Personal Project Supervisor-student Guide

Personal ProjectGuide2013-2014

American International School of Kuwait

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Table of Contents . IB Learner Profile 3

Steps to Success 4

Timeline 5

Introduction to personal project 6

Aims and Objectives 7

ATL Skills 9

Role of the Supervisor 9

Guiding Questions 10-11

Using the Process Journal 12

Identifying a Topic 13

Identifying the AOI 14

Specifications of project 14

Specifications Examples 15-18

Selecting Sources, Applying Information 19

Achieving the Goal, Reflecting on Learning, Reporting the Project 20

Structure of Personal Project Report 20-21

Personal Project Assessment Criteria 21

Criteria A, B, C, D, E, F, G 22-28

Personal Project Meeting Forms 29-38

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IB learner profileThe 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.

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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.

Steps to Success

This guide contains information to help you understand the personal project, the steps you will need to follow to achieve success, and the information for how your Personal Project will be assessed.

Important!

Follow these steps closely and you will be on your way towards success:

Choose a project that you find interesting and fun. Bring your guide to every supervisor meeting. Complete the required meeting forms before you meet with your supervisor. Follow and meet all deadlines provided. Find and make contact with your supervisor according to the timeline. Read this guide carefully! Follow the recommended guidelines. Understand the Areas of Interaction, pg 14, and focus on one for your personal

project. Know the Aims and Objectives, pg 7, because they are what you will be assessed

on. Use the rubrics on pages 34-40 when writing your structured writing piece. Believe in yourself and show us what you can do! Have Fun!

• Check Edmodo and AIS email account weekly!!• Seek the advice of your supervisor whenever you are struggling or

need additional help.

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2013-2014 MYP Personal Project Timeline

September 29th Grade 10 Assembly to introduce Personal Project

October 6th Proposal form due to PP Coordinator

October 23rd Supervisor list posted

October 23th-31st Meet with supervisor-form#1: Set schedule of meeting dates and times. Discuss proposed topic, how selected AOI is connected to project and develop a strategy for the collection of information. Review the aims and objectives, scoring rubrics, meeting forms and deadlines from handbook with supervisor. Document meeting discussion in journal.

November 3rd-7th Meet with supervisor-form#2: Discuss which Learner Profile attributes and ATL skills your project will include. Continue collecting research information and materials. Plan links to AOI and begin project specifications.

November 10th-14th Meet with supervisor-form#3: Review progress in research and further development of goal. An end product should be selected and the product specifications should be written. Continue to use process journal.

November 17th-21st Meet with supervisor-form#4: Discuss specifications of end product, product is taking form, research should be complete.

November 24th-28th Meet with supervisor-form#5: Review progress of project and use of process journal.

December 1st-5th Meet with supervisor-form#6: Project and product should be near completion. Begin drafting structured writing piece. Use rubrics to guide the process. Remember, you must discuss AOI throughout project.

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December 15th-19th Meet with supervisor-form#7: Project should be done and progress made on structured writing.

January 5th-9th Meet with supervisor-form#8: Discuss draft of writing piece.

January 19th-23rd Meet with supervisor-form#9: Review/revise writing piece. Provide a list of materials needed for Showcase.

January 26th-30th Meet with supervisor-form#10: Evaluate the writing piece. The

writing is due after the showcase to include reflection from the showcase.

February 2nd-6th Journal copies are due to supervisors!

February 10th Personal Project Showcase

February 17th Structured Writing Due! A copy of the structured writing is submitted to Turnitin.com. Journals are due to MYP Coordinator.

February TBD Writing piece is scored by staff

Introduction to the Personal Project

Role of the Personal Project

The personal project is a significant body of work produced over an extended period. It is a product of the student’s own initiative and should reflect his/her experience of the MYP. The personal project holds a very important place in 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 in approaches to learning.

As shown in the MYP curriculum 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 subjects; they bind various disciplines together; they are the basis of varied learning experiences through project work, interdisciplinary activities, and real-life community involvement. Although the areas of interaction are not awarded individual grades,

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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.

Types of Personal Project

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 structured writing. Please see the section about the structure of the personal project for more details. The student needs to choose carefully the type and goal of their project in terms of the skills and techniques that are required to bring it to a successful conclusion. Some projects may be too ambitious, require overly complex procedures or require a lengthy process of learning. Examples of realistic and unrealistic personal projects follow.

Realistic project Unrealistic projectA student who has studied the piano for a number of years decides to write a musical score for parts of a school play.

A student decides to learn to play the piano as a personal project.

AimsThe aims of the personal project state in a general way what the student may expect to experience or learn.

In addition, they suggest how the student may be changed by the learning experience.The aims of the MYP personal project are to allow students to:

• engage in personal inquiry on issues that are relevant to themselves, through an area of interaction as a 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)

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• move towards thoughtful and positive action• develop confidence as lifelong learners.

ObjectivesThe objectives of the personal project state the specific targets that are set for learning. They define what the student will accomplish as a result of completing the personal project.These objectives relate directly to the assessment criteria found in the “Personal project assessment criteria” section.

Objective A Use the process journalStudents should:• demonstrate organizational skills through time and self-management• communicate and collaborate with the supervisor• demonstrate information literacy, thinking and reflection.

Objective B Define the goalStudents should:• identify and explain a topic based on personal interest• justify one focus area of interaction as a context for the project• outline a clear, achievable, challenging goal• create specifications that will be used to evaluate the project’s outcome/product.

Objective C Select sourcesStudents should:• select varied, relevant sources to achieve the goal• evaluate sources.

Objective D Apply informationStudents should:• transfer and apply information to make decisions, create solutions and develop understandings in connection with the project’s goal.

Objective E Achieve the goalStudents should:• evaluate the outcome/product against their own specifications for success. Students award a level that relates to the descriptors in criterion E in collaboration with their supervisor.

Objective F Reflect on learningStudents should:

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• reflect on how completing the project has extended their knowledge and understanding of the topic and the focus area of interaction• reflect on how they have developed as a learner by completing the project.

Objective G Report the projectStudents should:• organize the project report according to the required structure• communicate clearly, coherently and concisely, within required limits• acknowledge sources according to recognized conventions.

ATL Skills

Through completing the project students will develop their ATL skills further and students might:

• make connections between previous learning and current learning• conduct experiments• make predictions and take action• collect data and report findings• clarify existing ideas and revise perceptions of events• deepen understanding by applying a concept• defend a position• solve problems through innovation• extend their understanding of academic honesty• develop skills that may benefit them for the future.

How do I learn best?How do I know?How do I communicate my understanding?

Organization Information literacy Transfer

Collaboration Reflection

Communication Thinking

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Role of the Supervisor

You are the main support for your students during this process. The most important part ofyour position is supporting them along the way. You can be the difference between successand failure for the students!

• Give support for your students during this process.• Make sure the students understand all of the requirements, deadlines and criteria of the Personal Project.• ensure the chosen personal project topic satisfies appropriate legal and ethical standards with regard to health and safety, confidentiality, human rights, animal • Provide the students with the necessary advice and encouragement to succeed with the Project.• Remind and encourage students to reflect and record in their Process Journals, either in a notebook or digital file (Word, Power Point, etc...). Ask to see the Journal at each meeting.• Offer positive, constructive verbal and written comments at each stage.• Use the Personal Project assessment criteria as a basis for discussion.• Ensure that the project is authentic and entirely the students’ own work.• Attend the Personal Project Show Case.• Take part in the assessment process of the projects.

At regular meetings the supervisor:

discusses with the student relevant sources of information and, when necessary, other resources that the student may use to develop the project

reviews with the student the appropriate areas of approaches to learning (ATL) that will help develop the personal project

focuses on the organization and presentation of the final piece of work, advising the student to be thorough and methodical

encourages the student to keep a detailed and useful process journal advises the student to review and revise the project in the context of the assessment

criteria

Guiding QuestionsTopic (Clarifying the purpose and plan of your Project)· What is the goal or the key question I want to answer in my project?· What do I think might be the answer to the Key question(s) above? In other words, what is

my hypothesis or thesis statement?

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· What Area(s) of Interaction (Human Ingenuity, Environment, Community Service or Health and Social Education) is my project firmly linked to? Remember you need one.

· What do I have to do to check if my hypothesis is correct or to achieve my goal?· Outline or describe how you plan to achieve your goal. · How much time should I expect to need to do these things? To analyze them? To present

my analysis?· Is my goal realistic, given the prescribed deadlines? Do I need to adjust my goal? Why?

Research (Collecting the necessary information and/or materials)· Where will I find the desired information/material (people, online, library, etc.)?· Do I need to organize events (when, where, invitations, etc.)?· Do I need to carry out experiments (set-up, materials, equipment, lab, etc.)?· Do I need to make a questionnaire (why, how, for whom, when, where, etc.)?· Do I need to interview experts in the field (who, how, when, where, etc.)?· Am I answering my research question? Advancing toward my goal?· Am I developing an insight in my main Area of Interaction?· Are there any gaps in my research? How can I fill them?

Reflection (Analyzing the information)· Which information relates to my project question and/or goal?· Can I come to an answer to my project question now? What answers do I get?· Do I have enough information data to support my project?· Is the information convincing?· Can I leave out unnecessary information? Do I need more?· Am I addressing the Area(s) of Interaction appropriately?· Have I achieved the goals that I had set for myself?· Are there any flaws in my reasoning?· Do I need to modify my plan to improve my results? How?· Am I satisfied with my results?

The Personal Statement (describing the process and evaluating results)· Have I described my goal and how I aimed to achieve it? (Criterion A)· Did I collect information from a variety of sources and include them in a bibliography?

(Criterion B)· Have I discussed my choice and application of techniques? (Criterion C)· Have I reflected on my research, my process and other aspects of my work? (Criterion D)· Is my Personal Statement well organized? Does it contain a bibliography page? Is it

approximately 1500 words? (Criterion E)· Have I reviewed the process and the final results of my project? (Criterion F)· Have I developed a link to an Areas of Interaction? (Criterion G)

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Using the process journalAll ATL skills, as defined in MYP: From principles into practice (August 2008), will be required in completing the personal project and documenting process and in this way students show working behaviours and academic honesty.

The “process journal” is a generic term used to refer to the documentation that students develop. However, the media for documenting the process can vary depending on student preferences. It can be written, visual, audio or a combination of these and might include both paper and electronic formats.

Students must show evidence of regular use of the process journal, though not necessarily weekly. Though legibility is important, quality of thinking is more important than neatness and presentation.

The process journal is … The process journal isn’t …

• begun at the very start of the process and used throughout the process• a place for planning• a place for recording interactions with sources, for example, teachers, supervisors, external contributors• a place for storing useful information— quotes, pictures, ideas• a means of exploring ideas• a place for reflection on stages of the project• a place for evaluating work completed a place for reflecting on learning• devised by the student in a format that Suits his or her needs• useful for the student when receiving formative feedback• used by the

• 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.

Documenting might include: Mind Maps®, bullet lists, charts, short paragraphs, notes, timeline, annotated illustrations, and pictures.

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Identifying the topic

• brainstorm ideas (document process in journal)

• choose an area of interest to you

• define the topic and identify your goal

• focus on ONE area of interaction

• goal must be attainable

Students should develop a goal which they can accomplish but challenges their knowledge, skills or techniques in an appropriate way.

Deciding whether a project is realistic or unrealistic for a student will be based on discussions between the student and the supervisor. Goals should be achievable based on the time and resources available.

Challenging project Highly challenging project

A student wants to raise political awarenessamong his or her peers through an information-giving campaign.

A student wants to influence an external politicalsystem and get a bill passed through a nationalgovernment.

A student wants to create a durable bag usingsecond-hand materials.

A student wants to create a range of bags usingsecond-hand materials to sell and raise money forcharity.

A student decides to create a puppet-show to take

A student decides to create a puppet-show to

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to a primary school to contribute to their end ofyear celebrations.

entertain children and to tour several schools andhospitals.

A student decides to write an article on a topicof interest for a journal (school/academic/specialinterest) and submit to an audience.

A student decides to write and publish an originalbook-length feature on a topic of interest.

Identifying the Focus Area of Interaction

• Environments• Community and Service• Human Ingenuity• Health and Social Education• Approaches to Learning

The area of interaction helps the student engage in a cycle of inquiry (understanding/awareness, reflection and action) and a process that leads them from academic knowledge to thoughtful action.

• 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 area of interaction enrich my project?The examples that follow provide illustrations of goals focused through specific areas of interaction, as well as the specifications for the outcome or product. Please note that this information is illustrative only and does not reflect specific levels of achievement. Some of the information hereafter is based on personal projects that were completed by students

Creating specifications to evaluate the outcome or product

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Students must define realistic specifications to measure the quality for the project’s final outcome/product. Working with their supervisor, students must define what constitutes a high-quality outcome or product. Some appropriate tools for setting standards and assessing quality include checklists or rubrics. Students document the specifications in their process journal and use them to assess the final outcome/product.

Specification Examples:

AOI Topic Goal of personalproject

Specifications Outcome

Human IngenuityWhy and how do we create?

What are the consequences?

Experimentson humans andanimals

To understand moreabout the originsof vivisection andcurrent practicesand communicatefindings.

The display:• includes asummary ofpast, presentand future inpractices ofvivisection• includesmainly visualinformationwith some textand audio• includes promptquestionsthat challengeviewers to thinkabout ownstance• includesfindings fromhis survey• includes amethod ofcollectingfeedback fromviewers.

Interactive display.

The value ofbamboo

To show the valueof bamboo inVietnamese dailylife.

The painting:• includes imagesof how bamboois used in dailylife• is acrylic oncanvas inobservational

Three-dimensionalpainting.

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style• is mixed mediaand realism—bambooproductsattached to thecanvas• is on a canvassize 1m x 1m.



Environments

What are our environments?

What resources do we have or need?

What are my responsibilities?

Workingenvironmentand health

To improve theschool environmentin a simple, cost effectiveway.

The location of theplants take intoaccount health andsafety policies ofthe school.The plants are easyto maintain.There is a range ofplants that providesa mix of foliage andcolour.There is a system forensuring the plantsare cared for.

Arrangement ofplants in areas ofthe school.

Fishing and theenvironment

To produce aproposal for a localfishing club to helpfishers protectenvironment whileenjoying the sport.

The proposal:• is clear and well defined• providesevidence ofresearch• shows thebenefits tothe club instrengtheningtheenvironmentalpolicy

Proposal presentedto the fishing clubcommittee.

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• meets timeavailable for thepresentation• is communicatedorally, withwrittensupport—slidesand writtensummary.



Health and social education

How do I think and act?

How am I changing?

How can I look after myself and others?

Well-being Create a welcomesystem for studentsnew to the school.

The proposal:• is communicatedorally, withwrittensupport—slidesand writtensummary• is clear and well defined• providesevidence ofresearch• shows thatthe system issustainable andcost-effective tothe school• shows that thepack is relevantfor the recipient• shows thatthere would besupport fromother students.

Welcome packand proposal forvolunteer buddy.For example, bagor folder containinguseful informationabout the schooland area; invitationsto events and so on.

Fightingprejudice

Create a short playto raise awarenessof impact ofprejudice onindividuals; workwith social studiesteacher to use aspart of unit of work.

The play:• must be 20minutes long• must beappropriate forstudents aged11 (definedfurther afterresearch)• must includethe main themeof the impact

The play.

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of prejudice(defined furtherafter research).There must be atool to evaluatethe play such as a



Community and service

How do we live in relation to each other?

How can I contribute to the community?

How can I help others?

Social action Raise money/resources for acharity supporting aspecific cause.

Specificationsfor the campaignwill be defineddepending on theresearch carriedout by the studentabout the mostsuitable method.For example, thecampaign:• is communicatedclearly tothe schoolcommunity• givesinformation tothe communityabout howthe money orresources will beused• is appropriateto the target

Fundraisingcampaign iscompleted.Donation andpresentation offunds/resources tochosen charity.

Buildingcommunity

Bring membersof the communitytogether through anevent, for example,music performance.

Specificationsare based on thestudent’s decisionto hold a musicperformance.The event:• includescountriesrepresented inthe school—France; Germany;India; Iran;Poland; USA• provides seatingfor 50 people

Specific event heldat a pre-arrangedtime during theschool year.

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• uses fourspotlights; fourmicrophones• providesrefreshments:a suitable drinkand snack (50people)

Selecting sourcesStudents should select relevant and reliable information from a variety of sources to develop the personal project. The number and type of resources will vary depending upon the nature of the project; however, in order to reach the highest levels of achievement, students must select a range of sources and a variety of types. Evaluating the reliability of sources will be developed through ATL, particularly information literacy skills. Students will consider factors such as credibility of the author, currency, accuracy, relevance, intended audience and objectivity of the source.

Available sources may include students’ prior knowledge, and primary and secondary sources such as: subject area content, significant people, survey data, published media, internet resources (which may provide a variety of resources), video or audio recordings, images. Access to these may be virtual.

Although students may include their prior knowledge as a source, prior knowledge alone does not provide sufficient depth or breadth of inquiry for the personal project.

Students will have selected sources during the initial stage of their project but research will continue during the process of completing the project. They should record information collected from these sources in their process journal. The focus area of interaction will influence the selection of sources.

Applying information

Application of information takes place throughout the project as students decide what actions to take and when, and as they keep records in their process journal. Students need to be aware of recording their decision-making which has been based on information from sources. They will make connections with prior knowledge and new knowledge in potentially unfamiliar situations and identify solutions.

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When they come to report the project their records will be particularly important. As mentioned in “Using the process journal”, these records do not need to be lengthy but appropriate to the needs of the student and a reminder of what they have achieved along the way.

Achieving the goal

This is the stage when students complete their goal and produce the outcome or product. They will evaluate the outcome or product using the specifications created earlier during the process.

Reflecting on learning

Students will reach a stage of the project when they are able to begin preparing their project report. They will need to reflect on what they have learned through completing the project. This learning relates to the subject-specific learning of the topic itself and what they have discovered in relation to the project goal and the area of interaction. It also relates to themselves as learners and their awareness or development of approaches to learning skills.

Reporting the project

During the whole process, students will have kept a record of their decisions and should use this in order to help them produce the project report and reflect specifically on their learning and achievement. This is addressed in the “Reporting the personal project” section.

Structure of the personal project report

Written format

The report must include: title page; table of contents; body of the report; bibliography or reference list; appendices.

The title page must include the following.

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• Student name• Title of the project• Length (word count)• School name• Year

The body of the report is structured around the objectives and assessment criteria and it must include these sections.

• The goal (see criterion B)• Selection of sources (see criterion C)• Application of information (see criterion D)• Achieving the goal (see criterion E)• Reflection on learning (see criterion F)

Length of the report

The length of the personal project report in English, French, Spanish and Arabic must be a minimum of 1,500 words and a maximum of 3,500 words, not including appendices and bibliography or reference list. In Chinese, the minimum character limit is 1,800 characters and the maximum is 4,200 characters. In Japanese the minimum limit is 3,000 kana/kanji and the maximum is 7,000 kana/kanji. Where a student completes a report in another language, the school must advise the student on appropriate word limits for that language.

Personal Project Assessment Criteria

The following assessment criteria have been established by the IBO for the personal project in the MYP. The final assessment required for IBO-validated grades and IBO certification at the end of the MYP must be based on these assessment criteria.

Criterion Name of Criterion Evidence of Criterion Maximum Level

Criterion A Use the process journal Process Journal Maximum level: 4Criterion B Define the goal Report Maximum level: 4Criterion C Select sources Report Maximum level: 4Criterion D Apply information Report Maximum level: 4Criterion E Achieve the goal Product and Report Maximum level: 4Criterion F Reflect on learning Report Maximum level: 4

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Criterion G Report the project Report Maximum level: 4

Criterion A: Use the process journalMaximum: 4

Students should:

• demonstrate organizational skills showing time- and self-management• communicate and collaborate with the supervisor• demonstrate information literacy, thinking and reflection.

The section “Completing the personal project” in this guide has guidance concerning the type of evidence that students should include in the process journal. Supervisors should also refer to the areas of interaction section in the guide MYP: From principles into practice (August 2008), for specific guidance concerning ATL.

Extracts from the process journal must be submitted in samples of work for external moderation to support the level awarded for criterion A. The student must take responsibility for making the appropriate extracts available to the supervisor.

The extracts chosen to support the level awarded for criterion A should reflect each of the strands in the criterion. It is anticipated that the complete process journal will be more extensive. However, between 10 and 20 individual entries are sufficient to represent the student’s work. An individual entry does not need to be extensive and includes any of the examples that students might use to document the process, referred to in the subsection “Using the process journal”.

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Achievement level

Level descriptor

0The student has not reached a standard described by any of the descriptors

given below.

1The student demonstrates minimal:• organizational skills through time and self-management• communication and collaboration with the supervisor

• information literacy, thinking and reflection.

2The student demonstrates some:• organizational skills through time and self-management• communication and collaboration with the supervisor


3The student demonstrates satisfactory:• organizational skills through time and self-management• communication and collaboration with the supervisor


4The student demonstrates well-developed:• organizational skills through time and self-management• communication and collaboration with the supervisor


Criterion B: Define the goalMaximum:

Students should:

• identify and explain a topic based on personal interest• justify one focus area of interaction as a context for the project• outline a clear, achievable, challenging goal• create specifications that will be used to evaluate the project’s outcome/product.

The specifications for the product/outcome created by the student, in consultation with the projectsupervisor, are used to evaluate the success of the project.

These student-created specifications for their product/outcome link to criterion E, in which the student evaluates his or her outcome/product.

The Personal project teacher support material provides guidance concerning the specifications that students create to evaluate their product or outcome.

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Achievement level

Level descriptor


given below.

1The student:• identifies the topic of interest, a focus area of interaction and a limited goal• creates minimal specifications to evaluate the project’s outcome/product or none at all.

2The student:• outlines superficially the topic of interest, the focus area of interaction and an achievable goal• creates specifications for evaluating the project’s outcome/product, however they lack definition.

3The student:• describes clearly the topic of interest, the focus area of interaction and an achievable and appropriately challenging goal• creates satisfactory specifications for evaluating the project’s outcome/product.

4The student:• justifies effectively the topic of interest, the focus area of interaction and an achievable and appropriately challenging goal• creates appropriately rigorous specifications for evaluating the project’s outcome/product.

Criterion C: Select sourcesMaximum: 4

Students should:

• select varied, relevant sources to achieve the goal• evaluate sources.

Evidence will be seen in the body of the report and the bibliography.

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Achievement level

Level descriptor


given below.

1The student:• selects very few relevant sources to achieve the goal• demonstrates minimal evaluation of sources.

2The student:• selects some relevant sources to achieve the goal• demonstrates some evaluation of sources.

3The student:• selects a satisfactory variety of relevant sources to achieve the goal• demonstrates satisfactory evaluation of sources.

4The student:• selects a wide variety of relevant sources to achieve the goal• demonstrates well-developed evaluation of sources.

Criterion D: Apply informationMaximum: 4

Students should:

• transfer and apply information to make decisions, create solutions and develop understandings in connection with the project’s goal.

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Students interpret the information from sources they have researched and selected. By thinking about the information, students develop a broader context for their inquiry; identify questions and issues for their project and solve problems.

Students may have researched information relating to techniques, which can be discussed in the context of this objective.

Achievement level

Level descriptor


given below.

1The student demonstrates minimal:• transfer and application of information to make decisions, create solutions and develop understandings in connection with the project’s goal.

2The student demonstrates some:• transfer and application of information to make decisions, create solutions and develop understandings in connection with the project’s goal.

3The student demonstrates satisfactory:• transfer and application of information to make decisions, create solutions and develop understandings in connection with the project’s goal.

4The student demonstrates well-developed:• transfer and application of information to make decisions, create solutions and develop understandings in connection with the project’s goal.

Criterion E: Achieve the goalMaximum: 4

Students should:

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• evaluate the outcome/product against their own specifications for success.

The final level awarded is decided in collaboration with the supervisor.

It is crucial that the specifications are developed by the student before completing the project (seecriterion B). The student must discuss any changes in the specifications that took place during the process in his or her report. Where a student does not complete the outcome/product because of factors outside of his or her control, criterion E applies to the stage that the project reached.

This criterion is not adjusted in the external moderation process.

Achievement level

Level descriptor


given below.

1• The student evaluates the quality of the outcome/product.• The outcome/product is of very limited quality and meets few of thespecifications

2• The student evaluates the quality of the outcome/product.• The outcome/product is of limited quality and meets some of the specifications.

3• The student evaluates the quality of the outcome/product.• The outcome/product is of satisfactory quality and meets many of the specifications.

4• The student evaluates the quality of the outcome/product.• The outcome/product is of high quality and meets most or all of the specifications.

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Criterion F: Reflect on learningMaximum: 4

Students should:

• reflect on how completing the project has extended their knowledge and understanding of the topic and the focus area of interaction

• reflect on how they have developed as a learner by completing the project. This criterion addresses the quality of ideas expressed not the quality of language used.

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Achievement level

Level descriptor


given below.

1The student demonstrates minimal:• reflection on how completing the project has extended his or her knowledge and understanding of the topic and focus area of interaction• reflection on how he or she has developed as a learner by completing the project.

2The student demonstrates some:• reflection on how completing the project has extended his or her knowledge and understanding of the topic and focus area of interaction• reflection on how he or she has developed as a learner by completing the project.

3The student demonstrates satisfactory:• reflection on how completing the project has extended his or her knowledge and understanding of the topic and focus area of interaction• reflection on how he or she has developed as a learner by completing the project.

4The student demonstrates well-developed:• reflection on how completing the project has extended his or her knowledge and understanding of the topic and focus area of interaction• reflection on how he or she has developed as a learner by completing the Project

Criterion G: Report the projectMaximum: 4

Students should:

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• organize the project report according to the required structure• communicate clearly, coherently and concisely, within required limits• acknowledge sources according to recognized conventions.

This criterion will include judgments about presentation, writing (or speaking) conventions, mechanics, grammar, word choice, voice, audience, for example.

The report must follow MLA.

Achievement level

Level descriptor


given below.

1The student demonstrates:• minimal organization of the project report according to the required structure• communication, which is rarely clear, coherent and concise and may not meet required limits• inaccurate use of recognized conventions to acknowledge sources or no acknowledgement of sources.

2• The student demonstrates:• some organization of the project report according to the required structure• communication, which is sometimes clear, coherent and concise and is within required limits• some accurate use of recognized conventions to acknowledge sources.

3The student demonstrates:• satisfactory organization of the project report according to the required structure• communication, which is generally clear, coherent and concise and is within required limits• generally accurate use of recognized conventions to acknowledge sources.

4The student demonstrates:• consistent organization of the project report according to the required structure• communication, which is clear, coherent and concise and is within required limits• accurate use of recognized conventions to acknowledge sources, possibly with minor errors.

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Personal Project Meeting Form # 1

Student’s Name: Topic:

Supervisor Name: Date:

Meeting Topics: - Meeting times and procedures- Schedule for the year- Process Journal - Project Topic & link to an Area of Interaction

Student’s comments on his/her progress:

1. Have you chosen an appropriate topic? YES NO

Comments:

2. Have you linked your project to an Area of Interaction? YES NO

Comments:

3. Have you looked through the main parts of this guide with your supervisor? YES NO

4. Have read and understood the deadlines on pg3? YES NO

5. Did you know that there are 2 parts to the personal project? YES NO

(The product & the structured writing piece)

6. Do you know that you are assessed on your journal, achievement

of goal and your essay? YES NO

7. Do you have a plan to complete your research? YES NO

Comments:

8. Have you discussed and agreed upon a meeting schedule? YES NO

Comments:

Goals to accomplish by next meeting:

Time of Next Meeting: .

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Student Signature Supervisor Signature .Personal Project Meeting Form # 2



Meeting Topics: - Topic- Areas of Interaction- Process Journal - Research Plan-ATLs/Learner Profile


1. Have you begun your process journal? YES NO

Comments:

2. Have you been developing links to an Area of Interaction? YES NO

Comments:

3. Do you have a plan to complete your product? YES NO

Comments:

4. Have you started your research? YES NO

Comments:

5. Have you chosen the Learner Profile Attributes and ATLs

you will develop in this project? YES NO

Comments:



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Student Signature Supervisor Signature .Personal Project Meeting Form # 3



Meeting Topics: - Collection of Information- Resources- Research Plan Modification- Product Specifications


1. Are you having any troubles collecting information? YES NO

Comments:

2. Does your research plan need modification? YES NO

Comments:

3. Are you maintaining focus on your AOI? YES NO

Comments:

4. Have you written your product specifications? YES NO

Comments:

5. Have you made multiple entries into your process journal? YES NO

Comments:



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Student Signature Supervisor Signature .




Meeting Topics: - Research Completed- Plan for Final Product- Process Journal


1. Have you finished your research (information gathering)? YES NO

Comments:

2. Have you developed a strategy to complete your project? YES NO

Comments:

3. Are you documenting your progress for future display purposes? YES NO

Comments:

4. Have you been keeping up with your process journal? YES NO

Comments:

5. Are your goals achievable? YES NO

Comments:




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Meeting Topics: - Revise Planning- Monitor Progress-Process Journal


1. Are you having any difficulties? YES NO

Comments:

2. Will you meet the February deadline? YES NO

Comments:

3. Do you need to modify your product completion strategy? YES NO

Comments:




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Meeting Topics: - Product Final Stages- Process Journal - Area of Interaction- Strategy for Structured Writing


1. Is your product nearing completion? YES NO

Comments:


Comments:


Comments:

4. Do you need help finishing your product? YES NO

Comments:

5. Have you developed a strategy for the structured writing piece? YES NO

Comments:

6. Do you understand the 7 criteria and how your writing will be assessed? YES NO

Comments:7. Do you understand the format of the writing piece? YES NO

Comments:

8. Have you started to write the structured writing piece? YES NO

Comments:


Time of Next Meeting: . Student Signature Supervisor Signature .

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Meeting Topics: - Product Final Stages- Process Journal - Structured Writing


1. Is your product complete? YES NO

Comments:

2. Do you understand the format of the writing piece? YES NO

Comments:


Comments:


Comments:


Comments:

6. Do you have a plan for your structured writing piece? YES NO

Comments:




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Meeting Topics: - Analysis completion- Structured writing piece format- Reflection on process - Process Journal


1. Have you completed your analysis of the product outcomes? YES NO

Comments:

2. Have you reflected on your successes and setbacks? YES NO

Comments:

3. Do you understand the format of the writing piece? YES NO

Comments:

4. Have you kept up with the process journal? YES NO

Comments:

5. Do you know how the journal can be used in the writing piece? YES NO

Comments:




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Meeting Topics: - Structured writing draft feedback- Analyze writing using criteria- Project showcase display


1. Have you handed your draft writing piece to your supervisor? YES NO

Comments:


Comments:

3. Has your supervisor provided relevant feedback? YES NO

Comments:

4. Are you aware of the final deadline and how to turn it in? YES NO

Comments:

5. Do you know how you will display your project at the Showcase? YES NO

Comments:




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Meeting Topics: - Final structured writing piece due- Process Journal-Turnitin.com


1. Have you revised your structured writing piece to include the

Showcase reflection? YES NO

Comments:

2. Has your supervisor commented on your structured writing piece? YES NO

Comments:

3. Do you have copies of 12-15 pages of your journal to turn in to

your supervisor? YES NO

Comments:

Have you submitted your writing piece to turnitin.com? YES NO

Comments:


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Documents

Personal Project Supervisor-student Guide