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2 IB MYP UCSI

IB MYP UCSI 3

Table of ConTenTs

Overview and IB Philosophy 5

Nature of the Personal Project 7

Process Journal 9

Getting Started 11

Final Report 19

Personal Project Timeline 21

Appendices 23

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IB MYP UCSI 5

IBO mission statement

The International Baccalaureate Organization 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 IBO works with schools, governments and international organizations to develop challenging programs of international education and rigorous assessment. These programs encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

What is the Middle Years Programme?

The MYP is designed for students aged 11 to 16. It provides a framework of learning that encourages students to become creative, critical and reflective thinkers. The MYP emphasizes intellectual challenge, encouraging students to make connections between their studies in traditional subjects and the real world. It fosters the development of skills for communication, intercultural understanding and global engagement—essential qualities for young people who are becoming global leaders.

The MYP:

• Holistically addresses students’ intellectual, social, emotional and physical well-being;

• Provides students with opportunities to develop the knowledge, attitudes and skills they need in order to manage complexity and take responsible action for the future;

• Ensures breadth and depth of understanding through study in eight subject groups;

• Requires the study of at least two languages to support students in understanding their own cultures and those of others;

• Empowers students to participate in service with the community;

• Helps to prepare students for further education, the workplace and a lifetime of learning.

overview and ib PhilosoPhy

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The International Baccalaureate Programme Model

IB Learner Profile

As IB Learners at UCSI we strive to be:

Inquirers Open-mindedKnowledgeable CaringThinkers Risk-takersCommunicators BalancedPrincipled Reflective

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(as stated in the IB MYP Projects Guide 2014)

Introduction

The Personal Project encourages students to:

• Practice and strengthen their approaches to learning (ATL) skills

• Consolidate prior and subject-specific learning,

• Develop an area of personal interest.

The Personal Project provides an excellent opportunity for students to produce a truly personal and often creative product/outcome and to demonstrate what they have learned in the MYP.

The project allows students to challenge themselves by focusing on a personal interest and allowing a student to design and implement a project independently.

The personal nature of the project is important; the project should revolve around a challenge that motivates and interests the student.

The Personal Project is a valuable experience that prepares a student for the Extended Essay in the Diploma Program.

Components

Component How it is assessedFocus on topic leading towards a product/ outcome

Evident in the presentation/report

Process journal A selection of extracts in appendices of the report

Report The content of the report assessed using all four criteria

AimsThe aims of the MYP projects are to encourage and enable students to:

• Participate in a sustained, self-directed inquiry within a global context

• Generate creative new insights and develop deeper understandings through in-depth investigation

• Demonstrate the skills, attitudes and knowledge required to complete a project over an extended period of time

naTure of The Personal ProjeCT

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• 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 their accomplishments.

Objectives

Criteria Marks Students Should:A: Investigating 8 i. Define a clear goal and global context for the project,

based on personal interests

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

iii. Demonstrate research skills.B: Planning 8 i. Develop criteria for the product/outcome

ii. Plan and record the development process of the project

iii. Demonstrate self-management skills.C: Taking Action 8 i. Create a product/outcome in response to the goal, global

context and criteria

ii. Demonstrate thinking skills

iii. Demonstrate communication and social skills.D: Reflecting 8 i. Evaluate the quality of the product/outcome against their

criteria

ii. Reflect on how completing the project has extended their knowledge and understanding of the topic and the global context

iii. Reflect on their development as IB learners through the project.

TimeWe expect you to spend between 30-40 hours working on the Personal Project.

Process JournalFrom the very beginning, you should record how you are completing the Personal Project. On ManageBac, you should select IB Manager then Personal Project. From this screen you can select to view Process Journal on the right side.

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From the start of a project to the end, you keep track of all ideas and progress you make in the process journal.

What it is: What it is NOT:Used throughout the project to track its development

An evolving record of intents, processes, accomplishments

A place to record initial thoughts and developments, brainstorming, possible lines of inquiry and further questions raised

A place for recording interactions with sources, for example teachers, supervisors, external contributors

A place to record selected, annotated and/or edited research and to maintain a bibliography

A place for storing useful information, for example quotations, pictures, ideas, photographs

A means of exploring ideas and solutions

A place for evaluating work completed

A place for reflecting on learning

Student decides a format that suits his or her needs

A record of reflections and formative feedback received.

Used on a daily basis (unless this is useful for the student)

Written up after the process has been completed

Additional work on top of the project; it is part of and supports the project

A diary with detailed writing about what was done

A static document with only one format.

Whenever you meet with your supervisor, you will show the progress made through the process journal. You should try to update it at least once a week.

All entries should include:

• Date (September 29, 2014)

• Evidence (notes, pictures, sketches, artifacts, feedback from others, thinking maps)

• A template to follow (shows connections to ATLs, global contexts, action items, etc.)

ProCess journal

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1 & 2. Global Contexts and Topics

You can either:

• Start by examining the global contexts, or

• Start with an idea or topic you are interested in

Either way, eventually your project will be guided by the global context you choose.

Complete the “Getting started document” to help you think about where your personal project could go.

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.

Examples of Projects

Two sides of social networking; an awareness campaign about digital citizenship and cyber bullying

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

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.


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

GeTTinG sTarTed

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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.


Video games as a form of cultural expression; a short film using 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

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.


Nano fibres build stronger bikes; a prototype bike with nano fibres

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

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.


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 tropical rain forest; a collection of slides

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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.


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

Examples of how the global contexts will shape your personal project focus:

Global Context ExamplesIdentities and Relationships Why does rap speak to me?Orientation in Time and Space Explore the develop of rap as a style of

music across continentsPersonal and Cultural Expression Perform a rap song for peers and have a

question and answer session about the song, inspiration and development

Scientific and Technical Innovation Design a 3D model of a solar device with instructions for construction

Orientation in Time and Space Investigate how, in history, different cultures have made use of energy for different needs

Globalization and Sustainability Debate Herve Kempf’s ideas about “how the rich are destroying the earth”

3. Develop your SMART Goal

You must develop a goal which is achievable but also one that will provide a personal challenge. Once you have a supervisor, you will receive feedback on this goal and should revise accordingly.

A SMART goal is:

S – Specific. Be exact about what you want to achieve, not vague.

M – Measurable. You should be able to tell whether or not you are getting closer to your goal.

A – Attainable. Pick something challenging but not impossible.

R – Relevant. It should be a goal helpful and interesting to you.

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T – Timed. You must have a cut off point when you will assess if you have achieved you goal.

Needs further development StrongI will analyze the American presidential election of 2012 by looking at demographics of voters based on age, gender and race.

Why:

The project is too big!I will teach myself to speak Greek.

Why:

The project is too big and too vague. How will you know when it is completed?

Create a preliminary strategic plan for action for a “green school” policy to potentially be implemented at our school by the end of the school year.

Why:

It’s specific and the language is precise. The topic of the plan is identified as well as the audience. Direct and produce a community performance of the musical Rent ready for April 2015.

Why:

It’s specific and verifiable when the play is presented as scheduled.

4. Find a Supervisor

With assistance from the MYP Coordinator, you should approach a supervisor who has expertise in the topic area you have selected. This supervisor will guide you but will not complete your work.

The Role of a SupervisorThe supervisor will:

• Provide guidance to students in the process and completion of the project, including:

• Guidelines about the MYP Project

• A timetable with deadlines

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• The assessment criteria for the project

• Advice on how to keep and use a process journal

• The importance of personal analysis and reflection

• Formative feedback

• Requirements of academic honesty

• Confirm the authenticity of the work submitted (academic honesty form)

• Assess the MYP project using the criteria

• Participate in the standardization of assessment process

• Provide personal project grades to the MYP Coordinator

5. Research/Refine Your Goal and Decide Outcome/Product

Once you meet with your supervisor and discuss your goal, topic and global context, it’s your responsibility to begin research. Address these questions in your process journal on MB.

• How feasible is your goal?

• What do you already know which will help you complete this project?

• What new skills do you hope to develop? What existing skills do you hope to improve?

• What MYP Courses and topics are the basis for this project?

• What will be the outcome/product? Consider the following:

• Performances - a play, dance, song, concert, speech, talk, workshop

• Published writing - creative prose, poetry, major essay, extended article, script, review, book

• Visual display - film, photographic exhibition or book, a piece of artwork, model, graphs and other statistical data, clothing

• Interactive display - film, website

• Event - fund-raising event, celebration, dinner, sporting event, workshop

• How much time do you anticipate will be required for this project?

• What tasks will be undertaken?

• What challenges might you encounter?

• What resources will you need (transport, materials, tech. people)?

• How will you get these materials?

• Who or what will benefit from your actions? How?

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6. Develop Your Criteria for Success

How do you know if your outcome/product was a success? Before you begin, you need to think about this question and create a list of criteria or ways in which you will be able to measure the success of your project.

Make sure you complete step 5 and research before setting your criteria. All research should be cited using MLA (in-text citation as well as a works cited page).

Consider the following questions to create your criteria:

• Are there different aspects to the final outcome/product? If so, ask each question below to each aspect of your final outcome/product.

• What should the outcome/product look like?

• What criteria can I create to measure the success of the project (think about rubrics)

• How will I get feedback on the outcome/product?

7. Develop the Process

Now that you have completed a lot of research, set your product/outcome and decided the criteria for success, you will need to make the whole plan for how you plan on taking action (what you will do to get to your product/outcome).

The process will vary for each project however consider these questions when you develop your plan (notice some are repeated from step 5 however based on your success criteria you may have make changes):

• Where can I get the resources to complete my project?

• Who else can help me complete my project?

• Do I need to prepare, circulate, and analyze a questionnaire or survey?

• Do I need to visit any locations?

• Do I need to interview anyone?

• Are there any safety concerns that my supervisor or I should be aware of?

• What will my final report look like? What do I need to complete it?

8. Get Started

As you begin the process you have outlined in step 7, remember to update MB process journal with your reflections. Always reflect. It is important to make good progress and will help you write a better report at the end.

• How is your prior knowledge influencing the process?

• What evidence do you have to show new learning?

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• How has what you have learned impacted your attitude or behavior?

• What decisions have you made and how have these impacted your project?

• What feedback have you received and how are you incorporating this into your project?

• What would you do differently if you had to do this again? Why? What has informed this?

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A report is a spoken or written account of something observed, heard, done or investigated. A report aims to inform, as clearly and quickly as possible. The MYP personal project report shows a student’s engagement with his or her personal project by summarizing the experiences and skills recorded in the process journal.

The report should be presented in identifiable sections, following the MYP project objectives—investigating, planning, taking action and reflecting. The report must include evidence for all the strands of all criteria.

The format of the report for the personal project can vary depending on the resources available and the interests of the students. Students should take into consideration learning preferences, personal strengths and available resources when deciding on the best format for the report. The ability to communicate clearly and concisely is essential to demonstrate the elements of the report and reach the highest levels of the criteria. The student’s supervisor is responsible for providing guidance on the format of the report.

Possible formats for the MYP personal project report are divided into four main areas: written, electronic, oral and visual.

Format Word CountWritten 1,500-3,500 wordsElectronic (website, blog, slideshow) 1,500-3,500 wordsOral (podcast, radio, broadcast, recorded) 13-15 minutesVisual (film) 13-15 minutes

The report, however creatively developed and presented, does not replace the product/outcome of the personal project. If the product/outcome of a personal project is in written form, such as an essay or novel, this is considered as distinct from the project report.

Written Report

A written report aims to inform and explain the process of the personal project in a concise and succinct form and usually consists of sections with subheadings. Students must ensure that the report meets the assessment criteria and conforms to the structure as outlined above.

Oral Report

An oral report can take many different forms such as podcast, interview and radio broadcast. Oral reports must be recorded for internal standardization purposes and for possible submission to the IB for moderation. Students may use notes, cue cards and visual support aids for an oral presentation. Students should organize the report using the criteria as guidelines. The school and the student should determine whether an appropriate audience would be effective for this format.

final rePorT

To write a good report, you need to have a good

process journal.

Respond to as many questions outlined in the steps in “Getting

Started” to make your final report easier to write.

Tip

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Visual Report

A visual report is usually a short film where the student addresses the key moments of his or her personal project, informed by the entries in the process journal. The short film must be structured in a manner that demonstrates his or her achievements in the development of the personal project. Planning and time allocation for the filming process and subsequent editing should be taken into account from the planning stages.

Electronic Report

An electronic report can take many different forms such as a website, a blog, a Prezi, PowerPoint, or other slide show presentation. As in all other formats, students must ensure that the electronic report meets the assessment criteria and effectively demonstrates his or her engagement with the personal project.

For students submitting multimedia reports comprising both written and audio/visual formats, the maximum number of words and time of audio/visual presentations correlate in the manner shown below.

Final Submission

When submitting the report for assessment, you must include:

• The personal project coversheet (see Appendix 1)

• The completed academic honesty form (see Appendix 2)

• Final Report

• Process journal extracts - from MB

• Any supporting visual aids used during the presentation, if applicable

• Bibliography/sources.

Time Word Limit3 minutes and 1,200-2,800 words6 minutes and 900-2,100 words9 minutes and 600-1,400 words12 minutes and 300-700 words

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Below you will find a more detailed timeline with clear expectations. Schedule may change; follow deadlines posted on ManageBac.

Date Grade 10 (2014-2015)September Introduction to Personal Project

Work on steps 1-4 of “Getting Started”

Find a supervisor

October Focus: Investigating

Work on steps 5-6

Complete meeting 1 on Academic Honesty form

Discuss further October deadlines with your supervisor and write on MB.

November Focus: Planning

Work on step 7 and start on step 8


Discuss further November deadlines with your supervisor and write on MB.

December Focus: Taking Action

Continue with step 8 and complete product/outcome by the time you return from break

Discuss further December deadlines with your supervisor and write on MB.

January Focus: Finish taking action and reflect

Complete step 8 and work on final reflections on MB

Discuss further January deadlines with your supervisor and write on MB.

Personal ProjeCT Timeline

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Date Grade 10 (2014-2015)February Focus: Creating the final report

Discuss your plan for the final report and begin work on final report

Discuss further February deadlines with your supervisor and write on MB.

March Focus: Finalize final report and develop presentation for Personal Project Fair

Submit your final report to your supervisor and discuss how you will share this at the Personal Project Fair


Discuss further March deadlines with your supervisor and write on MB.

March 23-27 Personal Project Presentation Fair

All final marks for Personal Project submitted

Internal moderation of marks

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Appendices

MYP Personal project coversheet

Personal projectStudent name

Student number

School name

School number

Supervisor name

Title of the project:

Goal of the project:

Length (word count and/or presentation time):

Included when submitting the projectA completed academic honesty form �

Process journal extracts �

Any supporting visual aids used during the presentation, if applicable �

Bibliography/sources �

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Appendices

MYP Personal project coversheet

Personal projectStudent name

Student number

School name

School number

Supervisor name

Title of the project:

Goal of the project:

Length (word count and/or presentation time):

Included when submitting the projectA completed academic honesty form �

Process journal extracts �

Any supporting visual aids used during the presentation, if applicable �

Bibliography/sources �

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Appendices

MYP projects academic honesty form

MYP Community project/MYP Personal project(Delete as appropriate)

Student name

Student number

School name

School number

Supervisor 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 do not need to 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.

Date Main points discussed Signature/initials

Meeting 1 Student:

Supervisor:

Meeting 2 Student:

Supervisor:


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Meeting 3 Student:

Supervisor:

Supervisor comment

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 (hard copy and/or electronic materials).

Supervisor declaration

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

Student’s signature Date

Supervisor’s signature Date

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Appendices


MYP Community project/MYP Personal project(Delete as appropriate)

Student name

Student number

School name

School number

Supervisor 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 do not need to 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.

Date Main points discussed Signature/initials

Meeting 1 Student:

Supervisor:

Meeting 2 Student:

Supervisor:

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