THE IBMYP
PERSONAL
PROJECT
Personal Project 2015
What is the Personal Project?
A chance to be a Bill Gates, a Picasso,
a Jamie Oliver or….
• Personal interest Project completed by all Year 9 and
10 students – commenced in year 9 term 4 and
completed in year 10 term 3.
• Opportunity to discover personal abilities and
passions
• Opportunity to create something that is of great
personal interest
• Opportunity for independent learning.
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Majority of MYP students have a positive
sense of global self-concept, are engaged in
self-reflection and feel resilient: 61% of MYP
students reported a positive sense of global selfconcept “always” or “most of the time”; 75%
indicated that they were engaging in selfreflection; just over half of students reported
that they felt resilient “often” or “nearly all the
time”.
(Recent Flinders University Study)
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Global Contexts
Which “lens” will I use?
• Identities and Relationships
• Orientation in space and time
• Personal and cultural expression
• Scientific and technical innovation
• Globalisation and sustainability
• Fairness and development
(See handout)
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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.
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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.
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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.
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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.
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Globalisation and sustainability
Students will explore the
interconnectedness of human-made
systems and communications; the
relationship between local and global
proceses; how local experiences mediate
the global; the opportunities and tensions
provided by world – interconnectedness;
the impact of decision – making on
humankind and the environment.
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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.
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Focus Questions for
identifying the Global Context
needed
• What do I want to achieve through the
personal project?
• What do I want others to understand through
my work?
• What impact do I want my project to have?
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You want to create an App!
What will it be an App for?
How will you go about it?
Group Activity- step 1
• Each table has been assigned a Global
Context.
• Using the Global Context allocated and its
details discuss and decide upon an idea for
an App that you will create as part of your
personal project.
• 5 minutes
• Groups to feedback what their decision was
and how it connects to their allocated Global
Context.
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Project Criteria
Establish what the parameters of your project will be. These
parameters will be used to measure the quality of your completed
product. These are used by the student , the final project is marked
using a set of given IB criteria.
Some guide questions:
•What will my outcome or project look like?
•What type of materials will I use?
•What techniques /approaches will I use?
•What type of information will be included?
•Who is the audience?
•Do I need to consider copyright or intellectual property?
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Group activity- step 2
• As a group decide on three (3) key
criteria (tests) that you will use to
measure the success of your App.
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Group activity- step 3
• Now list three (3) questions you think
you will need answered to be able to
create your App.
• Where will you get this information
from and why this source?
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Connections to the
Personal Project
How has the activity reflected the nature
and steps of the project?
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The Personal Project
Support
• Personal Project Coordinator
• 2015 Students are allocated a staff member as
a mentor. Regular meetings are held to
support the process
• Workshops to address key sections of the
project
• 2015 Personal Project Guide Book – available
on the Personal Project Wiki space
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Project Components
Personal project component
How it is assessed
1. Focus on a topic leading towards a Evident in the presentation/report
product/outcome- Goal.
2. Process journal
A selection of extracts in appendices
of the report
2. Report- Written, Electronic (blog
etc), Oral (podcast), Visual (film),
multimedia.
The content of the report assessed
using all four criteria
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A product of your child’s own
creation and initiative
A creative piece totally of your child’s own
choice using all manner of representation
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Created an advertising campaign with the
aim of changing community attitudes
towards those with disabilities.
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What can parents do to help their
children with the Personal Project?
•Encourage your daughter to choose a topic that she is
really interested in and will be motivated by.
•Ensure the $100 limit is adhered to.
•Encourage your child NOT to procrastinate, to manage
her time well, and to meet all deadlines.
•Motivate your child to complete the Project because it
is brilliant preparation for life in “the real world”.
•Support but don’t do!
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Assessment Criteria
Criteria A: Investigating
Criteria B: Planning
Criteria C: Taking Action
Criteria D: Reflecting
Total
Max 8
Max 8
Max 8
Max 8
32
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Questions ?
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