Teachers+Guide

=__EMWS Personal Project Supervisors Guide 2011-2012__ =
 * __ IBO MYP Personal Project Guide 2011-2012 __**

The Supervisor’s Guide to the Personal Project

École Mondiale World School ** 2011-2012 **

= Table of Contents =

What is the Personal Project? 3

What is Involved? 4

Your Role as Supervisor 5

Presentation 5

Written Personal Report 7

MLA Style guide 9

Assessment Criteria 12

MYP Grade Boundaries for PP 19

Due Date/Deadlines/Timeline 20

Areas of Interaction 23

Personal Project Planner Template 28

Appendix


 * What is the Personal Project? **

The Personal Project is just that – a project about something personal – something that the student is interested in. The Personal Project is a significant body of work produced over an extended period of time (approximately 9 months). **The final product is assessed in three parts: a) The Process Journal b) the Creation or Product which will be displayed at the presentation c) a Written Report of the project which analyses and reflects upon the whole process.**

Students will need to think of and develop a project of their own choosing. It should be something they will be able to maintain interest in and something quite specific. For example:


 * Realistic Project || Unrealistic Project ||
 * A student who has studied the piano for a number of years decides to write and interpret a musical score for parts of a school play. || A student decides to learn to play the piano as a personal project. ||

Whatever type of personal project the student decides on, it should:

Ø Have a clear and achievable goal Ø Be focused on ONE **Area of Interaction plus at least 3 ATLs.** Ø Allow students to express a truly personal message Ø Be the result of the students initiative, creativity and ability to organize and plan Ø Reflect their special interests, hobbies, special abilities, or concerns about particular issues Ø Deal with a topic or area to which they are committed Ø Be entirely their own work – authenticity is very important and students may be required to sign a document stating that the personal project is their own work

What type personal project can they do?

Depending on the goal, a student might choose one of the following types of projects:

Ø An original work of art Ø A written piece of work Ø A piece of literary fiction Ø An original science experiment Ø An invention or specially designed object or system


 * If you have any questions see the PP Coordinator or MYP Coordinator. There is also a training programme, information and PP forum on the OCC.**
 * See** [|www.ibo.org] **or __http://occ.ibo.org/ibis/occ/guest/home.cfm__**


 * What’s Involved? **

__Meetings with students__ With the exception of certain homeroomtimes the project is completed in the students’ own time. However, we ask that **supervisors meet on a regular basis with their student** (a minimum of twice a month).

__Monitoring the Process Journal__ During your regular meetings with students we ask that you **check their process journal**. This is written and/or visual documentation of the project: the investigating, planning, developing, creating and evaluating. This year students will be required to display the process journal during the Final presentation. Students are expected to make regular entries in their journal. Entries can be personal and should be an expression of successes, exasperation, problems, changes and so on. **The journal should also be the place where students keep all resource and bibliographical information (for later use in the written presentation).**
 * Please ask the student to keep their initial goal in mind at all times and be aware of looming deadlines.**

__ Marking a Draft and final Written Presentation according to the criteria __ Students will produce a written presentation of their project. The written presentation must not exceed 4000 words, **except in the case of a literary project**. Documentation of the project (photographs etc.) at all stages will need to be combined with the written statement. The students’ treatment of the Areas of Interaction is extremely important. Their analysis and reflection is extremely important.

__Monitoring the students’ Critical Analysis though at least one Area of Interaction__ Students must explore their idea through ONE of the Areas of Interaction (Health and Social Education, Environment, Human Ingenuity//,// Community and Service).

This means, that an Area of Interaction MUST be central to the project. **Students will need to develop and consider guiding questions for each AOI and explore them in relation to their project.** Students are required to incorporate and elaborate upon the ATL skills they have learnt and used in their project: (organizational skills, collaborative skills, communication skills, information literacy, problem solving and thinking skills and reflection). **Students will have to explain approach they took in completing their project and what skills they have used throughout and why (criteria A & C).**

__Keeping students aware of deadlines__ Students are expected to meet all deadlines, as stated in the timeline. **Students are expected to attend all student-supervisor meetings.** Unless there are extenuating circumstances failure to meet these deadlines may result in penalty in accordance with EMWS’s discipline policy. Please contact the coordinator if a student misses meetings or deadlines without prior arrangement. Your professional discretion is also appreciated.

__ Internal Standardization __ Initial marking will take place by supervisors. This marking will then be checked by a standardizing team; supervisors may then have to adjust marks according to the team’s marking. Role of Supervisors As a supervisor will be expected to: Ø Advise throughout the project Ø Meet students on a regular basis Ø Ensure students are aware of deadlines Ø Not necessarily be an expert in what your student wants to do but should be able to guide in the right direction Ø Check the development of the process journal Ø Look at a draft of the written presentation and suggest ways students might improve Ø Mark each of the three parts of the Personal Project Ø Help students adhere to deadlines by being readily available, and devise alternate ways of meeting (such as by email correspondence ) if your or the student’s schedules don’t match up very well Ø Take an active interest in what they are doing

Students are expected to:

Ø Attend all meetings promptly, with the appropriate equipment. If students meet you in the playground and expect an interview let the PP coordinator know. Ø Notify you to arrange an alternative time in advance, if a meeting is going to be missed. Ø Consider the supervisors suggestions.


 * Final presentation : Presenting the Outcome **

The Final presentation is held towards the end of the personal project (see timeline).

This is the students’ opportunity to display what they have worked on and the process they’ve gone through in the past months. Parents will be invited along with other students, staff and the community of EMWS.

Students will need to prepare a visual presentation for **the day**. They will also need to explain and prepare to answer questions about their project.


 * It would be helpful if you could reinforce oral and visual presentation skills with them and offer advice where appropriate. For example, the importance of bright, clear displays/posters, communicating clearly, to small children etc.**

There **may** also be a pre-final presentation, to be held in during homeroom lesson.

Personal Project Student-Supervisor Meetings (See Student Guidebook for additional information) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">During meetings at these times, please ensure:

__<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">August – September __ <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Student finalizes a topic. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Student is considering their project in light of the AOIs – use AOI questions to create a PP focus. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Student creates a time-line. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Student is documenting work in journal. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Student has reviewed any research. Suggest: Resources – teachers, school library, outside libraries, anyone or anything else you think appropriate. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Student is recording resource information for bibliography. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">INVESTIGATE, RESEARCH, PLAN __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">October - November __ <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Student is documenting all their ideas and research in journal. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The student is adhering to time-line deadlines. The student should adjust their time-line if necessary. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Student relates PP to AOIs – keep bringing the student back to the AOI questions. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Motivate - Keep student focused! <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Student is recording resource information for bibliography.
 * CREATE, PRODUCE **

December

Guide Student in formulating a Personal Statement draft. Make sure the student has a title and clear structure. Make suggestions where necessary. Refer student to experiences in journal. Relationship of AOI with project: research, development, final product and evaluation –**MUST** be articulated clearly.

=__ January - February __=

Guide student in finalizing written presentation before the **Final presentation**. Guide student in completing written presentation after the Final presentation.

=__ March __=
 * Assessment of PP by Coordinator and Supervisors.**


 * // NB. As a supervisor it would be helpful if you suggest to your student that they complete some elements of their written presentation as they work through their timeline. //**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The personal statement should not exceed 3500 words. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The written presentation of all types of personal projects will follow the same general structure, and will include the following elements: Ø <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Title page Ø <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Table of Contents Ø <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Introduction, defining the goal of the project and an explicit focus on the chosen area(s) of interaction, and providing an outline of how the student intends to achieve the goal Ø <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Description of the process, including production steps, the characteristics, aspects or components of the work Ø <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Analysis of the inspiration, research and influences guiding the work, the findings and decisions made, the resulting product and the process in terms of the goal and its focus on the area(s) of interaction chosen (where the student has chosen to write an essay about a specific issue, the essay itself forms the main part of this analysis) Ø <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Conclusion, where the student reflects on the impact of his/her project, and on new perspectives that could be considered Ø <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Bibliography Ø <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Appendices, where appropriate <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Where students write an essay or creative piece, the essay must be incorporated into the required structure. In this case the written work must not exceed about 4000 words. Where a student chooses creative writing (for example, a set of short stories), the student must agree with their supervisor upon the length. The written presentation will be shorter in these cases. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Personal reflection and analysis, at all stages of the project, is extremely important. A maintained and detailed journal will help make your personal statement a meaningful and authentic piece of work. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Anin-depth consideration of at least one AOI is extremely important. Students must look at their project ‘through’ an Area Of Interaction. The guiding questions will help make the written presentation a meaningful and authentic piece of work. = = =**__ Suggested Format for Table of Contents of the Written Personal Report __**=
 * Written Report **
 * The final product is a written presentation of the project which analyses and reflects upon the whole process. __Therefore photographs of the project at different stages are important.__ Please recommend to your student that they keep a visual record that will complement their final written presentation.**
 * Unless the project is something is in written form (i.e. creative writing) the actual project will not be sent to the IBO for moderation (i.e. sculpture, teddy bears). DVDs are the exception.**

Contents Page
Introduction ____ - Goal/focus of project – relation to AOI - Outline of how you aim to achieve this purpose - Background Information

Planning and Development ____ - Choosing the topic/theme/approach - Planning the project - Gathering the necessary material - Working on the project - Planning the outcome

AOIs ____ - Relationship of AOIs to project - Development of links to AOIs in Personal Project

Choice and Application of Techniques ____ - ATL and the Personal Project

Evaluation/Reflection ____ - Analysis of Information - Creativity and the goal of the project

Conclusion ____ - Achievement of goal - Strengths and weaknesses - New Questions - Changes

Bibliography ____

Appendices ____

** MLA STYLE GUIDE ** || **// General Format //** ** Lastname, Firstname. //Title of Book.// Place of Publication: Publisher, Copyright Date. Medium of Publication. ** ||  **// General Format //** ** (Author surname, Page number). **    ||  ** One author ** || ** Jackson, Matthew. //The Korean War.// 2nd ed. London: Penguin Classics, 1981. Print. ** ||  ** (Jackson 354). ** ||   ||  ** Flannery, Sam, and Diana Baker. //In Code: A Mathematical Journey//. London: Profile Books, 2000. Print. **    ||  ** (Flannery and Baker 79). ** ||   ||  ** Burley, Jonathon, and Jan Harris, eds. //A Companion to Genetics.// Malden, MA: Blackwell, 2002. Print. ** ||  ** (Burley and Harris 153). **    ||   ||   ||  ** American Diabetic Association. //Diabetes in Children.// New York: McMillan, 2005. Print. **    ||  ** (American Diabetic Association 96). **    ||   ||  ** Journeymanpictures. “South Africa: Sowing the ** ** Seeds of Hunger.” //YouTube//. Journeymanpictures, 8 January 2008. Web. 14 October 2010. < ** [] ** >. **    ||  ** (Journeymanpictures). **    ||   ||  ** “Carrie Fisher.” //Mornings with Margaret Throsby.//   Classic FM. ABC, Sydney. 18 Oct. 2010. //ABC Classic FM.// Web. 14 Oct. 2010. **   ** < ** [] ** .> **  ||  ** (“Carrie Fisher”). **    ||   ||  ** Manet, Edouard. Bullfight. 1865. J. Paul Getty Museum, Los Angeles. //The Getty//. Web. 8 Nov. 2010. < ** [|http://www.gettyedu/art/gettyguide/] [|artMakerDetails?maker=2952] ** >. ** ||  ** (Manet). **    ||   ||  ** Holtzclaw, Theresa. "Transpiration." //PH School - The Biology Place//. Pearson Education, 2010. Web. 8 Nov. 2010. < ** [] [|labbench/lab9/intro.html>.]  ||  ** (Holtzclaw). **    ||  ** No author ** || ** "Albert Einstein." //Wikipedia//. Wikimedia Foundation, 28 Dec. 2010. Web. 29 Dec. 2010. < ** [] ** >. **    ||  ** (“Albert Einstein”). **    ||   ||   ||   ||  ** (Theil 22-24). **    ||  ** . **  ||   ||  ** (Jordon 23+). **    ||
 * A Works Cited is a list of sources used in researching an essay or project. Even if you put the information in your own words, you must cite your sources. The examples below are in MLA style which EMWS recommends. Although the Works Cited appears at the end of your essay/project, you will need to keep track of your sources from the time you begin your research. **
 * ** Type of Reference ** ||  ** References **  ||  ** Citations in Text **  ||
 * ** BOOKS **
 * ** Book **
 * ** Book with two authors **
 * ** Edited book **
 * ** Article in a reference book ** ||  ** “Crusades.” //The World Book Encyclopedia.// 2006. Print. **  ||  ** (“Crusades” 1159). **
 * ** Corporate Author or Organization **
 * ** INTERNET SOURCES ** ||   ||   ||
 * ** YouTube Video **
 * ** Audio Podcast **
 * ** Electronic Image **
 * ** Chapter/Section of a Web Document or Online Book Chapter **
 * ** Web Page **
 * ** D **** ATABASE SOURCES ** ||
 * ** Article from a magazine: Global Issues in Context database ** ||  ** Theil, Stefan. “A Green Retreat.” //Newsweek International// 19 July 2010: 22-24. //Global Issues in Context.// Web. 19 Oct. 2010. **
 * ** Article from Encyclopedia Britannica database ** ||  ** "Arizona." //Encyclopedia Britannica Online School Edition//. Encyclopedia Britannica, 2010. Web. 19 Oct. 2010. **  ||  ** (“Arizona”). **
 * ** Magazine Article from Questia Database ** ||  ** Jordan, Stuart. "The Global Warming Crisis." //The Humanist// (Nov.-Dec. 2005): 23+. //Questia Online Library//. Web. 20 Oct. 2010. **

Works Cited American Diabetic Association. //Diabetes in Children.// New York: McMillan, 2005. Print. //Apollo 13.// Dir. Ron Howard. Perf. Tom Hanks, Bill Paxton, Kevin Bacon and Ed Harris. Universal, 1995. DVD. “Carrie Fisher.” //Mornings with Margaret Throsby.// Classic FM. ABC, Sydney. 18 Oct. 2010. //ABC Classic FM.// Web. 14 Oct. 2010. <[].> Flannery, Sam, and Diana Baker. //In Code: A Mathematical Journey//. London: Profile Books, 2000. Print. Holtzclaw, Theresa. "Transpiration." //PH School - The Biology Place//. Pearson Education, 2010. Web. 8 Nov. 2010. <[][|labbench/lab9/intro.html>.] Jackson, Matthew. //The Korean War.// 2nd ed. London: Penguin Classics, 1981. Print. Jordan, Stuart. "The Global Warming Crisis." //The Humanist// (Nov.-Dec. 2005): 23+. //Questia Online Library//. Web. 20 Oct. 2010.


 * Assessment Criteria **

<span style="font-family: 'Arial','sans-serif';">Criterion A: Use the Process Journal
Maximum: 4 Students should: <span style="font-family: 'Helvetica','sans-serif';">• demonstrate organizational skills showing time- and self-management <span style="font-family: 'Helvetica','sans-serif';">• communicate and collaborate with the supervisor <span style="font-family: 'Helvetica','sans-serif';">• demonstrate information literacy, thinking and reflection. The section “Completing the project” in this guide has guidance concerning the type of evidence that students should include in the process journal. Supervisors should also refer to the areas of interaction section in the guide //MYP: From principles into practice// (August 2008), for specific guidance concerning ATL. The extracts chosen to support the level awarded for criterion A should reflect each of the strands in the criterion. Between 10 and 20 individual entries are sufficient to represent the student’s work. An individual entry does not need to be extensive and includes any of the examples that students might use to document the process, referred to in the subsection “Using the process journal”. ** Achievement ** ||  ** Descriptor **  || <span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">• organizational skills through time and self-management <span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">• communication and collaboration with the supervisor <span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">• information literacy, thinking and reflection. || <span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">• organizational skills through time and self-management <span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">• communication and collaboration with the supervisor <span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">• information literacy, thinking and reflection. || <span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">• organizational skills through time and self-management <span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">• communication and collaboration with the supervisor <span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">• information literacy, thinking and reflection. || <span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">• organizational skills through time and self-management <span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">• communication and collaboration with the supervisor <span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">• information literacy, thinking and reflection. ||
 * Extracts from the process journal must be submitted in samples of work for external moderation to support the level awarded for criterion A.**
 * ** Level of **
 * 0  || <span style="font-family: 'Arial','sans-serif'; font-size: 12.6667px;">The student has not reached a standard described by any of the descriptors given below. ||
 * 1  || The student demonstrates **minimal**:
 * 2  ||  The student demonstrates **some**:
 * 3  || The student demonstrates **satisfactory**:
 * 4  || The student demonstrates **well-developed**:

<span style="font-family: 'Arial','sans-serif';">Criterion B: Define the Goal
Maximum: 4 Students should: <span style="font-family: 'Helvetica','sans-serif';">• identify and explain a topic based on personal interest <span style="font-family: 'Helvetica','sans-serif';">• justify one focus area of interaction as a context for the project <span style="font-family: 'Helvetica','sans-serif';">• outline a clear, achievable, challenging goal <span style="font-family: 'Helvetica','sans-serif';">• create specifications that will be used to evaluate the project’s outcome/product. The specifications for the product/outcome created by the student, in consultation with the project supervisor, are used to evaluate the success of the project. These student-created specifications for their product/outcome link to criterion E, in which the student evaluates his or her outcome/product. ** Achievement ** || ====Descriptor==== || <span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">• **identifies** the topic of interest, a focus area of interaction and a **limited** goal <span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">• **creates minimal** specifications to evaluate the project’s outcome/product **or** none at all. || <span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">• **outlines superficially** the topic of interest, the focus area of interaction and an **achievable** goal <span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">• **creates specifications for evaluating the project’s outcome/product**, however they **lack definition**. || <span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">• **describes clearly** the topic of interest, the focus area of interaction and an **achievable** and **appropriately challenging** goal <span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">• **creates** **satisfactory** specifications for evaluating the project’s outcome/product. || <span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">• **justifies effectively** the topic of interest, the focus area of interaction and an **achievable** and **appropriately challenging** goal <span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">• **creates** **appropriately rigorous** specifications for evaluating the project’s outcome/product. ||
 * ** Level of **
 * <span style="font-family: 'TimesNewRoman','serif'; font-size: 14.6667px;">0  || <span style="font-family: 'Arial','sans-serif'; font-size: 12.6667px;">The student has not reached a standard described by any of the descriptors given below. ||
 * <span style="font-family: 'TimesNewRoman','serif'; font-size: 14.6667px;">1  || The student:
 * <span style="font-family: 'TimesNewRoman','serif'; font-size: 14.6667px;">2  || The student:
 * <span style="font-family: 'TimesNewRoman','serif'; font-size: 14.6667px;">3  || The student:
 * 4  || The student:

<span style="font-family: 'Arial','sans-serif';">Criterion C: Select Sources
Maximum: 4 Students should: <span style="font-family: 'Helvetica','sans-serif';">• select varied, relevant sources to achieve the goal <span style="font-family: 'Helvetica','sans-serif';">• evaluate sources. Evidence will be seen in the body of the report and the bibliography. ** Achievement ** || ====Descriptor==== || <span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">• selects **very few** relevant sources to achieve the goal <span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">• demonstrates **minimal** evaluation of sources. || <span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">• selects **some** relevant sources to achieve the goal <span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">• demonstrates **some** evaluation of sources. || <span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">• selects **a satisfactory variety** of relevant sources to achieve the goal <span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">• demonstrates **satisfactory** evaluation of sources. || <span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">• selects **a wide variety** of relevant sources to achieve the goal <span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">• demonstrates **well-developed** evaluation of sources. ||
 * ** Level of **
 * <span style="font-family: 'TimesNewRoman','serif'; font-size: 14.6667px;">0  || The student has not reached a standard described by any of the descriptors given below. ||
 * <span style="font-family: 'TimesNewRoman','serif'; font-size: 14.6667px;">1  || The student:
 * <span style="font-family: 'TimesNewRoman','serif'; font-size: 14.6667px;">2  || The student:
 * <span style="font-family: 'TimesNewRoman','serif'; font-size: 14.6667px;">3  || The student:
 * <span style="font-family: 'TimesNewRoman','serif'; font-size: 14.6667px;">4  || The student:

<span style="font-family: 'Arial','sans-serif';">Criterion D: Apply Information
Maximum: 4 Students should: <span style="font-family: 'Helvetica','sans-serif';">• transfer and apply information to make decisions, create solutions and develop understandings in connection with the project’s goal. Students interpret the information from sources they have researched and selected. By thinking about the information, students develop a broader context for their inquiry; identify questions and issues for their project and solve problems. Students may have researched information relating to techniques, which can be discussed in the context of this objective.

** Achievement ** ||  ** Descriptor **  || <span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">• transfer and application of information to make decisions, create solutions and develop understandings in connection with the project’s goal. || <span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">• transfer and application of information to make decisions, create solutions and develop understandings in connection with the project’s goal. || <span style="font-family: 'Helvetica','sans-serif';">• transfer and application of information to make decisions, create solutions and develop understandings in connection with the project’s goal. || <span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">• transfer and application of information to make decisions, create solutions and develop understandings in connection with the project’s goal. ||
 * ** Level of **
 * <span style="font-family: 'TimesNewRoman','serif'; font-size: 14.6667px;">0  || The student has not reached a standard described by any of the descriptors given below. ||
 * <span style="font-family: 'TimesNewRoman','serif'; font-size: 14.6667px;">1  || The student demonstrates **minimal**:
 * <span style="font-family: 'TimesNewRoman','serif'; font-size: 14.6667px;">2  || The student demonstrates **some**:
 * <span style="font-family: 'TimesNewRoman','serif'; font-size: 14.6667px;">3  || The student demonstrates **satisfactory**:
 * <span style="font-family: 'TimesNewRoman','serif'; font-size: 14.6667px;">4  || The student demonstrates **well-developed**:

<span style="font-family: 'Arial','sans-serif';">Criterion E: Achieve the Goal
Maximum: 4 Students should: <span style="font-family: 'Helvetica','sans-serif';">• evaluate the outcome/product against their own specifications for success. The final level awarded is decided in collaboration with the supervisor. It is crucial that the specifications are developed by the student before completing the project (see criterion B). The student must discuss any changes in the specifications that took place during the process in his or her report. Where a student does not complete the outcome/product because of factors outside of his or her control, criterion E applies to the stage that the project reached. This criterion is not adjusted in the external moderation process. ** Achievement ** || ====Descriptor==== || The outcome/product is of very **limited** quality and meets **few** of the specifications. || The outcome/product is of **limited** quality and meets **some** of the specifications. || The outcome/product is of **satisfactory** quality and meets **many** of the specifications. || The outcome/product is of **high** quality and meets **most or all** of the specifications. ||
 * ** Level of **
 * <span style="font-family: 'TimesNewRoman','serif'; font-size: 14.6667px;">0  || The student has not reached a standard described by any of the descriptors given below. ||
 * <span style="font-family: 'TimesNewRoman','serif'; font-size: 14.6667px;">1  || The student evaluates the quality of the outcome/product.
 * <span style="font-family: 'TimesNewRoman','serif'; font-size: 14.6667px;">2  || The student evaluates the quality of the outcome/product.
 * <span style="font-family: 'TimesNewRoman','serif'; font-size: 14.6667px;">3  || The student evaluates the quality of the outcome/product.
 * <span style="font-family: 'TimesNewRoman','serif'; font-size: 14.6667px;">4  || The student evaluates the quality of the outcome/product.

<span style="font-family: 'Arial','sans-serif';">Criterion F: Reflect on Learning
Maximum: 4 Students should: <span style="font-family: 'Helvetica','sans-serif';">• reflect on how completing the project has extended their knowledge and understanding of the topic **and** the focus area of interaction <span style="font-family: 'Helvetica','sans-serif';">• reflect on how they have developed as a learner by completing the project. //<span style="font-family: 'Arial','sans-serif'; font-size: 12.6667px;">This criterion addresses the quality of ideas expressed not the quality of language used. // ** Achievement **  || ====Descriptor==== || <span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">• reflection on how completing the project has extended his or her knowledge and understanding of the topic and focus area of interaction <span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">• reflection on how he or she has developed as a learner by completing the project. || <span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">• reflection on how completing the project has extended his or her knowledge and understanding of the topic and focus area of interaction <span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">• reflection on how he or she has developed as a learner by completing the project. || <span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">• reflection on how completing the project has extended his or her knowledge and understanding of the topic and chosen area of interaction <span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">• reflection on how he or she has developed as a learner by completing the project. || <span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">• reflection on how completing the project has extended his or her knowledge and understanding of the topic and focus area of interaction <span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">• reflection on how he or she has developed as a learner by completing the project. ||
 * ** Level of **
 * <span style="font-family: 'TimesNewRoman','serif'; font-size: 14.6667px;">0  || The student has not reached a standard described by any of the descriptors given below. ||
 * 1  || The student demonstrates **minimal**:
 * 2  || The student demonstrates **some**:
 * 3  || The student demonstrates **satisfactory**:
 * 4  || The student demonstrates **well-developed**:

<span style="font-family: 'Arial','sans-serif';">Criterion G: Personal Engagement
Maximum: 4 Students should: <span style="font-family: 'Helvetica','sans-serif';">• organize the project report according to the required structure <span style="font-family: 'Helvetica','sans-serif';">• communicate clearly, coherently and concisely, within required limits <span style="font-family: 'Helvetica','sans-serif';">• acknowledge sources according to recognized conventions. //<span style="font-family: 'Arial','sans-serif'; font-size: 12.6667px;">This criterion will include judgments about presentation, writing (or speaking) conventions, mechanics, grammar, word choice, voice, audience, for example. // ** Achievement **  || ====Descriptor==== || <span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">• **minimal** organization of the project report according to the required structure <span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">• communication, which is **rarely** clear, coherent and concise and may not meet required limits <span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">• **inaccurate** use of recognized conventions to acknowledge sources or **no acknowledgement** of sources. || <span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">• **some** organization of the project report according to the required structure <span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">• communication, which is **sometimes** clear, coherent and concise and is within required limits <span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">• **some** accurate use of recognized conventions to acknowledge sources. || <span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">• **satisfactory** organization of the project report according to the required structure <span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">• communication, which is **generally** clear, coherent and concise and is within required limits <span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">• **generally** accurate use of recognized conventions to acknowledge sources. || <span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">• **consistent** organization of the project report according to the required structure <span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">• communication, which is clear, coherent and concise and is within required limits <span style="font-family: 'Times New Roman','serif'; font-size: 14.6667px;">• **accurate** use of recognized conventions to acknowledge sources, possibly with minor errors. ||
 * ** Level of **
 * <span style="font-family: 'TimesNewRoman','serif'; font-size: 14.6667px;">0  || The student has not reached a standard described by any of the descriptors given below. ||
 * <span style="font-family: 'TimesNewRoman','serif'; font-size: 14.6667px;">1  || The student demonstrates:
 * <span style="font-family: 'TimesNewRoman','serif'; font-size: 14.6667px;">2  || The student demonstrates:
 * <span style="font-family: 'TimesNewRoman','serif'; font-size: 14.6667px;">3  || The student demonstrates:
 * <span style="font-family: 'TimesNewRoman','serif'; font-size: 14.6667px;">4  || The student demonstrates:


 * MYP Personal Project Grade Boundaries **

This is how your student’s PP grade is calculated:


 * 1) Each criterion (7 altogether) is worth 4 marks. The total marks for the PP is 28.
 * 2) You can then use the MYP grade boundaries below to calculate what your student’s overall MYP grade will be.
 * 3) Remember that a grade of 2, or less than 10 marks (when each criterion is calculated out of 28) will result in a failure of the PP, and the student will not be allowed into the Diploma Programme. Such students will be guided to study the IB Diploma Certificates Programme.


 * **Grade** ||  **Boundaries**  ||
 * 1 Very Poor || 0-5  ||
 * 2 Poor || 6-9  ||
 * 3 Mediocre || 10-13  ||
 * 4 Satisfactory || 14-16  ||
 * 5 Good || 17-21  ||
 * 6 Very Good || 22-24  ||
 * 7 Excellent || 25-28  ||

Grade Boundaries are subject to IB Revision in September 2011.

|| **<span style="font-family: 'Arial','sans-serif';">August 11 **  || <span style="font-family: 'Arial','sans-serif';">I
 * DUE DATES/ DEADLINES/ TIMELINE **
 * = <span style="font-family: 'Arial','sans-serif'; font-size: 16px;">Phase = ||  <span style="font-family: 'Arial','sans-serif';">When/By   ||  <span style="font-family: 'Arial','sans-serif';">What   ||  <span style="font-family: 'Arial','sans-serif';">Why   ||
 * <span style="font-family: 'Arial','sans-serif';">Orientation


 * <span style="font-family: 'Arial','sans-serif';">Complete Task 1 - form on p. **
 * <span style="font-family: 'Arial','sans-serif';"> 38 **

<span style="font-family: 'Arial','sans-serif';">Introduction of Supervisor || <span style="font-family: 'Arial','sans-serif';">- Familiarize students with all aspects of the PP (issue handbook). ||
 * <span style="font-family: 'Arial','sans-serif';">Orientation  ||  **<span style="font-family: 'Arial','sans-serif';">August 18 **  || **<span style="font-family: 'Arial','sans-serif';">Complete Task 2 p. 41 **

<span style="font-family: 'Arial','sans-serif';">Get topic in place so that work can be done over the long weekend 19-22aug || <span style="font-family: 'Arial','sans-serif';">-Meet regularly with your Supervisor ||
 * <span style="font-family: 'Arial','sans-serif';">Hand in Topic Decision Chart to Supervisor & discuss. If you are already done with it use this design for your process journal (its optional) ** || <span style="font-family: 'Arial','sans-serif';">Begin the Process Journal
 * <span style="font-family: 'Arial','sans-serif';">Orientation  ||  **<span style="font-family: 'Arial','sans-serif';">August 25 **  || <span style="font-family: 'Arial','sans-serif';">At least one meeting with supervisor to go over requirements and clarify concerns. || <span style="font-family: 'Arial','sans-serif';">Preparation to work ||
 * <span style="font-family: 'Arial','sans-serif';">PP.part 1  ||  **<span style="font-family: 'Arial','sans-serif';">25 August **  || **<span style="font-family: 'Arial','sans-serif';">Personal Project Planner due in writing to your allocated Supervisor (p. 42) if you have not already done so ** || <span style="font-family: 'Arial','sans-serif';">-Students are now ready to proceed with their Personal Project ||
 * <span style="font-family: 'Arial','sans-serif';">PP.part 1  ||  **<span style="font-family: 'Arial','sans-serif';"> 02 September 2011 **  || <span style="font-family: 'Arial','sans-serif';">Research, and work on your creation, or product. Start building, sewing, growing whatever you have in mind for your product || <span style="font-family: 'Arial','sans-serif';">-Keep up with your Process journal, your creation and the research and resources search
 * <span style="font-family: 'Arial','sans-serif';">Research & Planning || <span style="font-family: 'Arial','sans-serif';">29 September 2011 || **__<span style="color: #ff0000; font-family: 'Arial','sans-serif';">PP Written Report Part 1 due to Supervisor __**<span style="font-family: 'Arial','sans-serif';"> **Title/Introduction/Relationship to AOIs/Planning**


 * <span style="font-family: 'Arial','sans-serif';">Creation/Product well under way **

<span style="font-family: 'Arial','sans-serif';">Ongoing investigation || <span style="font-family: 'Arial','sans-serif';">-Continue to arrange meetings with Supervisor <span style="font-family: 'Arial','sans-serif';">-Maintain Process Journal <span style="font-family: 'Arial','sans-serif';">-Research your idea (using a range of sources, noting bibliographical information in Journal) <span style="font-family: 'Arial','sans-serif';">-Work on creating your Project (Changes? Materials? Problems? New ideas? New questions?) || <span style="font-family: 'Arial','sans-serif';">List of Resources used (Bibliography)
 * <span style="font-family: 'Arial','sans-serif';">Create || <span style="font-family: 'Arial','sans-serif';">11 Nov 2011 || **__<span style="color: #ff0000; font-family: 'Arial','sans-serif';">Due –PP Written Report–Part 2 due to Supervisor __**<span style="font-family: 'Arial','sans-serif';"> Development/Analysis and on-going Reflection to Date/

<span style="font-family: 'Arial','sans-serif';">On-going production of creation || <span style="font-family: 'Arial','sans-serif';">-Arrange meetings with supervisor <span style="font-family: 'Arial','sans-serif';">-Maintain process journal

<span style="font-family: 'Arial','sans-serif';">Make/build/write/ <span style="font-family: 'Arial','sans-serif';">create your project

<span style="font-family: 'Arial','sans-serif';">Make sure everyone is focused. || **__<span style="color: #ff0000; font-family: 'Arial','sans-serif';">Completed Creation due to Supervisor __**  || <span style="font-family: 'Arial','sans-serif';">Creation must be completed before you can finish writing your Report. Student and supervisor sit down and grade the Product according to Criterion E ||
 * <span style="font-family: 'Arial','sans-serif';">Construct || <span style="font-family: 'Arial','sans-serif';">15 December 2011 ||
 * <span style="font-family: 'Arial','sans-serif';">Completion || <span style="font-family: 'Arial','sans-serif';">05 jan 2012 ||

**<span style="color: #ff0000; font-family: 'Arial','sans-serif';">Final Draft of __full__ PP written Report due to Supervisor ** || <span style="font-family: 'Arial','sans-serif';">Organization and planning complete before exams to allow for focus to be on exams from this point on. ||
 * <span style="font-family: 'Arial','sans-serif';">Completion || <span style="color: #000000; font-family: 'Arial','sans-serif';">13 Jan 2012 ||

**<span style="color: #ff0000; font-family: 'Arial','sans-serif';">PERSONAL PROJECT FINAL PRESENTATION ** || <span style="font-family: 'Arial','sans-serif';">Presentation to other students, parents, teachers and other visitors <span style="font-family: 'Arial','sans-serif';">-part of assessment of Creation/Product ||
 * <span style="font-family: 'Arial','sans-serif';">Completion || <span style="font-family: 'Arial','sans-serif';">20 Jan 2012   || **__<span style="color: #ff0000; font-family: 'Arial','sans-serif';">Final completed version of Written Personal Project Report //plus// Process Journal - due to Supervisor __** || <span style="font-family: 'Arial','sans-serif';">Needs to be assessed and moderated prior to being sent to IBO ||
 * <span style="font-family: 'Arial','sans-serif';">Assessment || <span style="font-family: 'Arial','sans-serif';">27 Jan 2012 || <span style="font-family: 'Arial','sans-serif';">Supervisors to mark written Reports and Process Journals ||  ||
 * <span style="font-family: 'Arial','sans-serif';">Moderation || <span style="font-family: 'Arial','sans-serif';">1 feb 2012 || <span style="font-family: 'Arial','sans-serif';">-Staff meeting of all Supervisors to moderate the reports

<span style="font-family: 'Arial','sans-serif';">Your final MYP Personal Project grade will be recorded on your June Report. <span style="font-family: 'Arial','sans-serif';">** Please note that your final IB Moderated MYP PP grade will be on your IB Certificate which you will receive in September 2012. || <span style="font-family: 'Arial','sans-serif';">IBO requirement ||


 * Areas of Interaction **

__ Human Ingenuity __

The purpose of //Human Ingenuity// is to develop opportunities to appreciate the human capacity and drive to create, improve, enjoy, invent, and transform the quality of life over time. The area of //Human Ingenuity// should actively and/or passively reflect the following elements:

Ø The ethical development of people through time(Improve)
Ø <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The changing perspectives of aesthetic judgments both socially and culturally (Enjoy) = Ø The human ability to create change (Invent) = = Ø The human ability to respond to change (Transform) =

The following questions will help you focus on //Human Ingenuity// when considering your project:

Ø ** Why and how do we create? ** Ø ** What are the consequences? **

//__<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Health and Social Education __// = = The purpose of //Health and Social Education// is to educate and prepare students for a physically and mentally healthy life. We want our students to become aware of the potential hazards in society, by providing them with relevant information so that they are capable of making informed choices. Aims and objectives for //Health and Social Education// are:

Ø Develop the physical, social and psychological person and prepare then for healthy lifestyle. Ø Develop a sense of responsibility for their own well-being and for that of their physical, social and global environment. Ø Develop a respect for their own mind and body and for the mind and body of others.

The following questions will help you focus on //Health and Social Education// when considering your project:

Ø ** How do I think and act? ** Ø ** How am I changing? ** Ø ** How can I look after myself and others? **

//__Community and Service__//

//Community and Service// is about encouraging students to think beyond their own immediate wants and needs and provide them with the opportunities to give freely of their time and energy for the benefit others. It is hoped that the students will: Ø Experience activities that will benefit others. Ø Gain an increased sense of responsibility and self worth. Ø Apply their skills and talents beyond the classroom environment Ø Reflect on their performance and benefit from this practice. The following questions will help you focus on Community and Service when considering your project: Ø ** How do we live in relation to each other? ** Ø ** How can I contribute to the community? ** Ø ** How can I help others? **

//__Environment__//

//Environment// aims to make students aware of their interdependence with the environment so that they accept their responsibility for maintaining an environment fit for the future. Students are confronted with global environmental issues, which require balanced understanding in the context of sustainable development. Students also face Environmental situations at home and at school which require decision-making. This area of interaction places the students in a position where they take positive, responsible action for the future. The following questions will help you focus on //Community and Service// when considering your project: Ø ** Where do we live? ** Ø ** What are my responsibilities? **

__Approaches to Learning__

Approaches to learning (ATL) is central to the MYP, as it is concerned with developing the intellectual discipline, attitudes, strategies and skills which will result in critical, coherent and independent thought and the capacity for problem solving and decision-making. It goes far beyond study skills, having to do with “learning how to learn” and with developing an awareness of thought processes and their strategic use. This area of interaction recognizes that true learning is more than the acquisition of knowledge: it involves its thoughtful application, as well as critical thinking and problem solving, both individually and collaboratively. The following questions will help you focus on //Approaches to Learning// when considering your project: Ø ** How do I learn best? ** Ø ** How do I know? ** Ø ** How do I communicate my understanding? **

**<span style="font-family: 'Cooper Black','serif'; font-size: 21.3333px;">DEVELOPING A PERSONAL PROJECT PLAN USING A PROJECT PLANNER ** **<span style="font-family: 'Cooper Black','serif'; font-size: 18.6667px;">‘Challenging and Achievable’ **
 * My Personal Project planner **


 * **Student Name** || ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12.6667px;">CARE teacher ||   ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12.6667px;">Mentor ||   ||


 * Part 1: What type of project could I do? **

<span style="font-family: 'Arial','sans-serif'; font-size: 17.3333px;">Link together your skills, Areas Of Interaction and interests/sports/hobbies to see what type of project you could do

<span style="font-family: 'Arial','sans-serif'; font-size: 17.3333px;">Write down your project ideas in the box below

<span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">What will I need to do first to get my project started? <span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">How can I make this happen? <span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">How will I decide when to do what? ||
 * ** My Journal – the how and the when **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12.6667px;">What will my Journal look like? <span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;"> How will I note down what I do and when I do it? What best suits me?
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12.6667px;">Notebook/diary
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12.6667px;">Word document
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12.6667px;">Folder
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12.6667px;">blog
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12.6667px;">other ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12.6667px;">other ||

<span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">Tick the Area of Interaction that you will focus on in your project  ||   ||  **What is my project goal?** <span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">Why did I choose this for my project? || <span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">Why do I think this AOI will help focus my project?
 * Part 2: Giving my project a name - DRAFT **
 * **Area/s of interaction focus**
 * || <span style="font-family: 'Arial','sans-serif'; font-size: 12.6667px;">Approaches to learning (ATL) ||  ** Ö **  ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12.6667px;">Community and service (C&S) || ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12.6667px;">Health and social education (H&SE) || ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12.6667px;">Environments || ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12.6667px;">Human ingenuity || ||
 * **MY MYP Personal Project title** ||
 * Part 2: Giving my project a name - FINAL **
 * Part 2: Giving my project a name - FINAL **

<span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">Tick the Area of Interaction that you will focus on in your project  ||   ||  **What is my project goal?** <span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">Why did I choose this for my project? || <span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">Why do I think this AOI will help focus my project?
 * **Area/s of interaction focus**
 * || <span style="font-family: 'Arial','sans-serif'; font-size: 12.6667px;">Approaches to learning (ATL) ||  ** Ö **  ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12.6667px;">Community and service (C&S) || ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12.6667px;">Health and social education (H&SE) || ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12.6667px;">Environments || ||
 * <span style="font-family: 'Arial','sans-serif'; font-size: 12.6667px;">Human ingenuity || ||
 * **MY MYP Personal Project title** ||


 * Part 3: Getting on and doing it! **

** Specifications ** <span style="color: #000000; font-family: 'Arial','sans-serif'; font-size: 10.6667px;">How will I measure the quality of my product or outcome? What do I want my product or outcome to be like/look like? What specific results do I need to plan for? || || <span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">What sources and resources might I use <span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">How will I use the ATL skills? || <span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">This is my chosen Area of Interaction : || <span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">What techniques will I need to use? <span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">Do I need to learn any new skills? <span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">What information will I use? <span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">How will I use it? || ** Making my project a success ** <span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">How can I make sure I use my time effectively? <span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">What will my timeline look like? <span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">Who can I ask for help and support? ||
 * **<span style="color: #000000; font-family: 'Cooper Black','serif'; font-size: 14.6667px;">My goal **
 * ** My sources and resources **
 * How will I access and record these sources and resources ** ||
 * ** Approaches to learning (ATL) **
 * ** Approaches to learning (ATL) **
 * ** Area of interaction (AOI) **
 * ** Area of interaction (AOI) **
 * <span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">It will focus my project because: ||
 * ** My techniques and information **


 * Part 4: Preparing for reporting the project **

<span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">How will I decide which is the best way for me to report my project? A written report or another format? What choices do I have? <span style="font-family: 'Arial','sans-serif'; font-size: 10.6667px;">When are my deadlines? What materials do I need? How can I organise myself? ||
 * ** Project report **


 * Bibliography: **

//Personal Project Guide// IBO, 2011

//American Psychology Association Bibliography Handbook//, retrieved from \\Server_staff\Daily update\Library\NIS Library Web Site\APA Style\APA STYLE.html, 2006

//<span style="font-family: 'Arial','sans-serif';">Personal Project Guide //<span style="font-family: 'Arial','sans-serif';">Ecole Mondiale World School, Mumbai, India//.//

//<span style="font-family: 'Arial','sans-serif';">Other resources from the IBO website. //