Académique Documents
Professionnel Documents
Culture Documents
Guiding Statements
Vision
Our students will develop and pursue
their passions, be successful and contribute
to a positive global future.
Mission
We are a diverse, supportive and dynamic
international school that inspires and challenges
students to explore, discover and thrive in the
global community to which we belong.
We Believe
Students are to be at the center of all that we do.
Education is the shared responsibility of our entire community.
In being an independent non-denominational international
family school.
In being unified and respectful in our diversity.
In providing the very best inquiry-based, relevant,
and experiential education for each student.
Students are to give back through community service.
name :
supervisor :
supervisors email :
thinkers
Knowledgeable
open-Minded
caring
risk takers
reflective
Principled
Inquirers
Balanced
communicators
Table of Contents
timeline ................................................................................................................... 7
assessment criteria ............................................................................................ 8
global contexts .................................................................................................... 13
approaches to learning ................................................................................... 17
steps to completing the Personal Project ................................................ 18
how Do I organize My report? ................................................................... 29
how Do I cite My sources? ........................................................................... 32
supervisors & Meetings .................................................................................. 34
Meetings ................................................................................................................ 35
report criteria checklist .................................................................................. 39
Final self-evaluation of the Project .............................................................. 42
Final checklist ....................................................................................................... 43
Bibliography .......................................................................................................... 44
sincerely,
Ms. Ya Yun su
Personal Project coordinator
yysu@bifskorea.org
Timeline
Tasks
Investigating
outline of topic - decide on goal
and global context
Due Dates
May 8
May 15
Decide on product/outcome
May 21
august 26
august 28
september 4
Planning
september 11
september 25
september 25
october 16
november 9
november 20
november 20
December 4
December 4
December 4
revisions to report
January 15
January 29
PP Showcase
February 29
Summer Break
Taking Action
continue working on, and
complete, product/ outcome
Reflecting
evaluate the quality of the
product against your criteria
reflect on learning
complete report (including the
selection of 10 extracts from the
Process Journal)
Assessment Criteria
Criteria
Description
Point Maximum
criterion a
Investigating
criterion B
Planning
criterion c
taking action
criterion D
reflecting
Your personal project grade is based on a set of criteria that are used in all IB MYP
schools to assess all 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.
assessing the personal projects is a multistep process. Initially, the project will be
assessed by your supervisor. next, a small group of teachers will assess your project and
meet with your supervisor to determine the most appropriate grades. then, if there are
any discrepancies, the coordinators will review your project and determine the final grade.
Finally, Personal Projects will be submitted to the International Baccalaureate
Organization for external grading.
Criterion A : Investigating
You should :
Define a clear goal and global context for the project based on personal interest
Identify prior learning and subject-specific knowledge relevant to the project
Demonstrate research skills
Achievement
level
0
Level descriptor
You do not achieve a standard described by any of the descriptors below.
1-2
3-4
5-6
7-8
Criterion B : Planning
You should :
Develop criteria for the product/outcome
Plan and record the development process of the project
Demonstrate self-management skills
10
Achievement
level
Level descriptor
1-2
You :
Develop limited criteria for the product/outcome
Present a limited or partial plan and record of the development process of
the project
Demonstrate limited self-management skills
3-4
You :
Develop adequate criteria for the product/outcome
Present and adequate plan and record of the development process of the
project
Demonstrate adequate self-management skills
5-6
You :
Develop substantial and appropriate criteria for the product/outcome
Present a substantial plan and record of the development process of the
project
Demonstrate substantial self-management skills
7-8
You :
Develop rigorous criteria for the product/outcome
Present a detailed and accurate plan and record of the development
process of the project
Demonstrate excellent self-management skills
Level descriptor
1-2
You :
create a limited product/outcome in response to the goal, global context
and criteria
Demonstrate limited thinking skills
Demonstrate limited communication and social skills
3-4
You :
create a basic product/outcome in response to the goal, global context and
criteria
Demonstrate adequate thinking skills
Demonstrate adequate communication and social skills
5-6
You :
create a substantial product/outcome in response to the goal, global
context and criteria
Demonstrate substantial thinking skills
Demonstrate substantial communication and social skills
7-8
You:
create an excellent product/outcome in response to the goal, global
context and criteria
Demonstrate excellent thinking skills
Demonstrate excellent communication and social skills
11
Criterion D : Reflecting
You should :
evaluate the quality of the product/outcome against your criteria
reflect on how completing the project has extended your knowledge and understanding
of the topic and the global context
reflect on your development as an IB learner through the project
Achievement
level
12
Level descriptor
1-2
3-4
5-6
7-8
Global Contexts
Identities and Relationships
the Global Contexts are the perspectives through which your project is explored.
choosing a global context to suit your goal is important to help you stay focused as you
are investigating, planning, taking action and reflecting.
Your Global Context is at the heart of your personal project. You must provide
continuous reflection on the connection between your project and your chosen global
context. select a global context that is appropriate for your topic and allows for insightful
connections and deep reflection. When choosing a global context, ask yourself:
What do I want to achieve through my personal project?
What do I want others to understand through my work?
What impact do I want my project to have?
How can a specific context give greater purpose to my project?
13
15
16
Approaches to Learning
the approaches to learning (atls) are important skills that are necessary to develop
and produce your personal project. Your atl skills are demonstrated through your process
journal. these skills must be applied throughout the process, recorded in your process
journal and explained in your report. use of the atl is reflected in the evaluation criteria,
so record and provide evidence how you have applied your AtLs.
How do I learn best?
How do I know?
How do I communicate my understanding?
Approaches to
Learning
Skill category
communication
communication
self-Management
organization
research
thinking
social
What is it?
Written, oral, and visual
communication
time management, structure of ideas
and information
affective
reflection
Information literacy
research skills
Media literacy
critical thinking
creative thinking
transfer
collaboration
17
18
19
20
Attainable is challenging enough that it cant be achieved right away but can
eventually be realized
21
22
23
24
25
What were the results of trial and error, and how did you use this information in the
development of your product?
how did the research and development of your product fit your chosen global context?
as you develop your product, it is vital you regularly record your ideas, challenges and
solutions in your process journal. this information will be needed to demonstrate thinking,
communication and social skills for the Taking Action Criterion.
26
how has completing this project extended my knowledge and understanding of the
topic and global context?
how can I take what I learned and transfer it to new situations?
how does my global context apply to what I learned from this project?
how can I turn my new awareness into action?
how has this project developed my as an IB learner?
as you reflect on your learning, think of specific examples of how you can transfer
this learning to other contexts. Dont just identify what you have learned, explain how you
now understand.
27
28
Table of Contents
Include all subheadings in the body of the report along with page numbers.
Investigating
Due Date :
29
Planning
Due Date :
explain the specifications by which you are judging your final product and how these
specifications match your goal
explain how you will test your product, and provide a clear rubric for evaluating your
product
explain your detailed plan for completing your project
Provide specific concrete details from your process journal which explain the steps you
took to develop your product
explain the self-management strategies you used to complete your project and justify
your success in applying these skills
Taking Action
Due Date :
explain how your final product responds to your goal and Global Context
Discuss successes and failures and give specific examples
explain the thinking you used to create a product of high quality
Describe the communication and social-skills you applied while taking action
Reflecting
Due Date :
test and evaluate your product according to your specifications ; give examples for
each specification
explain how completion of this project has deepened your understanding of your topic
and your chosen Global Context
Reflect on how you have developed as an IB learner as a result of this project
reflect on the development of your atl skills
30
Reflect on how the knowledge gained from this project can be transferred to other
situations
Appendices
charts, diagrams, photos, interviews, testing results. Information included in your
appendices must be referred to in your report
31
32
What is a bibliography?
a bibliography is a list of sources that you used to create your project, but may not have
referenced in your report
It should be titled Bibliography
all other aspects of a bibliography are consistent with those of the works cited listed
above
33
Meetings
each time you meet with your supervisor, they will make a brief comment on your
progress
after every 3rd or 4th meeting, your supervisor should fill the atl checklist
Your supervisor should fill the comment boxes below. longer or more in-depth
comments should be sent via Managebac
Date :
Meeting 1 goal :
supervisors comment :
supervisors signature :
Date :
Meeting 2 goal :
supervisors comment :
supervisors signature :
Date :
Meeting 3 goal :
supervisors comment :
supervisors signature :
35
Date :
Meeting 4 goal :
supervisors comment :
supervisors signature :
Self-Management Skills
Rarely
Sometimes
Always
Meeting 5 goal :
supervisors comment :
supervisors signature :
Date :
Meeting 6 goal :
supervisors comment :
supervisors signature :
36
Date :
Meeting 7 goal :
supervisors comment :
supervisors signature :
Self-Management Skills
Rarely
Sometimes
Always
Meeting 8 goal :
supervisors comment :
supervisors signature :
Date :
Meeting 9 goal :
supervisors comment :
supervisors signature :
37
Date :
Meeting 10 goal :
supervisors comment :
supervisors signature :
Date :
Meeting 11 goal :
supervisors comment :
supervisors signature :
Self-Management Skills
Initiates contact with supervisor
sets goals and works independently
organizes time effectively
Demonstrates good effort and
reflects on feedback
38
Rarely
Sometimes
Always
Report Goals
A : Investigating
In my report :
I identify
I discuss
39
Criterion
Report Goals
B : Planning
In my report :
explain how I may have shared my selfmanagement skills to help peers who needed
more practice.
C: Taking Action
In my report :
create a product/outcome in
response to the goal, context
and criteria
40
Criterion
Demonstrate communication
and social skills
Report Goals
D : Reflecting
In my report :
41
A : Investigating
B : Planning
C : Taking Action
D : Reflecting
Total
42
Achievement Level
Justification
Final Checklist
use this checklist to confirm you are ready to submit your report.
43
Bibliography
Middle Years Programme From Principles to Practice. cardiff, Wales: International
Baccalaureate organization, 2014. Print.
Middle Years Programme Further guidance for MYP Projects. cardiff, Wales: International
Baccalaureate organization, 2014. Web.
Middle Years Programme Projects guide. cardiff, Wales: International Baccalaureate
organization, 2014. Print.
44