North Mecklenburg High School
IB Middle Years Program
Personal Project Guide
2016-2017
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.
IB Learner Profile
The 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.
As IB learners, we strive to be:
INQUIRERSWe nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout our lives. / OPEN MINDED
We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience.
KNOWLEDGEABLE
We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance. / CARING
We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us.
THINKERS
We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions. / PRINCIPLED
We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.
COMMUNICATORS
We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups. / RISK TAKERS
We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.
REFLECTIVE
We thoughtfully consider the world and our own ideas and experiences. We work to understand our strengths and weaknesses in order to support our learning and personal development. / BALANCED
We understand the importance of balancing different aspects of our lives - intellectual, physical, spiritual, and emotional - to achieve well-being for ourselves and others. We recognize our interdependence with other people and with the world in which we live.
Table of Contents
IB Mission Statement and Learner Profile……………………………………………………………………………….1
Letter to Students and Parents……………………………………………………………………………………………….3
Project Timeline…………………………………………………………………………………………………………………...4
Introduction………………………………………………………………………………………………………………………...5
What is the Personal Project?
What are the objectives of the Personal Project?
What are the expectations for the Personal Project?
Objectives and Assessment………………………………………….……………………………………………………6-10
Criterion A: Investigating
Criterion B: Planning
Criterion C: Taking Action
Criterion D: Reflecting
Global Contexts: Making the Project Matter………………………………………………………………………12-13
The Process Journal…………………………………………………………………………………………………………….16
The Report...... 17
The Product ...... 18
The Presentation…………………………………………………………………………………………………………….19-20
Forms…………………………………………………………………………………………………………………………….…..21
Topic Proposal
Academic Honesty
Works Cited…………………………………………………………………………………………………………………..…...25
Dear Students and Parents,
Welcome to the 2016-2017 school year! North Mecklenburg High School teachers and administrators are all looking forward to working with you during your years in the International Baccalaureate Middle Years Program. This program provides a framework for students to grow within their core subject areas and to develop the learning skills that will serve them through high school and well beyond.
All North Mecklenburg IB sophomores complete the Personal Project, a culminating activity in the MYP. According to IB, the Personal Project aims to have students to practice and strengthen their approaches to learning (ATL) skills, to consolidate prior and subject specific learning, and to develop an area of personal interest. This project provides an excellent opportunity for students to produce a truly personal and often creative product. The personal nature of the project is important as it should revolve around a challenge that motivates and interests the individual student. This is a chance for students to ask themselves, “What do I really want to learn?,” and then set out to investigate and answer that question.
Students will be supported by many members of the NMHS team including their English teachers, our IB and MYP Coordinators, our Personal Project Coordinator, our Media and Technology Specialists, a faculty advisor, and if some choose, a peer advisor,all of whom will guide them through the process. Students will have periodic goals and deadlines to assist with time management and will be given opportunities to conduct research and collaborate with staff and peers during class on some occasions.
However, MUCH of this project will be completed outside of school hours and separate from their course requirements. Parents, we encourage you to review posted timelines with your student to ensure a successful, timely completion of the project. Deadlines and guidelines will be posted on English teachers’ Google Classroom sites and on the North Meck IB website.
Please review this Personal Project Guide. If you have any questions or concerns, please do not hesitate to contact us. The North Meck administration and staff are excited about this unique opportunity for our students and look forward to working with them on their projects!
Principal - Mrs. Sonya McInnis /IB Coordinator - Mrs. Harriet Regen /
MYP Coordinator - Mrs. Amy Strong Pasko /
IB/MYP Counselor - Dr. Marjorie Desantis /
Personal Project Coordinator - Ms. Amanda Soesbee /
Student Timeline for Personal Project 2016-2017
September 20
Introduction of 10th Grade Personal Project (Viking Focus Time in Cafeteria)
Process Journal Required - meet your advisor & get contact information
September 30
Project Proposal Due (Media Center Turn In by 2:15)
October 3-14: Date and Time to be determined by student and advisor
Supervisor meeting #1 to discuss planning and investigation
Process Journal Required
Monday, Oct 10: Viking Focus (Optional) - 1st period
November 1-14: Date and Time to be determined by student and advisor
Supervisor meeting #2 to discuss investigation and product progress
Process Journal Required
Thursday, November 10: Viking Focus (Optional) - 4th period
November 17-18 (A/B Day)
Research Deadline and Product Update (English Class)
Process Journal Required
December 5-6 (A/B Day)
Product Due
Rough Draft of Report Due (English Class)
January 12
Final Report Due (Media Center Turn In by 2:15)
Process Journal Extracts (10) Included
January 25 - February 8: Date and Time to be determined by student and advisor
Supervisor meeting #3 to discuss final report, academic honesty form, and presentation
Tuesday, January 31: Viking Focus (Optional)
February 13-17
Project Presentations and Celebration!
What is the Personal Project?
The personal project is a culminating project for your time in the Middle Years Program. This project will give you the opportunity to share with others something that is of great interest to you. It’s important that you choose a topic and challenge for this project that truly motivates you. Then, it will be an opportunity for you to reflect on your ability to initiate, manage and direct your own investigation, planning, and progress towards a goal.
Your Personal Project should:
●have a clear and achievable goal
●be focused on one global context
●allow you to express a truly personal message
●be the result of your initiative, creativity and ability to organize and plan
●reflect your special interests, special abilities, or concerns about particular issues
●deal with a topic or area to which you are committed
●be entirely your own work—authenticity is very important and you may be required to sign a document stating that the personal project is your own work.
The personal project has four components:
1. The Process Journal
2. The Report
3. The Product
4. The Presentation
●The Process Journal documents the research process from beginning to end.
●The Report allows you to express a clear goal and plan for reaching it, to demonstrate research skills, and to reflect on the learning process.
●The Product is the tangible outcome of the process – what you do or make.
●The Presentation provides you with an opportunity to share your project with a panel of staff and students.
Students are expected to:
●Spend approximately 25 hours on the Personal Project
●Meet at least 3 times with a supervisor assigned to them and document those meetings
●Successfully fulfill all four components listed above
●Complete the Personal Project with integrity and sign an academic honesty form.
What are the OBJECTIVES of the Personal Project?
How will students be assessed?
The objectives of the personal project state the specific targets that are set for learning. They define what the student should be able to accomplish upon completing the Personal Project.
Criterion A: Investigating
Students should be able to:
i. define a clear goal and a global context for the project, based on personal interests ii. identify prior learning and subject-specific knowledge relevant to the project
iii. demonstrate research skills.
This stage will primarily be documented and showcased through your report and process journal.
Achievement level / Level descriptor0 / The student does not achieve a standard described by any of the descriptors below.
1–2 / The student:
1.states a goal and context for the project, based on personal interests, but this may be limited in depth or accessibility
2.identifies prior learning and subject-specific knowledge, but this may be limited in occurrence or relevance
3.demonstrates limited research skills.
3–4 / The student:
1.outlines a basic and appropriate goal and context for the project, based on personal interests
2.identifies basic prior learning and subject-specific knowledge relevant to some areas of the project
3.demonstrates adequate research skills.
5–6 / The student:
1.defines a clear and challenging goal and context for the project, based on personal interests
2.identifies prior learning and subject-specific knowledge generally relevant to the project
3.demonstrates substantial research skills.
7–8 / The student:
1.defines a clear and highly challenging goal and context for the project, based on personal interests
2.identifies prior learning and subject-specific knowledge that is consistently highly relevant to the project
3.demonstrates excellent research skills.
Criterion B: Planning
Students should be able to:
i. develop criteria for the product/outcome
ii. plan and record the development process of the project
iii. demonstrate self-management skills.
This stage will primarily be documented and showcased through your report and process journal.
Achievement level / Level descriptor0 / The student does not achieve a standard described by any of the descriptors below.
1–2 / The student:
1.develops limited criteria for the product/outcome
2.presents a limited or partial plan and record of the development process of the project
3.demonstrates limited self-management skills.
3–4 / The student:
1.develops adequate criteria for the product/outcome
2.presents an adequate plan and record of the development process of the project
3.demonstrates adequate self-management skills.
5–6 / The student:
1.develops substantial and appropriate criteria for the product/outcome
2.presents a substantial plan and record of the development process of the project
3.demonstrates substantial self-management skills.
7–8 / The student:
1.develops rigorous criteria for the product/outcome
2.presents a detailed and accurate plan and record of the development process of the project
3.demonstrates excellent self-management skills.
Criterion C: Taking Action
Students should be able to:
i. create a product/outcome in response to the goal, context and criteria
ii. demonstrate thinking skills
iii. demonstrate communication and social skills.
This stage will primarily be documented and showcased through your product and presentation.
Achievement level / Level descriptor0 / The student does not achieve a standard described by any of the descriptors below.
1–2 / The student:
1.creates a limited product/outcome in response to the goal, global context and criteria
2.demonstrates limited thinking skills
3.demonstrates limited communication and social skills.
3–4 / The student:
1.creates a basic product/outcome in response to the goal, global context and criteria
2.demonstrates adequate thinking skills
3.demonstrates adequate communication and social skills.
5–6 / The student:
1.creates a substantial product/outcome in response to the goal, global context and criteria
2.demonstrates substantial thinking skills
3.demonstrates substantial communication and social skills.
7–8 / The student:
1.creates an excellent product/outcome in response to the goal, global context and criteria
2.demonstrates excellent thinking skills
3.demonstrates excellent communication and social skills.
Criterion D: Reflecting
Students should be able to:
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.
This stage will primarily be documented and showcased through your process journal, report, and presentation.
Achievement level / Level descriptor0 / The student does not achieve a standard described by any of the descriptors below.
1–2 / The student:
1.presents a limited evaluation of the quality of the product/outcome against his or her criteria
2.presents limited reflection on how completing the project has extended his or her knowledge and understanding of the topic and the global context
3.presents limited reflection on his or her development as an IB learner through the project.
3–4 / The student:
1.presents a basic evaluation of the quality of the product/outcome against his or her criteria
2.presents adequate reflection on how completing the project has extended his or her knowledge and understanding of the topic and the global context
3.presents adequate reflection on his or her development as an IB learner through the project.
5–6 / The student
1.presents a substantial evaluation of the quality of the product/outcome against his or her criteria
2.presents substantial reflection on how completing the project has extended his or her knowledge and understanding of the topic and the global context
3.presents substantial reflection on his or her development as an IB learner through the project.
7–8 / The student:
1.presents an excellent evaluation of the quality of the product/outcome against his or her criteria
2.presents excellent reflection on how completing the project has extended his or her knowledge and understanding of the topic and the global context
3.presents excellent reflection on his or her development as an IB learner through the project.
Visualizing the Personal Project Objectives
The visual below shows that the four objectives for the personal project—investigating, planning, taking action and reflecting—form a cyclical and interactive approach to inquiry and will be addressed as such. The four objectives will be demonstrated holistically throughout the process.
Essential Questions and Goals of the Personal Project
Writing an Essential Question:
An essential question states the topic or theme of your personal project; it helps you narrow your broad, general idea into a specific focus. The EQ acts as a guide so that you research, read, and take notes only on what’s needed for your project. The table below shows examples of how to make your EQ specific:
General Topics (too broad) / Narrowed into specific questions / What is the Personal Project goal?“When did Wu Tang Clan form?” / “What are the political influences on the music of Wu Tang Clan?”
“Are there teen gangs?” / “What are some ways to recognize and prevent teen gang activity?”
“What helps people with AIDS?” / “How close are we to a cure for AIDS?”
“What does it take to be a professional basketball player?” / “What are the barriers athletes must be able to overcome to go pro?”
“When did the Jim Crow Laws happen?” / “Do the Jim Crow Laws still have any impact on communities in the Southern US?”
“Where did the Crusades happen?” / “Why did Christians and Muslims fight so hard against each other during the Middle Ages?”
It is also important that you have discussions with your English teacher and your supervisor about your topic choice to make sure your intentions are realistic. This may be the first time you have been asked to do significant, independent investigation; your teacher and supervisor are available to help guide you in the right direction! This is an opportunity for you to demonstrate such things as the approach you are taking, the methods you are using, and your ability to describe and justify a focus on your chosen global context.
Challenging vs. Highly Challenging Goals:
When deciding on a topic, EQ, and goal, you must consider your strengths and weaknesses. You must set a goal for yourself that is realistic but still challenging for you personally. Do not worry about what your friends or classmates are doing! With the guidance of your supervisor, you must determine an outcome that you can complete independently. The table below provides some helpful examples:
Challenging Goal / Highly Challenging GoalA student documents his self-taught skills of photography. / A student documents his neighborhood through a photography exhibition.
A student creates a durable bag using second-hand materials. / A student creates a range of bags using second-hand materials to exhibit at the local arts center.
A student writes an article on a topic of interest for a newspaper and submits it to an audience. / A student writes and publishes an original book-length feature on a topic of interest.
It is important that you keep the goal of your personal project in mind continuously, although the goal could be modified as you collect research and gain experience during the process. Your topic should not be too general - it should be something that you really want to explore and that will allow you to reflect on and analyze ideas to express a personal point of view. This is your chance to ask yourself, “What do I really want to learn?!” Do not ask your teacher or supervisor what to do; we cannot set your personal goal for you.