Process Journal and Personal Interests - Video Link

​Documenting the Process
The process journal  is a generic term used to refer to the record of process maintained by the student throughout the project. Students are expected to document their process in their process journal to demonstrate their working behaviors and academic honesty. 

The process journal is personal to the student, in the sense that he or she is also exploring ways of recording his or her process. Students are not restricted to any single model of recording; entries can be written, visual, audio or a combination of these, and it may include both paper and electronic formats. However, the student is responsible for producing evidence of addressing the four objectives (investigating, planning, taking action, and reflecting) to demonstrate achievement at the highest levels of the criteria.

The process journal IS:

• used throughout the project to document its development
• an evolving record of intentions, processes, and accomplishments
• a place to record initial thoughts and developments, brainstorming, possible lines of inquiry, and further questions raised
• a place for recording interactions with sources (for example: teachers, supervisors, and external contributors)
• a place to record selected and annotated research, and to maintain a bibliography
• a place for storing useful information (for example: quotations, pictures, ideas, and photographs)
• a means of exploring ideas and solutions
• a place for evaluating completed work
• a place for reflecting on learning
• a record of reflections and formative feedback received

The process journal IS NOT:

• used on a daily basis (unless this is useful for the student)
• written up after the process has been done
• additional work on top of the project; it is part of and supports the project
• a diary with detailed writing about what was done
• a static document with only one format​

Selecting Process Journal Extracts
Students should carefully select evidence from their process journals to demonstrate development in all four criteria (investigating, planning, taking action, and reflecting). These extracts are submitted as appendices of the report.

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process journal sample.pdf Download File

why use a process journal.pdf Download File

 

What Goes Into a Process Journal?

Defining a goal:

• Brainstorms
• Annotated versions and drafts of your goal

Prior knowledge:

• Textbook excerpts
• Formula sheets
• Notes, summaries, or documents from other projects

Research skills:

• Search strategies
• Notes from reading
• Interview protocols
• OPVL evaluations
• Analysis of existing products/solutions

Criteria for success:

• Research into aspects of quality for product/outcome
• Annotated models

Plan and record development:

• To-do lists
• Schedules
• Planning tables
• Gannt chart
• Work breakdown calendar
• Benchmark data
• Progress notes

Self-management skills:

• First attempts
• Flops
• Partial successes
• Practice logs/notes

Thinking skills:

• Troubleshooting
• Problem analysis
• Evaluation of multiple possible solutions
• Explorations of multiple perspectives
• Guesses/predictions
• Careful observations
• Concept maps
• Visual thinking strategies

Communication skills:

• Reading notes
• Feedback and actions taken in response to feedback
• Graphic organizers
• Communication plans
• Letters, emails, multi modal texts developed to support or share the project

Collaboration:

• Reflection on interactions with supervisor
• Peer feedback
• Social media interactions
• Records of negotiations, leadership, active listening, conflict resolution, or self-advocacy

Performance against criteria for success:

• Sketches
• Interviews
• Rubrics and notes/justifications
• Scoring sheets
• Performance data
• Audience reviews 

​Project supervisors need to guide and advise students on the selection of topics for the project. However, they have to balance providing support with objectivity and must not take over the project from the student. Ownership of the project must remain with the student. 

Each student has her or his own supervisor. The purpose of the supervisor is to support the student during the project. The supervisor's responsibilities are to:

• ensure 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
• provide guidance to students in the process and completion of the project
• confirm the authenticity of the work submitted
• assess the project using the criteria provided in the MYP Projects guide
• participate in the standardisation of the assessment process established by the school
• provide a grade to the MYP Coordinator to submit to the IB

Students should receive information and guidance that includes:

• guidelines about the MYP Personal Project
• a timetable with deadlines
• the assessment criteria for the personal project
• advice on how to keep and use a process journal
• the importance of personal analysis and reflection
• formative feedback
• requirements for academic honesty

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GENERAL OVERVIEW

General Overview of the Written Report This document explains the focus and purpose of each section of the written report. It also identifies the most important information that students should include within each section. For a more thorough list, refer to the "Task-Specific Clarification" document.

TASK SPECIFIC CLARIFICATION

Task-Specific Clarification This document provides task-specific clarifications for each achievement level of each strand in order to help students understand the exact expectations for every part of the written report. As such, this document offers a lot more detailed information than the "General Overview of the Written Report" document.

TIPS FOR ACHIEVING THE HIGHEST LEVELS

Tips for Achieving at the Highest Levels ​This document provides a simple yet thorough list of things that students should do if they want to achieve the highest levels in each criterion of the written report. Its content makes the most sense when it is coupled with the ​"Task-Specific Clarification" document.

Picking a topic that will sustain your interests during this project is ​very important. You might want to think about your future career aspirations. Another way to pick a topic which will keep your attention, it to think of something that is meaningful to others. YES - this is a personal Project - BUT this can have an impact on others!
In conversation, you should easily be able to answer the following questions:

• What do you want to achieve through your personal project?
• What do you want others to understand through your work?
• What impact do you want your project to have?
• How can a specific context give greater purpose to your project? 

Prior- Learning and Subject Specific Knowledge: Video Link

Personal Project Topic and Theme Ideas

These can easily be used to stimulate ideas:

• What makes you excited?
• You have been commissioned to create a monument/memorial. Who/What is it for? Why?
• What one change would you make to the world to make it a better place?
• Who in your family do you wish you knew more about?

CLICK FOR INSPIRING TED TALKS - Video Link

UN ISSUES - Website Link

 

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The global context provides a "lens" or "theme" that helps you look at your personal project in a more specific way. It also links your project and goal to the wider world, building a connection to an authentic setting or circumstance.

You must choose only one global context to define your goal.

Identities and relationships
Key questions: Who am I? Who are we?

An inquiry into this global context explores the following areas:

• identity
• beliefs and values
• personal, physical, mental, social, and spiritual health
• human relationships including family, friends, communities, and cultures
• what it means to be human

Orientation in space and time
Key questions: What is the meaning of "when"? What is the meaning of "where"? What is the relationship between "when" and "where"?

An inquiry into this global context explores the following areas:

• personal histories
• homes and journeys
• turning points in humankind
• discoveries
• explorations and migrations of humankind
• the interconnectedness of individuals and civilizations from personal, local, and global perspectives

Personal and cultural expression
Key question: What is the nature and purpose of creative expression?
​
An inquiry into this global context explores the following areas:

• the ways in which we discover and express ideas, feelings, nature, culture, beliefs, and values
• the ways in which we reflect on, extend, and enjoy our creativity
• our appreciation of the aesthetic

Scientific and technical innovation
Key question: How do we live in the worlds in which we live?

An inquiry into this global context explores the following areas:

• the natural world and its laws
• the interaction between people and the natural world
• how humans use their understanding of scientific principles
• the impact of scientific and technological advances on communities and environments
• the impact of environments on human activity
• how humans adapt environments to their needs

Globalization and sustainability
Key question: How is everything connected?

An inquiry into this global context explores the following areas:

• the interconnectedness of human-made systems and communities
• the relationship between local and global processes
• how local experiences mediate the global
• the opportunities and tensions provided by world-interconnectedness
• the impact of decision-making on humankind and the environment

Fairness and development
Key question: What are the consequences of our common humanity?

An inquiry into this global context explores the following areas:

• rights and responsibilities
• the relationship between communities
• sharing finite resources with other people and with other living things
• access to equal opportunities
• peace and conflict resolution

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Information Literacy Skills
Definition: skills that enable you to identify, locate, evaluate, and use the information that is necessary in order to address a particular issue

Examples:

• Find information in different media (television, radio, Internet, newspapers, magazines, books, etc.)
• Identify primary and secondary sources
• Utilize different media to obtain different perspectives
• Read critically and for comprehension
• Collect, evaluate, and verify data
• Consider the origin, purpose, value, and limitation of various sources
• Analyze data to find solutions and/or make informed decisions
• Make connections between a variety of sources
• Reference information sources accurately
• Construct a bibliography according to recognized conventions (MLA citation style)
• Understand intellectual property rights and the value of academic honesty

​Media Literacy Skills
Definition: skills that enable you to access, analyze, evaluate, and create messages in different media, genres, and forms; skills that help you understand the complex messages delivered through television, radio, Internet, newspapers, magazines, books, billboards, video games, and all other forms of mass communication

Examples:

• ​Evaluate and select information sources based on their appropriateness to specific tasks and goals
• Locate, organize, analyse, evaluate, and use information from a variety of sources
• Identify, interpret, and use a range of content-specific terminology
• Explore the ways in which written language and images work together to convey ideas
• Make connections between different sources of information
• Consider the origin, purpose, value, and limitation of various sources
• Consider the creator, purpose, and point of view of the information sources in use
• Identify different points of view in different sources of information
• Critically analyze information sources for their underlying meanings
• Utilize different media sources to gain new perspectives
• Detect and show awareness of propaganda, bias, and censorship in news and other information outlets
• Utilize appropriate multimedia technology to present information effectively
• Demonstrate awareness of the effects of presenting information through different formats and modes
• Communicate ideas effectively to a target audience, or various audiences, using a variety of media and formats
• Practice and advocate safe, legal, and responsible use of information technology

Students should select relevant and reliable information from a variety of sources to develop the personal project. The number and type of resources will vary depending upon the nature of the project; however, to reach the highest level of achievement through investigating, students must select a range of sources and a variety of source types. Students' ability to evaluate the reliability of sources should be developed through ATL skills, particularly information and media literacy skills. Students should consider factors such as the credibility of the author, currency, accuracy, relevance, intended audience, and objectivity of the source. 

Evaluating Sources - Download File

Selecting Sources - Download File

Available sources may include students' prior knowledge as well as primary and secondary sources such as: subject-area content, significant people, survey data, published media, internet sources (providing a variety of sources), video or audio recordings, and images. Although students may include their own prior knowledge as a source, prior knowledge alone does not provide sufficient depth or breadth of inquiry for the project. 

Students will select sources during the initial stage of their project, but research and evaluation of sources will continue during the process of completing the project. They should record information collected from these sources in their process journal, along with annotations and possible uses.

Students apply information throughout the project as they decide what actions to take and when, and as they keep records in their process journal. Students need to be aware of recording their decision-making that has been based on information from sources. They will make connections with prior knowledge and new knowledge in potentially unfamiliar situations and identify solutions. ​​

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OPVL

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Origin ​Purpose Value Limitation

Origin is where the source comes from. Is this a primary or secondary source? Who is the author or artist? What date it was written or finished? In which country the author or artist was born? Where was it created? What type of sources was it when it  was first presented (newspaper, book, letter, performance, display, speech, etc.)? What was the historic context in which the source was created? Is there anything known about the author that is important to know to evaluate it?  Purpose is where you have to put yourself in the author or artist's shoes. The purpose should relate to the origin of the source. What do you think the author was trying to communicate? What ideas or feelings was the author trying to express or make others feel? Why did the author create this document?  Why does it exist? Who was the intended audience of this source? Who was it created for? What is the obvious message of the source? What other messages are there that might not be obvious? The purpose is especially important when it comes to pieces of propaganda as sources. Value is how valuable this source is. Basically it's linked to the amount of bias in the source:  the more bias = the less valuable (usually). Primary sources are obviously more valuable than secondary/tertiary ones. Why is this source important in the study of this topic? What is an important quote from this source? What value does this source have that might not be available elsewhere? What can one tell about the author of this source? Who does this source represent? What was going on in history when this source was created? What new information does this piece bring to the understanding of the topic? How does this source help me better understand my research question? How does this source help me better understand the topic? Limitations is also linked to bias, each source will be at least a little biased and thus they are limited by that. Do not state bias alone as a limitation. All sources have bias. Why is this source biased? How is this source biased? Has the source has been translated from the original? (i.e., Hitler's diary entry was  translated into English by a historian and you're using the historian's book as a source)  If so, then the language difference will be another source of inaccuracy and a limitation. What information was not available to the author when the source was created? Did the author get the information from a reliable source? Does the author have reason to emphasize certain facts over other facts?  How might the source be different if it were presented to another audience?\ Does the author have personal involvement in the event? How might this affect the source? What specific information might the author has chosen to leave out? Why? Does the author concede that a certain point as is inconvenient for the author to admit? How might the historical context in which the document was created influence the interpretation of the document? What is the length of time between the creation of this source and the topic or event it relates to? How is this time difference important to our study of the topic? What should you be cautious about when using this source?

 

Use these templates as you complete the steps of the investigating phase. They will be part of your Process Journal.

• Goal, Global Context, & Inquiry Question

• Graphic Organizer Templates

  This template was developed to accompany the Video Guides. Download and open in Word.

• Highly challenging template (doc)

Investigating

Powerpoint file with detailed explanations of each criterion under the Investigating strand. Great resource for suggested Process Journal entries.

Global Contexts

Information about each of the Global Contexts and guidance for selecting the appropriate context for your goal.

Highly Challenging Goals

Examples of taking a not-so-challenging goal and making it highly challenging

Project examples

Sample project topics organized by Global Context

Creating Your Action Plan

• Action Plan Template

Planning helps you prepare for the obstacles ahead and keep you on track. And with an effective action plan, you can boost your productivity and keep yourself focused.  
Here are some benefits of an action plan you should know;

• It gives you a clear direction. As an action plan highlights exactly what steps to be taken and when they should be completed, you will know exactly what you need to do. 
• Having your goals written down and planned out in steps will give you a reason to stay motivated and committed throughout the project.  
• With an action plan, you can track your progress toward your goal.
• Since you are listing down all the steps you need to complete in your action plan, it will help you prioritize your tasks based on effort and impact.

Amanda Athuraliya; https://creately.com

GANTT CHART TEMPLATE

HOW TO MAKE A GANTT CHART USING MICROSOFT EXCEL

CREATING AN EFFECTIVE ACTION PLAN

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Step 1: List down the steps to be followed 

• The goal is clear. What exactly should you do to realize it? 
• Create a rough template to list down all the tasks to be performed, due dates and people responsible.
• Make sure that each task is clearly defined and is attainable. If you come across larger and more complex tasks, break them down to smaller ones that are easier to execute and manage. 

Step 2: Prioritize tasks and add deadlines

• It’s time to reorganise the list by prioritising the tasks. Some steps, you may need to prioritise as they can be blocking other sub-steps. 
• Add deadlines, and make sure that they are realistic. 

Step 3: Set Milestones 

• Milestones can be considered mini goals leading up to the main goal at the end. The advantage of adding milestones is that they give the team members to look forward to something and help them stay motivated even though the final due date is far away.
• Start from the end goal and work your way back as you set milestones. Remember not to keep too little or too much time in between the milestone you set. It’s a best practice to space milestones two weeks apart.  

Step 4: Identify the resources needed

• Before you start your project, it’s crucial to ensure that you have all the necessary resources at hand to complete the tasks. And if they are not currently available, you need to first make a plan to acquire them.  

Step 5: Visualize your action plan

• The point of this step is to create something that everyone can understand at a glance and that can be shared with everyone. 
• Whether your action plan comes in the shape of a flowchart, Gantt chart, or table, make sure that it clearly communicates the elements we have identified so far – tasks, deadlines, resources, etc. 

Step 6: Monitor, evaluate and update

• Allocate some time to evaluate the progress you’ve made. 
• You can mark tasks that are completed as done on this final action plan, bringing attention to how you’ve progressed toward the goal.
• This will also bring out the tasks that are pending or delayed, in which case you need to figure out why and find suitable solutions. And then update the action plan accordingly. 

CRITERIA TEMPLATE

Product Criteria Template ​This document gives you ideas to consider when setting criteria for your final product or outcome (aesthetics, audience/user, content, cost, environmental considerations, function, materials, and size). You may like to use these ideas to enhance your existing criteria.

Creating Your Criteria - Video Link

As part of the goal, students must determine a final product or outcome of their personal project. This might be an original work of art. a model, a business plan, a campaign, a blueprint or architectural drawing, an essay, a course, a debate, a film or some other work. 

Students must define realistic criteria to measure the quality of the project's final product/outcome. Working with their supervisor, students decide what constitutes a high-quality product/outcome. Some appropriate tools for setting standards and assessing quality include checklists and rubrics. Students document the criteria in their process journal and use them to assess the final product/outcome.

For example, the goal may be to design a personal fitness programme to prepare for a half-marathon. The project is aiming to increase fitness through a training schedule, with the outcome of demonstrating increased fitness by successfully running a half-marathon. The criteria might include a proposed running schedule with interim projected running times, and the final running time the student hopes to achieve in the half-marathon. The outcome might be documented through a fitness chart, diary entries, running times, and a series of photos of the actual half-marathon.

Usually, students will not be able to define the criteria until they have spent some time researching the goal, and criteria should only be determined once students have a clear understanding of what they want to achieve.

• 

  Criteria Template with Sample

• 

  Design Criteria (A)

  Sample of planning and research used in designing product criteria.

• 

  Design Criteria B

  Design specifications developed after the research completed in "Design Criteria A" document.

Demonstrating Self-Management Skills - Video Link

Organization Skills

Definition: skills that enable you to use time, energy, and resources in an effective way to complete tasks and achieve goals

• Set reasonable and realistic goals
• Keep to schedules, work plans, and project deadlines
• Keep a logical and orderly system of recording and filing information
• Use strategies to manage and complete tasks and projects
• Make informed choices to achieve balance in nutrition, exercise, rest, and relaxation
• Prioritize tasks according to their urgency and importance

Affective Skills

Definition: skills that help you develop and monitor your feelings and emotions

• Demonstrate persistence and perseverance
• Practice focus and concentration to overcome distractions
• Make informed choices on behaviors and course of actions
• Seek out criticism and feedback from others and make informed choices about including it in one's work
• Practice being aware of mind-body connection
• Practice positive thinking
• Practice dealing with disappointment and unmet expectations
• Practice dealing with change
• Practice strategies to reduce stress and anxiety

Reflection Skills
​
Definition: skills that enable you to build new and deeper understandings of the things you learn and do while taking into account your own values, beliefs, and personal perspective

• Consider ethical, cultural, and environment implications of certain issues
• Show curiosity about and tolerance of a diversity of ideas
• Consider personal relationships to people, ideas, and concepts
• Build understanding of personal learning strengths and weaknesses
• Be aware of areas of perceived limitation
• Be honest about doubts, uncertainty, or lack of knowledge
• Analyse one's own and others' thought processes to consider how one thinks and learns
• Pause to reflect on different stages of the learning process
• Implement and measure the effectiveness of different learning strategies
• Demonstrate commitment to making changes to ineffective learning strategies
• Seek out constructive criticism
• Keep a journal or portfolio of personal learning experiences focused on both process and content
• Create a record of personal learning changes and improvement

This is a chance to show off your product that you must have completed. You will be speaking to an audience of many ages about your product and how you came to creating this.

                          You must be well-equipped with your information in order to give a successful presentation.

In order to write criteria C and D, you will need to get feedback from your audience. It might be worth creating a survey on your product. Be specific in your questioning. For example:

• What do you think about when you see the drawings?
• What might you suggest I could improve on my design?
• How has my product made you think differently about ..... ?

You might also want to print out copies of your product criteria and ask members of your audience to highlight the boxes where they believe your product is at. All this feedback with be really useful for your reflecting part of the report.
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EXAMPLE QUESTIONS FOR SURVEY

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It is important to have as many things on display as possible during your exhibition. The more visual and exciting your product looks, the better feedback you will receive. Ideas that you could use are:

• Photocopy pages from your process journal or mood boards
• Enlarge your action plans and pin them up so that your audience can see how hard you have worked on this
• Print out photos / pictures / articles of your research so that your audience are able to gain an insight in to your initial research and learn more if they wish
• Have your product (obviously) on display 
• Use your lap top screen or a computer screen to show any videos or photos you might have
• If your product is interactive, make sure your audience are able to have a go on it or use it. Be sure to help them or have instructions explaining how to use it.
• If your product is a website, print out screen shots of the web pages- this makes it more accessible to a larger audience rather than just one person who can use the website

Other things to add on your display boards might be:

• Your Global Context
• Your Goal
• Your reasons for creating this product
• The ATL skills that you used

This is an exhibition of your hard work. Be sure to dress smartly and plan what you might say to your audience.

Remember to take note of the fact that you'll be using language appropriate to younger students, teachers, parents, perhaps older people, and possibly members of the community. You will have to select your language and words according to whom you're speaking to. Explaining your instructional guide to a flight simulator to a five-year-old, for example, will be very different to explaining it to a science teacher.

​This may come naturally to you, but in Criteria Ciii, you have to specifically write about the communication and social skills you used, and giving specific moments of the times when you had to speak to people of different ages in your audience is a really good example to give.
 

Personal Project Product EVIDENCE Selection

When you upload your final report, you will also upload evidence of your finished product.
This can be either 30 seconds video* or 5 photographs or screenshots.

*If you final product is a video, the evidence must be video, not photos. You do not have to pick 30 seconds in a row, but can edit to show different parts of your video!

• Does my selection show how challenging my product/outcome was?
• Does my selection show a range of skills I used to create my product/outcome?
• Will my selection make sense to someone who has not seen the complete product/outcome?
• Is my selection high quality?

Critical Thinking Skills

Definition: skills that help you improve the quality of your thinking through analyzing, synthesizing, evaluating, and reconstructing information. 

• Identify problems and develop purposeful questions for investigation
• Identify problems and develop goals and objectives in response to those problems
• Make inferences and draw conclusions
• Identify gaps in knowledge and formulate key questions that help you acquire the missing information
• Consider ideas from other points of view
• Develop contrary arguments
• Break down big ideas and/or large projects into smaller components and attend to smaller parts as appropriate
• Plan to achieve goals by identifying targets and outlining steps
• Consider the consequences of events
• Identify obstacles and challenges
• Make logical and reasonable judgements and create arguments to support them
• Design improvements to enhance existing ideas
• Use multiple processes and diverse perspectives to explore alternate solutions
• Identify trends to forecast possibilities

Creative Thinking Skills

Definition: skills that enable you to:

• Generate boundless questions or impossible ideas
• Consider all alternatives, even those that are seemingly impossible
• Practice flexible thinking -- for instance, exploring all sides of an issue or idea
• Practice metaphorical thinking -- for instance, conceptualizing an issue or idea in abstract or figurative ways
• Make connections between seemingly random things
• Apply the strategies of guesswork
• Make intuitive judgements
• Challenge convention and/or the status quo
• Challenge one's own and others' assumptions
• Utilize existing ideas in new ways
• Transfer and apply existing knowledge to generate new ideas, processes, and products
• Recognize when an original idea has value and pursue it
• Create novel and innovative solutions to a problem
• Consider problems and challenges in a positive light

Transfer Skills

Definition: skills that enable you to select the knowledge and competencies developed in one situation in order to use them in another situation

• Use knowledge, ideas, and skills across subjects to create products or solutions
• Make connections between the learning gained in different subjects
• Apply knowledge and skills in unfamiliar situations
• Use familiar learning skills with unfamiliar content
• Use current knowledge to learn new concepts, skills, and technologies

Social: Collaboration Skills

Definition: skills that enable you to work effectively with others to complete a common task

• ​Consider, respect, and accept social and/or cultural differences
• Consider, respect, and accept different points of view and opinions
• Encourage contributions from others
• Be sympathetic (express sorrow for someone else's misfortune)
• Be empathetic (understand and share someone else's feelings)
• Consider group dynamics
• Assume a particular role in a team as appropriate
• Delegate, take, and share responsibility as appropriate
• Negotiate goals and limitations with teachers, partners, and peers
• Understand when and how to build consensus
• Understand when and how to agree to disagree
• Resolve interpersonal conflicts
• Make decisions based on fairness and equality
• Help others achieve success

Communication Skills

Definition: skills that enable you to convey an intended meaning to someone else and to receive and understand messages from others

• Use active listening techniques to understand others
• Give and receive appropriate feedback
• Use a variety of speaking techniques to make meaning clear for different audiences and purposes
• Use appropriate forms of writing for different audiences and purposes
• Use a variety of media to present information to an audience
• Interpret non-verbal communication techniques and use them purposefully
• Organize information logically
• Publish work in print and digital media
• Negotiate knowledge and ideas with others
• Engage with people of other cultures to develop global awareness

Criteria D

This is the last and final section of the PP experience. It is a chance for you to reflect on the whole learning process as a whole. You are able to give specific examples of what you might have been able to do to improve your product; what your audience liked about your product; what went wrong, what went right, etc. 

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Strand Di

Command Terms Present Offer for display, observation, examination or consideration. Evaluate Make an appraisal by weighing up the strengths and limitations. 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. Analyse Break down in order to bring out the essential elements or structure. (To identify parts and relationships, and interpret information to reach conclusions.) Reflection Questions Which criteria did you fulfil and why? Which criteria did you not fulfil and why? How did you test the quality of your product/outcome? How is your testing fair? In what ways can you justify the final level of your product/outcome? Was your criteria rigorous enough? How could you make your product even more successful? Did you make any changes? Is so, can you clearly explain why? What improvements could I make to my product?

Extracts Required: Analyse your product against all your stated criteria - use EVIDENCE for this analysis (survey data, expert review, field test notes, user trial etc)   Optional: Survey/form questions and results Expert feedback User trial data Annotated photos of final product Graphs/data from tests Performance data Audience reviews Rubrics Scoring sheets

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Strand Dii

Reflection Questions: What did I learn about my topic? How can I demonstrate my learning? Can I give examples of when and how I learnt most about my topic? What did I learn about my global context? How did my thinking about my global context change during this process? Why is my global context important? How can my global context help me understand what is happening in the world? What evidence can I use to show how my knowledge/understanding has deepened?​

Optional Extracts   Mind maps / brainstorms Journal reflections Thinking Routines 321 Bridge Headlines I used to think...Now I Think

Command Terms
Present
Offer for display, observation, examination or consideration.

State
Give a specific name, value or other brief answer without explanation or calculation.

Outline
Give a brief account or summary.

Explain
Give a detailed account including reasons or causes.

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

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Strand Diii

Reflection Questions Which areas of the IB Learner Profile did I demonstrate throughout this project? Which areas of the IB Learner Profile does my final product/outcome demonstrate? What weaknesses/strengths did you show throughout this project? What challenges came up and how did you solve them? How did you share any AtL skills with other students?  What impact does my product/outcome have on my future learning?

Optional Extracts Journal reflections Mind map / Brainstorm Annotated learner profile poster Learner Profile attributes with descriptions/reflections

Command Terms

Present
Offer for display, observation, examination or consideration.

State
Give a specific name, value or other brief answer without explanation or calculation.

Outline
Give a brief account or summary.

Explain
Give a detailed account including reasons or causes.

Evaluate
Make an appraisal by weighing up the strengths and limitations

Grade 8

Excellent

Good

Basic

Grade 10

Excellent

Good

Basic

GENERAL OVERVIEW

General Overview of the Written Report This document explains the focus and purpose of each section of the written report. It also identifies the most important information that students should include within each section. For a more thorough list, refer to the "Task-Specific Clarification" document.

COMMUNITY PROJECT REPORT SUBMISSION REQUIREMENTS ARE DETERMINED BY THE PROJECT COORDINATOR/INSTRUCTOR

-CP Reports are not submitted to the IB when the PP Reports are submitted

Reporting the Personal Project
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A report is a written or spoken account of something observed, heard, done, or investigated, and it aims to inform as clearly and succinctly as possible. The personal project report demonstrates a student's engagement with her or his personal project by summarizing the experiences and skills recorded in the process journal.

The report should be presented in identifiable sections (see below for the 7 report elements) following the personal project objectives (investigating, planning, taking action, and reflecting), and it must include evidence for all the strands of all criteria. The report must be written in English,and satisfy the word limit of 1,500 to 3,500 words. 

As the report is a key component of the personal project, students should plan their time carefully. Planning, drafting, and organizing materials are all necessary steps, and students should be aware of the amount of time required to complete the report. Students should be careful to ensure that their report is a distinct component of the personal project and is not just a collection of process journal entries. 

When submitting the report for assessment, students must include:

• the personal project cover sheet
• the completed academic honesty form
• process journal extracts
• bibliography/sources

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Order & Elements of the Report - 7 Parts

1. Cover sheet
   1. Student name
   2. Title of Project
   3. Length - Word count (1,500 - 3,500 words) not including Appendices and or Bibliography
   4. School Name
   5. Year
2. Academic Honesty Form - completed and signed by you and your supervisor. Available through ManageBac
3. Table of Contents - all pages of Report are to be numbered with Last Name Page Number on top right corner of pages 
4. Body of the report - must be broken into 4 sections and sub-sections *Use the information you recorded in your Process Journal to write your Report. You must use in-text citations referring to bibliography entries to reflect on your resources, interviews, etc.  Under each section, divide your report further into the sub-sections as seen in the four criteria boxes to the right: 
   1. Investigating
      1. Goal and Global Context
      2. Prior Learning
      3. Research Skills
   2. Planning
      1. Develop Criteria for the product/outcome
      2. Plan and record how process develops
      3. Demonstrate Self-Management Skills
   3. Taking Action 
      1. Create a product/outcome reflecting Goal, Content, & Criteria
      2. Demonstrate thinking skills
      3. Demonstrate communication and thinking skills
   4. Reflecting
      1. Evaluate the quality of the product/outcome against Criteria
      2. Reflect on how completing the Project has extended your knowledge and understanding of the topic and Global Context
      3. Reflect on your development as an IB Learner through the Project
5. Appendices
   1. ​​Your Process Journal Extracts (maximum of 10). Identified by a letter or number (e.g. Appendix A or Appendix 1).  Arrange the appendices according to the order in which you refer to the appendices in the report. You may refer to the same appendix more than once. For example, (See Appendix C) might be used more than once in your paper depending on what is on the page.
   2. Appendices must be from your Process Journal. Anything you include as an appendix must be referred to in the body of your report. These are not your in-text references. Use (See Appendix 3) for example.
   3. Include evidence of your final product or outcome so that others can understand what form it took. The evidence could be images, screenshots or other appropriate ways to showcase your work. 
   4. Maximum of 10 Appendices, 10 A4 pages. You may have more than one photo on a page, for example, if they are on the same focus (i.e., organization)
6. Works Cited - this is your bibliography using  MLA Style ​

Students should select a maximum of 10 individual extracts on no more that 10 sides of A4 paper to represent the key developments of the project. The student should select extracts that demonstrate how he or she has addressed each of the objectives, or annotate the extracts to highlight this information. ​

An extract may include:
visual thinking diagrams (mind maps, charts, diagrams, storyboards, etc.)
bulleted lists
charts
short paragraphs
notes
timelines/action plans
annotated research
annotated illustrations
artifacts from inspirational visits to museums, performances, galleries, etc.
pictures, photographs, sketches
up to 30 seconds of video or audio material
screenshots of a blog or website
self and peer assessment feedback ​

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​Materials directly relevant to the achievement of the project should also be included in the extracts, as appropriate. For example, if the student has produced a questionnaire or survey that has been described and analyzed in the report, he or she could include a segment of that completed survey.

An individual extract may include any of the formats that the student has used to document the process. Extracts should simply be supporting evidence of the process and will not be individually assessed.