GSLC approach to the Personal Project

Our Year 10 MYP team have updated our approach to the MYP Personal Project over these holidays in order to help our Year 10’s independently navigate their way through the IB MYP Personal Project. If you have used our approach prior, it is very similar, with just some slight adjustments and transitioning this to Google Slides so we can share these documents with students via Google Drive.

Please feel free to use this as a resource for your school and if you wish to have an editable copy of these Google Slides, we are more than happy to share so you can adjust for your context.

Welcome to the IB MYP Personal Project

The Personal Project Inquiry Cycle

Personal Project Supervisors

Investigating 1.1

Investigating 1.2

Investigating 1.3

Planning 1.1

Planning 1.2

Planning 1.3

Taking Action 1.1

Taking Action 1.2

Taking Action 1.3

Reflecting 1.1

Reflecting 1.2

Reflecting 1.3

Personal Project Report

Enjoy, we at GSLC hope this is a useful tool for the Year 10 students in your school.

Breaking down the IB MYP Community Project

Through continual reflection and collaboration, our College is working towards ways to facilitate the IB MYP Community Project for our Year 8 students. After much reflection this past fortnight, we have come up with changes to how we originally engaged students in the Community Project.

Please feel free to use this as a resource for your school and if you wish to have an editable copy of these Google Slides, we are more than happy to share so you can adjust for your context.

Welcome to the IB MYP Community Project

The Community Project Inquiry Cycle

Investigating 1.1

Investigating 1.2

Investigating 1.3

Planning 1.1

Planning 1.2

Planning 1.3

Taking Action 1.1

Taking Action 1.2

Taking Action 1.3

Reflecting 1.1

Reflecting 1.2

Reflecting 1.3

Presenting the Community Project

Enjoy, we at GSLC hope this is a useful tool for the Year 8 students at your school.


Trekking Everest Base Camp

There were many different titles I could have given this post: ‘Falling to the communists on Everest’, ‘Trekking with a Chesty’, ‘Aunt Flo and I make it part way up a very big mountain’, ‘Cough, Climb, Cough, Climb’, ‘Clumsiest Trekker in History’, ‘Darwin Girl Freezes on Everest’ and so on. They all sound a little dire, when in actual fact, it was an incredible experience shared with the loveliest people the world has to offer.

Day 1: Upon arrival at the iconic Kathmandu Guest House, I met quite possibly, the world’s coolest trekking team — Clare, Noelle, Cosette, Cheryl, Hamish, Anne-Marie, Lachlan and Zing — and the very patient and highly competent team leader, Milan. Milan gave us a rundown of the trek ahead, how to pack and prepare and then gave us all our seriously cool Intrepid totes before taking us all to a hiking gear hire shop to rent the much needed down jackets.

At this point I was both extremely excited and extremely nervous due to the fact that I had spent the past three weeks trekking from Kolkata to Kathmandu with a vicious chest infection. I really was not sure if I’d make the hike, but being the incredibly stubborn person that I am, I was determined to at least try my hardest and if I really could not make it, my insurance would cover a super-cool helicopter back to Kathmandu. I felt it was a win-win situation either way.

Day 2: At 6am we all lugged our Intrepid duffel bags down to a taxi in the guest house pick-up area, threw our bags in the back and clambered on in for the ride to the Kathmandu Domestic Airport. To prepare myself for the plane ride to Lukla, reassuringly named “The World’s Most Dangerous Airport”, I had watched every possible YouTube clip of this fight so I felt I was relatively prepared for this seemingly terrifying experience. I was expecting a significant amount of turbulence and was quite prepared to simply close my eyes, block my ears and gently hum Ave Maria the entire flight. However, positive and kind reassuring from the wonderful Anne-Marie and Zing gave me the confidence to keep my eyes open, relax and attempt to enjoy the flight. Thankfully for the other 15 passengers there was no humming required.

It was actually a smooth, turbulence-free flight with the most beautiful scenery I have ever seen. Watching from a plane window the sunrise over the Himalayan mountains was such a magical experience, and the landing in Lukla was very fast and actually kind of fun. We simply bumped onto the runway, bounced a couple of times and came to an abrupt stop.


At Lukla we met our trekking assistants, the calm and gentle Nema, the kind and hilarious Anil and the downright hilarious and energetic Phurba, and the five incredible porters who would carry our duffel bags up the mountain for us. I soon discovered that our porters were some of the most incredibly strong people I have ever come across, not only do they carry our bags on their backs, but they can also simultaneously sing and dance and climb whilst lugging over 20 kilos. At altitude. Mind blowing stuff.

From Lukla we trekked for three hours to Phadking, mostly downhill and flat terrain following the milk-white Dudh Kosi River. We spent the afternoon resting at a Phadking guest house reading, drinking hot chocolate and playing poker using popcorn kernels as chips. I was feeling a little sore in the throat at this point, so Milan, Anil, Nema and Phurba were kind enough to prepare a tiger balm steam for me that evening so I could be well enough for the trek the following day. We had heard that the second day of trekking was by far the most difficult, so I was sincerely hoping my chest and lungs would be up to the challenge.

Pic 2

Day 3: After a delicious noodle soup breakfast and a ginger, lemon and honey tea we began our trek from Phadking (2610m) to Namche Bazaar (3440m). In terms of ascent, it was the most challenging day. There were several times when I simply looked up at the climb ahead and thought “oh crap, what have I gotten myself into, that is freaking steep!” After the first couple of hours, the cold wind had begun to really impact my throat and chest which meant my coughing became super vicious and I had to regularly stop, cough up all sorts of things by the side of the path and blow my nose. Our Trek leader Milan was so patient and simply stood to the side and encouraged me to keep going slowly, slowly and take my time. At one particularly steep incline, by the time I arrived at the top my lungs were heaving and I was seriously questioning whether I was well enough to keep trekking. My fellow trekker Hamish came to trek with me and said, “Don’t worry Laura, even if Lachlan and I have to carry you, we will make sure we get you to Base Camp.” It was that kindness and the continual encouragement of the team that gave me a massive boost of confidence. I’m very thankful.


That evening we decided that the best option for me was to visit the Namche Bazaar Health Post to get the go-ahead or no-ahead from the doctor. The thought of turning back just devastated me as I’d flown all this way and really just wanted to enjoy the trek. Milan, Anil, Nema and Phurba were once again kind enough to prepare a tiger balm and herbal steam for me that evening so I could breath just that little bit easier in my sleep.

Namche Bazaar

Day 4: I awoke on Day 4 with a feeling of dread as I had a feeling that the doctor would deem it best for me to head back to Kathmandu. We began our acclimatization day with a climb to the national park headquarters and had our first glimpse of Everest and the beautiful Amadablan. The views of the Himalayan valley were mesmerising.

After spending time enjoying the scenery and exploring the museum the team headed further on for their altitude adjusting hike, and Nema took me back to Namche Bazaar to visit the Health Post. It turned out the Namche Bazaar doctor was actually sick that day so the Health Post was closed. I was secretly relieved. We decided the best thing for me to do was to simply spend the day resting by the heater, drinking copious amounts of lemon, ginger and honey tea and we would see by the evening how my flu was going.

The remainder of the day was spent playing cards, solving incredibly frustrating riddles and listening to Clare read aloud the terrifying Ghosts of Everest. My word, the world has produced some seriously hardcore mountaineers, that book is a definite recommend. I was feeling so much better by 6pm, my coughing had reduced and my breathing was so much easier, with hardly any pain. Once again, Milan, Anil, Nema and Phurba were kind enough to prepare a steam, bundle me up in a giant blanket, stay with me and even sing while I coughed and gagged my way through the steaming process. When it was over, Anil had a hot water bottle waiting for me and I was able to curl up in my down sleeping bag and sleep peacefully without waking up multiple times to cough and cough and cough and cough.

Hamish and Clare Reading

Day 5: I awoke to discover that Aunt Flo had paid a very early visit indeed. We were not meant to meet until I arrived back in Kathmandu. To fall to the communists in the comfort of one’s own home is challenging at best, but to fall to the communists whilst climbing a bloody mountain is a whole new level of challenging. After a few moments of shock and thinking “what the actual hell?” I figured I’d just grit my teeth and simply put one foot in front of the other continuously until we made to Phortse Gaon.

After period

The walk that day was beautiful. We followed the milk-river and crossed several suspension bridges with some of the most beautiful views of valleys and mountains. Although my cough was still very present and my lungs were beginning to slightly scream in pain, I was still able to enjoy the exquisite scenery. There were times when one literally just has to stop and just take in the sheer magnificence of the mountains.


After lunch we began the final leg of the trek to the township Phortse Gaon and part way there it began to snow. Walking through gently whirling snowflakes was magical at first, however, after an hour or so it was getting pretty cold and by this point I was feeling pretty hormonal. As we reached the last kilometer and entered the very pretty township of Phortse Gaon, Milan in his very gentle and encouraging way pointed up to where we were staying that night and reminded Noelle and I who were at the back of the line that we were not far. However, as it was whirling with snow and I was at this point struggling to tame the hormonal dragon within that wasn’t sure if it wanted to laugh, scream, cry, fall asleep, eat an entire block of chocolate while watching Bridget Jones or just start hitting and/or hugging trees, I misunderstood Milan and thought he had pointed to the beautiful maroon and gold building at the top of Phortse Gaon. As we were halfway to what I thought was our destination, a really kind monk caught up with us and said “Namaste, keep going, you are doing well” and then politely inquired into where we were staying the night. I simply thanked him and replied that we were staying at the maroon building at the top of the hill. An awfully confused expression crossed his face and Milan quickly jumped in and said “No, no, we are staying at the guest house.” The monk just nodded, looked at me suspiciously, said “Namaste” and walked away. Milan then informed me that I had told the monk that I would be staying at his monastery. Wildly inappropriate. Oops.

I was thrilled to curl up by the fire in the guest house that evening and eat delicious Dal Bhat and for the sake of my throat and lungs drink ginger, lemon and honey tea.

Dal Bhat

Day 6: We awoke on Day 6 to a completely snow covered landscape. Looking outside our guest room window we could see the pretty township of Phortse Gaon covered in inches of white snow and we could watch the sun rising above the surrounding mountains. The Himalayas really are outstandingly beautiful.

Phortse Gaon

The walk to Dingboche comprised of lots of jumping to the “safe side” to let the massive yak’s pass, colourful prayer flags, oodles of adorable puppies and from my spot at the back of the line I could hear ahead of me Cosette and Lachlan discussing food, Clare telling stories in multiple accents, Zing teasing Cheryl and Noelle, Hamish teasing Phurba and Anne-Marie giving multiple trekking tips to those of us with dodgy knees as she zigzagged her way up the ascents. Behind me I could hear Milan and Nema chatting and laughing, and occasionally I would hear the porters singing.

Pretty Pic

That night we settled in a guest house in Dingboche and spent the evening playing cards huddled around the fire. At this point it was starting to get really cold and we were all by now wearing our down jackets with multiple layers. This little tropical girl, was really beginning to feel the cold and my lungs and throat were by now beginning to worsen. My oxygen levels were strong and although physically I felt incredibly ill, just knowing that we were only two day’s hike away from Base Camp made it much easier to cope.

There was a full moon that night and for all of 30 seconds I could stand outside and admire the moon, shadows of the mountains and the stars. The night sky in the Himalayas is just exquisite. The cold unfortunately drove me straight back to the fire.

Snow Flakes

Day 7: We were able to sleep in until 8am on Day 7 as this day was an acclimatization day. The guesthouse windows were covered in pretty snowflakes and the surrounding mountains were covered in snow. The macro and micro beauty of the Himalayas is just breathtaking. We trekked up Nargajun Hill to help our bodies adjust to the altitude before coming back down to our Dingboche guest house. On the way there were three helicopters flying from Gorakshep back to either Lukla or Kathmandu taking with them sick travelers. It is quite remarkable being so high up that one is eye level with the helicopters, it’s a very strange feeling.

Prayer Flags 1

Prayer Flags 2

The remainder of the day was spent around the fire, playing dumbal and relaxing before our trek to Base Camp the next day. Our team member Anne-Marie became quite ill this day, so we made sure she was warm close to the fire and able to sleep and gather strength for the next days trek.

Day 8: This day was a very cold day of trekking and unfortunately my chest and lungs were really heaving with each incline. The scenery however, was just so beautiful. Clear blue skies, snow covered mountain peaks and what appears to be never ending valley’s.

Moir Is

After an incredibly steep incline we made it to Memorial Hill. Memorial Hill is a very sobering part of the trek as the plateau at the top of the hill is covered in monuments made of rocks and prayers flags for travelers who have died attempting to summit Everest. The wild and unpredictable nature of the Himalayas becomes very real when standing in the midst of memorials to those who have not survived the elements.

Scott Fischer

Memorial Hill

The remainder of the trek to Lobuche was not at all what I expected of the Base Camp Everest trek. I was surprised to see that there are actual rock pools along the path that were incredible turquoise colors. Most were frozen over as it was incredibly cold, but some had water running down from rock pool to rock pool. My iPhone camera unfortunately could not do the colors justice.

Rock Pools

Our team member Anne-Marie was beyond incredible today, she was feeling so very ill and weak, but was still moving forwards and keeping up with intense inclines. She had been ill for the past couple of days, but with astounding strength and fortitude had made it 4900m at altitude to Lobuche. Remarkable. I was in awe.

That evening was really very cold and my throat and lungs were really struggling by this point, so I skipped the moonlit trek up to 5000m and opted to stay by the fire. Once again, Milan, Anil, Nema and Phurba were so kind to prepare a steam and sit with me as I coughed and coughed and coughed and coughed. I’m so thankful for their care and patience.

Day 9: The morning of Base Camp we awoke at 5.30am to the sound of our trekking assistants knocking on our doors with a big “good morning”. We were greeted with a candlelit breakfast by the fire, such a sweet way to start a very, very intense day of climbing. Throughout the evening unfortunately Anne-Marie had begun to worsen and her oxygen levels dropped dangerously low. That morning she and Zing were helicoptered back to Kathmandu so she could receive medical help. We had to start trekking without her and Zing. We all felt really sad to be going ahead without them. It was quite a somber walk that morning as we made our way to Gorakshep.

Once we arrived at Gorakshep guest house we were really, really freezing. I actually had a hard time keeping my teeth from chattering, it was that cold. After lunch we rugged up and began the 2-hour trek to Base Camp. The first 100m is actually walking on sand, it is a very strange feeling to be standing on sand and looking up at snow covered mountains. Not at all what I expected. As we neared the Base Camp the terrain became quite rocky and in the snow, very slippery. To actually reach the Base Camp we had to cross some sloped icy sections before we could make our way down to the actual Base Camp.

Standing at Base Camp is a pretty awesome feeling. Apart from the “oh my gosh, we made it” feeling, the mountains feel pretty epic from that location. At the Base Camp you can spin around 360 degrees and see mountain, after mountain. We were blessed with clear blue skies so Everest was visible for us. The Khumbu Ice Falls are magnificent and slightly scary, the sound they make when they move must be terrifying. When I actually stopped and just spent timing looking around, I realized just how short my breathing was and how limited the oxygen is above 5000m.

Base Camp 1

Base Camp and Khumbu Falls

To be standing just 3,500m from the highest point of the earth is a really incredible experience. Actually summiting Everest and looking out across the mountains peaks must be euphoric (although after watching Everest, I have absolutely no desire to climb any higher than Base Camp 1). The scenery and feeling of accomplishment outweighed just how ill I was feeling at this point. I was super glad that the doctor was absent at Namche Bazaar and I had decided to push on.

Base Camp 2

Base Camo Grup

That morning I had developed mountain swelling. Living in the tropics I am no stranger to fluid retention, but this mountain swelling was like nothing I’ve ever experienced before. I was worried that my skin wouldn’t have enough elasticity to hold the swelling and due to my feet swelling I developed my first blister. It was a very strange feeling trekking with legs that had an additional layer of fluid, I was very glad to have the swelling begin to go down as we arrived back in Gorakshep.

The temperature that night went down to -25 degrees, to say it was freezing cold is an understatement — it was well below freezing cold. Even with two hot water bottles, thermals and a down sleeping bag I still shivered for most of the night and I was extremely glad to be heading down the next day to warmer climes, although still very cold, not -25 degrees cold.


Day 10 and 11: The ascent this day was through the Windy Valley, kilometers of shrub strewn valley surrounded by magnificent mountains. It felt good to be walking downhill rather than uphill. However, I did have the abrupt realization that I well and truly have 31-year-old knees that are not as hard wearing and durable as they were in my early twenties. The only challenging part of the day was a very steep 45-minute climb before we reached Orsho. After a day of downhill and undulated walking, this was a bit of a shock, so much so, I even dropped the f-bomb.


That night at dinner one of our porters, Raj, began to develop a harsh cough. However, as there were several of us coughing it seemed quite normal, we had just come from -25 degrees! We went to bed quite early that night, after making our #TeamWalkyTalky t-shirt and nailing it to the Orsho guest house roof and once again playing multiple rounds of dumbal (many rounds of which I kicked ass). In the morning when I woke up I walked past the porter’s bedroom to the bathroom and saw Raj sitting up in bed covered in piles of blankets with a giant oxygen tank beside him and a mask covering his face. Overnight his cough had worsened and he had rapidly developed HAPE. I was absolutely shocked at how quickly altitude sickness can strike. Milan, Anil, Phurba and Nema along with his fellow porters had spent the night keeping him on oxygen until morning when a helicopter could come and take him to Kathmandu. I felt quite guilty, I had been peacefully sleeping while they had spent the evening keeping their friend alive. They really were incredible trekking leaders and guides.

After breakfast we began the nice short walk from Orsho to Tengboche Monastery. The views of Amadablam along the way were just magnificent and although still cold, it was so good to feel the the cold become less intense. Half way to Tengboche we came across the section where the French trekker, Nassim Nador had slipped and fallen into the Dudh Kosi River. I could totally see how this accident could so easily have occurred — it is quite slippery terrain in some parts. Thoughts and prayers are with his family.

Day 10 and 11 were very sobering reminders of the dangerous nature of trekking the Himalayas, not just the environment but the way in which our bodies react to the altitude. Thankfully my only reactions were swelling and a great increase to my usual clumsiness thanks to the lack of oxygen. Generally I’m quite a dotty individual, but thanks to the lack of oxygen, my dottiness reached a whole new level of dotty.

The guest house staff were kind enough at Tengboche to start the fire for us straight away and it felt so good to eat a delicious wood fire pizza beside a super toasty fire. A little slice of Himalayan heaven. Tengboche is such an eclectic place. The monastery and surrounding grounds have horses grazing, dogs lounging and cats slinking about the place. The monastery itself is very beautiful, the carvings and paintings are colourful and intricate. I felt like I’d stepped back in time.

That night was spent once again by the fire, with a few of us lathering our faces in coconut oil to help deal with the wind and sun burn while the rest played dumbal. Milan had news that afternoon of Raj, he was in Kathmandu ICU and would spend 4 days there until he was well enough to be released. His family had joined him and he was in good hands. Phew.


Day 12: Today’s trek was hilarious. The first part was a significant distance of just straight downhill. Now I am clumsy at the best of times. If there is a door to walk into, I’ll walk into it. If there is a rock to trip on, I will trip over it. I’m just clumsy. Put me in hiking boots, a backpack and a very steep descent and we are in for some hilarious antics. Hamish was kind enough to trek behind me and on four separate occasions he literally caught me by my backpack as I slipped and nearly went head over heels. Thank you Hamish, that was so very kind and wise of you. On one occasion I slipped too fast and ended up sliding down a part of the descent with my legs doing the splits and my walking sticks out the sides sticking up at awkward angles. It must’ve looked hilarious. Milan strategically jumped in front of me at this point, I really was a special needs trekker.

Once we were on relatively flat ground I was much more coordinated and only fell over once more during that part of the trek. This day was a really sweet trek that took us through Sherpa villages which of course meant lots of cute little children and adorable puppies. We found we were regularly turning back and saying “where’s Clare?” to find that she was taking multiple photos of the super cute puppies. We are looking forward to a Puppies of Everest album. One of the really cool aspects of the trek were the dogs. In the morning a dog would simply start trekking with us and stay with the team for the entire day. One dog even stayed with us from Dingboche to Gorakshep!

That evening we stayed at Monjo. Before dinner Hamish was in his room packing and Clare was in a room nearby packing and prepping for the next day. Cheryl, Noelle, Cosette, Lachlan and I were sitting around the fire and somehow the conversation went from how excited we were to have our first shower in two weeks in two days time to discussing cushions. I think subconsciously we were just thinking about the comforts of home after roughing it for so long. As Clare was getting ready in her room she overheard poor Lachlan banging on Hamish’s door and saying “hurry up and get out here, they are talking about cushion patterns!!” Sorry Lachie.

Pano Pic

Day 13: The next morning I was woken up by the usual *knock, knock* “Good morning, Laura” and even though I was by now feeling incredibly ill and my chest and lungs were obviously in desperate need of a doctor, I was excited for the last day of trekking knowing that a hot shower was just one day away! I had however forgotten that to get back to Lukla required a lot of ascending, and I mean a lot of ascending. I don’t remember too much of the trek, no doubt it was just a lot of coughing, nose blowing and climbing.

I was so excited to see the entrance way to Lukla. We had made it there and back and now my body could just collapse and get on with being sick. It felt good to stop, eat some celebratory momo’s and relax for the remainder of the day.


That afternoon at the Lukla guest house the host was kind enough to let us use their TV to watch Everest. After having just climbed to the Base Camp in -25 degree conditions, we had a whole new level of empathy for the crew, especially the poor Sherpa for the selfish New York socialite. That evening we had our special dinner with the whole crew to thank our porters. Cosette and I were encouraged not to sit next to each other as we may have overwhelmed others with our enthusiasm and volume. It was nonetheless a noisy evening with rounds of dumbal and Phurba and Anil cheating their way to dumbal victory.

Even though I had a raging fever and my lungs were screaming in pain, it felt so good to go to bed that night knowing that I only had to climb about 50 steps to the Lukla Airport the next morning.

Day 14: In our bid to catch the first plane back to Kathmandu we were up super early in the morning and made our way to the Lukla Airport. I felt quite sad saying goodbye to Anil, Nema, Phurba and our porters. They were the best trekking assistants and guides that one could ask for.


I was feeling a little nervous about the takeoff from Lukla Airport, so as we took off I had one eye closed and filmed the takeoff so I could watch the whole thing later from the safety of the Kathmandu Guest House. Lukla truly is “The World’s Most Dangerous Airport” — landing uphill and taking off downhill with a giant valley drop at the end of the runway can make nerves of steel become nerves of jelly. Partway through the flight we had to take a detour to a military base 20-minutes from Kathmandu to refuel and wait for the fog to clear from the Kathmandu Airport tarmac. It was relief to land in Kathmandu and we were super excited about our first hot shower in two weeks!! We had arrived back at Kathmandu Guest House with greasy hair, cracked lips, wind burned skin and very, very tired bodies. It was so good to have a hot shower and a nap.

Group ic

That night we were able to reconnect with Anne-Marie and Zing, who were thankfully very healthy and completely well. I believe they are heading back to conquer the Everest Climb in April — whoever has them on their team has not only an awesome addition to their group but they’ll also be trekking with the most stylish, color-coordinated pair on the mountain. After our group dinner I curled into bed with the heater on and slept for 12 hours — it was so nice to be warm, clean and curled up with blankets and comfy pillows.

The next morning it felt very strange to not be woken up by the *knock, knock* “Good morning, Laura” and even stranger to slip on havaianas rather than my hiking boots. I attempted shopping in Kathmandu, however the majesty and peace and quiet of the mountains had ruined me for Kathmandu’s noise and busyness. I could survive just half an hour of shopping before heading back to the Kathmandu Guest House gardens. The Himalayas are indeed one of the most beautiful, peaceful places on earth — I find myself occasionally missing the mountains and their peace.


After a fairly intense ten days of antibiotics the horrific chest infection cleared and I could actually absorb the epicness of the adventure — climbing to Base Camp Everest with a chest infection. I must say, I felt pretty hardcore and thankfully there was no long term damage to my lungs. Phew.

A very big thank you to our incredible Trek leader, Milan and trek assistants Anil, Nema and Phurba. You are so patient, kind and so very funny — you really did make the trip an unforgettable one. A very big thank you to our incredibly strong porters who lugged our luggage up the mountain and back again — such strength. And a very big thank you to my amazing trekking team — Clare, Cosette, Anne-Marie, Zing, Cheryl, Hamish, Noelle and Lachlan — you were truly an awesome trekking family and I’m so very thankful that I got to experience the Himalayas with you all.

Namaste! (For more pics see @lugrace on Instagram)

Providing time for collaborative reflection and planning

This year our Week 0 started with Positive Education professional development and then two full days of collaborative planning and reflection, followed by one day of learning area meetings and classroom organisation. Historically our College has crammed as much PD as possible into Week 0 with a hectic agenda, leaving teachers exhausted by the end of the week and having not even stepped foot into their classrooms. This has proven to be extremely stressful for teachers, with most commencing the year in an unprepared and stressed state. Not a positive way to commence a school year. However, this year was vastly different.

The Positive Education professional development was an extremely enjoyable and engaging two day Appreciative Inquiry into just what we as a collective body seek to become as a College. We then transitioned into two days of shared practice and collaborative reflection and planning. We structured these days to follow a flexible agenda with multiple 10-minute spotlight sessions of shared practice to break up the two days. We intentionally only had two curriculum leaders present so teachers could have the platform, as they are not only the experts who understand the pedagogical theory, but for 21 hours per week put this in practice in the classroom.

I’ve just jotted down some reflections on what I have observed over the past week as we prepared for the 2016 school year.

  • As MYP Coordinator I have the privilege of working alongside each of the eight MYP subject groups. With teachers in a relaxed frame of mind I was able to observe multiple copies of MYP: From principles into practice and subject guides being poured over, highlighted, annotated and discussed. Each table had at least three or four circular scribble planners being collaboratively developed at one time and assessment tasks were being picked apart and rewritten.


  • I overheard conversations, discussions and arguments about how a task was designed to allow for the demonstration of a students factual, conceptual and procedural knowledge and metacognitive engagement.
  • I observed factual, conceptual and debatable/provocative questions being pulled apart and further developed in order to have deeper engagement.
  • I observed teachers from multiple disciplines going from table to table to develop interdisciplinary conceptual and global context connections and seeking to share the responsibility of the explicit teaching of ATL skills.
  • I even heard a conversation that made me smile where two of our excellent Science teachers decided to separate an inquiry unit into two inquiry units, because the conceptual framework for both topics was being compromised and the inquiry could not be as in depth and rigorous. They felt the learning was superficial and did not allow students opportunity to truly inquire and create investigations that are worthy of the scientific discoveries the students will be making.
  • We have 17 teachers new to the MYP this year and it was great to see them starting their journey as MYP inquiry-based teachers alongside experienced practitioners. They were able to ask questions, develop understandings of the Key and Related concepts, Global Contexts, Inquiry questions, Learner Profile, ATL skills, Open-ended and rigorous task design, MYP objectives and all else that the MYP offers. The IB can be very daunting to those new to their programmes, but having teachers working alongside them for two days helped remove most of that fear and encouraged them to simply take one risk at a time.
  • I also observed multiple student profiles open on laptops and these profiles being used to inform planning. With teachers having the time to reflect and plan collaboratively, planning was not just developing inquiry-based programs, but planning for the students and their needs. Student-centred planning was occurring with holes left in unit planners to cater for student-led inquiry. Our goal for MYP unit planners to be “living documents” was being actualised.
  • I saw group emails popping up on laptops, resources being shared and developed, OCC teacher support material, blogs and articles being read and shared in order to inform planning.
  • We are a very large College and our office areas are spread throughout the various buildings, which is great as they are lovely office spaces, however, it does mean that often time (just for example) our Arts or Design team rarely collaborate with our Physical and Health Education or Mathematics team. Hearing and seeing how other disciplines engage our students in inquiry-based learning from the perspective of a different discipline, helped deepen our understanding of our shared approach to teaching and learning within the MYP and created opportunities for the development of interdisciplinary inquiry units.
  • Lastly, teachers had the time and opportunity to really be passionate about what they teach, which will no doubt be reflected in our classrooms.

Although as both a teacher and curriculum leader I highly value professional development and discover opportunities for growth and inspiration from all it offers, I have come to realise that inspiration comes and growth more often that not occurs when teachers collaboratively reflect, share practice and collectively design learning experiences for the students in their classroom.

I encourage school leaders to value and prioritise collaborative reflection and planning. I received feedback that our teachers understandings of inquiry-based learning, concept-based curriculum and engaging teaching practices were enhanced through conversations and shared inquiry and research more than the traditional professional development approach we usually employ. (Although, this is still very valuable and absolutely has place in educational organisations.)

The same way we don’t cram content in the classroom, but allow time for those rich discussions and inquiry-based collaborative learning experiences, our collaborative reflection and planning/professional development needs to model this approach to our profession.

Not only was this valuable collaborative reflection and planning, there was a relaxed and happy atmosphere throughout the College grounds. When we left yesterday afternoon classrooms were set up, office spaces personalised, resources created and teachers were walking with a spring in their step rather than slumped in exhaustion knowing they face a weekend of independent planning and preparation. 

When teachers gather at 7.30am around the coffee machine on the first day of school – it will be with the students in their classes in mind, how they have designed the inquiry-based learning experiences for their students, a sense of collegiality and hopefully with a deeper understanding of their personal journey as an inquiry-based teachers being continuously developed by one risk at a time and through collaboration, rather than isolation.

Below are just three of our spotlight sessions that our wonderful MYP teachers delivered throughout our collaborative planning and reflection.

1. Language Acquisition Coordinator, Caroline Barker sharing her thoughts on Concept-based learning.

Concept-based teaching and learning

2. MYP Drama teacher, Jade Briscoe, sharing how she uses GRASPS task model to develop assessment tasks.

GRASPS task design

3. MYP Language and literature teacher, Shona Ford, sharing the Year 10 Language and literature Global Journeys poetry task.

Open-ended, rigorous task design

The role of MYP Global Contexts for relevant and meaningful learning

H. Lynn Erickson and Lois A. Lanning write in their instructional book Transitioning to concept-based curriculum and instruction, the need to never simply assume that students conceptual knowledge is developing in our inquiry units, but we must explicitly teach the concepts for deeper learning to occur. The same can be said for learning within global contexts. The MYP has a set of 6 global contexts for learning, they enable us to frame our conceptual understanding with meaningful contexts for learning. The global contexts – personal and cultural expression, identities and relationships, orientation in time and space, fairness and development, scientific and technical innovation and globalisation and sustainability – help us as MYP teachers to create relevant and engaging inquiry units. They give a deeper reason for learning and extend our students thinking even further than the concepts and content we teach.

MYP Global Contexts

For our current Year 8 Language and literature unit – an in-depth novel study where we unpack the craft of the author, the features of a novel and we teach students how to deconstruct and analyse text – as a Year 8 team we decided to frame our conceptual understanding of characterisation, structure and development within the global context of Personal and cultural expression. The area of exploration we created within this global context is: Authors create a construct of reality for the reader that helps readers discover a different reality than their own.

As we progressed throughout the inquiry unit the students knowledge and understanding of our concepts were developing and their ability to analyse and apply their learning to multiple familiar and unfamiliar situations was deepening, however, I could see their learning wasn’t exploring our global context area of exploration in depth. So I created a lesson where we explored even further just what a construct of reality is and how through this authors help us discover a different reality that our own. This was simply an unstructured creative space and critical thinking lesson where we brainstormed, reflected together and took time to think, pair, share around this area of exploration. Through students reflection on their own reality, the reality of those around them and also the constructs of reality that authors create they were able to articulate how this made them more caring as a person, as seeing through another’s eyes enables us understand others and therefore empathise with others.

After this global context lesson we continued to deconstruct and analyse our class text, Chinese Cinderella, a powerful novel by Adeline Yen Mah and then compared this text to the heartwarming and endearing New Zealand film Boy, by Taika Waititi. Students conducted a compare and contrast hula-hoop Venn Diagram of the beliefs, ideas and values represented in both the written and visual text.

Hula Hoop Comparison

As a Year 8 team we then opened the learning right up to students simply responding to our conceptual and contextual learning through the medium of a TED-style Talk. My guidelines were simply that they organise their TED-style Talk coherently and structure their response in a TEEL style paragraph with deeper complexity than their essay from a previous unit this year.

I was thrilled to see that only 4 out of my 27 students began their response from a content level, explaining the characters and how they were developed to have a connection with the reader. The remainder of my class developed a ‘big idea’ which they brainstormed in pairs and used this to engage and connect with their audience. They then went onto discuss how the creator of a text develops their characters or novel structure in order to make a connection with their audience and construct a reality for the reader that helps readers discover a different reality than their own.

Two of my students decided to focus on the character of Boy, from the film Boy and how he starts off with this grand idea of who his father is. Boy firmly believes him to be a hero, however, his father is actually in the can for robbery. His father is released and returns home and Boy begins to build a tumultuous relationship with him. He soon realises that his father is not a hero, he is just a bumbling drop kick who is not willing to take on the responsibility of fatherhood. These two students brainstormed the idea of children having wild imaginations where they create constructs of reality, but if they have not got appropriate role models to channel their imagination in the right direction, when the construct of reality comes crashing down, it can have devastating consequences. They then set about taking this idea and placing place this into a TEEL structure TED-style Talk.

Here is their first draft:

Think of the monster under your bed. We have all experienced the fear of the monster hiding under our bed. This monster was a construct of our imagination and we believed this to be a construct of our reality. We have all had a construct of reality that never existed. Children create a construct of reality around their role models, however the actual reality may be very different. The emotional needs and the imagination of a child are so great that they need an impressive and positive role model to guide them. Children create a construct of reality around their role models, however the actual reality may be very different. For a young man to become an impressive man, he firstly needs to be impressed by an older role model.

In the movie Boy, by Taika Waititi, Boy is in a constant battle with how he feels about his father, because his dad turns out to be a man who he did not imagine him to be. If a child is brought up not knowing their true reality, they will create a fake alternative, a new belief to make themselves happy. For example Boy creates a fake reality about his father who was there for him as a young child, but in actual fact was never there for him.

At the start of the movie, Boy makes constant comments of how amazing his father is, like in the school scene where he tells the class of the great things he does, but as the plot progresses he begins to understand that none of it was actually real, he begins to grow resentful towards the real version of his father. Boy’s construct of reality crumbles, as he has to face and accept his father for who he really is.

So as children grow they need to face their constructs of reality and need to understand that they don’t always exist, once they do this they can accept their real lives for how they are. And accept the people around them for how they truly are. However, as they are just children they need guidance and relationships with positive role models and family members to guide and help them accept their actual reality, because we have all had to realize that the monster under our bed was never there.

For two 13-year-old boys this understanding of our global context area of exploration applied to their big idea of ‘constructs of imagination become constructs of reality’ is most profound. As this is a first draft their is still much to develop, but the transition point for organising their thoughts and using language effectively from this global context area of exploration, is a great start to demonstrate their ability to critically and creatively think.

From this I’ve learnt that it is so important to plan for the explicit teaching of the global context selected for an inquiry unit. Create time for reflection on the global context and continuously seek opportunities to explicitly teach and engage students in exploring the global context. As students thinking is lifted beyond the content of our subject, we enable them to think more deeply about issues that are relevant to their lives. Creating learning experiences woven throughout our inquiry unit to explicitly explore the global context we have chosen, ensures it is truly a context for learning, not just a box ticked on our MYP inquiry unit planners.

Global contexts do not just provide a meaningful context for learning, but they also steer students in the direction of social emotional growth and learning. The affective ATL skills we both explicitly and implicitly teach are buried within our global contexts and promote the holistic development of a child – the desire of all educators who have dedicated themselves to the learning and development of children.

A step-by-step guide to the MYP Personal Project

Updated step-by-step guide to completing the MYP Personal Project.


Welcome to the Personal Project!

  • To effectively complete your personal project you need to follow each step listed on this webpage. To help you understand each section of the personal project Inquiry cycle there are five 10-minute videos to watch that will provide extra guidance. We recommend you read the steps under each heading and then watch the videos to reinforce what you have read.
  • At each step of the personal project there is a .pdf exemplar for you from a previous Good Shepherd Lutheran College student that can help you structure your own process journal. See the hyperlink at the beginning of each objective.(Disclaimer: this is not an example of an excellent personal project, but rather a simple guide for you to follow as you complete your own personal project.)
  • Before you embark on the personal project journey ensure you have a process journal that suits your preferred…

View original post 2,989 more words

A step-by-step guide to the MYP Personal Project

Welcome to the Personal Project!

  • To effectively complete your personal project you need to follow each step listed on this webpage. To help you understand each section of the personal project Inquiry cycle there are five 10-minute videos to watch that will provide extra guidance. We recommend you read the steps under each heading and then watch the videos to reinforce what you have read.
  • At each step of the personal project there is a .pdf exemplar for you from a previous Good Shepherd Lutheran College student that can help you structure your own process journal. See the hyperlink at the beginning of each objective.(Disclaimer: this is not an example of an excellent personal project, but rather a simple guide for you to follow as you complete your own personal project.)
  • Before you embark on the personal project journey ensure you have a process journal that suits your preferred journaling style, e.g., notebook, visual art diary, blog, pages document, etc.
  • Your process journal is where you document your progress throughout your Personal Project – it is extremely important that you back this up as you travel along your personal project journey.
  • Enjoy the process of engaging in your personal project and ensure you make regular contact with your supervisor; they will be your greatest support throughout the personal project.

We wish you all the best as you embark on this journey that will consolidate your International Baccalaureate Middle Years Programme learning and prepare you for the further rigours of Stage 1 and Stage 2 at Good Shepherd Lutheran College.

Objective A: Investigating

(Supporting document for Investigating: Process Journal Exemplar – Investigating)

Step 1:

Personal Project Mind-map

 In your process journal mind-map ideas for your personal project based on your personal interests. Spend time thinking about which product/outcome you would like to create and ensure this is a project that can maintain your interest and enthusiasm for an 8-month duration.

Step 2:

Defining a clear goal

In your process journal outline exactly what you want to create for your personal project and explain how this is based on a personal interest.

Ensure you document the following:

  • Give a precise meaning of the goal of your project. Explain what you want to achieve, when, where, how and why you want to achieve this.
  • Describe what makes the personal project personal: the experiences, interests and ideas that make it important to you.

Step 3:

Defining a global context

Select one global context from the six global contexts below that best applies to your project

Once you have chosen a global context, you need to decide on an area of exploration within this global context. An area of exploration is a way to make the global context you have chosen more relevant and specific to your project.

You now need to articulate in your process journal how the global context and area of exploration you have chosen can help you answer the following questions:

  • What do I want to achieve through my project?
  • What do I want others to understand through my work?
  • What impact do I want my project to have?
  • How can a specific context give greater purpose to my project?

IB MYP Global Contexts

Step 4:

Clarifying your goal

Drawing together your initial goal definition based on a personal interest and the global context and area of exploration of your choice, refine your goal using the SMART goal graphic organiser. Ensure you document this in you process journal.


Step 5:

Identification of prior-learning and subject-specific knowledge

In your process journal identify what you already know about the goal for your project, the sources of your knowledge and how this will help you achieve your personal project goal. For example, prior-learning could be a night class, sports clinic, previous training or experience, etc.

Step 6:

In your process journal identify what you have learned from your MYP subject groups that will help you achieve your personal project goal.

MYP/GSLC Subjects

Step 7:

Demonstrate your research skills

In order to effectively achieve your personal project goal you need to firstly research and evaluate the sources you have researched so you can then transfer this research to your actual project.

Research Process

Using the research model below, you need to document your research in your process journal.

Ensure you have 1 – 3 primary sources and 4 – 8 secondary sources.

GSLC Research Process

Ensure you copy/print your sources and ensure they are all documented in your process journal – see exemplar for example of how to do this effectively. (See process journal exemplar – Criteria A – for example of how this information can be documented.)

Ensure you highlight relevant sections of your sources and annotate how you can apply this to your product/outcome.

Step 8:

Evaluate sources

Each source you research you must ensure you evaluate this source using the process on the following page.

Source Evaluation

Authority – Who is responsible for presenting this information?

  • Who has written or provided this information and can you check their qualifications?
  • Is the information from an ‘expert’ in this field?

Accuracy – Is the information accurate, can it be proven and verified?

  • Is the information correct?
  • Can you check the accuracy of information through links, footnotes and bibliography?

Objectivity – Is the information based on facts, things you can observe or based more on opinions and emotions? Is it from just one point-of-view?

  • Is there personal bias?
  • Can you verify that facts, statistics and links to sources are accurate and truthful?

Currency – How old is the information and is this important?

  • Has the author(s) provided a date for when the information was written?
  • Has the information been revised or updated, and if so, when?

Ensure you document your source evaluation in your process journal. (See process journal exemplar for an example of how you can document this.)

In your process journal ensure you reflect on how your research skills have developed over the duration of the project. Ensure you document how you have shared your research skills to help your peers as they progressed through their projects too.

Here is a video tutorial to reinforce the information above:

Objective B: Planning

(Supporting document for Planning: Process Journal Exemplar – Planning)

Step 1:

Develop criteria for your product/outcome

Now that you have set your goal, defined the global context for your project and completed your research – you need to transfer this into criteria for success for your project.

In order to develop criteria for your project you need to develop a set of specifications for your product/outcome.

When creating your specifications ask yourself the following questions:

  • How will I know when I have achieved my goal?
  • How can I judge the quality of my product/outcome?

You need to create a minimum of five rigorous specifications for your criteria.

When creating your specifications you can consider the following options:

Design Specifications

You now need to transfer your specifications in a draft form in your process journal and once your supervisor has approved this, write the final copy in your criteria for success rubric breaking down each specification from excellent to limited. (See process journal exemplar for what the criteria for success rubric should look like.)


Step 2:

Develop a plan and development process

In your process journal create a timeline or Gantt Chart (see personal project exemplar for example of a Gantt Chart) for the completion of your Personal Project.

Your timeline needs to include the following:

  • due dates for each segment of the Personal Project
  • meetings with supervisor
  • incremental stages for the completion of your product/outcome
  • how you will manage your time to complete your personal project (for e.g. balancing sports with school work, etc.)
  • draft of report
  • final copy of report
  • submission of whole personal project – process journal, report and product/outcome.

As you progress through the creation of your project, ensure you document your progress and how you are keeping to your plan.

(Disclaimer: the process journal exemplar for develop a plan and development process is very limited, you need to expand on this with much more detail.)

Step 3:

Demonstrate self-management skills

In your process journal you need to ensure you document your self-management skills as you create your product/outcome.

The next section of your personal project is to place your goal into action. As you create your product/outcome you need to continuously reflect on and document your developing ability to:

Organisational skills:

  • Meet deadlines
  • Stick to your goal
  • Maintain your process journal with regular updates
  • Select and use technology effectively and productively

Affective skills:

  • Mindfulness – practise strategies to overcome distractions and maintain mental focus
  • Perseverance – demonstrate persistence and perseverance
  • Self-motivation – practise analysing and attributing causes for failure and practise positive thinking

Reflection skills:

  • Develop new skills, techniques and strategies for effective learning
  • Keep a journal to record reflections
  • Identify strengths and weaknesses of personal learning strategies (self-assessment)

In your process journal, document your reflection. Be honest, explain how you have overcome self-management difficulties and reflect on how you can continue to have self-management success.

If you need further information on mindfulness and positive thinking strategies see our College Director of Positive Psychology, Mr Boyce or our College Chaplain, Pastor Andrew.

Here is a video tutorial to reinforce the information above:

Objective C: Taking action

(Supporting document for Taking Action: Process Journal Exemplar – Taking Action)


Step 1:

Create a product/outcome in response to the goal, context and criteria

Here is the part of your personal project where you place your investigation and planning into action.

In your process journal you need to ensure you document the creation of your product/outcome. You need to ensure you take regular photographs and annotate these in your process journal.

Step 2:

Demonstrate thinking skills

As you progress through creating your product/outcome you need to document the following:

  • Problems you encountered and how you critically and creatively solved these problems
  • How you have transferred and applied information to make decisions when creating your product/outcome (explicitly explain at least 2 primary sources and at least 4 secondary sources – how have you applied this research to your product/outcome?)
  • Skills you developed as you created your product/outcome
  • How your prior-learning informed the creation of your product/outcome
  • How your knowledge and skills have grown throughout the creation of your product/outcome
  • How have you designed improvements

Step 3:

Demonstrate communication and social skills

As you progress through creating your product/outcome you need to document the following:

  • Communication with experts and how their advice informed the creation of your product/outcome (make sure you document communication as evidence)
  • Communication with your supervisor and how their feedback informed the completion of your Personal Project (make sure you save all emails and record Skype sessions, etc.)
  • How you have read a variety of sources for information on your personal project
  • How you have transferred information given through communication to your product/outcome
  • How you have made inferences and drawn conclusions.

Here is a video tutorial to reinforce the information above:

Objective D: Reflecting

(Supporting document for Reflecting: Process Journal Exemplar – Reflecting)

 Step 1:

Evaluate the quality of the product/outcome against their criteria

For this section of your personal project you need to refer back to your specifications and criteria for success rubric that you created and have been seeking to achieve as you took action to create your product/outcome.

Using a highlighter, highlight in your process journal what you think your product/outcome has achieved against the specifications you have set.

You now need to provide a justification of why you have given yourself the grade against the specification. This needs to be documented in your process journal. If you have not achieved the top achievement levels you need to justify why and explain how you can improve your product/outcome so you can achieve the top achievement level.

Step 2:

Reflect on how completing the personal project has extended your knowledge and understanding of the topic and the global context

In your process journal respond in detail to the following questions:

  • how has completing the personal project extended your knowledge and understanding of the topic of your product/outcome?
  • how has completing the personal project extended your knowledge and understanding of the global context you have chosen?

Step 3

Reflect on development as a learner

In order to respond to this part of your reflection choose at least 2 of the learner profile attributes in the following table and in your process journal reflect on how you have developed the characteristics of the learner profiles of your choice as you have progressed through the personal project.

Learner Profile

Here is a video tutorial to reinforce the information above:

Writing your personal project report

(Supporting document for Report: Personal Project Report Exemplar)

(MYP Personal Project Assessment Criteria: Personal Project Assessment Criteria)


Step 1:

Now that you have created your product/outcome and reflected and documented each step of the personal project inquiry cycle, you now need to transfer this information to your personal project report. This is a formal piece of writing that provides a report on the completion of your personal project. The word count is 1500 words to 3500 words.

Using your personal project report graphic organiser you need to respond to each heading using the information you have gathered in your process journal.

Personal project report checklist

To achieve at your very best in the personal project report, ensure you address each dot point in the personal project report checklist.

Criteria A: Investigating

Define a clear goal and context for the project, based on personal interests In my report:

–       I give the precise meaning of the goal of my project; I explain “what I wanted to      achieve; when, where, how and why I wanted to achieve it”..

–       I define the global context that applies best to my project and explain its connection.

–       I describe what makes my project personal: the experiences, interest and ideas that  make it important to me.

–       If I made changes to my goal during the project, I explain the changes and why I made    them.

Identify prior learning and subject-specific knowledge relevant to the project In my report:

–       I identify what I already knew about this topic/project and the sources of my  knowledge.

–       I identify what I learned in MYP subject groups at Good Shepherd Lutheran College  before the project started, and how this was helpful.

Demonstrate research skills In my report:

–       I outline the research skills I had when I started the project.

–       I discuss the research skills I developed through the project.

–       I explain how I may have shared my research skills to help peers who needed more  practice.

Criteria B: Planning

Develop criteria for the product/outcome In my report:

–       I refer to the criteria I designed to evaluate the project product/outcome.

–       If I made changes to my criteria during the project, I explain the changes and why I  made them.

Plan and record the development process of the project In my report:

–       I provide evidence of my planning through timelines, milestones or other  tools/strategies.

–       I present a record of how the project progressed from start to finish.

Demonstrate self-management skills In my report:

–       I outline the self-management skills I had when I started the project.

–       I discuss the self-management skills I developed through the project.

–       I explain how I may have shared my self-management skills to help peers who needed  more practice.

Criteria C: Taking action

Create a product/outcome in response to the goal, context and criteria In my report:

–       I discuss the product/outcome as the result of the process undertaken during the project.

–       I check that I have included evidence of my product to be submitted with my report.

Demonstrate thinking skills In my report:

–       I outline thinking skills that I had when I started the project.

–       I discuss thinking skills I developed through the project.

–       I explain how I may have shared my thinking skills to help peers who needed more    practice.

Demonstrate communication and social skills In my report:

–       I outline the communication and social skills I had when I started the project.

–       I discuss the communication and social skills I developed through the project.

–       I explain how I may have shared my communication and social skills to help peers who  needed more practice.

Criteria D: Reflecting

Evaluate the quality of the product/outcome against their criteria In my report:

–       I evaluate the product/outcome against the criteria I designed.

–       I identify the strengths, weaknesses and possible improvements of the  product/outcome.

Reflect on how completing the project has extended their knowledge and understanding of the topic and global context In my report:

–       I identify challenges and the solutions I developed to meet them.

–       I demonstrate a deeper knowledge and understanding of my topic and the identified  global context.

–       I base my reflection on evidence, including my process journal.

Reflect on their development as IB learners through the project In my report:

–       I identify how I have developed as a learner (using the IB learner profile as appropriate).

–       I discuss my strengths and weaknesses in completing the project.

–       I summarize the impact the project could have on my future learning.

Step 2:

Ensure you provide a bibliography and an appendix. (See Bibliography guide for examples of how you need to structure your bibliography.)

Ensure you double-check your report for spelling and punctuation errors.

Step 3:

Once you have finished your report, you need to email this to your personal project supervisor for their feedback and when they have responded with feedback you need to update your report according to their feedback.

Submission and Exhibition

Step 1:

You need to submit the following to the MYP Coordinator’s office. On the bookshelf in the office there are alphabetically organised boxes, you need to place the following in the box (ensure all parts of your project are collated into a file of sorts or clipped together):

  • Report
  • Process journal (if electronic either printed out, uploaded to Coneqt or provide a url address for your process journal if this is a blog or website)
  • Academic honesty form, signed by yourself and your supervisor
  • Product or evidence of outcome (if you product is very large in size, please see Ms England to make a special arrangement for storage, delivery, etc.)

Here is a video tutorial to reinforce the information above:

Step 2:

The week prior to your exhibition and awards evening, ensure you have pictures, headings, artefacts, etc., organised so when your rostered time comes to prepare your exhibition space you are ready to simply spend 20-minutes preparing your exhibition space.

Congratulations – you have officially finished your personal project!!

*Your final standardised grade will be submitted via Seqta.


MYP: From principles into practice, 2014

Projects subject guide, 2014

Further guidance for MYP projects, 2015