What is the Personal Project? It’s a project that all students do in the 10 th grade. Students get to choose exactly what they want to do. Students can choose any topic and pretty much anything, as long as they can show that it relates to one of the Global Contexts (focus areas). Students keep a process journal to keep track of what they have done. Students meet with a supervisor and optional mentors to get ideas and to stay on task. Students create a report about their experiences.

Why do students like the Personal Project? This may be your one and only chance to do what you want to do, not what teachers tell you to do! You get to “teach the teacher.” You showcase your work in an exhibition. This will help you hone your skills for the extended essay (Diploma Program). You can see other projects and see what your peers did. You will be able to work with mentors outside of school. You will be able to develop a better relationship with your teachers and supervisors.

Ideas for the Project Keep in mind that the project should be meaningful and accomplishable. Topics should be refined to address this concern. An original work of art A piece of literary fiction A culturally specific, historically significant, or scientifically meaningful product or outcome. A solution to a problem An original science experiment An invention or a design A business plan A website A teen-nonfiction book about how a disease has affected the author. A fundraiser

What will not work A copied and pasted cookbook found on the internet (no effort/possible plagiarism issues) Find a way to solve the debt of Tanzania (not accomplishable) Find out about violence in sports (not specific enough) Build a skateboard from parts that you can buy (too easily accomplished).

Global Contexts - Students Choose one Focus for their Project Identities and relationships – an inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, communities and cultures; rights and responsibilities; what it means to be human. Orientation in space and time – an inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries; explorations and migrations of humankind; the relationships between, and the interconnectedness of, individuals and civilizations, from local and global perspectives. Personal and cultural expression – an inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic. Taken from MYP Principles to Practice p. 19

Global Contexts – (cont.) Scientific and technical innovations – an inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment. Globalization and sustainability – an inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the environment. Fairness and development – an inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationships within and between them; access to equal opportunities; peace and conflict resolution. Taken from MYP Principles to Practice p. 19

Personal Project Steps Investigating – Focus on a topic leading towards a product/outcome - define a clear goal and global context for the project, based on personal interests. Develop a goal that can be accomplished but which challenges your knowledge, skills or techniques in an appropriate way. Goals should be achievable based on the time and resources available. Process Journal – document your thinking, research process and the refining and development of your initial ideas. Develop an outline of the goal you wish to pursue. Product- The actual product/outcome you choose to do. Report - A paper that you do after the product. Less than 3500 words, greater than 1,500. Personal Project Expo Participation- Product is on display for visitors

Personal Project Steps – cont. Report – a summary of the experiences and skills recorded in the process journal. This should aim to inform people as clearly and succinctly as possible about your project. This is separate from your product/outcome. Written – 1,500 – 3,500 words Electronic (website, blog, slideshow) – 1,500 – 3,500 words Oral (podcast, radio broadcast, recorded) – minutes Visual (film) – minutes Personal Project Expo Participation- Product is on display for visitors (May 1 st, 2015 – Friday)

How is this different from a science fair or a history fair? It isn’t any different, it is just a lot more rigorous and involves more steps. Students have to connect their topic to a Global Context (focus area) Students can do anything that they want, as long as it has that connection and it’s meaningful for them. They are not limited to science or history.

Personal Project Timeline (Current 10 th Graders)

Communicating with Parents The NHP Newsletter (sent via ), and the Personal Project website (on the UNHP website) are the main form of communication with parents for the Personal Project. All dates for the project will be published in the newsletter, on the webpage and posted on Coach Gibbs’ door (room 208). Since this is a Personal Project, students need personal responsibility. We hope to foster personal responsibility through building relationships with supervisees (students) and supervisors (staff). Parental awareness is key to a successful project, not necessarily parental involvement.

Resources Available On UNHP’S Webpage? Go to main webpage----Students----Student Resources---MYP Personal Project

FAQ Q: What is the Personal Project? A: It’s a project that all students do in the 10 th grade. Students get to choose exactly what they want to do. It’s like a project fair that has more rigorous requirements than your average science fair. Q: Does my student have to participate in this? A: Yes, it is a requirement for students to pass on through the 10 th grade to the 11 th grade. It is also a major grade in English Language Arts classes. It is not a graduation requirement because it is assessed in the 10 th grade. Q: How can I help my student? A: This is a self-directed project, so students do most of the work. However, parents can and should facilitate their student’s success, whenever possible. Good ways of doing this include driving students to interviews and meetings, facilitating interactions with outside mentors, and making sure that there is time at home dedicated to the project, process journal, and report. Q: What is a process journal? A: Your student should be documenting his or her progress throughout the project with a process journal. A process journal is a documentation of steps that your student has completed and goals that your student has proposed. A process journal also includes a superb proposal, source evaluation, meeting reflections & outcomes, and photos. It documents their thinking, their research process and the refining and development of their initial ideas, along with outcomes along the way.