PERSONAL PROJECT OBJECTIVE A: PLANNING CHECKLIST

Objective A: Planning REPORT CHECKLIST EVIDENCE

(examples only)

LEARNING GOAL & ● LEARNING GOAL: Explain what you want to ● Brainstorms
PERSONAL learn by completing this project ● Planning sheets
INTEREST ● Identify what initially sparked your interest in ● Proposal Panel
this topic & explain its connection to the ● A list and/or diagram
learning goal of interests and
● Describe what makes your goal personal related learning
through your experiences & interests goals
Criterion A ● Discuss what knowledge & skills you had before ● A list of possible
Strand i. you begin this process strategies to achieve
State a learning goal for you could: personal and
the project and explain ● Identify what you already knew about this academic goals
how a personal interest topic from your subjects/classes (similar ● A diagram showing
led to that goal projects/units you completed in school) the connections
● Identify what you skills you already had between the learning
that will help achieve your goal goal and the product
● Identify what you already knew or could do
outside of a school subject

● OPTIONAL: Connect the goal & Global

Context to the real world through research: why
does your project matter? In what ways is it
significant and worthy of study?

PRODUCT GOAL & ● PRODUCT GOAL: Explain what you want to ● Brainstorms
SUCCESS CRITERIA do or make by completing this project ● Planning sheets
● Develop criteria that are specific, rigorous, ● Proposal Panel
realistic, testable ● Success Criteria
Criterion A ● Develop criteria that are directly related to (final)
Strand ii. the product goal, GC (optional) and ● Drafts and plans of
State an intended product research success criteria
and develop appropriate ● Develop criteria that measure the quality of ● Research notes that
success criteria for the the goal support success
product ● Explain & justify criteria based on the transfer criteria
of research to product (optional: learning goal
and GC)

PLAN ● Include evidence of planning through timelines, ● A series of steps

calendars, GANTT charts or other leading to the
tools/strategies completion of the
Criterion A ● Include details, specifics and personal examples product
Strand iii. on planning tool ● A timeline for
Present a clear, detailed ● Include both short and long-term planning completing short-
plan for achieving the broken down by steps and long-term tasks
product and its ● Uses the LCS PP Timeline as a guide ● To-do lists
associated success ● Include success criteria & their targeted ● GANTT Charts
criteria. completion as one aspect of plan ● Long-term plan
● Reference a range of sources in a properly MLA (personal)
formatted Works Cited (and Works ● Annotated PP
Consulted) Timeline
● Short-term plans
with details
 PERSONAL PROJECT OBJECTIVE B: APPLYING SKILLS CHECKLIST

Objective B: Applying REPORT CHECKLIST EVIDENCE (examples only)

Skills

AtL SKILLS & ● Identify the chosen AtL Skill(s) ● a series of inquiry questions
LEARNING GOAL developed throughout the (research skills)
process of achieving the ● sample correspondence with
learning goal the project supervisor
● Explain how the AtL Skill(s) (communication skills)
Criterion B were applied to help achieve the ● screenshot of daily reminders
Strand i. learning goal or alerts to complete personal
explain how the ATL ● Justify strengths and project tasks (self-
skill(s) was/were applied limitations of chosen AtL management)
to help achieve their Skill(s) ● reflection about resolving a
learning goal ● Include evidence of a broad conflict (social skills)
range of chosen AtL Skill ● summary of prior learning that
Category is relevant to the project
● AtL Skills Google Site Page (thinking skills)
● Comprehensive list of AtL Skills ● interview with a professional on
the topic chosen

AtL SKILLS & ● Identify the chosen AtL Skill(s) ● a series of inquiry questions
PRODUCT GOAL developed throughout the (research skills)
process of achieving their ● sample correspondence with
product the project supervisor
Criterion B ● Explain how the AtL Skill(s) (communication skills)
Strand ii. were applied to help achieve ● screenshot of daily reminders
explain how the ATL their product or alerts to complete personal
skill(s) was/were applied ● Justify strengths and project tasks (self-
to help achieve their limitations of chosen AtL management)
product. Skill(s) ● reflection about resolving a
● Include evidence of a broad conflict (social skills)
range of chosen AtL Skill ● summary of prior learning that
Category is relevant to the project
● AtL Skills Google Site Page (thinking skills)
● Comprehensive list of AtL Skills ● interview with a professional on
the topic chosen
 PERSONAL PROJECT OBJECTIVE C: REFLECTING CHECKLIST

Objective C: REPORT CHECKLIST PROCESS JOURNAL

Reflecting ENTRIES &
EXTRACTS

IMPACT OF ● Demonstrate a deeper knowledge and ● summary of new

PRODUCT understanding of the topic knowledge or
● Use evidence to justify new knowledge of insights related to
Criterion C topic gained the learning goal
Strand i. ● Identify & explain how the student has ● Surveys of audience
Explain the impact of developed as a learner, using the IB Learner (impact)
the project on Profile traits
themselves or their ● Discuss strengths & weaknesses (academic &
learning personal) in reference to the process of
completing the Personal Project
● Identify challenges faced and solutions
developed to meet those challenges
● Consider the possible impact the project could
have on future learning, e.g. in the DP
● Discuss the lasting impact of this project (see
below)

OPTIONAL
● Demonstrate a deeper knowledge and
understanding of the global context
● Use evidence to justify new knowledge of
global context gained

EVALUATION OF ● Use the student’s product/outcome success ● evaluation of the

PRODUCT criteria (specifications) to assess the product product against the
and to what extent the goal was achieved; success criteria
mark the checklist & rubric to determine a ● images showing key
Criterion C final level features of the
Strand ii. ● Evaluate the quality of the product/outcome product
Evaluate the product by justifying the reasons for the final level ● analysis of the
based on the success awarded with specific examples used causes for success
criteria. and/or failure
OPTIONAL ● Audience reviews &
● Explain any changes made to the survey
product/outcome during the process and why ● Meeting with
changes were made supervisor notes
● Identify possible improvements to the
product/outcome
Assessment Rubric Maximum: 8

Criterion A: Planning

In the personal project, students should be able to:

i. state a learning goal for the project and explain how a personal interest led to that goal
ii. state an intended product and develop appropriate success criteria for the product
iii. present a clear, detailed plan for achieving the product and its associated success criteria.

Achieveme
Descriptor
nt level

0 The student does not achieve a standard described by any of the descriptors below.

The student: i. states a learning goal

1–2 ii. states their intended product
iii. presents a plan that is superficial or that is not focused on a
product.
The student: i. states a learning goal and outlines the connection between
personal interest(s) and that goal
3–4 ii. states their intended product and presents basic success
criteria for the product
iii. presents a plan for achieving the product and
some of its associated success criteria.

The student: i. states a learning goal and describes the connection between
personal interest(s) and that goal
5–6 ii. states their intended product and presents multiple
appropriate success criteria for the product
iii. presents a detailed plan for achieving the product and
most of its associated success criteria.
The student: i. states a learning goal and explains the connection between personal
interest(s) and that goal
7–8 ii. states their intended product and presents multiple appropriate,
detailed success criteria for the product
iii. presents a detailed plan for achieving the product and all of its
associated success criteria.

Definitions

Learning What students want to learn as a result of doing the personal project.
goal
Product What students will create for their personal project.
Presents Offer for display, observation, examination or consideration.
Give a specific name, value or other brief answer without
State
explanation or calculation.

Outline Give a brief account or summary.

Describe Give a detailed account or picture of a situation, event, pattern or
process.
Explain Give a detailed account including reasons or causes.
Criterion B: Applying skills Maximum: 8
In the personal project, students should be able to:
i. explain how the ATL skill(s) was/were applied to help achieve their learning goal
ii. explain how the ATL skill(s) was/were applied to help achieve their product.

Achieveme
Descriptor
nt level

0 The student does not achieve a standard described by any of the descriptors below.
The student:
1–2 i. states which ATL skill(s) was/were applied to help achieve their learning
goal
ii. states which ATL skill(s) was/were applied to help achieve their product.
The student:
i. outlines which ATL skill(s) was/were applied to help achieve their
3–4 learning goal, with superficial examples or evidence
ii. outlines which ATL skill(s) was/were applied to help achieve their
product, with superficial examples or evidence.
The student:
i. describes how the ATL skill(s) was/were applied to help achieve
5–6 their learning goal, with reference to examples or evidence
ii. describes how the ATL skill(s) was/were applied to help achieve
their product, with reference to examples or evidence.
The student:
i. explains how the ATL skill(s) was/were applied to help achieve
7–8 their learning goal, supported with detailed examples or evidence
ii. explains how the ATL skill(s) was/were applied to help achieve
their product, supported with detailed examples or evidence.

Definition
s
Learning What students want to learn as a result of doing the personal project.
goal
Product What students will create for their personal project.
One or more of: communication, collaboration, organization, affective,
ATL reflec- tion, information literacy, media literacy, critical thinking,
skill(s)
creative thinking, transfer.
clusters
Give a specific name, value or other brief answer without
State explanation or calculation.

Outline Give a brief account or summary.

Describe Give a detailed account or picture of a situation, event, pattern or
process.
Explain Give a detailed account including reasons or causes.
Criterion C: Reflecting Maximum: 8
In the personal project, students should be able to:
i. explain the impact of the project on themselves or their learning
ii. evaluate the product based on the success criteria.

Achieveme
Descript
nt level
or
0 The student does not achieve a standard described by any of the descriptors below.
The student:
1–2 i. states the impact of the project on themselves or their learning
ii. states which ATL skill(s) was/were applied to help achieve their product.
The student:
3–4 i. outlines the impact of the project on themselves or their learning
ii. states whether the product was achieved, partially supported with
evidence or examples.
The student:
5–6 i. describes the impact of the project on themselves or their learning
ii. evaluates the product based on the success criteria, partially
supported with evidence or examples.
The student:
7–8 i. explains the impact of the project on themselves or their learning
ii. evaluates the product based on the success criteria, fully
supported with specific evidence or detailed examples.

Notes about Impact of the project:

• could refer to any aspect of having done the project: inquiry, action and/or reflection
• could include progress made towards the learning goal
• could include ways in which the student has grown as a learner, such as improvement in the ATL skills
or learner profile attributes
• could include ways in which the student has grown or changed as a result of the project.

Definitions

Product What students will create for their personal project.

Give a specific name, value or other brief answer without explanation or
State
calcu- lation.

Outline Give a brief account or summary.

Describe Give a detailed account or picture of a situation, event, pattern or
process.
Explain Give a detailed account including reasons or causes.
Evaluate Make an appraisal by weighing up the strengths and limitations.
 Report
There are two possible formats for the MYP personal project report: written and/or oral.
Students can combine these formats in a multimedia report.

Students may submit their report in written or recorded format, or a combination of the
two. The table below shows the maximum length of students’ submissions.

1. To ensure that the written part of the report is clearly legible, each page must have a
minimum:
• 11-point font size
• 2 cm margins.
2. Evidence presented in images must be clearly visible at the size submitted.
3. Audio and video must be recorded and submitted in real time.
4. Visual aids may be used to support spoken reports. However, evidence and
examples presented in the visual aids should be submitted as documents. Visual
aids presented only in video format will not be considered for assessment.
5. The bibliography is uploaded separately and is not included in the page limit.
6. Please do not include a title page; if included it will count towards the page limit.

Document Recording
File types: .doc, .docx, File types: .mp3, .m4a, .mp4,
.pdf (non-editable), .rtf .mov (codec H264), .m4v

15 pages and no recording

14 pages and 1 minute

13 pages and 2 minutes

12 pages and 3 minutes

11 pages and 4 minutes

10 pages and 5 minutes

9 pages and 6 minutes

8 pages and 7 minutes

7 pages and 8 minutes

6 pages and 9 minutes