Personal Project Student Handbook

The Personal Project is YOUR project that will focus on your interests, and create learning that is relevant to you.
It is your opportunity to express yourself, while at the same time demonstrating the skills you have developed
over the years in your subjects, and to apply these skills to a goal that you set that is focused through one of the
Global Contexts.

Undertaking the Personal Project will allow you to develop new skills, attitudes, and knowledge while at the same
time deepening your understanding of yourself and your learning.

The Personal Project represents the culmination of your IB MYP experience, and so it should be clearly focused
on an issue or theme closely related to the Global Contexts. Since you will be working on this project for an
extended period of time, make sure that it is about something you really want to do. The experience you gain in
completing your project is some of the best preparation you can get for the challenges of the Diploma
Programme.

THE PERSONAL PROJECT IS MADE UP OF 5 PARTS:

THE GOAL THE PROCESS THE PRODUCT THE PROJECT THE MINI
JOURNAL REPORT EXHIBITION

1
 TABLE OF CONTENTS

I. What is the Personal Project? 3

II. “Who’s Responsible for What?” 4

III. Personal Project Timeline 5

IV. The 5 Parts of the Personal Project 7

V. Aims and Objectives of the Personal 8

Project

VI. Step-by-Step: Completing the Personal

Project

Picking a Topic 9
10
The Global Contexts
12
Creating a Goal 14
Using the Process Journal 15
Selecting Sources 16
The Product 17
Completing the Project Report 19
Mini Exhibition

VII. Assessment Resources

21
22
Rubric for Criterion A: Investigating 23
Rubric for Criterion B: Planning 25
Rubric for Criterion C: Taking action
Rubric for Criterion D: Reflecting

What is the Personal Project?

2
Your Personal Project may take many forms. Some examples include:
- An original work of art,
- A written piece of work on a social or cultural issue,
- A piece of creative writing,
- An invention,
- The presentation of a developed business, management or organizational plan,
- Coordination of a special event
- Development of a new student or community organization

No matter what form the project takes, the finished project must allow you to investigate and
focus on a theme, topic and/or issue closely connected to at least one Global Context of the IB
MYP.

Some additional considerations for the project include the concern that it must:
- Have a clear and achievable goal
- Allow you to express a truly personal message
- Be the result of your initiative, creativity, and ability to organize and plan
- Reflect your special interests, hobbies, special abilities, or concerns about particular
issues
- Deal with a topic or area to which you are committed
- Be entirely your own work—authenticity is very important!

The personal project provides an excellent opportunity

for you to produce a truly personal, often creative
product and to demonstrate a consolidation of your
learning in the MYP. The project offers many
opportunities for differentiation of learning and
expression according to your individual needs. The
personal nature of this project is
important; the project should revolve around a challenge that motivates and interests
you as an individual. Each student develops a personal project independently.

The personal project helps students to develop the attributes of the IB learner profile;
prepare students for further education projects and presentations such as those in the
DP and Senior Institute; and foster the development of independent, lifelong learners.

Overall, through completion of the personal project, you will experience the
responsibility of completing a significant piece of work over an extended period of
time, as well as the need to reflect on your learning and the outcomes of their work—
key skills that prepare students for success in further study, the workplace and the
community. (p.4-6 of Projects guide)
Who’s Responsible For What?

3
Students:
- Decide what they want to learn
about, identify
what they already know, and
discover what they will need to
know to complete the project
- Create a goal and complete a
proposal with criteria for
their project, planning their
time and materials
- Record developments of the
project in an electronic Process
Journal via Google Apps
- Make decisions, develop
understandings and solve
problems
- Communicate with his/her LA
teacher and advisor (along
with any other mentors)
- Create a product or developing
an outcome
- Evaluate the
product/outcome and reflect
on his/her project and
his/her learning
- Communicate his/her learning
to others (peers, teacher,
possible community)
MONTH
Teachers:
- Provide content- specific
skill practice
necessary for students to
successfully transfer to their
Personal Project
- Provide guidance to
students in the process
and completion of the
project
- Confirm the authenticity
of the work submitted
- Assess the project using the
established IB criteria
- Participate in the
standardization of
assessment process
established by the school
- Provide PP grades to the PP
Coordinators to enter in
IBIS.
PERSONAL PROJECT TIMELINE
STUDENT STEPS
Advisors:
- Ensure students’ chosen 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
- Participate in the standardization
of assessment process established
by the school
ADVISORY ASSISTANCE
PP Team:
- Organize resources staff
and students
need for the successful
completion of the project
- Establish timeline for
Personal Project
benchmarks and alignment
with Language Arts
curriculum
- Collaborate with advisors
about the monthly focus
and necessary discussion
topics for advisory.
- Ensure that BG is meeting IB’s
requirements, including
selection and submission to IB
of appropriate student PP
samples.
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 Topic Selection Learner Profile Focus:
March ● Personal Project introduction Principled
­June ● Brainstorming Topics Summer Review/Idea exploration
2018 ● Identify a Topic Academic honesty

● Look into your Topic N/A

Summer
● Begin your Research on initial topic: find
Homework web sites, youtube videos, etc ( 10
sources)

● Explain what you learned, or why you

didn’t work

● Save information in your Process Journal in

Google Apps – use it 2-3 times a week 2
entries a week in your process journal
about your topic/project) (if you want to
change this is the time just make sure to
explain why you switched in your process
journal
September 29 Learner Profile Focus: Inquirer
September ● Section 1: Draft What resources have proven to be the
● Investigation Section most useful? Why?
● Meet your mentor (Academic Honesty 1)
● Explain your Final Topic Selection (No Who do you know that can best assist
changes without approval after this point) you?
● Explain Goals, Global Context, Prior
Subjects, Personal Interests Sharing tips for reaching out and
● Identify 5 potential sources asking for help

Feedback on criteria for product

October October 27 Learner Profile Focus: Thinking

● Develop a Plan Mentor: (Academic Honesty 2)

● Discuss your steps/specifications and plan
with your mentor and set deadlines. Turning research into action

Check-in with project status and

what’s needed to reach completion

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November ­  ● Maintain process journal Learner Profile Focus:
● Evaluate product according to self- Reflective
December
established Criteria
● Choose 10 excerpts from Process Journal to Problem-solving strategies (for
add as Appendices to report example, how to get un-stuck when
● Develop a plan to complete your project you reach roadblocks in your
progress)
Section 2: Draft
● Continued communication with mentor –
Process Journal!
● Gather supplies and Start Working on your
project
● Continue to work on your Personal Project
over break
● Add to your Process Journal over break!

Reflect on how completing project has extended Learner Profile Focus: Open-
January 
knowledge, and development of ATL skills Minded
February 
2019 ● Meet with your supervisor to discuss your Share reflections of
FINAL product! learning Focus on process
● (Academic Honesty 3) and journey
○ Document: Take pictures, Journal
Entries, etc.
○ Reflect on what you did and what
you learned

February February/March Learner Profile Focus:

Reflection Communicators
March
● Check in with your mentor before
reflecting
● (Academic Honesty 4) How to see a failure into a learning
● PROJECT AND REPORT DUE MARCH experience (“what if I didn’t meet
17(Report parts 1-4) my goal?”)

April April 11 showcase

Reflect on the process and celebrate your
awesomeness!

THIS IS IT! YOU DID IT!

*ALL DATES SUBJECT TO CHANGE YOUR MENTOR AND/OR PERSONAL
PROJECT SUPERVISOR WILL INFORM YOU OF ANY DATE CHANGES

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 PERSONAL PROJECT TIMELINE
THE 5 PARTS OF THE PERSONAL PROJECT:
T
HE GOAL
This is the direction you are taking with your project.

It needs to be SMARTI: Specific, Measurable, Achievable, Relevant, Time-

Bound, and Inspired.

It needs to include how you are going to integrate the Global Contexts into
your project.

THE PROCESS JOURNAL

This will have all your rough ideas, sketches, notes, bibliographic
information, reflections, learning, feedback, solutions you found.

It will be completed electronically via ManageBac.

It is a practical recording of everything you do for your project.

T
HE PRODUCT
The product is what you actually DO—it is the culmination of the
dreaming, thinking, planning, scheming, and practical applications to
your goal.

THE PROJECT
REPORT
The Project Report is a report on what you have done in the project, reflecting
on your goal, learning, work, application of information, how you achieved the
goal, and what you could have done better.

THE MINI EXHIBITION

The Mini Exhibition is your opportunity to share your Personal Project journey
with your peers and advisory. It will include what inspired you, what you did,
how you learned from it, with your peers and LA teacher.

This will be most useful in preparing for the Senior Institute Exhibition.
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The aims of the Personal Project state in a general way what you may expect to experience or
learn. The aims of the MYP Personal Project are to allow students to:
- Engage in personal inquiry on issues that are relevant to themselves, through a Global
Context for learning
- Demonstrate the skills, attitudes, and knowledge required to complete a project over an
extended period of time
- Reflect on their learning and knowledge (on their own and with others)
- Move towards thoughtful and positive action
- Develop confidence as lifelong learners

The objectives of the Personal Project state the specific targets that have been set for your
learning experience. They define exactly what you should be able to accomplish as a result of
completing the Personal Project. To help accomplish this, these objectives are related directly to
the assessment criteria found in the Appendix.

Objective A- Investigating Objective C- Taking action

Students should:
- Define a clear goal and 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
Students should:
- Develop criteria for the product
- Plan and record the development
process of the project
- Demonstrate self-management skills
PICKING A TOPIC
Students should:
- Create a product in response to the
goal, global context and criteria
- Demonstrate thinking skills
- Demonstrate communication and social
skills
Objective D- Reflecting
Students should:
- Evaluate the quality of the product
against their criteria
- Reflect on how completing the project
has extended their knowledge and
understanding of the topic and the
global context
- Reflect on their development as IB
learners through the project
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You should discuss ideas with different people, both inside and outside school, to help you to focus on precisely
what you are going to do. It is also important that you have a discussion with your advisor about your choice to see
whether or not your intentions are realistic.

Your topic or theme should not be too general, nor must it be one that would lead you to paraphrase or summarize
what you have read in a book, in an encyclopedia, or on the internet. It should be a topic or theme that you really
want to explore, and that will allow you to reflect on and analyze ideas to express a personal point of view. It is
important that you keep the goal of your Personal Project in mind continuously, although the goal could be modified
in the light of experience gained during the process.

Realistic Project Unrealistic Project

A student decides to design a playground for young
children and produce a model.
A student decides to create teaching materials for
primary students for a unit of work on Maori
culture.
A student decides to design a playground for young
children, produce a model, raise finance, and arrange
for the playground to be built. (this is too ambitious)
A student decides to create a poster showing Maori
culture (this is too limited)

Focus Your Topic

Your topic should be focused in such a way that it can adequately addressed in your project and report.
Generally, there are four ways you can focus your project:
- Narrow the Topic to a Problem or - Narrow Topically
Question Select a sub topic of the original topic
Ask a question
Examine a Problem - Narrow the Topic Chronologically
Evaluate a situation or solution Select a limited time period for your
Propose a solution topic

- Narrow the Topic Geographically

Select a geographical area to
focus on within your topic
THE GLOBAL CONTEXTS

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 The Global Contexts are central to the Personal Project. Your goal
must be linked to and reflect a Global Context. Your Project Report
needs to comment on the Global Contexts and how it influenced the
approach you took toward your project. You will be assessed on your
use and exploration of the Global Contexts throughout your project.

The Global Contexts can be used as a lens through which you

examine your topic.

Global Context Examples of Personal Projects

Identities and relationships
Students will 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.
Orientation in space and time
Students will 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.
Personal and cultural expression
Students will 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.
- Two sides of social networking; an awareness
campaign about digital citizenship and cyberbullying
- How online identities impact offline
relationships; a research essay
- Keeping culinary traditions; a video series following
family recipes with historical relevance
- The effect of mass media on teenage identity; a short
film
- The Euclidean space perspective of the universe; a
3D model
- Explorers in search of a new world; immigration over
the ages through visual texts
- The Mayflower and the dream of religious
freedom; a personal family history
- Charting a family history through archives and
a representational statue
- Video games as a form of cultural expression; a short
film using the five video games that shows how they
are an
expression of our culture
- 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 centre; a performance

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Global Context
Scientific and technical innovation
Students will 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
Globalization and sustainability
Students will 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.
Fairness and development
Students will 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.
Examples of Personal Projects
- Nano fibres build stronger bikes; a prototype bike
with nanofibers
- What’s the matter with the anti-matter?; an
informational talk
- Why are genetics and genomics important to my
health?; a media presentation
- Can stem cells replace organ transplants?; an
investigative report
- The struggle for water in developing
countries; an awareness campaign
- The impact of the financial crises of Europe and
the European Economic Community on the United
States; a visual presentation
- Education as the tool to change the future of
Peru; a workshop for adults
- The role of the developing countries in
protecting the rainforest; a collection of slides
- Supporting fair trade: Cocoa trade in Ghana; an
awareness campaign for our school
restaurant/cafeteria to promote fair trade
- Open-market economies and their role in fair
trade; a talk for students
- Exploring the intersections of race and inequality;
a radio broadcast
- Asylum seekers and their right to live like us; a
painting
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 CREATING
SMARTI GOALS

S.M.A.R.T.I.
Goals

S- Specific
Clearly outline what you want to achieve
M- Measurable
How will you know when you have achieved the goal?
A- Achievable/Attainable
Something that is possible to finish with all the constraints in mind
R- Relevant/Results-driven
Everything in the goal is relevant to the Personal Project, including the
Global Context focus. Is it challenging enough?
T- Time-bound
There is a deadline you need to meet.
You will be able to measure your results as you progress to attaining it using your plan.
I- Inspired
What is the inspiration: what drives you? The idea came from where?

“I will (specific goal) by (specific actions I will follow to

accomplish the goal)” “I will (goal + performance measure)
by (specific actions).”

Example- “I will lose 10 pounds in two months by running on a treadmill 3

days a week”

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1 Defining the Goal

2 Selecting Sources

Applying Information/ Maintaining your Process

3
Journal

4 Achieving the goal/ Creating your Product

5 Reporting the Project

13
 USING THE PROCESS JOURNAL
Depending on the nature of your project, you will need to reflect on, analyze, criticize, and
synthesize the material in a constructive way. You may also have to change your original plans in
the light of circumstances or new information. Make sure to consult with your advisor regularly.

You must keep a process journal containing relevant thoughts, decisions, and actions. This is a
document that allows you to record your progress as you work on the project. It should be
completed honestly and regularly to show how your project is developing. It can be used to show
your advisor the rate and direction of progress being made. It will also guide you as you write
your project report. On Google Apps, you will be able to document your process with written,
visual, audio, or a combination of these components.

The Process Journal Is… The Process Journal Isn’t…

- Begun at the very start of the process and used - Used on a daily basis (unless this is
throughout the process useful for the
- A place for planning student)
- A place for recording interactions with - Written up after the process
sources, for example, teachers, advisors, has been completed
external contributors - Additional work on top of the project;
- A place for storing useful information— it is part of and supports the project
quotes, pictures, ideas - A diary with detailed writing about
- A means of exploring ideas what was done
- A place for reflection on stages of the project - A static document with only one format.
- A place for evaluating work completed
- A place for reflecting on learning
- Devised by the student in a format that
suits his/her needs
- Useful for the student when receiving
formative feedback
- Used by the student to produce the
project report

A typical journal entry could look like these:

SELECTING SOURCES
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Collecting the Necessary Material
When you have found a source of information or inspiration, you will need to decide how useful it is. The
list of sources in your report should only include those you have actually used. Remember to keep the goal
of your project in mind; this will help you to select what is useful and relevant.

Examples:
- A book: record the author(s), title, edition, series, and bibliographical address (city, editor, and
date of publication)
- An interview: record, for example, the name, address, and function of the person, when the
interview took place, and where it took place
- An experiment: record, for example, the apparatus, and the circumstances (such as the time and
location of an experiment)
- An internet site: record the address, the name of author, date of publication, and when the site
was accessed

Other sources can also help you: a book might have a bibliography, mentioning other useful books; the
person you interview might have a suggestion to investigate something else; an experiment might lead to
other investigations.

Referencing Conventions
There are various internationally recognized referencing conventions. Many of these are based on the
Harvard author-date system, for example the American Psychological Association (APA) or Modern
Language
Association (MLA) referencing conventions. References must be given whenever someone else’s work is
quoted or summarized. A reference provides all the information needed to find the source material.
References must be cited because they acknowledge the sources used, and enable the reader to consult
the work and verify the data that have been presented.

What is a bibliography?
A bibliography is an alphabetical list of every source used to research the personal project.
What is a list of references?
A list of references is an alphabetical list of only those sources that are cited in the project report.
What is a citation?
A citation is an indication of where information has been obtained and has a full reference at the end of
the project report.
What are appendices?
Appendices are additional materials that students include at the end of their report in order to support
the completion of their project. The appendices could include secondary information that may be of
interest. For example, if the student has produced a questionnaire, which has been described and
analyzed in the report, he or she could include one or two completed questionnaires for examples in an
appendix.

15
 By the end of this adventure, you need to create
something.
What that is exactly is up to YOU!

The product is a logical and clear manifestation of your research, thinking, and work. A product
could be anything from a model to a performance. The product is your way of displaying what
you’ve learned.

You will evaluate the outcome or product using the specifications created earlier during the
process.

Some examples of products are:

-A handmade construction
A guitar, a pvc instrument, a backyard shed…

-An instructional video

How to escape an attacker using Ju-Jitsu, how to use cookie
cutters and the proper recipe to ensure your cookies don’t lose
their shape in the oven…

-Fundraisers to benefit a cause

-The result of your self-improvement goal

If you set out to run a faster mile, for example, your new time is the
outcome of your goal
COMPLETING THE PROJECT REPORT

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 The report MUST include: The title page must include:
- Title page - Student name
- Table of Contents - Title of the project
- Body of the report - Length (word count)
- Bibliography - School name
- Appendices - Year
(with 10 excerpts of your Process
Journal)

The report should be presented in identifiable sections, following the MYP project’s
objectives. The report must include evidence for all strands of each criterion.

Section 1- Criterion A: Investigating

This is your introduction. You started the project by investigating, but
you may have followed the inquiry cycle (inquiry, action, reflection)
more than once in order to strengthen, extend or refine your inquiry.

-Define a clear goal and context for the project, based on personal
interests
-Identify prior learning and subject-specific knowledge relevant to
the project
-Demonstrate research skills

Section 2- Criterion B: Planning

This includes all the work you did to plan and organize your
project towards a product/outcome.

-Develop criteria for the product/outcome

-Plan and record the development process of the project
-Demonstrate self-management skills
Section 3- Criterion C: Taking action
This is the main “doing” part of the project—the
action part of the inquiry cycle—where the
product/outcome is developed and completed.

-Create a product/outcome in response to

17
 the goal, context and criteria
-Demonstrate thinking skills
-Demonstrate communication and social skills

Section 4- Criterion D: Reflecting

This is the point when you look back over the project and
evaluate your development. You may have reflected during
the process of the project and you can refer to this here too.

-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

The length of the Personal Project Report

must be a minimum of 1,500 words and a maximum of 3,500
words, not including title page, bibliography, and appendices.

DUE:
MARCH 30th

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 EXHIBITION

At the end of Spring Semester, you will present your project to your LA teachers and peers who
will listen to the journey you took to produce this work.

The purpose of the Personal Project Exhibition is to provide you an opportunity to:
- Explain your work as it relates to the Global Context you chose and the four exit
outcomes (Critical Thinking, Communication, Life Skills, and Habits of Mind)
- Explain the learning you did over the course of the project
- Explain the product
- Explain the process you used to complete the work

The group will provide you feedback for both substance and style. There will also be a question
and answer component.

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 CRITERION A: INVESTIGATING

Achievement Level descriptor

Level
0 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.
Some sources are identified, but they may be limited in number, breadth and/or
depth. Some sources are recorded inappropriately or not at all.
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.
Data/sources are collected, used and/or recorded in a general, basic and
appropriate manner.
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.
Sources are selected and applied effectively to demonstrate various
perspectives. Learning is transferred from inquiry to action.
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.
Research is systematic and effective to the project, with insightful understanding of
perspectives. Information is documented fully and correctly.

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 CRITERIA B: PLANNING

Achievement Level descriptor

level
0 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

ii. present a limited or partial plan and record of the development process
of the project
iii. demonstrate limited self-management skills.
Organization of time and information is limited. Planning and/or action is
inconsistent.
3-4 The student is able to:

i. develop adequate criteria for the product

ii. present an adequate plan and record of the development process of the
project
iii. demonstrate adequate self-management skills.
Goals are appropriate. Personal and external deadlines are met without undue
worry. Steady progress is made throughout the project.
5-6 The student is able to:

i. develop substantial and appropriate criteria for the product

ii. present a substantial plan and record of the development process of the
project
iii. demonstrate substantial self-management skills.
Time and energy are well-applied, with clear planning and organization. Self-
awareness is apparent.
7-8 The student is able to:

i. develop rigorous criteria for the product

ii. present a detailed and accurate plan and record of the development process
of the project.
iii. demonstrate excellent self-management skills.
Self-awaresnss of strengths and limitations guide effective planning and
completion of the project. The project is viewed as a positive, engaging
experience that provides the opportunity for further learning experiences.

21
 CRITERIA C: TAKING ACTION
Achievement Level descriptor
level

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

1-2 The student is able to:

i. created a limited product in response to the goal, global context and criteria
ii. demonstrate limited thinking skills
Thinking is inflexible and does not consider possible consequences. There is limited
examination and exploration of ideas.
iii. demonstrate limited communication and social skills.
Communication with advisor, experts or others is infrequent or unclear. There are missed
opportunities for further social connections.
3-4 The student is able to:
i. create a basic product in response to the goal, global context and criteria
ii. demonstrate adequate thinking skills
Problems and solutions are identified, recorded and justified. Situations are anticipated
and negotiated through critical analysis and creative solutions, drawing from different
sources.
iii. demonstrate adequate communication and social skills.
Communication with those involved is clear and basic. The project is completed with little
input from others, and limited feedback is given or considered.
5-6 The student is able to:
i. create a substantial product in response to the goal, global context and criteria
ii. demonstrate substantial thinking skills
Information is carefully selected, processed and tested before application to the project
inquiry or action. Ideas, challenges and solutions are generated, transferred and
implemented, synthesizing learning.
iii. demonstrate substantial communication and social skills.’
The project is clearly organized and communicated. The process involves social skills at
various stages of development and communication is effectively maintained in order to
consider the perspectives and opinions of others.

Achievement Level descriptor

level

7-8 The student is able to:

i. create and excellent product in response to the goal, global context and criteria
ii.demonstrate excellent thinking skills
Conceptual understanding and contextual learning influence the development of the
project. Critical thinking, creative thinking and transfer are natural and complex processes
that drive the project development to successful completion.
iii.demonstrate excellent communication and social skills.
Interaction with others, through clear and consistent communication, builds a sense of
community in the development of the project. The student demonstrates understanding of
perspective, interpretation and empathy, and effectively transfers this knowledge to his or
her own communication strategies.
CRITERION D: REFLECTING

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Achievement Level descriptor
level
0 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. present a 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.

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 List of References
(resources used in developing the Student Guide and Workbook)

“Personal Project Student Guide- 2011.” Hong Kong, China: Discovery College, 2011. Print.

“Senior Institute Handbook- 2013/2014.” Phoenix, Arizona: Barry Goldwater High School, 2013.

Print. “Your Personal Project: Student Guide.” Houston, Texas: Mirabeau B. Lamar High School,

2011. Print.