Personal project guide

55 Pages·2009·0.61 MB·English

Middle Years Programme
Personal project guide
For use from September 2004 or January 2005
Middle Years Programme
Personal project guide
For use from September 2004 or January 2005
Middle Years Programme
Personal project guide
Published January 2009
International Baccalaureate
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© International Baccalaureate Organization 2009
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IB mission statement
The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to
create a better and more peaceful world through intercultural understanding and respect.
To this end the organization works with schools, governments and international organizations to develop
challenging programmes of international education and rigorous assessment.
These programmes encourage students across the world to become active, compassionate and lifelong learners
who understand that other people, with their differences, can also be right.
IB learner profile
The aim of all IB programmes is to develop internationally minded people who, recognizing their common
humanity and shared guardianship of the planet, help to create a better and more peaceful world.
IB learners strive to be:
Inquirers They develop their natural curiosity. They acquire the skills necessary to conduct inquiry
and research and show independence in learning. They actively enjoy learning and this
love of learning will be sustained throughout their lives.
Knowledgeable They explore concepts, ideas and issues that have local and global significance. In so
doing, they acquire in-depth knowledge and develop understanding across a broad and
balanced range of disciplines.
Thinkers They exercise initiative in applying thinking skills critically and creatively to recognize
and approach complex problems, and make reasoned, ethical decisions.
Communicators They understand and express ideas and information confidently and creatively in more
than one language and in a variety of modes of communication. They work effectively
and willingly in collaboration with others.
Principled They act with integrity and honesty, with a strong sense of fairness, justice and respect
for the dignity of the individual, groups and communities. They take responsibility for
their own actions and the consequences that accompany them.
Open-minded They understand and appreciate their own cultures and personal histories, and are open
to the perspectives, values and traditions of other individuals and communities. They are
accustomed to seeking and evaluating a range of points of view, and are willing to grow
from the experience.
Caring They show empathy, compassion and respect towards the needs and feelings of others.
They have a personal commitment to service, and act to make a positive difference to the
lives of others and to the environment.
Risk-takers They approach unfamiliar situations and uncertainty with courage and forethought,
and have the independence of spirit to explore new roles, ideas and strategies. They are
brave and articulate in defending their beliefs.
Balanced They understand the importance of intellectual, physical and emotional balance to
achieve personal well-being for themselves and others.
Reflective They give thoughtful consideration to their own learning and experience. They are able
to assess and understand their strengths and limitations in order to support their learning
and personal development.
© International Baccalaureate Organization 2007
Contents
Personal project in the MYP 1
How to use this guide 1
Introduction to the MYP personal project 2
Aims and objectives 3
Requirements 5
Organizing the personal project 7
Supervising the personal project 22
Guidance for students 25
Assessment 30
Assessment in the MYP 30
Personal project assessment criteria 32
Determining the grade 40
Personal project: Moderation 42
Personal project: Monitoring of assessment 45
Appendix 47
MYP personal project glossary 47
Personal project guide
Personal project in the MYP
How to use this guide
The Personal project guide provides the framework for undertaking the personal project in the Middle Years
Programme (MYP) and must be read in conjunction with the document MYP: From principles into practice
(August 2008).
This guide was originally published in January 2004 for use from September 2004 (northern hemisphere)
and January 2005 (southern hemisphere). However, the document MYP: From principles into practice
(August 2008) now includes all general information about the programme and, as a result, the format of
subject-group guides has been changed so that they include only subject-specific information.
This revised edition of the Personal project guide includes all personal project-specific information as
published in the earlier version. Importantly, requirements for the personal project, aims, objectives and final
assessment details have not changed. For information, minor modifications have been made to criterion D
for clarity and consistency but they do not change the criterion in any significant way. However, general
information about the MYP has been taken out and some additional personal project-specific information
included (for example, examples of personal projects related to each of the areas of interaction).
Personal project guide 1
Personal project in the MYP
Introduction to the MYP personal project
The personal project is a significant body of work produced over an extended period and is a product of
the student’s own initiative. It holds a very important place in the MYP and should reflect the student’s
experience of the programme. It provides an excellent opportunity for students to produce a truly creative
piece of work of their choice and to demonstrate the skills they have developed through approaches to
learning.
The personal project offers students a great deal of flexibility and many opportunities for differentiation of
learning and expression according to their individual needs. It is a rich opportunity for students to complete
an extended piece of work that challenges their own creativity and thinking about issues of concern to
themselves. Creativity is encouraged by the aims and objectives of the personal project; the results are
usually rewarding, and sometimes spectacular.
As shown in the programme model, and exemplified in the subject-group guides and other MYP documents,
the five areas of interaction form the core of the programme: they are addressed through the subject groups;
they bind various disciplines together; they are the basis of varied learning experiences through project
work, interdisciplinary activities, and real-life community involvement. Although students are not awarded
individual grades for the areas of interaction, they are central to the experience of the personal project,
which is intended to be the culmination of the student’s involvement with the five areas of interaction; the
project is therefore normally completed during the last year of the student’s participation in the MYP.
Students may discover that completing a personal project is an excellent preparation for future studies. It is
also very rewarding for supervisors to work closely with individual students to see what they can achieve.
The personal project may take many forms, for example:
• an original work of art (visual, dramatic, or performance)
• a written piece of work on a special topic (literary, social, psychological, or anthropological)
• a piece of literary fiction (that is, creative writing)
• an original science experiment
• 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, or the development of a new student or
community organization.
The student and the supervisor must agree that, whatever form the personal project takes, the finished
product allows the student to investigate and focus on a theme, topic and/or issue closely connected to
at least one area of interaction of the MYP. It must also include a report, as detailed in the “Requirements”
section of this guide.
2 Personal project guide