Frequently Asked Questions
Project Topics
Can a student propose a personal project that is linked to subject-specific learning?
Yes, although the project must not be part of the subject-based curriculum. The project’s topic may begin from a subject-specific inquiry, but the project must be further developed through the student’s independent learning.
Can a student propose a personal project linked to a subject that is not part of the curriculum?
Yes, students may have a personal interest in a subject matter that they do not study at school. For example, a student may develop a personal project based on an interest in philosophy, even if the school does not offer an MYP individuals and societies course in that subject.
Must the personal project involve service as action?
No, the personal project enables students to engage in practical explorations through inquiry, action and reflection. The action component of the inquiry cycle is the idea of developing the inquiry into a product or outcome. While students may choose to include service as action as part of their projects, it is not a requirement. The personal project should always encourage students to develop their own interests and learning.
Process Journal
Does the student process journal have to have daily input?
No, the process journal provides the basis for writing the project report, and it supports students as they reflect on the process they have taken to complete the project. Extracts from the process journal provide evidence for the development of ideas and skills in the personal project report, often including demonstrations of ATL skills. Students should record ideas and activities as they occur, not as a daily journal.
Will the process journal be assessed?
Criteria for MYP projects do not specifically address the quality of students’ process journals. However, the process journal does provide evidence that demonstrates achievement against relevant strands of all MYP projects assessment criteria. The process journal is a student-centred tool (learning strategy) that supports projects’ development. Good process journals:
- document students’ thoughts, actions and behaviours
- promote meaningful reflection on students’ ATL skills
- provide a “road map” of students’ projected and actual journeys through the process of completing the project
- function as a repository of information and examples (source of extracts) to support students’ descriptions of their achievements, skill development and personal growth.
While students are planning and completing the project, they should receive formative feedback on their process journals as part of effective project supervision.
For final assessment, students must choose 10 extracts from their process journals to submit as an appendix to their personal project reports. When standardizing and assessing personal projects, supervisors should assess the presentation/report and appendices only, not the entire process journal. This practice replicates procedures for external assessment, in which personal project examiners do not have access to the complete process journals of students whose projects are selected for moderation.
Should students refer to the process journal in their reports?
Process journal extracts are considered when awarding achievement levels for the project. Each extract should be specifically referenced in the body of the report when cited as evidence for the development of ideas and skills. For example, when students discuss their planning and development of the project in the report, they can justify their discussion with evidence from the process journal extract chosen to include in the appendix. That evidence might include a copy of the timeline they developed as an entry in the process journal.
How many extracts should be included in the project appendices?
In the personal project, students should select a maximum of 10 extracts to represent the key developments, with a maximum total of 10 A4 pages.
Who is responsible for selecting the process journal extracts?
Students are responsible for choosing appropriate extracts from the process journal and making them available to the supervisor as an appendix to the project report. The supervisor can guide students in their selection process.
In which language should the MYP projects be submitted?
Students may submit the report in either English or Spanish. Please identify which language you prefer before supervisors are assigned so ensure that your supervisor will be able to assess your report in the selected language.
Report
What form or structure is the report expected to take? Does each section of the report correspond to an assessment criterion?
MYP projects criteria focus more on content than a prescribed format for reporting. However, the process of developing and reporting the project generally follows the pattern outlined by the project objectives: investigating, planning, action and reflection. Many students will find it useful to organize their reports with four corresponding headings so that the report is presented in identifiable sections following the project objectives as required. Supervisors and examiners generally look for evidence of achievement against relevant criteria in the corresponding section, but they are not limited to the identified section when making judgments.
Does “a variety of source types” mean students should limit the number of internet sources included, in favour of books, articles, interviews and other formats?
No. In some cases access to physical materials may be difficult for students. Students can include multiple sources from the internet, which should include a variety of formats and materials (for example: books, reports, archives, interviews, films, data sets, journals, infographics, articles and presentations). A range of sources can also encompass variety in origin, purpose, value and limitations (bias).
Is the product/outcome directly assessed by the student’s supervisor?
Yes, as part of criterion C, based on the quality of the product/outcome with respect to the student’s well-considered and appropriately challenging criteria for success. Evidence of the product/outcome must be provided along with the report (within submission limits).
Does the project report have to contain a bibliography (record of sources used in the report or used to complete the project)?
Yes. Students should use a standard format that represents the school’s ATL planning for research skills.
Do students have to include evidence of their completed product/outcome in the report?
Yes. It can be included as an additional appendix to the report or as a separate artifact. Evidence of the product/outcome is limited to 5 still images presented in a single PDF, 30 seconds of audio/video, or 1 A4 page of text.
Is it compulsory to submit the academic honesty form?
Yes. For MYP projects, students and their supervisors must use and complete the academic honesty form provided by the IB. This form provides a uniform way for students to record meetings with their supervisors (dates and points of discussion) as a way to document the academic integrity of longer-term, independent work. By using the form throughout the personal project process (rather than completing it retrospectively at the end of the projects), students have a valuable opportunity to develop and demonstrate self-management skills.