Personal Project

Handbook
MYP-5

2023 - 2024

(A guide for students to work independently on their project)

1
 Table of Contents
Sr. No Topic Page No

1 IB Learner Profile 3
2 IB Mission 4
3 HUS Mission 4
4 Introduction by Personal Project Coordinators 5
5 Aim of the Project 6
6 Objectives of the Project 7
7 Role of the Student 8
8 The Process:
Establishing the goal 9
Action plan 9
Applying the ATL skills 10
ATL categories & cluster 11
Determining the success criteria 13
Gathering evidence 13
Evaluating the Product 15
Assessment Criteria 16
Reflection 19
Report 20
Project Timeline 22
9 Role of the Supervisor 23
10 Understanding Moderation 24
11 Role of the Community 25
12 Self Assessment 26
13 Checklist: Format & Report 27
14 Academic Honesty Form 30
15 References 32

2
IB Learner Profile

3
 IB Mission Statement

The International Baccalaureate aims to develop inquiring, knowledgeable and caring

young people who help to create a better and more peaceful world through intercultural
understanding and respect.
To this end the organization works with schools, governments and international
organizations to develop challenging programmes of international education and
rigorous assessment.
These programmes encourage students across the world to become active,
compassionate and lifelong learners who understand that other people, with their
differences, can also be right.

HUS Mission Statement

We nurture our students to bring about their overall development through ethics, morals,
cultural awareness, physical fitness, academic excellence & help them become
outstanding citizens of India and the world. Our educational program encompasses,
inculcating a high team spirit, leadership qualities, critical thinking and helps them
develop an innovative mind, thereby creating a capacity for lifelong learning.

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 A Note by Personal Project Coordinator

“The only thing that stands between dream and reality is persistance”

As today’s MYP students mature, they will be increasingly called on to shape the
world that they inhabit. To prepare students for this responsibility, middle level education
cultivates students’ motivation, agency and capacity for lifelong learning.

The IB Personal Project focuses on passion and skills to build a global community of
students who want to make a positive impact in the world. It enables students to be on
the path of self-discovery, self-realisation and self-actualisation.

Students get to know themselves little by little, by bits of clues here and there. They will
understand their interest, talent, passion and skills. Through the process of inquiry,
action and reflection, students are encouraged to demonstrate and strengthen their
approaches to learning (ATL) skills. Students follow the following steps to achieve this:

Step 1: Planning (Criteria A) Planning increases synergy between aim, knowledge and
skills. Students state their learning goals, intended product or an outcome and its
associated success criteria.

Step 2: Applying Skills (Criteria B). It enables students to explain the skills that were
applied to achieve their learning goals and their product.

Step 3: Reflection (Criteria C). It encourages students to report and explain the impact
of the project on themselves and their learning goals. They evaluate the product based
on the success criteria.

In short, Planning answers questions related to 'What is the product and the process?’
Applying Skills relates to ‘How ATL Skills help the students to achieve their goals?’and
Reflection answers questions related to ‘Why is it important?’

The Personal Project is the best feature of MYP. It gives students an opportunity to
apply the skills they have developed throughout the MYP programme in pursuit of a
goal that is personally meaningful. It is also a great step towards adulthood.

Godspeed,
Subhasri M
MYP Personal Project Coordinator

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 Aim of the Personal Project

The personal project is a student-driven project that happens in the last year of the
Middle Years Programme (MYP). Students choose an age-appropriate topic to explore
areas of their personal interests.

This exploration is grounded in learning a new skill or gaining advanced knowledge in

their field of interest. The students apply the acquired skill or knowledge in creating a
product / outcome. Through the project, students demonstrate and strengthen their
approaches to learning (ATL).

Just like all MYP units, the project allows students to inquire, act and reflect!

● Inquire
○ Explore an interest that is personally meaningful
○ Take ownership of their learning by undertaking a self-directed inquiry
● Act
○ Transfer and apply skills in pursuit of a learning goal and the creation of a
product
● Reflect
○ Recognize and evidence personal growth and development

The project should challenge students to develop as a learner!

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 Objectives of the Personal Project
The objectives of the MYP Personal Project define what the student will accomplish as
a result of completing the personal project. Three objectives underpin a valid and
reliable evaluation of the project. Each objective corresponds to a section of the report.

Table 1

Project Learning Goal Product Goal

Objectives

A. i. State a learning goal for the ii. State an intended

project & explain how a personal product and develop
Planning interest led to that goal appropriate success
criteria for the product

iii. Present a detailed plan

for achieving the
product and its
associated success
criteria

B. i. Explain how the ATL skill(s) ii. Explain how the ATL
was/were applied to help achieve skill(s) was / were
Applying their learning goal applied to help
skills achieve their product

C. i. Explain the impact of the project ii. Evaluate the

on themselves or their learning product based on the
Reflecting success criteria

Below are ideas to help students arrive at these objectives.

● What have you always wanted to do?

● What do you do in your free time?
● Which global context interests you the most and why?
● What would you like to do in your free time?
● What IB learner profile attributes best describe you?
● What IB learner profile attributes would you like to develop?
● Which interdisciplinary or design project interested you the most?
● Which experience of Service-as-Action did you find the most satisfying?
● What problem within your community most affects you?
● Which research project would you like to develop?

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 Role of the Student
To complete a personal project, students must undertake independent learning.
They are expected to spend approximately 25 hours on their personal project. This
time covers the entire process, including meetings with their supervisor.
Through the personal project, students:
● explore an interest that is personally meaningful (intellectual curiosity;
family connection; social, cultural or geographical relevance; individual
passion)
● take ownership of their learning by undertaking a self-directed inquiry
● create their own threshold of what success will look like
● develop and demonstrate ATL skills
● reflect on the impact of their project on themselves and /or
community

Students work towards the process:

● Establish a goal, an action plan

● Apply ATL skills throughout the project process
● Determine the success criteria
● Gather evidence of how they have applied ATL skills throughout the
personal project
● Evaluate the project based on the success criteria
● Select evidence to add to the report
● Reflect on the impact of the project
● Write a report

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 The Process

Establishing the goal

To achieve the goals stated in Table 1 the starting point may either be the learning goal
or the product. One learning goal can lead to different products, just as one product can
relate to a variety of learning goals.

Learning goal Product goal

Fig. 1 Fig. 2

Fig. 1 is an example of starting with a learning goal to guide the project:

● I want to learn about fitness by training for a half-marathon.
Fig. 2 is an example of starting with a product to guide the creation of the project:

● I want to create a series of workout videos to learn more about filming and
editing videos.

Action Plan
“A detailed plan outlining actions needed to reach one or more goals.”
Once the goal is established, working with the timeline provided by the school,
students draw up a timetable that gives them an overall view of everything they have
to achieve within the stipulated time. They can then add daily or weekly details
showing everything they have to do.

The action plan must show how students will create the product and fulfil the success
criteria.

*Students must regularly revisit this plan to document and explain any changes to the
expected deadlines.

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 Applying the ATL Skills
The MYP curriculum, especially the personal project, is designed for students to
practice the approaches to learning (ATL) skills that enable the students to learn ‘how
to learn’ making them independent learners. Approaches to learning skills can be
learned and taught, improved with practice and developed incrementally.

Students can practice the ATL skills by doing some of the given actions. This is not
an exhaustive list.

● Planning for resources (financial, human and material) and constraints

● Producing drafts, sketches, prototypes, plans, etc
● Choosing information, techniques and materials based on the research
● Testing techniques and materials
● Compiling a list of purchases
● Predicting other possibilities
● Planning the documents to produce (survey, letter, poster visual aids, etc)
● Preparing meetings (interviews, surveys, presentations, resource people)
● Practicing a presentation
● Creating
● Regularly assessing their work to see if the product helps achieve the
learning
goal; this could be a self-assessment or an assessment by another person
● Making necessary improvements
● Presenting the product

*Use the ATL Skill categories & clusters given in Table 2 to choose the skills most useful
for your project. You may choose to achieve and enhance a maximum of any two ATL
skills during the entire process.

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 ATL Categories and Clusters

Table 2

Category Cluster Skills Tasks

➢ give/receive feedback
Exchanging ➢ negotiate ideas with
information peers/teachers
through ➢ contribute/collaborate/share
interaction through social
➢ media platforms
➢ read critically and for
Communication Communication comprehension
Reading ➢ make inferences
writing to ➢ draw conclusions
gather and ➢ paraphrase accurately
communicate ➢ structure information in
information summaries/reports
➢ understand and use
mathematical notations
➢ build and develop
relationships
➢ take responsibility for actions
➢ delegate and share
Working
Social responsibility
Collaboration effectively with
➢ encourage others to contribute
others
➢ practice empathy
➢ make fair decision
➢ advocate for one’s own rights
and needs
➢ short and long term planning
➢ use of a planner for
assignments
➢ set challenging but realistic
goals
➢ take action to achieve goals
Managing time
Organization ➢ bring necessary materials to
and tasks
class
Self
➢ maintain organized system for
Management
file storage  understand
learning preferences
➢ select and use technology
effectively
➢ develop appropriate levels of
Managing mindfulness and perseverance
Affective
state of mind ➢ manage impulsivity and
anxiety

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 ➢ maintain self motivation
through self-talk and
➢ positive thinking
➢ develop resilience by dealing
with disappointment and
change.
➢ develop new skills and
(re)considerin
techniques for learning
g the learning
➢ be flexible in use of learning
Reflection process and
strategies
using ATL
➢ consider ethical, cultural and
skills
environmental implications
➢ collect, record and verify data,
use data to identify solutions
Finding,
➢ evaluate sources and tools for
interpreting,
task appropriateness
Media Literacy judging and
➢ identify primary and secondary
creating
sources
information
➢ present information in a variety
of formats and platforms
Research ➢ locate, organize, analyse,
evaluate, synthesize and
Interacting ethically use information from
with media to a variety of sources
Information
Literacy
use and create ➢ seek a range of perspectives
ideas and from multiple sources
information ➢ compare, contrast and draw
connections among media
sources
➢ gather information to formulate
and argument  recognize
assumptions and bias
➢ interpret data make
Analyzing and
reasonable generalizations
Critical evaluating
Thinking
➢ consider ideas from multiple
issues and
perspectives
Ideas
➢ identify obstacles and
challenges
➢ identify trends and possibilities
➢ evaluate and manage risk
➢ brainstorm and visually
Thinking
diagram to generate new
Generating
ideas
novel ideas
➢ consider alternatives
Creative and
Thinking
➢ improve existing
considering
machines/technology
new
➢ generate metaphors and
perspectives
analogies
➢ generate testable hypothesis

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 ➢ use learning strategies across
disciplines
Using skills
➢ make connections between
and
subjects
Transfer knowledge in
➢ apply skills in unfamiliar
multiple
situationsmake comparisons
contexts
across subjects

Success Criteria

The success criteria, developed by the student, measures the degree of excellence
to which the product aspires or the terms under which the product can be judged to
have been successful.

● The success criteria must be testable, measurable and observable.

● The success criteria must evaluate the product.
● The success criteria must evaluate the impact of the product on the
student or
the community.

Students may establish success criteria for their product based on the following themes
(Source: Lenny Dutton: Tips when writing success criteria).

● Function - what your end product should do and how it should do it

● Aesthetics - the way you want your end product to look
● Safety - would be really important if you are creating a vehicle, toy or food
● Size - could be the maximum or minimum size for your product
● Resources - materials used and equipment limitations
● Cost - what’s your budget to make the product?
● Environmental Location - weather, style, used indoors / outdoors
● Quality- a rough prototype or a professional looking product
● Durability - reusable, one time use, daily use
● Time - by when can the product be ready for final submission?

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 Gathering Evidence of the Process

Students are expected to document the process they followed to complete their
project. In this way, they can demonstrate how they developed ATL skills and their
academic honesty. Students must master different techniques for gathering evidence
using portfolios, design projects, interdisciplinary projects or any other activity carried
out during the project.

Students are not restricted to any single model for gathering evidence; however, they
are responsible for producing evidence that shows they have fulfilled the personal
project's objectives. To foster their independence, students must develop their own
ways of gathering evidence and of using media of their choosing, which can be written,
visual, audio, digital or a combination of these.

Possible evidences may include:

● Visual thinking diagrams (mind maps)

● Bulleted lists
● Charts
● Short paragraphs
● Notes
● Timelines, action plans
● Annotated illustrations
● Annotated research
● Artifacts from inspirational visits to museums, performances, galleries
● Pictures, photographs, sketches
● Up to 30 seconds of visual or audio material
● Screenshots of a blog or website
● Self-and peer-assessment feedback

*See Table 3 for more clarification on evidence which is an integral part of the
personal project.

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 Table 3

Evidence of the Process is: Evidence of the Process is not:

- gathered throughout the project - collected on a daily basis (unless

to document its development this is useful for the student)

- an evolving record of intents, - written up after the process has

processes, accomplishments been completed

- a collection of initial thoughts - additional work on top of the

and developments, project; it is part of and supports
brainstorming, possible lines of the project
inquiry and further questions
raised - a diary with detailed writing
about what was done (unless
- a record of interactions with this is useful for the students
sources, for example, teachers,
supervisors, external - a single, static document with
contributors only one format (unless this is
useful for
- a record of selected, annotated the student).
and/or edited research and to
maintain a bibliography

- a collection of useful information,

for example, quotations,
pictures, ideas, photographs

- a means of exploring ideas and

solutions

- a place for evaluating work

completed

- reflection on learning

- devised by the student in a format

that suits his or her needs

- a record of reflections and

formative feedback received.

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 Evaluating the Product
Below are ideas to help students evaluate their products based on their chosen
success criteria.

● To what extent did I complete my product based on the success criteria?

● How can I demonstrate that I completed my product based on my success
criteria?
● What are my project's strengths?
● What could I have done differently to make my product better reflect my success
criteria?

The following definitions of the key words and command terms will guide the students to
maximize the understanding of the assessment rubric.

Terms Definitions

Learning goal What students want to learn as a result of doing the personal project.

Product What students will create for their personal project.

Presents Offer for display, observation, examination or consideration.

State Give a specific name, value or other brief answers without

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.

ATL skill(s) One or more of : communication, collaboration, organization,

clusters affective, reflection, information literacy, media literacy, critical
thinking, creative thinking, transfer.

Evaluate Make an appraisal by weighing up the strengths and limitations.

List of An alphabetical list of only those sources that are cited in the project
references presentation or report

Bibliography An alphabetical list of every source used to research the project

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 Assessment Criteria
Criterion A: Planning Maximum: 8
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.

Achievement Descriptor
level

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

descriptors below.

1–2 The student:

i. states a learning goal
ii. states their intended product
iii. presents a plan that is superficial or that is not focused on a
product

3–4 The student:

i. states a learning goal and outlines the connection between personal
interest(s) and that goal
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.

5–6 The student:

i. states a learning goal and describes the connection between
personal interest(s) and that goal
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

7–8 The student:

i. states a learning goal and explains the connection between
personal interest(s) and that goal.
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.

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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.

Achievement Descriptor
level

0 The student does not achieve a standard described by

any of the descriptors below

1–2 The student:

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

3–4 The student:

i. outlines which ATL skill(s) was/were applied to help
achieve their 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

5–6 The student:

i. describes how the ATL skill(s) was/were applied to help
achieve 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

7–8 The student:

i. explains how the ATL skill(s) was/were applied to help
achieve 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

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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.

Achievement Descriptor
level

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

descriptors below.

1–2 The student:

i. states the impact of the project on themselves or their
learning
ii. states whether the product was achieved.

3–4 The student:

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.

7–8 The student:

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

5–6 The student:

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.

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 Reflection

Students can truly gauge an impact of the project only when they have thought
deeply about their project all through the journey. Reflecting on their actions,
students can identify the transformations undergone, which otherwise may not
have been noticed.

While reflecting about the impact of the project they may refer to:
● any aspect of having done the project: inquiry, action and/or reflection
● progress made towards the learning goal
● ways in which the student has grown as a learner, such as improvement in the
ATL skills or learner profile attributes
● ways in which the student has grown or changed as a result of the project

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 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.

Table 4 :The combination and maximum length of submission to be made.

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.

Table 4
Document Recording

File types: .doc, .docx, File types: .mp3, .m4a,

.pdf (non editable), .rtf .mp4, .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

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 Timeline For Personal Project 2023-24

Date Particulars

July ● Introduce the Personal Project to student

2nd week of August ● Work on Objective - Planning

● Finalise the Learning Goal, Product
● Start the Journal Entry

1st week of September ● Finalise the Success Criteria

● Assign the Supervisor
● Continue journal entries

3rd week of September ● Complete Journal Entries related to Planning and Criteria
A [i], [ii], [iii]
● State the Learning Goal & an intended Product
● Present a clear, detailed plan for achieving the product
and its Success Criteria
● Continue journal entries

September - October ● Start work on Objective B- Applying Skills

● Criteria B[i] and [ii]
● Understand the ATL skills that are applied to achieve
learning goal and Product
● Continue journal Entry

November - December ● Work on Objective C - Reflecting

● Criteria - C [i], [ii]
● Explain the impact of the project on themselves or their
learning Evaluate the product based on the success
criteria
● Submit Draft 1 of Report

1st Week of January ● Submit Draft 2 of Report

● Continue journal Entry

4th week of January ● Submit Report

1st week of February ● Start working for the expo

28 February ● Exhibition

2nd week of March ● Moderation

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 Role of the Supervisor
The purpose of the supervisor is to support the student during the personal project.
Each student has his or her own supervisor.

The Supervisor’s Responsibilities are to:

● Provide guidance to students in the process and completion of the

project. This includes:
● Ensuring the chosen MYP project topic satisfies appropriate legal and ethical
standards with regard to health and safety, confidentiality, human rights, animal
welfare and environmental issues
● Giving guidelines about the MYP project
● Providing a timetable with deadlines
● Providing the assessment criteria for the project
● Giving advice on how to keep and curate evidence of the process
● Emphasizing the importance of personal analysis and reflection
● Providing formative feedback
● Ensuring requirements for academic integrity are met
● Confirming the authenticity of the work submitted
● Assessing the MYP project using the criteria in this guide
● Participating in the standardization of the assessment process
● Providing personal project teachers assessed totals to the MYP coordinator to
enter in the International Baccalaureate Information System (IBIS)

Students should receive information and guidance that includes:

● Guidelines about the MYP project

● A timetable with deadlines
● The assessment criteria for the project
● Advice on how to keep and use a process journal
● The importance of personal analysis and reflection
● Formative feedback
● Requirements for academic honesty

● Supervisors will support, guide and inspire students throughout the personal
project.
● The frequency of meetings between students and their supervisor may change
according to the type of project, the topic, characteristics of the students
involved or the stages of the project.
● Supervisors are advised not to become project experts.

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 Understanding Moderation

The official validation of personal project grades is mandatory for all MYP schools
ending in year 5, and requires a process of external moderation of the supervisor’s
internal standardized assessment.

The term moderation refers to the checking and standardization of assessment.

Adjustment of the results may or may not be required following the process, depending
on the supervisors’ understanding and application of MYP personal project assessment
criteria.
Requirements for Assessment

The personal project report is assessed against the personal project criteria published in
this guide.
The personal project must be the student’s own work but the student’s supervisor
should play an important role supporting the student through the minimum of three
meeting sessions that will be reported on the academic honesty form. It is the
responsibility of the supervisor to ensure that students are familiar with the
requirements of the project and the assessment criteria at the strand level.
● Supervisors should provide appropriate formative feedback that guides
students in developing and improving their work.
● Supervisors are responsible for using principled professional judgment when
determining the nature and extent of feedback they provide on students’ personal
project reports.
● As a shared standard of good practice, supervisors must provide only one round
of formal feedback on candidates’ project reports.
● It is appropriate to provide general guidance rather than extensive annotations,
detailed edits or extended critiques.
● To ensure fairness and to prevent undue influence, supervisors’ feedback on
personal projects must only advise students generally on how to approach and
complete their work.
● Once students have submitted the final versions of their project materials for
school-based assessment, they cannot be retracted or redone.
● Supervisors must ensure that all student work submitted for external
assessment is prepared according to IB requirements.
● In particular, students and supervisors are responsible for understanding all
IB academic integrity requirements, especially those relating to authenticity
and intellectual property.
● Supervisors must explain clearly to students and parents that all work
submitted for school-based assessment—including MYP personal
projects—must be the candidate’s own authentic and individual work.
● Supervisors must use appropriate means to ensure that each candidate’s work
is, in their professional judgment, authentic.

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 ● If a candidate does submit work for assessment that is not authentic, the school
must follow its internal policy for dealing with academic integrity issues.

Plagiarism and Collusion

Plagiarism and collusion are serious breaches of IB regulations, potentially subjecting

candidates to consequences for academic misconduct. In addition, inauthentic student
work can distort assessment results and potentially disadvantage all students in the
school’s cohort by unfairly skewing its moderation sample.

Criterion and Grades

● When awarding criterion level totals, supervisors must base their judgment of
student achievement entirely on the completed candidate work that is to be
presented for moderation.
● Reported achievement levels should not be influenced by the supervisor’s
previous experience with the candidate or by work that is not represented in the
candidate’s materials submitted for the personal project.
● If more than one supervisor is responsible for assessment, an internal
standardization process should be used to ensure that all candidates are
marked to the same standard.
● Supervisors are encouraged to keep a record of their comments about the
candidate’s project to explain the levels they have awarded— especially where
marginal judgments are made—as they help the examiner support the
supervisor’s judgments.
● Supervisor comments should be uploaded with projects that are selected
as part of the moderation sample.

Role of the Community

Students can reach out to a wider community beyond the school walls to extend their
skills, knowledge and collect information. Responsible community members who are
specialists in their own fields can make a valuable contribution by sharing their own
experiences and expertise when approached by the student.

*No member of the wider community will have access to the personal project.

25
 Self Assessment

Criteria Description Remarks by Students /

Areas of Improvement

A [i] i. state a learning goal for the project and

explain how a personal interest led to that
goal.

A [ii] ii. state an intended product and develop

appropriate success criteria for the product

A [iii] iii. present a clear, detailed plan for

achieving the product and its associated
success criteria

B [i] i. explain how the ATL skill(s) was/were

applied to help achieve their learning goal

B [ii] ii. explain how the ATL skill(s) was/were

applied to help achieve their product.

C [i] i. explain the impact of the project on

themselves or their learning.

C [ii] ii. evaluate the product based on the success

criteria.

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 Checklist
Format Checklist
Layout
Has the student used one of the following file types: .doc, .docx, .pdf (non
editable), .rtf?
If the student has included audio, is it in one of the following file types: .mp3, .m4a,
.mp4, .mov (codec H264), .m4v?
Has the student submitted 15 pages or fewer? If audio is included please refer to
the chart here.
Has the student used an 11pt font?
Did the student use 2 cm margins?
Is the report organized in identifiable sections following the MYP Personal Project
objectives— planning, applying skills, and reflecting?
Comments

Bibliography
Has the student uploaded the bibliography separately from the report and did not
include it in the page limit?
Has the student used in-text citations? (Throughout the report students should
mention key research, and can include quotes).
Is the bibliography in alphabetical order?
Comments

Evidence of Product
Did the student include evidence of their final product within the 15-page (or the
balance between the audio/page) limit of the written report?
Is the submitted evidence, if visual, clearly visible at the size it appears in the
report?
Comments

Report Checklist
Criterion A: Planning - Students present what they did in their project.
A i. State a learning goal for the project and explain how a personal interest let to that
goal.
The learning goal(s) is/are stated clearly.
The student describes a personal interest which led them to select the goal(s).
The connection between the learning goal(s) and personal interests is explained.

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 Comments Grade

A ii. State an intended product and develop appropriate success criteria for the
product.
The product goal(s) is/are stated clearly.
Success criteria for the product are provided.
There are many appropriate success criteria for the product.
The success criteria are detailed.
Comments Grade

A iii. Present a clear, detailed plan for achieving the product and its associated success
criteria.
A plan to achieve the goal(s) is presented.
The plan includes how the student will achieve the success criteria.
The plan is detailed.
Comments Grade

Criterion B: Applying Skills - Students show how ATL skills contributed to the
learning goal and product.
B i. Explain how the ATL skill(s) was/were applied to help achieve their learning goal.
The necessary ATLs needed to achieve the learning goal were outlined.
The ATLs which were developed throughout the project [specifically learning goal
related] are demonstrated.
There is a clear connection between the ATLs outlined and how they helped
achieve the learning goal.
Comments Grade

B ii. Explain how the ATL skill(s) was/were applied to help achieve their product goal.
The necessary ATLs needed to achieve the product goal were outlined.
The ATLs which were developed throughout the project [specifically product goal
related] are demonstrated.

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 There is a clear connection between the ATLs outlined and how they helped
achieve the product goal.
Comments Grade

Criterion C: Reflecting - Students report on why they did their project.

C i. Explain the impact of the project on themselves or their learning.
Ways the student has developed as a learner are identified (using IB learner
profile as appropriate).
Opportunities the project gave the student to develop the ATL skills are identified.
The possible impact that the project could have on future learning is considered.
Strengths and weaknesses in completing the project are discussed.
Challenges encountered, and how they were dealt with, are described.
Changes made to the goal during the project are explained.
Comments Grade

C ii. Evaluate the product based on the success criteria.

The product is evaluated against the student-made criteria.
Possible improvements to the product/outcome are identified.
Changes made to the product during the project are explained (if changes were
made).
Challenges with the project, and the solutions to those challenges, are identified.
Comments Grade

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 MYP PROJECTS - Academic Honesty Form

Student
name

Student number

School name

School number

Supervisor
name

Student: This document records your progress and the nature of your discussions with your
supervisor. You should aim to see your supervisor at least three times: at the start of the
process to discuss your initial ideas, then once you have completed a significant amount of
your project, and finally once your completed report/presentation has been submitted.
Supervisor: You are asked to have at least three supervision sessions with students, one at
the start of the process, an interim meeting and then the final meeting. Other sessions are
permitted but do not need to be recorded on this sheet. After each session, students should
make a summary of what was discussed and you should sign and date these comments.

Date Main points discussed Signature/initials

Meeting 1 Student:

Supervisor:

Meeting 2 Student:

Supervisor:

Meeting 3 Student:

Supervisor:

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Supervisor comment:

Student declaration
I confirm that this work is my own and this is the final version. I have acknowledged, in the
body of my work, each use of the words, work or ideas of another person, whether written,
oral or visual (hard copy and/or electronic materials).
Supervisor declaration
I confirm that, to the best of my knowledge, the material submitted is the authentic work of
the student.
Student’s signature Date

Supervisor’s signature Date

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Bibliography

List of references

● Dutton Lenny, ‘Tips when writing Criteria (Specifications) for the PP’,

● https://docs.google.com/document/d/1wkn5D7Mxsj8mYytwM_LXCFJED0b0uro4cZ
TKFdQEl54/edit#

● MYP Personal Project Guide, (for use from September 2021/January 2022)

● https://resources.ibo.org/data/myp-personal-project-guide_392df48e-136f-4432-85
aa-94f24957fb27/myp-personal-project-guide-en_c5fe6f1a-a2a1-4bb5-b7df-72183
e2a85bc.pdf

● https://resources.ibo.org/myp/subject-group/MYP-Projects?lang=en

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