What is the Personal Project?

In this project, you will undertake an independent exploration about something YOU are truly
interested in. It is an opportunity to develop your personal interests and to show the skills you
have developed in the MYP, through the subjects and ATLs.

All students in MYP MUST complete their Personal Project.

You must choose what you want to focus on. This can be an existing or a new interest. You will
choose how to achieve your goal and create your own success criteria for the product. This
project is an excellent opportunity to produce a truly personal and creative product and to
demonstrate a consolidation of your learning in the MYP.

Figure 1 The elements that make up the MYP personal project1

Personal Project should …

• Have a clear and achievable goal that is relevant to you.

• Challenge your knowledge, skills and techniques in an appropriate way.
• Allow you to truly express a personal message.
• Be the result of your initiative, creativity and ability to organize and create.
• Reflect your special interest, hobbies, special abilities, or concerns about particular issues.
• Deal with a topic or area to which you are committed to.
• Be entirely your own work.

Personal Project should NOT…

• Be part of any assessed coursework.
• Destroy your personal and social life, nor interfere with your studies,
even though it will involve many hours of work. It is important that you
start your project right away and make sure you devote some time EVERY
WEEK to its development.
• Form part of the curriculum of any of your subjects.

Your personal project MAY...

• Involve others (for example: directing a play, organizing and exhibition, or starting a new
community organization. But your INDIVIDUAL contribution must be in the center and clearly
visible.

3
Through the process of inquiry, action and reflection, you will be encouraged to demonstrate
and strengthen your ATL skills.

Figure 2 The aims of the MYP personal project

What are the Components of the PP?

A process
You are expected to document your process.

It is mandatory for you to create your own process journal. This can take many shapes, it can be
handwritten in a notebook or folder or any other means you find comfortable. You can use the
tools provided at school through GSuite (Google docs, slides, calendar or any other tool). Or you
can explore some online tools. You are free to choose one or many of these as long as
• They are easily accessible for your supervisor
• They are properly organized

4
Your PJ is a place for…
• documenting ALL evidence
• planning, not a diary of everything you have done.
• recording interviews and meetings with your supervisor or other
helpers.
• for storing useful information, quotations, pictures, ideas. It is NOT a
static document with a structured format. It must be flexible enough to
fit your needs.
• reflection, exploration and evaluation of ideas.
• ideas, problems and possible solutions.

Evidence of the Process

Evidence of the process is Evidence of the process is not

gathered throughout the project to collected on a daily basis (unless this is
document its development useful for the student)
an evolving record of intents, processes, written up after the process has been
accomplishments completed
a collection of initial thoughts and additional work on top of the project; it is
developments, brainstorming, possible part of and supports the report
lines of inquiry and further questions
raised
a record of interactions with sources, for a diary with detailed writing about what
example, websites, newspapers, videos, was done (unless this is useful for the
teachers, supervisors, external student)
contributors, etc…
a record of selected, annotated and/or a single, static document with only one
edited research and to maintain a works format.
cited
a collection of useful information, for
example, quotations, pictures, ideas,
photographs
a means of exploring ideas and solutions
a place for evaluating work
a record of reflections on your learning
and formative feedback received.

5
The Process Journal should include as relevant to your topic:

• Research materials.
• Photos (explained and dated).
• Plans, designs, patterns.
• Interviews, questionnaires, surveys.
• Letters, emails.
• Materials, fabrics, color samples.
• Actual costs/invoices/receipts.
• Video, CD, DVD, Power Point.

Process journal entries can include…

• visual thinking diagrams (mind maps)

• bulleted lists
• charts
• short paragraphs
• notes
• timelines, action plans
• annotated illustrations
• annotated research
• artifacts from inspirational visits to museums, performances, galleries
• pictures, photographs, sketches
• up to 30 seconds of visual or audio material
• screenshots of a blog or website
• self- and peer-assessment feedback.

6
e.g. Visual Thinking Diagram:

Find a moment every week to devote to the PJ, new ideas may come at any time!

7
A product
Your product or outcome can be anything you want that is linked to your learning goal. It may be
a tangible artifact such as a sculpture, film, story or model, or it could be a non-tangible result
such as an awareness-raising campaign, learning to play a new piece of music or improving
athletic performance.

Examples…
• an invention, or specially designed object or system.
• an app or website.
• an original piece of writing/art/music/drama/dance.
• exploring family histories or personal stories.
• a science experiment.
• the presentation of a developed business, management, or organizational plan.
• create a sport or game or fitness routine or program.

The report

A report is a spoken or written account of something observed, heard, done or investigated. A

report aims to inform as clearly and succinctly as possible. The MYP personal project report
demonstrates your engagement with the personal project by summarizing the experiences and
skills recorded throughout the process.

The report should be presented in identifiable sections following the MYP personal project
objectives— planning, applying skills, and reflecting. The report must include evidence for all the
strands of all criteria.

The format of the report for the personal project can vary depending on the resources available
and your interests. You should take into consideration learning preferences, personal strengths
and available resources when deciding on the best format for the report. The ability to
communicate clearly and concisely is essential to demonstrate the elements of the report and
reach the highest levels of the criteria.

You may submit your report and evidence in any combination of documents and recordings that
fits within the limits outlined in the table below.

Visual aids might be used to support spoken reports. However, evidence and examples presented
in the visual aids should be submitted as documents. Visual aids presented only in video format
will not be considered for assessment.

When submitting the report for assessment, you must also include the completed academic
integrity form (Check MOODLE). This is not included in the page limit.

8
The maximum length of student submissions

9
 The Role of the Supervisor

The Personal Project Coordinator will introduce the project and go over the basics and keep track
of your general progress. The Personal Project supervisor will meet with you throughout the project
to provide feedback, guidance and keep track of your progress.

The PP supervisor will…

• ensure that chosen topic satisfies appropriate legal and ethical standards with regard to
health and safety, confidentiality, human rights, animal welfare and environmental issues
• ensure that the student understands the various aspects of the Personal Project Guide.
• give advice on how to keep and curate evidence of the process
• emphasize the importance of personal analysis and reflection
• provide formative feedback, especially against the PP criteria
• ensure requirements for academic integrity are met
• confirm the authenticity of the work submitted
• participate in the standardization of the assessment process
• meet with the student during Personal Projects period and in accordance with the timeline,
and set additional meetings, if necessary.
• periodically check the completion of each stage within the deadlines set.
• If the student is falling behind in his/her work and does not show up for more than two
meetings then the Personal Project coordinator will be informed.

• If the student does not submit his/her assignment:

Email to student, cc parents, cc PP Coordinator

10
 The Role of the Student

To complete a personal project, you must undertake independent learning. You are expected to
spend approximately 25 hours on the personal project. This time covers the whole process,
including meetings with the supervisor. Through the personal project, you will:
• explore an interest that is personally meaningful (intellectual curiosity; family
connection; social, cultural or geographical relevance; individual passion; etc)
• take ownership of your learning by undertaking a self-directed inquiry
• transfer and apply skills in pursuit of a learning goal and the creation of a product
• recognize and evidence personal growth and development.

Specifically, you must:

• establish a goal, an action plan and success criteria
• apply ATL skills throughout the process
• gather evidence of how you have applied ATL skills throughout the personal project
• evaluate the project based on the success criteria
• select evidence to add to the report
• reflect on the impact of the project
• write the report.

Digital Safety
Digital safety when conducting interviews…
• Ask for permission to record the person(s) you want to interview
• Don’t just interview the “experts”
• Interview those who are affected by the issue

When requesting for an interview, introduce yourself as a student at IAA.

• Explain a bit about the project you are working on.
• Tell the person why you feel their expertise is important.
• Ask for the best time and method of contacting the person.
• Thank them for their time and expertise.

11
 Personal Project Assessment Criteria

Criterion A: Planning
Achievement Descriptor
level

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.

12
Criterion B: Applying skills
Achievement Descriptor
level
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.

13
Criterion C: Reflecting
Achievement Descriptor
level
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.

14
 Personal Project Terminology

Definitions
Learning goal What students want to learn as a result of doing the personal project.
Product What students will create for their personal project.
Presents 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.
Describe Give a detailed account or picture of a situation, event, pattern or process.
Explain Give a detailed account including reasons or causes.
Evaluate Make an appraisal by weighing up the strengths and limitations.
ATL skill(s) One or more of: communication, collaboration, organization, affective,
clusters reflection, information literacy, media literacy, critical thinking, creative
thinking, transfer.

15
 The Process
You need to meet with your supervisor on a regular basis. They will help you complete the steps
according to the deadlines set by the school. It is your responsibility to initiate these meetings,
show up on time and come prepared.

Development of the Personal Project

16
 Step 1: Defining the project

When setting your goal, you may draw inspiration from your prior experience in
the MYP, such as:
● a global context that you find particularly compelling (Check MOODLE)
● a service as action experience that you would like to build on
● a unit of inquiry that you would like to explore further.
e.g.
• My goal is to learn how to use writing to express my thoughts, emotions and personal
experiences regarding the theme of heartbreak.
• My product is a book consisting of 10 of my personal pieces (including prose and poetry)
accompanied by my own photography, edited based on the mood my poems exude.

• My goal is to learn how to provide effective chest compressions in emergency situations to

support those who are not formally trained in CPR.
• My product will be designing and creating the BEATroot that will assist those untrained in
CPR to perform chest compressions

• My goal is to learn how to use writing to express my thoughts, emotions and personal
experiences regarding the theme of heartbreak.
• My product is a book consisting of 10 of my personal pieces (including prose and poetry)
accompanied by my own photography, edited based on the mood my poems exude.

• My goal is to upgrade my fashion design skills by incorporating environmental sustainability

in my creations.
• My product is to make 4 dresses out of waste material and exhibit them in the multi-purpose
room in my school.

Similarly, you may draw inspiration from your interests and hobbies outside school or may also
consider developing new ones.

The project consists of two interrelated parts :

a learning goal (what YOU want to learn)

a product (what YOU want to create).

17
 Step 2: Investigating and curating evidence

Choose a topic you truly want to explore.

Discuss your ideas with other people, in and out of school. This is important to see
whether or not your intentions are realistic.

Questions to get you started

• What have you always wanted to do?
• What do you do in your free time?
• What would you like to do in your free time?
• What IB learner profile attribute best describes you? Would you like to develop?
• Which global context interests you the most?
• Which interdisciplinary project interested you the most?
• Which experience of service as action did you find the most satisfying?
• What problem within your community most affects you?
• Which is your favourite school subject?
• Which research project would you like to develop?

Some questions you might want to think about are:

★ Where do I find the necessary materials?
★ Who has information on my topic?
★ Do I have to carry out my own experiments?
★ Do I need to prepare, circulate, and analyze a questionnaire or a survey?
★ Do I need to go to libraries other than the school library?
★ Do I need to visit museums?
★ Do I need to interview people?
The project can change, if necessary, during the process. The project's starting point may be either
the learning goal or the product. One learning goal can lead to different products, just as one product
can relate to a variety of learning goals.

Figure 4 An example of starting with a learning goal to guide the creation of the product 4

18
 Step 3: Creating a Success Criteria
After you have selected your topic and researched it, you will then create criteria for success. What
these criteria represent are the targets that you have given yourself to complete the project to an
excellent degree. While your criteria should challenge you to push yourself, make them realistic,
measurable and achievable.

Your criteria may take the form of a checklist or rubric inside of your process journal, but regardless
of its form and location, the criteria must be pre-determined.

Descriptor Criteria
Manufacture - The scale of the production for the drone will be a single prototype, and
this is because of the difficulty of mass producing my product.
- Tools will include a 3D printer to print parts in a cost-effective way, and
a soldering pen to connect wires.
The manufacturing process must be supervised by an expert who must
approve my methods.
Appeal to - Farmers should be spoken to, to learn whether or not the product filled
Audience a gap in the market and whether they would consider using the solution
(around three farmers.)
It should be simple and effective.
Properties/ Properties based on the calculations and evaluations made in previous journals:
Materials - UAV, Multirotor, Hexacopter
- Payload < 10kg; Frame <2500g; Battery = 1kg
- Thrust Requirement 3.375g per motor.
- Low KV (320-960)
As for the parts, the following measurements/properties will be the most
appropriate:
- Propellor ≥ 10cm (it must be long because the KV is low)
- Frame 500x500cm
- ESC with 20A current draw (based on the motor selection of EMAX
MT2212 II which draws 15A max)
Materials will include PLA for 3D printing, aluminum, wires, and plastic
propellers.
Function - The drone should be able to autonomously spread pesticides uniformly.
It should be able to fly for 15 minutes minimum; respond to the remote
control; collect data.
Cost - The cost of building should NOT exceed 500 JD
The cost of using the drone as a service should NOT exceed the cost of
manufacturing by more than 10% (based on research stating that average
income in Jordan is 468.24JDs based on the statistics website Numbeo,) which
is too low for higher priced products.
Safety - Rate of dispersion of liquid pesticide from the nozzle must be calculated,
controlled, constant, and limited
- The parts must be of good quality
The drone must have safety regulations

19
To come up with the appropriate specifications it was necessary that I implement …
Social Collaboration skills, as I listened actively to my expert’s perspective and negotiated with him
to come up with the most suitable specifications. We shared the responsibility of decision-making.

I applied organization skills, as I set challenging and realistic goals, and organized my plans into a
table that could later be referred to.

I employed critical thinking skills as I drew reasonable conclusions based on my calculations.

What is it that you want to achieve, and how are you

going to know you’ve done it well?

Success criteria must evaluate the product by being testable, measurable and
● observable.

Examples of Criteria for the Product/Outcome

Product Themes such as:

● Function (what your end product should do and how it should do it),
● Aesthetics (the way you want your end product to look)
● Safety (would be really important if you are creating a vehicle, toy or food),
● Size (could be the maximum or minimum size for your product)
● Resources (materials and equipment limitations), Cost (what’s your budget?)
● Environmental Location (weather, style, indoors/outdoors)
● Quality (rough prototype vs professional looking product),
● Durability
● Length (How long).

Outcome Themes such as:

● Content (what you should include)
● Frequency (How many times)
● Structure (Starter, Body, Conclusion),
● Duration (How long)
● Resources (materials and equipment limitations),
● Environmental Location (weather, style, indoors/outdoors)
● Aesthetics (eye-catchy based on target audience),
● Interactive activity (How can you engage the audience)
● Length (length of research).
20
 Step 4: Creating an action plan

As you create your action plan, you will gain a sense of whether you can achieve
the product within a reasonable time frame and you may revise your learning
goal and/or product accordingly.

To create a detailed action plan, you should develop success criteria for your
product and determine the necessary steps or actions that will be required to
meet those criteria. This will also establish a foundation to explain whether or
not the goal was achieved in the report.

The process of developing success criteria and establishing an action plan to meet the success criteria
will require research. Similarly, you may need to carry out research related to your learning goal, which
could be included as part of your action plan. (This is your step 1)

21
 Step 5: Applying the ATLs

To complete your project, you must work through different steps to explore the learning goal and
achieve the product.

Below are some ideas of how to do this.

● Planning resources (financial, human and material) and constraints

● Producing drafts, sketches, prototypes, plans, etc
● Choosing information, techniques and materials based on the research
● Testing techniques and materials
● Compiling a list of purchases
● Predicting other possibilities
● Planning the documents to produce (survey, letter, poster, visual aids, etc)
● Preparing meetings (interviews, surveys, presentations, resource people, etc)
● Practising a presentation
● Creating
● Regularly assessing your work to see if the product helps achieve the learning goal; this could
be a self-assessment or an assessment by another person
● Making necessary improvements
● Presenting the product

Which ATL skills will be useful for your project?

● Review the ATL guide available on Moodle.
● Define the specific skills for each category (communication, collaboration, organization,
affective, reflection, information literacy, media literacy, critical thinking, creative thinking,
transfer) that you will need.
● Identify how you will gather your evidence.
Research skills:
Students demonstrate research skills by finding, interpreting, judging and creating
information (information literacy skills), and interacting with media to use and create ideas
and information (media literacy skills). Evidence should be found in their bibliography and
also in the ‘Investigating’ section of their written report. Evidence may also be found in the
appendices or other sections of the report.

Evidence of information literacy skills may include:

• Collecting, recording and verifying data

• Making connections between sources of information
• Collecting and analyzing data to identify solutions and make informed decisions
• Processing data and reporting results
• Evaluating and selecting information sources based on their appropriateness to
specific tasks
• Using critical literacy skills to analyze and interpret media communications
• Creating references and citations, using footnotes/endnotes and constructing
bibliography according to recognized conventions

22
Evidence of media literacy skills may include:

• Locating, organizing, analyzing, evaluating, synthesizing, and ethically using sources

from a variety of sources and media
• Demonstrating awareness of media interpretations of events and ideas
• Seeking a range of perspectives from multiple and varied sources
• Communicating information and ideas effectively to multiple audiences using a
variety of media and formats
• Comparing, contrasting and drawing connections among (multi)media
resources

Self-management skills:
Students demonstrate self-management skills by managing time and tasks effectively
(organizational skills) and managing their state of mind (affective skills). Evidence should be
found in the ‘planning’ section of the written report.
Evidence may also be found in the appendices or other sections of the report.

Evidence of organizational skills may include:

• Having a detailed plan for the completion of the project

• Planning strategies and actions to achieve the goal
• Meeting deadlines
• Keeping an organized and logical process journal
• Setting goals that are challenging but realistic
• Selecting and using technology effectively and productively
Evidence of affective skills may include:

• Perseverance and persistence

• Self-motivation and positive-thinking
• Resilience – the ability to deal with mistakes, failures, disappointment, change

Thinking skills:
Students demonstrate thinking skills by analyzing and evaluating issues and ideas (critical
thinking skills), generating novel ideas and considering new perspectives (creative thinking
skills) and utilizing skills and knowledge in multiple contexts (transfer skills). Evidence
should be found in the ‘Taking action’ and ‘Investigating’ sections of the written report or in
the product or outcome of the project. Evidence may also be found in the appendices or
other sections of the report.

Evidence of critical thinking skills may include:

• Recognizing or identifying problems, obstacles or challenges

• Formulating arguments
• Recognizing assumptions and bias in sources
• Interpreting data
• Evaluating sources
• Drawing reasonable conclusions and generalizations
• Revising understanding based on new information
• Formulating questions
• Considering ideas from multiple perspectives
• Proposing and evaluating a variety of solutions

23
Evidence of creative thinking skills may include:

• Brainstorming or visual diagrams used to generate ideas or inquiries, or visible

thinking strategies or techniques
• Considering multiple alternatives – even those that may seem impossible
• Making unusual connections between ideas or objects
• Designing improvements existing technologies
• Creating novel solutions or original works and ideas – or using existing works or ideas
in new ways
Evidence of transfer skills may include:

• Applying skills and knowledge in unfamiliar situations

• Comparing conceptual understanding across multiple subject groups and disciplines
• Combining knowledge, understanding and skills to create products or solutions
• Transferring current knowledge to learning of new technologies
• Changing the context of an inquiry to gain different perspectives

Communication and Social (collaboration) skills:

Students demonstrate communication skills by exchanging thoughts, messages and
information effectively through interaction and reading, writing and using language to
gather and communicate information. They demonstrate social
(collaboration) skills by working effectively with others. Evidence should be found in the
‘Taking action’ and ‘Investigating’ sections of the written report or in the product or
outcome of the project. Evidence may also be found in the appendices or other sections of
the report.
Evidence of communication skills may include:

• Giving and receiving feedback (not necessarily only from their project supervisor)
• Using appropriate speaking and written techniques for dealing with different
audiences
• Negotiating ideas and knowledge with peers, teachers or others (possibly as part of
research)
• Collaborate and share ideas (may be part of the product)
• Make inferences and draw conclusions
• Write for different purposes
• Paraphrase and take effective notes
• Organize and depict information logically
• Structure information in the written report
Evidence of social (collaboration) skills may include:

• Demonstrating empathy
• Helping others to succeed
• Taking responsibility for one’s own actions
• Listening actively to perspectives and ideas of others
• Giving and receiving meaningful feedback

Reflection skills:

24
Students demonstrate reflection skills by (re-)considering the process of learning; choosing
and using ATL skills. Evidence should be found in the ‘Reflecting’ section, or in other sections
of the written report.

Evidence of reflection skills may include:

• Developing new skills, techniques or strategies for effective learning

• Identifying strengths and weaknesses of personal learning strategies (self-
assessment)
• Trying new ATL skills and evaluating their effectiveness
• Considering increased knowledge and understanding relating to the project topic
Considering ATL skills development
• Considering their development as a learner

25
 Step 6: Reflecting

Explain the impact your project has on you or on your learning.

26
 Step 7: Evaluating

These are guiding questions to help you in your reflection prompt:

● To what extent did I complete my product based on the success criteria?

● How can I demonstrate that I completed my product based on my success criteria?
● What are my product’s strengths? Limitations?
● What could I have done differently to make my product better reflect my success criteria?

Figure: Structure of objective C: Reflecting

27
 Personal Project Report Checklists
PERSONAL PROJECT OBJECTIVE A: PLANNING
Objective A: REPORT CHECKLIST EVIDENCE (examples only)
Planning

LEARNING GOAL & ❏ LEARNING GOAL: Explain what you want to learn by ● Brainstorms
PERSONAL completing this project ● Planning sheets
INTEREST ● Proposal Panel
❏ Identify what initially sparked your interest in this topic &
● A list and/or diagram of interests
explain its connection to the learning goal and related learning goals
❏ Describe what makes your goal personal through your ● A list of possible strategies to
experiences & interests achieve personal and academic
Criterion A ❏ what knowledge and skills do you have that will support you goals
Strand i. ● A diagram showing the
with achievement of learning goal?
State a learning goal connections between the
for the project and learning goal and the product.
explain how a ❏ OPTIONAL: If your learning goal stemmed from a Global
personal interest led Context, explain its connection to your learning goal.
to that goal.

PRODUCT GOAL & ❏ PRODUCT: Explain what you want to do or make by ● Brainstorms
SUCCESS CRITERIA completing this project ● Planning sheets
● Proposal Panel
❏ Develop criteria that are specific, rigorous, realistic, testable
Criterion A ● Success Criteria (final)
Strand ii. ❏ Develop criteria that are directly related to the product. ● Drafts and plans of success
State an intended ❏ Develop criteria that measure the quality of the product. criteria
product and develop ❏ Explain how criteria are supported by research. ● Research notes that support
appropriate success success criteria
criteria for the product.

28
PLAN ❏ Include evidence of planning through timelines, calendars, ● A series of steps leading to the
GANTT charts or other tools/strategies completion of the product
● A timeline for completing short-
❏ Include success criteria & their targeted completion on the plan
Criterion A and long-term tasks
Strand iii. ❏ Reference a range of sources in a properly MLA formatted ● To-do lists
Present a clear, Works Cited ● GANTT Charts
detailed plan for ● Long-term plan (personal)
achieving the product ● Annotated PP Timeline
and its associated ● Short-term plans with details
success criteria.

PERSONAL PROJECT OBJECTIVE B: APPLYING SKILLS

Objective B: Applying REPORT CHECKLIST EVIDENCE (examples only)

Skills

ATL SKILLS & ❏ Identify the chosen ATL Skill(s) applied throughout the ● a series of inquiry questions
LEARNING GOAL process of achieving the learning goal (research skills)
● sample correspondence with
❏ Explain how the ATL Skill(s) were applied to help
the project supervisor
achieve the learning goal (communication skills)
Criterion B ❏ Include evidence to support your application of the ● screenshot of daily reminders
Strand i. specified ATL skill(s) or alerts to complete personal
explain how the ATL project tasks (self-
skill(s) was/were applied management)
to help achieve their ● reflection about resolving a
learning goal conflict (social skills)
● summary of prior learning that
is relevant to the project
(thinking skills)
29
 ● interview with a professional on
the topic chosen

ATL SKILLS & ❏ Identify the chosen ATL Skill(s) applied throughout the ● a series of inquiry questions
PRODUCT GOAL process of creating the product (research skills)
● sample correspondence with
❏ Explain how the AtL Skill(s) were applied to help create
the project supervisor
Criterion B the product (communication skills)
Strand ii. ❏ Include evidence to support your application of the ● screenshot of daily reminders
explain how the ATL specified ATL skill(s) or alerts to complete personal
skill(s) was/were applied project tasks (self-
to help achieve their management)
product. ● reflection about resolving a
conflict (social skills)
● summary of prior learning that
is relevant to the project
(thinking skills)
● interview with a professional on
the topic chosen

PERSONAL PROJECT OBJECTIVE C: REFLECTING

Objective C: REPORT CHECKLIST PROCESS JOURNAL ENTRIES &

Reflecting EXTRACTS

IMPACT OF ❏ What have I learned about the subject? ● summary of new knowledge or
PROJECT ❏ How has my project prepared me for the future? insights related to the learning
goal
Criterion C ❏ How has my point of view changed? ● Surveys of audience (impact)
Strand i. ❏ What am I most proud of?

30
Explain the impact ❏ What skills have I improved? ● evaluation of the product
of the project on ❏ What skills have I acquired? against the success criteria
themselves or their ● images showing key features
learning ❏ What have I learned about myself? of the product
● analysis of the causes for
success and/or failure

EVALUATION OF ❏ Use success criteria to evaluate the quality product ● evaluation of the product against
PRODUCT Below are ideas to help students evaluate their products based on the success criteria
their chosen success criteria. ● images showing key features of
● To what extent did I complete my product based on the success the product
Criterion C criteria? ● analysis of the causes for
Strand ii. ● How can I demonstrate that I completed my product based on my success and/or failure
Evaluate the product success criteria? ● Audience reviews & survey
based on the ● What are my project's strengths? ● Meeting with supervisor notes
success criteria.
❏ What could I have done differently to make my product
better reflect my success criteria?
❏ Evaluate the impact on the student or community (if
relevant)

OPTIONAL
❏ Explain any changes made to the product/outcome during
the process and why changes were made
❏ Identify possible improvements to the product/outcome
❏

31
*For structural purposes, it may make sense for the order of this section to be first Cii, then Ci, as a natural conclusion to the
report could be a reflection of the project’s impact on your learning.

• Title page should not be included in the report

• To ensure that the written part of the report is clearly legible, each page must have a minimum:
11-point font size
2 cm margins.
• Evidence presented in images must be clearly visible at the size submitted.
• Audio and video must be recorded and submitted in real time.
• Provide snapshots of the product in Objective B & C

32
33