Personal Project – MYP5

  1. Project aims and objectives

The MYP personal project is a student-centred and age-appropriate practical exploration in which students consolidate their learning throughout the programme. This long-term project is designed as an independent learning experience of approximately 25 hours. The personal project formally assesses students’ ATL skills for self-management, research, communication, critical and creative thinking, and collaboration. The personal project encourages students to practise and strengthen their ATL skills, to connect classroom learning engagements with personal experience, and to develop their own interests for lifelong learning.

The 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 • 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.

  1. Project components

Students address personal project objectives through:

  • the process they follow
  • the product or outcome they create
  • the report or presentation they make that explains what they have done and learned.

Students document their thinking, research process and development of their initial ideas by developing an outline of a challenging but manageable goal. Example goals include the development of original works of art, models, business plans, campaigns, blueprints, investigative studies, scientific experiments, performances, fieldwork, narrative essays, courses of study or learning engagements, films, computer programmes, and many other forms of work.

III. Assessment criteria

Each personal project objective corresponds to one of four equally weighted assessment criteria. Each criterion has eight possible achievement levels (1–8), divided into four bands with unique descriptors that teachers use to make judgments about students’ work.

 Criterion A: Investigating

 Students define a clear goal and global context for the project, based on personal interests. Students identify prior learning and subject-specific knowledge relevant to the project. Students demonstrate research skills.

Criterion B: Planning

 Students develop criteria for the product/outcome. Students plan and record the development process of the project. Students demonstrate self-management skills.

Criterion C: Taking action

Students create a product/outcome in response to the goal, global context and criteria. Students demonstrate thinking skills. Students demonstrate communication and social skills.

Criterion D: Reflecting

Students evaluate the quality of the product/outcome against their criteria. Students reflect on how completing the project has extended their knowledge and understanding of the topic and the global context. Students reflect on their development as IB learners through the project.

  1. External moderation

Each student has a personal project supervisor who provides guidance and formative feedback. Projects are assessed by their supervisors against these published criteria, and schools conduct internal standardization to ensure consistent understanding of the criteria and student performance. The external validation of personal project grades is mandatory for all MYP schools ending in year 5. In each exam session, the IB moderates a sample of personal projects from each school, adjusting grades as necessary to ensure the application of rigorous and reliable international standards.

Source

International Baccalaureate

 Middle Years Programme Subject Brief

Personal project