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Student Handbook

2018-19
Student’s Name:

Grade: Section: Group No.

Supervisor’s Name:

Image Source:https://my.scotch.wa.edu.au
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Dear Students,

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The Personal Project is an important culminating event of your journey in the IB Middle
Years Programme, a requirement for achieving the MYP Certificate. This is your
opportunity to showcase the skills you have developed and apply them to an issue or topic
that you care deeply about. You will be working on this project for an extended period of
time. It must be CHALLENGING, something you REALLY WANT TO DO and will be proud to
share and present to the FS Community.

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The Personal Project is a requirement for Year 5 (Grade 10) students at Fountainhead
School. It is a significant body of work produced over an extended period of time and is a
work of your own initiative that reflects your experience with the Middle Years Programme.

The IBO places great importance on the expression of your unique talents, so the Personal
Project explores a personal passion. Your inspiration may come from a journal prompt, a

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brainstorming session, a personal life experience, or an extension of a project you
complete in class.

The project is monitored with the assistance of a supervisor, though it is your responsibility
to complete all components of the project. The topic of your project should be clearly
focused on an issue or a theme closely related to one of the Global Contexts. Your research

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must be well-documented and reflect your product. Remember you will be working on this
project for an extended period of time, so choose something you truly want to do.

Most of the work involved in the Personal Project will be completed outside of class,
starting Grade 9. Though a supervisor will be allocated to you, more expert guidance may
come from someone other than your supervisor. Your supervisor will guide you through

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thoughtful reflections and help you establish benchmarks to reach the goals you have set
yourself.

You will devote a great deal of time and effort to your project and take great pride in
accomplishing an extended piece of independent work. Your completion of a successful
project is an excellent preparation for future studies, job interviews and career

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development. We are excited for you to embark on your new exploration. Use your time
wisely as your supervisor guides you through this exciting part of your high school
experience.

We wish you all the best on your Personal Project journey!

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Good luck!
Personal Project Coordinator

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What is aPersonal Project?

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Have you ever wanted to build a guitar or a kayak?
Have you ever wanted to know how rockets fly?
Do you have a secret passion to write or direct a play or to be a rapper?

R Now is your chance! The Personal Project will provide you with an opportunity
to do or to create something that YOU love.
O ● Aproject with a topic that YOU CHOOSE because it matters to you

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● A project in which YOU define a goal and work towards accomplishing
that goal
● An independent study – so you do it on your own with the help of an adult

E supervisor.
● Aproject that impacts your attitude and behavior because you:
➔ Develop a new area of personal interest
T ➔ Share new understandings with peers, teachers, and family
➔ Are able to make a difference through your decisions and your
actions!

It concludes with an exhibition of your work as you approach the end of

O Grade 10 Year.

V Why do a PersonalProject?
E The Personal Project that you complete at the end of the MYP reflects your
experiences of the MYP, applies the skills you have developed in Approaches to

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Learning (ATL) and shows your understanding of the Global Contexts. The
project will also prepare you for completing research assignments in the IB
Diploma Programme, in particular the Extended Essay.

V The aims of the MYP projects are to encourage and enable you to:

I ● participate in a sustained, self-directed inquiry within a global context


● generate creative new insights and develop deeper understandings

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through in-depth investigation
● demonstrate the skills, attitudes and knowledge required to complete a
project over an extended period of time

W ● 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.

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What are the major components of the
Personal Project?
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There are three major components of the Personal Project:

1. The Process Journal

You have to document all the steps you take and your evolving thinking about
the project – from brainstorming to creating your final product.
O 2. TheProduct/Outcome

V This is the ‘thing’ you produce in order to accomplish your project goal.
Examples include: a video, an essay, a play, a fundraising campaign, a

E sculpture, etc. You evaluate its success by measuring the product/outcome


against specifications that you create in advance.

R 3. TheReport

V You must create a detailed report of your project including evidence that you
have met the Personal Project Assessment Criteria.

I Your product and the final report are due at different times. Your final report
will be graded as a separate subject on your school report.

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● You are expected to spend maximum 25 hours (will include- brainstorming, research,
planning, field time, meeting time with supervisors, reflection time) on your personal
project.

● The personal project will have to be completed individually by each student.

E ● The personal project does not form part of the curriculum for any subject group,
although subjects may support the completion of the project. The minimum
Assessment Level requirement for IB MYP certificate in Personal Project is 3 or

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higher.

● The personal projects are internally assessed and standardized by the supervisors
in the school according to the criteria published in the MYP Projects Guide and then

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externally moderated by the IB.

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Personal Project Cycle

Image Source: http://www.diygreat.com/23-images-of-ib-myp-design-cycle-template-


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Objective A:Investigating
Students should be able to:

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i.define a goal to address a need within a community, based on personal
interests

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

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iii. demonstrate research skills.

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Objective B: Planning
Students should be able to:

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i. develop a proposal for action to serve the need in the community
ii. plan and record the development process of the project

T Objective C:Taking action


iii. demonstrate self-management skills.

I Students should be ableto:


i. demonstrate service as action as a result of the project

V ii. demonstrate thinking skills

E Objective D: Reflecting
iii. demonstrate communication and social skills.

S Students should be able to:


i.evaluate the quality of the service as action against the proposal
ii.reflect on how completing the project has extended their knowledge and
understanding of service learning

iii. reflect on their development of ATL skills.

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What Type of Personal Project Can I Do?
Your Personal Projectshould:
● Allow you to explore a personal interest, a special talent or ability, hobby, or concerns about a
particular issue
● Generate new ideas deeper thinking about an idea or topic
● Allows for self-directed investigation
● Include a process journal, a product or outcome, and a report
● Be investigated through ONE GlobalContext
● Demonstrate your application of the Approaches to Learning (ATL)
● Connect to subject-specificknowledge

Your Personal Project mustnot:


● Be a part of assessed coursework, current or past
● Hamper your personal and social life, nor interfere with your studies, even though it will involve a
lot of work in your own time
● Be a general topic you could copy from a book (e.g., “rules of chess”)
● Violate “legal and ethical standards with regard to health and safety, confidentiality, human
rights, animal welfare and environmental issues”

Depending on your goal, you might choose one of the following types of projects:
● An original work of art (for example, visual or dramatic or performance)
● A written piece of work on a special topic (for example, literary, social, psychological or
anthropological)
● A piece of literary fiction (for example, creative writing)
● A personal fitness plan
● An original scienceexperiment
● An invention or specially designed object or system
● The presentation of a developed business, management, or organizational plan (that is, for an
entrepreneurial business or project), a special event

PRODUCT EXAMPLES

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Who will guide me throughout the Project?
S You will be supported throughout the Personal Project process by your supervisor. The
Personal Project supervisor will act as a guide for all students throughout each phase of
the project.

U The supervisor will:


● Guide students on how to complete the
personal project successfully

P ● Provide constructive comments at each


stage of the project

● Ensure that your project is inspired by the


global contexts

E ● Assess the completed project according to


the assessment criteria

● Ensure that the project is authentic and

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entirely the student’s own work, and that the material is adequately referenced

The teacher supervisor will give you information and guidance that includes:
● Guidelines about the Personal project

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A timetable with deadlines
Formative feedback
The assessment criteria for the project
Advice on how to keep and use a handbook
The importance of personal analysis and reflection

● Requirements for academic honesty


● Acompleted academic honesty form for each student

S At the time of the Presentation, students must submit to the Personal Project Supervisor:

● Project Proposal Form


○ supporting visual aids used during the presentation

O ● Process journal
● Report consisting of :
○ process journal extracts

○ bibliography/ sources
● Final Product

The time allocated for a presentation is 15 minutes.

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Timeline
Actions Checkpoint Date Details

PP Orientation 14-Sep-2018 What is Personal Project?

Discussion on interests and ideas for PP:


Brainstorming the Project Process, Define a clear Goal,
1st Meeting with the Global Context, Discussion on Medium of Process Journal
12-Oct-2018 and Use, Demonstrate Research skills.
Supervisor
Investigating Handbook - Fill the Introductory Questionnaire (Step 1)

Proposal Handbook - Record Project ideas


2-Nov-2018
Goal Statement S.M.A.R.T. Goal Statement
Fill the Personal Project Meeting 1 Sheet
Students meet their Supervisors and Develop Criteria for the
product/outcome. Plan and record the development process
of the project, Create a Time-Plan and Demonstrate
Action Plan 10-Dec-2018
Planning self-management skills.

Personal Project Topic Proposal & Proposal Form

Fill the Personal Project Meeting 2 Sheet


Students meet their Supervisors and show evidence of their
created product/outcome in response to the Goal, Global
Product Design 8-Jan-2019 Context, Criteria and demonstrate thinking, communication
Taking Action
and social skills

Fill the Personal Project Meeting 3 Sheet


Students meet their Supervisors. Evaluation of the quality of
Product Evaluation product/outcome using declared Criteria and Reflect on
Learning (Global Context, ATL skills, IB Learners, etc.)
The 1st draft of report is submitted to the supervisor for
Report - 1st Draft
editing
Reflecting
The Report and Academic Honesty Form is submitted to the
Final Submission
Coordinator

Exhibition Main/Final Exhibition of Personal Projects.

Internally assessed project are submitted for External


Project Submitted for Validation
moderation to IB

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Who will assess the Project and what will be
S the Assessment Criteria?
S Assessing the personal project is a multistep process. Initially, the project will be
assessed by your supervisor to determine the most appropriate grades. Then, the
coordinators will review your project and determine the final grades. Finally, the project
E will be submitted to IBO for moderation.

Assessment Criteria:
S Criteria Description Maximum Points/Level

S Criterion A Investigating 8
Criterion B Planning 8
M Criterion C Taking Action 8

E Criterion D Reflecting 8

N Your personal grade is based on a set of criteria that are used to assess the personal
projects. In order to achieve your full potential, refer to the following level descriptors to
determine what elements need to be incorporated into your personal project.
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Level Descriptor
Achievemen
t Level Criterion C:Taking
Criterion A: Investigating Criterion B:Planning Criterion D:Reflecting
Action

□present a limited
evaluation of the quality
□state a goal and context of the product/ outcome
for the project, based on □create a limited against his or her criteria
personal interests, but □develop limited criteria product/ outcome in □present limited
this may be limited in for the product/outcome response to the goal, reflection on how
depth or accessibility □present a limited or Global Context and completing the project has
□identify prior learning partial plan and record criteria extended his or her
1-2 and subject-specific of the development □demonstrate limited knowledge and
knowledge, but this may process of the project thinking skills understanding of the topic
be limited in occurrence □ demonstrate limited □ demonstrate limited and Global Context
or relevance self-management skills. communication and □ present limited
□ demonstrate limited social skills reflection on his or her
research skills. development as an IB
learner through the
project.

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□present a basic
evaluation of the quality
□outline a basic and of the product/ outcome
□create a basic against his or her criteria
appropriate goal and
context for the project, □develop adequate product/ outcome in □present adequate
based on personal criteria for the response to the goal, reflection on how
product/outcome Global Context and completing the project has
interests
□identify basic prior □present an adequate
criteria extended his or her
3-4 plan and record of the □ demonstrate knowledge and
learning and subject
adequate thinking skills understanding of the topic
specific knowledge, development process of
□demonstrate
relevant to some areas of the project and Global Context
the project □ demonstrate adequate adequate □ present adequate
communication and
□ demonstrate adequate self-management skills. reflection on his or her
social skills. development as an IB
research skills.
learner through the
project.

□present a substantial
evaluation of the quality
□define a clear and □create a substantial of the product/ outcome
challenging goal and □develop substantial product/ outcome in against his or her criteria
context for the project, and appropriate criteria response to the goal, □present substantial
based on personal for the product/outcome Global Context and reflection on how
interests □present a substantial criteria completing the project has
□identify prior learning plan and record of the □demonstrate extended his or her
5-6 and subject-specific development process of substantial thinking knowledge and
knowledge generally the project skills understanding of the topic
relevant tothe project □ demonstrate □demonstrate and Global Context
□ demonstrate substantial substantial □ present substantial
substantial research self-management skills. communication and reflection on his or her
skills. social skills. development as an IB
learner through the
project.

□present an excellent
evaluation of the quality
□define a clear and of the product/ outcome
highly challenging goal □develop rigorous □create an excellent against his or her criteria
and context for the criteria for the product/ outcome in □ present excellent
project, based on product/outcome response to the goal, reflection on how
personal interests □present a detailed and Global Context and completing the project has
□identify prior learning accurate plan and criteria □ demonstrate extended his or her
7-8 and subject-specific record of the excellent thinking skills knowledge and
knowledge that is development process of □demonstrate understanding of the topic
consistently highly the project excellent and Global Context
relevant tothe project □demonstrate excellent communication and □ present excellent
□ demonstrate excellent self-management skills. social skills. reflection on his or her
research skills. development as an IB
learner through the
project.

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With the assistance of your supervisor you will select a topic that you are passionate
T about, turn it into a goal, and then focus it through one of the MYP lenses to complete your
project.

E One topic can be explored through many contexts, or lenses. The lens you select will
determine the direction of your project.

X Review each of the lenses below, and look at the next page to see how each lens can put a
different spin on the same topic.

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S
Source: https://hsbcommunityproject.weebly.com/getting-started.html / MYP Project Guide 2017

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Global Contexts and MYPProjects

Global Context Examples of PersonalProjects

Identities and relationships •Two sides of social networking; an awareness campaign


about digital citizenship andcyberbullying
Students will explore identity; beliefs and values; •How online identities impact offline relationships; a
personal, physical, mental, social and spiritual health; research essay
human relationships including families, friends, •Keeping culinary traditions; a video series followingfamily
communities and cultures; what it means to be human.
recipes with historical relevance
• The effect of mass media on teenage identity; a short film

Orientation in space andtime •The Euclidean space perspective of the universe; a 3D


model
Students will explore personal histories; homes •Explorers in search of a new world; immigration over the
and journeys; turning points in humankind; discoveries; ages through visual texts
explorations and migrations of humankind; the
• The Mayflower and the dream of religious freedom;
relationships between and the interconnectedness of
individuals and civilizations from personal, local and a personal familyhistory
global perspectives. •Charting a family history through archives and a
representational statue

Personal and cultural expression •Video games as a form of cultural expression; a short film
using five video games that shows how they are an
Students will explore the ways in which we discover and expression of ourculture
express ideas, feelings, nature, culture, beliefs and •The art of Manga in Japanese culture; a Japanese anime
values; the ways in which we reflect on, extend and enjoy and a survey of the understanding of my peers
our creativity; our appreciation of the aesthetic.
•Culture and self-expression through dance at the local
community arts centre; a performance

Scientific and technicalinnovation •Nano fibres build stronger bikes; a prototype bike with
nanofibers
Students will explore the natural world and its laws; the •What’s the matter with the anti-matter?; an informational
interaction between people and the natural world; how talk
humans use their understanding of scientific principles;
• Why are genetics and genomics important to my health?;
the impact of scientific and technological advances on
communities and environments; the impact of a media presentation
environments on human activity; how humans adapt •Can stem cells replace organ transplants?; an investigative
environments to their needs. report

Globalization and sustainability


•The struggle for water in developing countries;
Students will explore the interconnectedness of an awareness campaign
human-made systems and communities; the •The impact of the financial crises of Europe and the
relationship between local and global processes; how European Economic Community on the United States; a
local experiences mediate the global; the opportunities visual presentation
and tensions provided by world-interconnectedness; the •Education as the tool to change the future of India; a
impact of decision-making on humankind and the workshop for adults
environment. • The role of the developing countries in protecting the
tropical rain forest; a collection of slides

Fairness and development •Supporting fair trade: Cocoa trade in Ghana; an awareness
campaign for our school restaurant/cafeteria to promote
Students will explore rights and responsibilities; the fair trade
relationship between communities; sharing finite •Open-market economies and their role in fair trade; a talk
resources with other people and with other living things; for students
access to equal opportunities; peace and conflict • Exploring the intersections of race and inequality; a radio
resolution. broadcast
• Asylum seekers and their right to live like us; a painting

Reference:: MYP Project Guide2017

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How can Global Context shape my project?
To see how the global context you select may affect the product of your passion and goal, consider a topic of
maintaining a healthy lifestyle. The global context chosen adds depth to the product of passion, helping to focus it
into something that is achievable and significant to the self and others.

ATL: The skills that you need


Criterion A: Investigating Criterion B:Planning Criterion C: Taking Action Criterion D:Reflecting

Positive Thinking & self Development of mental Perseverance& Dealing with failure in a
motivation focus & overcoming Resilience constructive way &
distraction(mindfulness Practice delaying
*Collaboration - Listen to
)
*Collaboration - Manage gratification
other perspectives and resolve conflict
*Collaboration - Manage and *Communication -
*Creative thinking - Try resolve conflict *Communication - Negotiate ideas and
something different, even if it Participate and knowledge with peersand
seems impossible *Communication - Participate contribute,. Be an active teachers
and contribute, listener
*Critical thinking - Gather and Be an active listener *Reflection - Demonstrate
organise relevant information *Creative thinking - flexibility, Consider how
to develop an argument *Creative thinking - Design, Design, create something you’ve changed as a
create something new new learner
*Information literacy - Make
connections between sources
*Critical thinking - Test *Critical thinking - Test
*Media literacy - Seek a range conclusions conclusions
of perspectives
*Organisation - Meet *Organisation - Meet
*Transfer - Apply knowledge deadlines deadlines
and skills to newsituations

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F Reflecting INAction:
BUTHOW?

Ask yourself how you dealt with a situation while it was happening. This type of reflection is

L often, “done instinctively, while drawing on previous experiences. ” This type of reflection
helps you learn how to think on your feet.

Reflecting ONAction:

E “Reflection ON action takes place after the event has taken place.” This kind of reflection
helps you build up a catalogue of experiences that you can use when you and think about
what you would do differently if you could do things all over again.

C How can you start?

Use the following questions to help guide your reflection. This type of reflection needs to be in
your process journal and your final report.

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What were my strengths/weaknesses?
How have I improved?
● What can I continue to work on?

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Which specific ATLskill will allow me to improve?
How effective was the decision I made?
How realistic was my action plan?
● How did I implement my action plan?

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What needed to change?
What did I learn while researching?
How did this change my product/outcome?
What would I do next time?

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The Process Journal
Includes:

● Thoughts
● Sketches
● Ideas
● Planning
● Pictures
● Notes from meetings
● Source evaluation (reliability as opposed to just usefulness)

Use :

*A notebook * An art sketchbook *Audio or video journal

* A google Doc * A website

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THE PROCESSJOURNAL on-going
WHAT TOINCLUDE….
Criterion A:Goal Criterion B:Planning Criterion C:Taking Criterion D:Reflecting
Action

Goal: Success Indicators Product: Evaluation:

*Why? *How werethey *Pictures of the *Be thorough


developed? development of the
*How is it challenging? product as well as the *Strengths? Weaknesses?
*Who is my target final version
*What are your next audience? Why? *What would you change?
steps? *Notes and
*Are they rigorous? explanations to go *use your area of
Global Context: with the pictures weakness to your
My Plan: advantage and reflect
*Why is this global Thinking skills: upon it!
context most apt? *Give an overview
*Evidence of the 3 Knowledge:
*How is your *Show it! types of Thinking
understanding of it skills: *What have you learned
changing? (this is *How am I managing about this field through the
ongoing and needs to my time? *Critical thinking project?
be fairly sophisticated)
*How are things * Creative thinking *What have you learned
Knowledge: developing? (this needs about your Global Context?
to be stated a few *Transfer skills
*What you don’t know? times) *Be specific
Communication
*What do you already Self-management: / social: *Be thorough
know?
*How am I managing *Who did you *Don’t stick to the surface
*Which subjects are the work? collaborate with?
you relying on for Yourself as an IBLearner:
knowledge and *What am I doing well? *Whom didyou
understanding? Show interview? *The process
your research… *What am I struggling
with? *What new social *Design cycle
*Who and why? skills did you learn?
*What arethe *Inquiry
*Notes solutions? *What was difficult?
*Learner Profile attributes
*How did it change *ATL reflection *Where is the proof of
your perspective? your work with your *ATL Skills
supervisor?
*Source analysis

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Introductory Questionnaire
Choosing your topic
By using this questionnaire you should be able to focus on your strengths and interests, take charge of
your own learning and define a topic or area which could form the basis of your Personal Project. Your
passion and motivation are equally important to your academic ability. Select an area that interests you
personally so as to maintain commitment and purpose. Write answers to these questions during the
first few weeks.

Step 1.

1. What is/are your favourite subject(s) at school?

2. What passion/s do you pursue during your free time?

3. What type of assignments do you enjoy doing most at school?

4. Has there been a topic you have done at school which inspired your interest, but time or other factors
prevented you from pursuing in class?

5. What skills do you wish to develop, which you cannot develop at school? (For example; journalistic type
research skills, interviews, researching historical documents, gaining background from a wide variety of sources
like clubs andsocieties).

6. How do you learn best? What type of a learner are you?

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Step 2:

9. What topic or area have you chosen?

10. Which Global Context are you going to focus on?

11. .What could your final product be?

12. Do you want to research, make, build or create?

13. What are some of the preliminary activities you will need in order to complete in order to prepare for your
Personal Project?

14. How will you research and set about completing your Personal Project?

15. How might you present your project? In what form?

Step 3
16. Now that you have clarified some aspects of your project, construct a plan or concept map (next page)

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Concept Map
... can also be used as evidence to show thinking skills
Find out which Global Context is the best fit for your Personal Project.

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The Goal = Criterion A(Investigating)
This is the most important stage of your project.

T Aclear, challenging yet doable goal will allow you to successfully complete this project.

Aim to create a SMART goal!

S Specific: Clearly outline what you want to achieve

H M

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Measureable: How will you know when you have achieved the goal? When do you
know to stop?
Attainable: Make sure it is possible to finish / complete what you started

Relevant: Everything in the goal must be relevant to the Personal Project,

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especially the GlobalContext.
T Timely: Can you finish this in the time given? Will it keep you busy enough?

THE FORMULA:
I will research
(list the skill, facts or information needed)
in order to make/produce
(the final product/outcome)
for
(my targetaudience/consumer)

G Examples:

Challenging Goals Highly Challenging Goals

I will research photography techniques to I will research photography techniques to

O create a photo journal outlining my


progress for my own personal use.

I will research reusable products to create


create a photo essay about relationships
between young and old for members of
my community.

I will research reusable products to create


a durable, reusable bag out of recycled a line of durable, reusable bags out of

A materials for adults.

I will research homelessness in my


community in order to write an article
about the homeless in my community to
recycled materials to sell at a local craft
market to adults.

I will research homelessness in my


community in order to write and publish a
piece of fiction based on my research for a

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publish in my town newspaper. teen audience.

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Personal Project Meeting1
Report on work to date:

Have you started your process journal? □ Yes □ No

Supervisor’s Comments:

Plan of Action:

Supervisor’s signature: Student’s Signature:

Hints:

● Discuss your meeting schedule with your supervisor. Remember you must meet with them at
least once in every 2 weeks. It is recommended when you decide these dates, you put them into
your diary and note in this booklet.
● Discuss your INITIAL ideas for your PRODUCT,GLOBALCONTEXTand TIMELINE. This should be the
main part of the meeting.
● Discuss how you will keep your process journal. Make sure you include the process, research,
reflection and the Global Context
● Discuss “Introductory Questionnaire”
● Decide a time, venue and complete expectations for next meeting.

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A
Use this week by week guide to help you build your own action plan.

Activity Timeline Check


box ≥

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Create your own project timeline, action plan or chart to show:

A ➔ The order in which tasks need to be done


➔ The time needed to complete a particular task
➔ Events that will affect your ability to complete a task (assessments, holidays,
exams, etc.)

N ➔ Specific steps you will need to take to finish that task.


➔ ACTION - Set both SHORT TERM andLONG TERM achievable goals

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S Success Indicators…..
U My Goal:

C My GlobalContext:

C FORM:

What will it look like?


E What materials will I use?
What tools will I use?
What size will it be?
S How will it be assembled?

FUNCTION:
S What is its purpose? What
will it do?
How easily can it be used?
How easily can it be

I maintained?

USER/AUDIENCE:
N Who is it for?
How old is the user?
D What is theirbackground?

I COST:

Is there a maximum cost?


C Is this a time cost or a
material cost ?

A OTHER:

T What else makesmy


project unique?

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How will I MEASURE the criteria? How will I gather the data?
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S

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Driving the project forward
R You MUST research in order to successfully complete this project. Look at Criterion A
E objectives again to see how you will be assessed on your research.

S What and Where?

* Books * Magazine
E *
*
Articles
Maps or Atlases
*
*
Newspaper
Expert people
A *
*
Site visits (museums, etc.)
Video Recordings
*
*
Television Shows
Electronic Databases
* Web Sites
R Collecting information
C As you research, record the important details regarding that source right away which
you will need to do a proper bibliography later.
H Remember - People are sources too! Keep track of all your sources.

How has this project changedme?


R Amajor part of this process is reflection. Criteria D asks you to present an excellent
reflection on:
E. ● the quality of the product/ outcome against your criteria
● how completing the project
the topic and Global Contexthas extended your knowledge and understanding of
F. ● your development as an IB learner through the project.
Here are some prompts for your reflections …it is always good to reflect deeper, rather

L than just on the tip of the iceberg ..


What I knew before about:

E my area of interest
my GlobalContext
myself as alearner

C What I knowNOW about:


my area of interest:

T what skills did I learn?


what kind
how do of understanding
I approach did I gain?
this field differently?

I how would I change my process if I could?


My GlobalContext:

O why is understanding this Global Context important?


what new insights do I have?
how do I answer the questions related to my Global Context?
N Myself as a learner: what are my strengths?
where do Istruggle?
what made this project difficult to finish?

25
Personal Project TopicProposal
Proposed goal:

Global Context:

1. Give a brief description of your proposed project and goal.

2. Why have you chosen this project/goal?

3. How does it relate to your chosen Global Context?

4. What do you already know about your topic/goal?

5. What do you hope to have achieved when you have finished your Personal Project?

6. What kind of materials do you require for this Personal Project? Are there any costs involved?

7. What expertise will you require for your project? Do you know who you would consult?

26
8. What form of presentation do you have in mind at this point? (eg essay, work of art etc)

9. What impact do you want your project to have?

10. Will this project maintain your interest for the duration of the project? How? Why?

TOPIC SELECTIONCHECKLIST
□ My Personal Project topic is realistic, manageable and achievable.

□ My Personal Project has a clear and challenging goal and is based on one Global Context

□ My Personal Project is something Ican research and investigate, learn about and enjoy the process.

□ Ihave investigated (or can investigate) at least 4 different sources on my chosen topic.

STUDENTCONTRACT:

Iam committed to do this Personal Project and present as per the set timeline.

Signature: Date:

Ican support the student through this topic for the Personal Project.

Supervisor’s Signature: Date:

Supervisor’s Comments:

Ihave approved the topic for this Personal Project.

PP Coordinator’s Signature: Date:

27
Personal Project Meeting2
Report on work to date:

Have youdesigned a timeline? □ Yes □ No

Are you maintaining your journal? □Yes □ No

Supervisor’s Comments:

Plan of Action:

Supervisor’s signature: Student’s Signature:

Hints:
oShow your supervisor your process journal and discuss its development

oDiscuss your ideas for your PRODUCT, GLOBALCONTEXT and DESIGN SPECIFICATIONS on which you
will evaluate your final product.

oDiscuss the final assessment criteria – it is always good to keep these in mind.

oEnsure that you are collecting excellent relevant information and resources from a wide variety of
appropriate sources.

oDiscuss Project Proposal Form for submission

oArrange a time, venue and complete expectations for next meeting

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Personal Project Plan (ProposalForm)
Project Title

Date/ Duration ofProject

Goal: Formulate a statement that clearly shows your goal, based on your personal interests.

What is the purpose of the goal? What do you hope to achieve?

Global Context: Identifythe Global Context.


Identify which part of the Global Context you Explain why you have chosen it, justifying the relevance of your inquiry.
will focuson.

Product/outcome: What product/outcome will you create in response to the goal, Global Context and criteria?

Product:

Specifications: Which criteria will ensure my product/outcome is of excellent quality? How will I evaluate it?
You need at least4!

Research: What doyou Media: Surveys:


have to research?
Be specific and list how you will
collect all the information
Interviews: Observations & Experiences:
you need.

Process Journal: How will you record the significant findings from beginning to end to show the development of your
Personal project? Specify type of format.

What action will you take? How will you make a contribution towards addressing the problem in the
community that you have stated in your goal?

Project coordinator's final approval:


(Further action can’t be taken unless this is approved by Project Coordinator or MYP Coordinators).

29
APPENDIX A: ACADEMIC HONESTY FORM

Student Name:

Student ID #

School Name: Fountainhead School

Supervisor’s Name:

Student: This document records your progress and the nature of your discussions with your
supervisor. You should aim to see your supervisor at least three times at the start of the process to
discuss your initial ideas, then once you have completed a significant amount of your project, and
finally once your completed report/presentation has been submitted.

Supervisor: You are asked to have at least three supervision sessions with students, one at the start of
the process, an interim meeting and then the final meeting. Other sessions are permitted but may or
may not be recorded on this sheet. After each session, students should make a summary of what was
discussed and you should sign and date these comments.

Student Declaration:

I confirm that this work is my own and this is the final version. I have acknowledged, in the body of my
work, each use of the words, work or ideas of another person, whether written, oral or visual
(hardcopy and/or electronic materials).

Student’s Signature: Date:

Supervisor Declaration:

I confirm that, to the best of my knowledge, the material submitted is the authentic work of the
student.

Supervisor’s Signature: Date:

30
Personal Project Meeting3
Report on work to date:

Have you designed a timeline? □ Yes □ No

Are you maintaining your journal? □Yes □ No

Supervisor’s Comments:

Plan of Action:

Supervisor’s signature: Student’s Signature:

Hints:

oShow your supervisor your process journal and discuss its development.

oRevisit your GOAL, GLOBALCONTEXT and DESIGN SPECIFICATIONS and ensure they are directly
linking.

oShow evidence of and discuss the progress of your product – bring any evidence or ideas/planning.

oDiscuss the timeframe for completing your product – realistic? Any changes?

oDiscuss the ATLchecklist.

oMYP projects Academic Honestyform.

oDiscuss the final assessment criteria – it is always good to keep these in mind.

oEnsure that you are collecting excellent relevant information and resources from a wide variety of
appropriate sources.

oArrange a time, venue and complete expectations for next meeting.

31
APPENDIX B: PERSONAL PROJECT LOG(The remaining meetings can be recorded here)
Meeting Date Main Points Discussed Supervisor’
s
Signature

32
Meeting Date Main Points Discussed Supervisor’
s
Signature

10

11

12

13

14

15

16

17

18

19

33
Writing the Report

R
“A report is a spoken or written account of something observed, heard, done or
investigated. A report aims to inform, as clearly and succinctly as possible.”

Your Personal Project Reportmust:


● Show your engagement with your project
● Summarise the experiences and skills that you wrote about in your process
journal.

E
● Be organised into identifiable sections following those of the Criteria:
A– Investigating B – Planning C - Taking action D – Reflecting
● Include evidence for ALLthe strands in all four criteria. Ensure it is no more than
3500 wordslong.

The Format
Your report can vary in format depending on the resources you have and your own
interests. You also need to consider your learning preferences and your strengths. It is so

P
important that, regardless of which format you choose, that you communicate clearly
and concisely in order to reach the highest grade possible.

Possible formats for the MYP Personal Project report are divided into four main areas:
written, electronic, oral and visual. (students may choose Either of the Formats)

The report, no matter how creative it is, does not replace the product/ outcome of the
Personal Project.

O
Likewise, if your product is a written piece, such as an essay or novel, this is separate
from the project report; it does not replace it.

Format Length (English)

Written 1500 - 3500 words

Electronic (Website, Blog,Slideshow) 1500 - 3500 words

R Oral (Podcast, Radio, Broadcast, Recorded)

Visual (Film)
13 - 15minutes

13 - 15minutes

For Students submitting multimedia reports in both formats (Written & Audio/visual),
the maximum number of words and time of Audio/Visual Correlate as given below:

T
Time (Audio or Audio/Visual Word Limit
Recording)

3 Minutes And 1200 - 2800 words

6 Minutes And 900 - 2100 words

9 Minutes And 600 - 1400 words

12 Minutes And 300 - 700 words

34
Presenting the Product/Outcome:
E presentation will vary depending on the type of Personal Project. However, all Personal

X You now need to think carefully about how you should present your project.You must
always consider your presentation from other people’s perspectives. The nature of the

Projects must include a Process Journal, Product/Outcome and a Report.


your goal, how you selected the information and its application. It must also include a

H Remember that if you have decided to explore a particular issue for your Personal
Project (e.g. Poverty in my City), your structured writing will include a description of

reflection of what you learnt. In that case, the piece of writing will be much longer than
appropriate.

I
the presentation of a creative product or an event. For example, if you have worked on
a creative product such as a dance, piece of art or engaged in a particular activity
(e.g. Fundraising) you must include photos of the work/storyboard/video/etc. as

Planning the Final Exhibition

B ❏ Visual art or object


1) What is the form of your personal project?

❏ Event that has already occurred

I ❏ Performance
❏ Research paper
❏ Video/ computer-related

❏ Other (describe)

2) About how much time would it take someone to review your project without any
explanation from you?

T
I 3) How could you present your project so that people will understand your goals and
your achievement?

O
N
35
You need to rehearse this presentation with your supervisor on the day you turn in

E
your project.

During the Presentation:


Below you will find some guidelines for your presentation:

X
● State your name, topic and purpose.
● Explain why you chose this topic.
● Describe your goal, and explain how you achieved your purpose.
● Discuss which Global Context you used and how it is connected to your topic.
● Discuss the primary and secondary sources used to gain information.

H
Discuss the impact gained from the Personal Project experience. How was it
meaningful toyou? Explain.
● Describe any obstacles you experienced during the process and how your
resolved them.
● Discuss what you learned from your research, and explain whether the results
were different or the same as you expected.

I ●


State what additional information you would like to learn about this topic.
As you reflect on the process, what would you do differently next time?
What advice would you give a fellow student who is interested in this or a similar
topic?
● Be prepared with a visual of your project. It can be a brief video clip (if you

B ●
made a movie), or pictures scanned into a PowerPoint, etc.
Ask your MYP Design teacher for help, if needed.

4. What additional materials do you need to prepare just for the presentation (E.g.
copies of a 1-page summary of findings; copies of a few of the poems you put into your

I book of poetry)?

5) What equipment/materials will you need in exhibiting your Personal Project?

❏ T.V & VCR

T ❏ Overhead projector
❏ Computer and LCDprojector
❏ CD/ tape player

6) What equipment do you need to bring or arrange?

I ❏ Masking tape
❏ Markers
❏ Pencils/ pens
❏ Other

O 7) Give your Project a descriptive or creative title (E.g. ―Do we know our human rights?
―How to improve your ping-pong game)

N Discuss the final structure you propose to use with your supervisor before you start to
work on it. You could also perhaps ask other students for their opinions. Remember,
however, that your Personal Project is your piece of work.

36
Sample Process Journal Entry:
E Date: Tuesday, August 30,2016

Today my mentor and I went over my topic and worked out my final goal. So far, I think
I will choose Fairness and Development as my Global Context - it seems to be the best fit.
We will meet again in a week’s time to discuss the progress and action plan.

X TO DO:
Work on the final goal;
Look up Global Context document and figure out if I have the right one.
Send Supervisor email to update the action plan

A Supervisor’s signature.......................................................................

Writing a ProjectProposal:
After deciding on your topic, global context, area of exploration and defining your goal,

M there will be need for some research to help you define the qualities (criteria) your
project must have for you to consider it successful. You will then write a proposal. A
proposal is written in future tense and shows your topic, what inspires you to choose
the project, reason for choosing the Global Context and the project success criteria.

Topic: Keeping a town’s tradition and culture alive; a horse sculpture to promote

P tourism around Perth

The goal of my Personal Project is “To investigate the history of the Kulin Tin Horse
Highway and then weld and create my own tin horse sculpture to erect on the highway".
I come from a small country town located east of Perth called Kulin. Every year my
town hosts a big tourist attraction known as the Kulin Bush Races. The Kulin Bush Races

L began on a local's farm, and 3 years later a tin horse was created to help support the
annual event. The horses are placed on the 15 km stretch of road to the property where
the Races are held. The following year and 20 years after that, these tin horses made
from recycled metal are still being created, to help captivate another side of the wheat
belt community.

E
I am inspired to complete this project as I have an interest in the tin horses and the Kulin
Bush Races. The Kulin Bush Races have always been a huge part of my life, having both
my parents largely involved in it each year. My dad has previously created a tin horse
and I have always wanted to design and create my own sculpture and I see this as my
opportunity.

S
I consider this to be a highly challenging goal that has many aspects, which require me
to learn many new skills in order to complete. I have to design a tin horse as well as
search the farm for old recycled materials that would be suitable for my design.
Furthermore I only know the basic history of Kulin Tin Horse Highway and have never
learnt to weld before. I know I will have to conduct interviews to gather my research, as
there isn't much information on the Internet. Therefore I will also need to learn how to
correctly conduct an interview.

The Global Context for my personal project is Personal and Cultural expression. This

37
Myatproject
looks my has two main
appreciation for aspects
themy welding
aesthetic. andconnects
This the historymy
of the Tin Horseproduct
Highway.hasII
and blend to goal, as
in my

X
E
closely at what will appeal to community my product with this idea.
to appeal
choose tocontext,
this the community
as I want to fit
and in with
bring the already
together existing
the culture of sculptures. I need
my school and myto look
hometown, as well express myself within the sculpture.

have restricted knowledge on both of these topics. I know that the tin horses were
created to add another dimension to the Kulin Bush Races but I don't know how or when

A
a) It must be within the budget set
it began.

Criteria for myProject:

b) It must be welded from recycled materials

M
c) It should blend well with the existing traditional sculptures
Academic Honesty
d) It will be erected on the Highway strategically
e) Tourists should find it attractive.

sample research write up from the proposal given earlier:

P You will be required to produce original, authentic and referenced work in your
research. You must acknowledge sources of your information fully. The following is a

suggested I use the MIG welding process as he thought it was best suited to my skill level

L
Welding was a key component of my project and so researching the different methods
of welding was vital to ensure I selected the right one for my project. Ben Juniper is a
well-known Perth based artist who specializes in welding. He is highly experienced and
successful, so I listened with care to the advice he gave me about welding. Ben

and desired outcome for my project. He also recommended I use an iron rod because it
techniques and providing instruction for beginners. The most useful site was Go
adds material to the weld and creates a stronger joint (Ben Juniper, November 27, 2011,

E informal communication).

I followed up this advice by looking at several websites demonstrating MIG welding

Welding. It contained a lot of detailed information that reinforced what Ben Juniper had
process because it was suited to my novice skill level. It also allowed to produce a
told me about MIG welding. The site also linked to Australian TAFE courses, which

S indicated this was credible and useful site I could trust. Go Welding stated that ‘MIG
welding was cheap and fast and required low levels of skill to complete’ (Go Welding,
2013). My research gave me confidence with my choice to MIG Welding as my welding

higher quality sculpture at a lower cost.

In order to check on how original your work is, your supervisor will sign the Academic
Honesty form; at the start of the project, after substantial work is done and at the end
of the project. The supervisor will also comment on and sign your process journal from
time to time. Your work verified to check for any plagiarized material.

38
SUMMARY OF REPORT CONTENTS

(Please put a tick on areas you have finished)

Cover/Title page:

Name
Title of Personal Project
Word Count
School Name
Year

Table of Contents

Academic Honesty form

Defining the goal of the project and an explicit focus on the chosen Global Contexts and providing
an outline of the Project Criteria

Description of the information selection process, including how the research information was
applied inthe project.

An evaluation of how the goal was achieved against the declared criteria for success and a
reflection on how the project has extended your knowledge and understanding of the topic and
chosen Global Context.

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

Bibliography

Appendices (10 A4 size process journal extracts addressing the ATL skills)

A photo of my final product included, if appropriate

Not more than 3500 words

Pages numbered

At least two friends have proof-read my report

Font for text consistent throughout at size 12. Font for headings may be larger

Report checked bySupervisor

39