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About the Personal Project
About the Personal Project
At the end of the MYP i.e. during the 9th grade, students are expected to complete a personal project. The estimated time used for the project is approximately 20-25 hours. The project work is based on student’s own interest. Student will set goals for their learning and for the project outcome. The process follows inquiry-cycle. Each student will have their own supervisor from the staff. The student creates a report of their personal project which is then assessed according to the project specific criteria. During the spring term the personal project is presented in an exhibition.
The personal project has two parts: the actual project and a report. In addition to these the student has to document the process somehow - it could be pictures, diary entries etc.
By completing the personal project student is eligible to obtain the IB attachment to their final report card.
Examples of Personal Projects from Previous Years
Examples of Personal Projects from Previous Years
There are as many different personal projects as there are students. Throughout the years we have had people
researching sustainability of packaging materials
knitting a beanie
building a guitar
coding a computer game
developing an app where you can see your impact on the climate
learning to play the ukulele
making a guide for a young athlete (nutrition, mobile app and a podcast)
felting animals
keeping a running diary
studying a language independently
finding out how people have been trying to see into future
illustrating a children's book
doing food photography
Click this link in order to see some pictures of projects (only available with a school email account)
The most important thing is that every student chooses something that interests them and is challenging but not overwhelming
The process and approximate timeline
The process and approximate timeline
In fact the personal project process starts already during the 8th grade spring when the students visit the previous exhibition and get ideas for their project.
The students choose their topic in the beginning of the 9th grade.
The 9th graders work with their projects from autumn and until March.
In order to make the process easier students have small tasks (marked with pink dots in the table) that they hand in Google Classroom and a supervisor to guide them
The final report consists almost totally of the elements that the students have been thinking about in the smaller tasks and its first version is handed in before the PP exhibition in March.
In March the students present their work at the PP exhibition to the school community, parents and other guests.
The teachers assess the projects in small groups in March-April after which randomly picked samples are sent to IB to be monitored.
The student get the assessment as a part of their IB attachment to the final report.
The official IB grades will be delivered to Ressu in the autumn.
Personal Project Assessment Criteria
Personal Project Assessment Criteria
Criterion A: Planning
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 level + Descriptor
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.
Criterion B: Applying skills
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 level + Descriptor
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.
Criterion C: Reflecting
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 level + Descriptor
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.
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.
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.
Definitions of terminology and command terms used in the assessment criteria
Definitions of terminology and command terms used in the assessment criteria
Learning goal
What students want to learn as a result of doing the personal project.
Product
What students will create for their personal project.
ATL skill(s) clusters
One or more of: communication, collaboration, organization, affective, reflection, information literacy, media literacy, critical thinking, creative thinking, transfer.
State
Give a specific name, value or other brief answer 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
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