Loading presentation...

Present Remotely

Send the link below via email or IM


Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.



No description

Samar Abu Sharkh

on 6 March 2014

Comments (0)

Please log in to add your comment.

Report abuse


What is personal project?
Objectives of personal project
Role of MYP Supervisor
It is the culminating project for Grade 10.
It explores a personal passion rather than a topic and may be inspired from a journal prompt, a brainstorm session or a personal life experience.
The project is monitored with the assistance of a supervisor.
The topic of the students 'project should be clearly focused on an issue or theme closely related to one of the global contexts.
Every student in MYP 5 must submit his/her personal Project for assessment. It is assessed separately and has its own section on the report card.
Pedagogy of MYP Projects
The personal project is a culminating example of inquiry because it reflects students’ ability to initiate, manage and direct their own inquiry.
The inquiry process in the personal project involves students in a wide range of student - planned learning activities such as:

Deciding what they want to learn about, identifying what they already know, and discovering what they will need to know to complete the project.
Creating proposals or criteria for their project, planning their time and materials, and recording developments of the project.
Making decisions, developing understandings and solving problems, communicating with their supervisor and others, and creating a product or developing an outcome
Evaluating the product/outcome and reflecting on their project and their learning.

Personal Project Objectives/ Assessment Criteria
Students should:

Objective A: Investigating
i. Define a clear goal and context for the project, based on personal interests
ii. Identify prior learning and subject-specific knowledge relevant to the project
iii. Demonstrate research skills.

Objective B: Planning
i. Develop criteria for the product/outcome
ii. Plan and record the development process of the project
iii. Demonstrate self-management skills.

Objective C: Taking action
i. Create a product/outcome in response to the goal, context and criteria
ii. Demonstrate thinking skills
iii. Demonstrate communication and social skills.

Objective D: Reflecting
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 an IB learner through the project.

What Four Components? " the key is planning"
The Product
There are two types of products:
Something you do
Something you make
The Process Journal or Portfolio
The process journal/portfolio is a written diary of the process of the project from before it begins up to the preparation for the presentation.
The Project Report
The project report paper provides an opportunity for the student to demonstrate his/her research and writing skills. The bulk of the report will be research-based. It will be required to include information and analysis of the process from beginning to end.
The Presentation/ Exhibition
The presentation is the opportunity to provide an overview of the experience with the personal project to a panel of assessors. This group will consist of members of Emirates National School – Abu Dhabi City Campus, staff and possible guest judges.

Identifying the global context for the personal project
What Global Contexts?"Giving education a whole new meaning"
Students may consider the following questions as they choose a global context through which to focus their project.

• 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 context give greater purpose to my project?

The supervisors’ responsibilities
are to:
Ensure the chosen personal project topic satisfies appropriate legal and ethical standards with regard to health and safety, confidentiality, human rights, animal welfare and environmental issues.
Provide guidance to students in the planning, research and completion of the personal project.
Confirm the authenticity of the work submitted.
Assess the MYP personal project using the criteria.
Participate in the standardization of assessment process established by the school.
First meeting
Remember to check:
Topic: attainable by the student but suitably challenging
Research question - is it focused?
Global Context
Best way to communicate
Date for 2nd meeting
Process Journal
Process Journal
Supervisors need to look at evidence of student process documented in their journals at meeting or by providing access digitally.
Supervisors are supposed to receive appropriate extracts from the student's process journal.
Ensure that the students have selected relevant and reliable information from a wide variety of sources to develop the personal project.
Aims of Personal Projects
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

Examples of personal projects in relation with global contexts
Identity and relationships
Two sides of social networking; an awareness campain 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
The Euclidean sce perspective of the universe; a 3D model.
Explorers in search of a new world; immigration over the aes 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.
Personal and cultural expression
Video games as a form of cultural expression; a short film using five video games that shows how they are as 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 dnce at the local community; a performance.
Scientific and technical innovation
Nano fibres build stronger bikes; a prototype bike wth nano fibers.
What's the matter with the anti-matter?; an informational talk.
Why are the genetics and genomics important to my health?; a media presentation.
Can stem cells replace organ transplants?; an investigation report.
Globalization and sustainability
The struggele ofwater in developing countries; an awareness campain.
The imapct of financial crises of Europe and the European Economic Community on the United States; a visual presentation.
Education as a tool to change the future of Peru; a workshop for adults.
The role of developing countries in protecting the tropical rain forest; a collection of slides.
ATL skills of Personal Project
Fairness and development
Supporting fair trade; Coacoa in Ghana; an awareness campain for our school restaurant/cafeteria to promote fair trade.
Open market economies and their role in fair trade; a talk for students.
Exploring the intersection of race and inequality; a radio broadcast.
Asylum seekers and their right to live like us; a painting
What if

My student wants to change his/her topic?
This is permissible and should be encouraged if it is clear that the student cannot achieve the original goal, as long as the student can prove that the goal will be achievable within the remaining time.

My student does nothing between meetings?
1. Write this in the student’s journal and keep a record of this inactivity.

My student does not show up for a meeting?
Ask the student to provide an explanation in her/his /journal and send an email to the student, copied to the MYP coordinator and the academic counselor.

The report
The supervisor should provide guidance on how the report should be presented in identifiable sections, following the project's objectives.
When submitting the report for assessment, the supervisor must make sure that the student has included:
• the personal project cover sheet
• the completed academic honesty form
• process journal extracts
• any supporting visual aids used during the presentation, if applicable bibliography/sources in MLA format

Refer to Pages 13, 20-23
http://www.youtube.com/watch?v=b 8Kcsn8o3OM
http://www.youtube.com/watch?v=SPkynH5LYb 0
IB Projects Guide (Pre-Publication)
Refer to pages 10,11
At Emirates National Schools, supervisors will be selected based on the following:
1. Teaching load
2. Additional responsibilities
3. Involvement across programs
4. Involvement in extended essay or Gr5 exhibition
5. Number of supervisors required

Emirates National schools provides scheduling for regular, specific times for collaborative work or meeting about the project within the grade ten timetable.
A supervisor will be assigned a maximum of three students and will be expected to meet students around 3 – 5 times throughout the personal project for 10 – 15 minutes as needed.

This is quite overwhelming
is there someone who can help?
Report Format
Personal Project Sample
Glossary of terms
Full transcript