MYP Personal Project (pdf)
– Booklet –
for Students and Supervisors*
4: Taking action
5: Reflecting, process journal, product/outcome, report
6: Supervisor – forms, meetings, responsibilities
7: Supervisor – report, assessment
8: Timeline (actions and deadlines)
* The purpose of this booklet is to give you – students and supervisors – a first, brief overview. It is for the most part based on the official IB MYP Projects guide and contains original and adapted citations. Please refer to the official document for complete and detailed instructions and explanations.
– 2 –
A. INVESTIGATING: Students should be able to:
i. define a clear goal and context for the project, based on personal interests
ii. identify prior learning and subject-specific knowledge relevant to the project
iii. demonstrate research skills.
Clear goal and context:
Students should develop a goal that they can accomplish, but which challenges their knowledge, skills or techniques in an appropriate way. Goals should be achievable based on the time and resources available.
Prior learning and subject-specific knowledge:
The student’s individual strengths and weaknesses need to be considered alongside his or her specific interests and prior knowledge. While collaboration with others will form part of the project, the project must be the student’s own […]; students must complete the project independently.
The global context chosen by the student provides a context for inquiry and research for the project (for information about global context see MYP Projects guide p. 20).
- Use a variety of sources and validate them.
- Ask the librarian to assist you with your research skills and with locating resources.
- Document your investigation in the process journal.
Examples of research questions (Product = A handmade African finger piano):
ℹ️ What are the roots of the finger piano, who invented it and when?
ℹ️ For what kind of music is it used? How is it played?
ℹ️ How is it manufactured (by a machine or by hand?)
ℹ️ What materials are most suitable for this instrument and why?
ℹ️ What scales are used, and what are their advantages and disadvantages
Sources: interview with specialist (African musician), LRC / library (online database, books about instruments), internet (topic related videos, articles, blogs, ebooks)
– 3 –
B. PLANNING: Students should be able to:
i. develop criteria for the product/outcome
ii. plan and record the development process of the project
iii. demonstrate self-management skills
Criteria for the product/outcome
Students must define realistic criteria to measure the quality of the project’s final outcome or product. Working with their supervisor, students decide what constitutes a high-quality product/outcome. […] Students document the criteria in their process journal and use them to assess the final outcome or product.
Plan and record
Students should document their thinking, their research process and the refining and development of their initial ideas.
- Challenge yourself. Aim for high quality and decide how to measure it.
- Define specific (not general) success criteria.
- Create a timeline for your project and track it along the way.
- Make sure that your plan is realistic and feasible.
- Document your planning in the process journal.
Examples of success criteria (Product = A handmade African finger piano):
✅ Recycled material is used whenever possible.
✅ The size of the instrument is at least 30x40x15 cm.
✅ It produces 12 different, accurately tuned tones.
✅ The tones are all part of the G Major scale.
✅ Assembling of the instrument is clearly documented in a manual.
– 4 –
C. TAKING ACTION: Students should be able to:
i. create a product/outcome in response to the goal, context and criteria
ii. demonstrate thinking skills
iii. demonstrate communication and social skills
Product/outcome: Your product has to match your goal and context. It should also fullfill the requirements (criteria) which you defined earlier.
Thinking skills: Remember the ATL (approaches to learning) skills? Now is the time to apply and train them. Ask yourself these questions:
- How can I think critically?
- How can I be creative?
- How can I transfer skills and knowledge across disciplines and subject groups?
It is also time to apply communication and social skills. Ask yourself these questions:
- How can I communicate through interaction?
- How can I collaborate?
– 5 –
D.REFLECTING: Students should be able to:
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 an IB learner through the project.
Evaluate the quality: (How) Does your product/outcome fulfill the criteria which you defined in your planning? Think critically and evaluate the quality of your work.
Knowledge and understanding: How has completing your project increased your knowledge and understanding? Be specific.
IB learner: Recall the IB learner profiles. How have you developed as an IB learner through the project? Be specific and refer to different learner profiles.
- You must record your progress throughout the project
- Your process journal can be written, visual, audio or a combination of these, and it may include both paper and electronic formats (e.g. notebook, blog, recording, …)
- You are responsible, through your use of the process journal, for producing evidence of addressing the four objectives to demonstrate achievement at the highest levels of the criteria
Outcome: The end result of the student’s personal project, used particularly where the project has resulted in a non-tangible result or result that has various aspects to it, for example, an awareness-raising campaign.
Product: The end result of the student’s personal project used particularly where the project has resulted in a tangible artifact such as a sculpture, film, story or model.
Report: The MYP personal project report demonstrates a student’s engagement with his or her personal project by summarizing the experiences and skills recorded in the process journal. 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.
Please read the MYP projects guide (p. 45-47) for a complete description of the report!
– 6 – (Supervisor)
- Cover-sheet: The supervisor will give this form to the student at the last meeting. It is the student’s responsibility to complete it and submit it (to the coordinator) after completing the project.
- Academic honesty form: The supervisor will keep this form, record 3 meetings (see below), and give it to the student at the final meeting. (it is strongly advised to make a copy of the form before doing so).
- Monitoring of assessment coversheet (F4.5): The supervisor will use this form to document the application of the criteria and the award of achievement levels for each criterion (marks and specific comments to justify the marks). The form will also be used for the internal standardization of the assessment.
The supervisor will have at least three supervision sessions with the student, one at the start of the process, an interim meeting and then the final meeting. These meetings need to be recorded (academic honesty form). After each session, students should make a summary of what was discussed and the supervisor should sign and date these comments.
Other sessions are permitted but do not need to be officially recorded. Past projects have shown that 2-3 additional meetings might be necessary to give a student proper guidance.
The duration of a meeting will vary (10-20 minutes, or longer), depending on the amount of guidance a student needs. Students and supervisors can meet during break time or school time. The student is responsible for informing teachers about any absence caused by project meetings.
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 the guide
- participate in the standardization of assessment process
- provide personal project grades to the MYP Coordinator
– 7 – (Supervisor)
A student can only be successful with his/her project if all three components are of high quality. The report (which includes extracts of the process journal) is the main piece of evidence of a student’s hard work.
The supervisor should make sure that the student is aware of the importance of the process journal and the report. A good project needs to be well documented along the track (=process journal), as well as described and reflected on after completion (= report).
Report requirements (please read the MYP Projects guide p. 45-47):
When submitting the report for assessment, students must include:
- the personal project coversheet
- process journal extracts
- any supporting visual aids used during the presentation, if applicable
- the completed academic honesty form
Assessment for the MYP personal project is criterion-related, based on four equally weighted assessment criteria.
In the MYP, objectives correspond to assessment criteria. Each criterion has nine possible levels of achievement (0–8), divided into four bands that generally represent limited (1–2), adequate (3–4), substantial (5–6) and excellent (7–8) performance. Each band has its own unique descriptor, which teachers use to make “best-fit” judgments about students’ progress and achievement.
Please read the relevant section in the MYP Projects guide (p. 48-53)
Moderation: Specific information regarding the checking and standardization of assessment will be communicated in time.
SUP = supervisor; STU = student
|SUP||Read proposal (will be given to you by Mr Andi).||31 Sept 2015|
|STU||Arrange 1st meeting with SUP.||05 Oct 2015|
|STU+SUP||Meeting: Discuss how to improve and refine proposal. Define areas of research. Record 1st meeting on academic honesty form.||10 Oct 2015|
|STU||Take proposal home. Improve and refine it. Parent/guardian signs it. SUP signs it. STU submits refined proposal to Mr. Andi.||15 Oct 2015|
|STU||Complete A. Investigating.||10 Nov 2015|
|STU+SUP||Meeting: Discuss progress and plan, next steps. SUP gives feedback and suggestions. STU is ready to complete planning. Record on academic honesty form.||05 Dec 2015|
|STU||Complete B. Planning.||10 Dec 2015|
|STU||Complete C. Taking Action.||01 Feb 2016|
|STU+SUP||Meeting: REPORT DRAFT DUE. Identify steps to complete report. SUP gives coversheet to STU. STU is ready to complete the project. Record on academic honesty form.||15 Feb 2016|
|STU||Complete D. Reflecting. Submit the Report.
Make sure your submission is complete (see page 7!).
|25 Feb 2016|
|SUP (+ other SUPs)||Complete assessment of project, including standardization (Form 4.5). Further instructions will be given in time.||tbd|
|SUP||Check process journal. Check progress and track on ManageBac. Arrange additional meetings, if needed.||ongoing|