the development process of the project iii. demonstrate limited self-management skills

3-4

The student is able to: i. develop adequate criteria for the product/outcome ii. present an adequate plan and record of the development process of the project iii. demonstrate adequate self-management skills

5-6

The student is able to: i. develop substantial and appropriate criteria for the product/ outcome ii. present a substantial plan and record of the development process of the project iii. demonstrate substantial self-management skills

7-8

The student is able to: i. develop rigorous criteria for the product/outcome ii. present a detailed and accurate plan and record of the development process of the project iii. demonstrate excellent self-management skills

PERSONAL PROJECT HANDBOOK

Acheivement Level

Criterion C: Taking Action Maximum: 8 In the personal project, students should: i. create a product/outcome in response to the goal, global context and criteria ii. demonstrate thinking skills iii. demonstrate communication and social skills

PERSONAL PROJECT HANDBOOK

Acheivement Level

Level Descriptor

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

1-2

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

3-4

The student is able to: i. create a basic product/outcome in response to the goal, global context and criteria ii. demonstrate adequate thinking skills iii. demonstrate adequate communication and social skills.

5-6

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

7-8

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

Criterion D: Reflecting Maximum: 8 In the personal project, students should: i. evaluate the quality of the product/outcome against their criteria ii. reflect on how completing the project has extended their knowledge and understanding of the topic and the global context iii. reflect on their development as IB learners through the project. Level Descriptor

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

1-2

The student is able to: i. present a limited evaluation of the quality of the product/outcome against his or her criteria ii. present limited reflection on how completing the project has extended his or her knowledge and understanding of the topic and the global context iii. present limited reflection on his or her development as an IB learner through the project

3-4

The student is able to: i. i. present an basic evaluation of the quality of the product/ outcome against his or her criteria ii. present adequate reflection on how completing the project has extended his or her knowledge and understanding of the topic and the global context iii. present adequate reflection on his or her development as an IB learner through the project.

5-6

The student is able to: i. present a substantial evaluation of the quality of the product/ outcome against his or her criteria ii. present substantial reflection on how completing the project has extended his or her knowledge and understanding of the topic and the global context iii. present substantial reflection on his or her development as an IB learner through the project.

7-8

The student is able to: i. present an excellent evaluation of the quality of the product/ outcome against his or her criteria ii. present excellent reflection on how completing the project has extended his or her knowledge and understanding of the topic and the global context iii. present excellent reflection on his or her development as an IB learner through the project.

PERSONAL PROJECT HANDBOOK

Acheivement Level

Appendix Commencement Form Narrowed down topic chosen (Page TBC): Explain how your project fits to one of the global contexts and why? What is your current understanding of this Global Context? How will your project help improve your understanding of this Global Context? PERSONAL PROJECT HANDBOOK

Inspiration & motivation (what made you decide to choose this topic?) 23

Goal and Impact: (What do you intend to do? What impact will it have on the community?) Presentation or format: (How do you intend to communicate your message? What form will it take? E.g. Blog, model, report, performance and video) _______________________________________________________________________________________ _________________________________________________________________________ Primary sources: (Do you know any experts or mentors that could help your research?) _______________________________________________________________________________________ _________________________________________________________________________ How could you share your Personal Project for public use?

Complete the form and submit a copy on Managebac to the Personal Project Coordinator. Sign below to acknowledge that you have read the Personal Project Handbook.

Student Signature: Date:

Student Name:

Parent Signature: Date:

Parent Name:

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Supervisor: Date:

Project Meetings You are not limited to or advised to only meet your supervisors for the following meetings. All meetings, including those below, should be documented in your process journal. Meeting 1: Discuss and finalise topic Date: Day: Time: Student Update Report: Please tick the appropriate boxes: I am keeping with the timeline

PERSONAL PROJECT HANDBOOK

I have finalized topic options I have updated my Journal Supervisorâ&#x20AC;&#x2122;s Comment: Next Action 25

Next Meeting Set Date: Day: Time: Location:

Meeting 2: Discuss timeline, resources and process journal Date: Day: Time: Student Update Report: Please tick the appropriate boxes: I am keeping with the timeline

I understand the components of a journal entry Supervisorâ&#x20AC;&#x2122;s Comment: Next Action Next Meeting Set Date: Day: Time: Location:

PERSONAL PROJECT HANDBOOK

I have identified appropriate resources

Meeting 3: Draft ‘SMART’ specifications Date: Day: Time: Student Update Report: Please tick the appropriate boxes: I am keeping with the timeline I have created product specifications which ALL meet the SMART principle. I have updated my Journal Supervisor’s Comment:

PERSONAL PROJECT HANDBOOK