Documents to help you draft your report

Criterion A: Planning checklist

Criterion A: Planning Checklist

Draft Due: November ________ 2024

Task	Done
Use headings that align with each of the criteria strands (i, ii and iii)
State a learning goal in line with the assessment criteria.
Elaborate on the unique and authentic learning goal and include an explanation of why you chose that goal and how it’s linked to personal interest
State a product goal and an explanation of why you chose that goal in line with the assessment criteria.
Include success criteria that are research-based; show evidence clearly; 5 to 8 aspects
Include the product-specific action plan with the proper reasoning and research behind each step. Also includes space to note changes in the plan.
LENGTH: Maximum 5 pages of writing (including evidence) OR 3 minutes of slides and audio (m4v or mp4) + 2 pages of evidence
Works Cited up-to-date and properly formatted (may include some annotated sources) NOT INCLUDED IN THE “LENGTH” ITEM ABOVE
Arial or Times New Roman 11- or 12-point font throughout
1.5 or 2.0 line spacing throughout (possible exceptions being tables and graphs)
Page set-up with 2 cm margins

Criterion B: Applying skills checklist

Criterion B: Applying skills checklist

This part of the report is divided into three sections:

Introduction to Criterion B: Taking action
Applying ATL skills to my learning goal
Applying ATL skills to my product goal

Checklist

Introduction

Identify the ATL skills you have chosen.

Applying ATL skills to my learning goal

Include your ATL skills statement for your learning goal. This statement names the skill, the strategy you plan to use to develop the skill and the evidence you will gather.
Explain the strategy (or strategies) you planned.
Include an explanation and/or evidence of using that strategy. An example is included in the narrative with reference to a source that appears in the Works Cited; evidence might be a screenshot, photo, graph, chart, extract from a process journal, drawing, or video capture explained in connection to your goal.
Each ATL skill has at sufficient evidence.
There is an authentic and relevant connection to the learning goal.
The evidence you include matches your ATL skills statement for your learning goal.

Applying ATL skills to my product goal

Include your ATL skills statement for your product goal. This statement names the skill, the strategy you plan to use to develop the skill and the evidence you will gather.
Explain the strategy (or strategies) you planned.
Include an explanation and/or evidence of using that strategy. An example is included in the narrative with reference to a source that appears in the Works Cited; evidence might be a screenshot, photo, graph, chart, extract from a process journal, drawing, or video capture explained in connection to your goal.
Each ATL skill has sufficient evidence.
There is an authentic and relevant connection to the product goal.
The evidence you include matches your ATL skills statement for your product goal.

LENGTH: 5 pages of writing and evidence OR 3 minutes of slides and audio (m4v or mp4) + 2 pages of evidence

Works Cited up-to-date and properly formatted (may include some annotated sources) NOT INCLUDED IN THE “LENGTH” ITEM ABOVE

Arial 11-point font throughout

1.5 or 2.0 spacing throughout (with the exception of tables and graphs)

Page set-up with 2 cm margins

Criterion C: Reflecting checklist

Criterion C: Reflecting checklist

Due with the complete draft: February ___ 2025

This part of the report is divided into three sections:

Introduction to Criterion C: Reflecting
Explaining the impact of the project on me and my learning
Evaluating the product based on my success criteria

Checklist

Introduction

Write a brief introduction to Criterion C: Reflecting.

In this section of the report I will explain … and I will evaluate …

Explaining the impact of the project on me and my learning

Explain how I developed as a learner with respect to one or more of the Learner Profile traits.
I can also include the development of ATL skills NOT included in the Criterion B part of your report.
I emphasize strengths rather than weaknesses.
Through authentic and personal reflection, I demonstrate strong engagement with the Personal Project process, my learning and my personal development.

Evaluating the product based on my success criteria

I evaluate my product honestly and I include evidence for each strand of the success criteria.
I include evidence that I evaluated my product together with my supervisor.
As I evaluate my product, I quote from the relevant parts of my success criteria but I do not include the whole table again. (This would be repetitive as it is already included in Criterion A.)
I conclude this section of the report by evaluating the scope and sophistication of the success criteria in relation to the final product together with my product goal.

General writing guidelines

5 pages of writing and evidence OR 3 minutes of slides and audio (m4v or mp4) + 2 pages of evidence
There is a balance between the two strands with each one taking up about half of this part of the report.
Write in complete PEEL paragraphs.
Proofread and ensure you adhere to conventions of grammar and spelling.
Works Cited up-to-date and properly formatted not included in the 5 pages or 2 pages of evidence stated above
Arial or Times New Roman 11- or 12-point font throughout
Page set-up with 2.5 cm margins
Double-spaced throughout

Command terms

Describe: Give a detailed account or picture of a situation, event, pattern or process.

Explain: Give a detailed account including reasons or causes.

Learning goal: What students want to learn as a result of doing the personal project.

Outline: Give a brief account or summary.

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.

Personal Project Presentation report template (slides)
If you are opting to present your report and submit the video of the presentation, you can use these slides to get started. In the "notes" below each slide you will see what you should include for each part of your presentation. Feel free to change the background and format and to add more slides as needed.

Personal Project Report Exemplars (from the IBMYP)

Personal Project Report--Presentation
This is the "Creating an Animation" report in presentation form. Remember that your Works Cited and your supporting evidence (up to 6 pages in PDF format) will be submitted together with your recorded presentation.

Example MYP Personal Project Report-- Creating an Animation
Full example of a PP report

PEEL Paragraphs

What is a PEEL paragraph?

PEEL is a model for paragraphing that helps you to make sure you are presenting a complete and supported idea that relates to your overall topic or argument (thesis). Using a paragraphing model like this will help you to develop as a writer and will ensure that your ideas are parceled together in an organized and comprehensible way. Here is what it stands for:

Point: Every paragraph begins with a topic sentence or a statement that delivers the point or purpose of the paragraph.

Evidence: Every claim or point must be supported with evidence. This might be a direct quotation, a paraphrase or the sharing of data from a source. Make sure you use in-text citation and reference the source in your Works Cited. This might be more than one sentence with more than one piece of evidence. This will depend on the topic and the length of the assignment.

Explanation: You need to explain the connection between the evidence you are providing and the point you are making. Note that you can sometimes reverse the explanation and the evidence, depending on what makes the most sense. Also, depending on the topic or the length of the assignment, one paragraph might include evidence from different sources and explanations for each piece of evidence (or an explanation of the connection between them).

Link: End your paragraph with a link to the main idea or argument you are presenting.

PEEL Paragraph Planner
This is a simple planning document that allows you to think about your paragraph in terms of the point you are making, the evidence you will use to demonstrate that point, the explanation of the evidence in relation to your point and a link back to your main idea or your argument (or thesis).

These sentence starters are courtesy of Alison Yang and were found here. You can visit her page for more report-writing guidelines.

Success indicators

Criterion A: Planning

Maximum: 8

In the personal project, students should be able to:

i. state a learning goal for the project and explain how a personal interest led to that goal;

ii. state an intended product and develop appropriate success criteria for the product;

iii. present a clear, detailed plan for achieving the product and its associated success criteria.

Grade bands

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.

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.

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.

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.

Indicators (evidence)

i. State a learning goal for the project and explain how a personal interest led to that goal

Authentic, detailed and supported explanation of the link between a specific and unique learning goal and personal interest.
Personal interest is thoroughly explained and linked to any of the following: prior learning, a global context, interest or hobby.

ii. State an intended product and develop appropriate success criteria for the product

The specific and sufficiently challenging product goal is clearly stated.
Research-based success criteria cover the scope (5-8 aspects) of the product and are clear, specific, suitably challenging, detailed and measurable (including a consideration of audience and/or purpose).

iii. Present a clear, detailed plan for achieving the product and its associated success criteria

The detailed plan includes short-term and long-term action planning specifically tied to all of the success criteria.
The plan also includes most revisions that were made along the way.

i. State a learning goal for the project and explain how a personal interest led to that goal

Detailed and supported description of the link between a specific learning goal and personal interest.
Personal interest is described and linked to any of the following: prior learning, a global context, interest or hobby

ii. State an intended product and develop appropriate success criteria for the product

The product goal is clearly stated
Clear success criteria cover the scope (5-8 aspects) of the product.

iii. Present a clear, detailed plan for achieving the product and its associated success criteria

The detailed plan includes short-term and long-term action planning specifically tied to most of the success criteria.
The plan also includes some revisions that were made along the way.

i. State a learning goal for the project and explain how a personal interest led to that goal

Outlines the link between a learning goal and personal interest.
Personal interest is mentioned but may be superficial or only briefly outlined.

ii. State an intended product and develop appropriate success criteria for the product

The product goal is stated
Success criteria mostly cover the scope of the product.

iii. Present a clear, detailed plan for achieving the product and its associated success criteria

The plan includes short-term and long-term action planning specifically tied to some of the success criteria.

i. State a learning goal for the project and explain how a personal interest led to that goal

Vague or very brief statement of the link between a learning goal and personal interest.
Personal interest may be unclear or not mentioned at all.

ii. State an intended product and develop appropriate success criteria for the product

The product goal is stated

iii. Present a clear, detailed plan for achieving the product and its associated success criteria

The plan is incomplete, superficial or does not focus on the product goal.

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.

Criterion B: Applying skills

Maximum: 8

In the personal project, students should be able to:

i. explain how the ATL skill(s) was/were applied to help achieve their learning goal

ii. explain how the ATL skill(s) was/were applied to help achieve their product.

Grade bands

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.

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.

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.

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.

Indicators (evidence)

This section of the report is divided into three sections:

Introduction to Criterion B: Taking action
Applying ATL skills to my learning goal
Applying ATL skills to my product goal

This section of the report addresses the application of the ATL skill(s) to the learning goal and to the product goal.
The student has chosen relevant ATLs with sufficient evidence and justification of their choices.
This section of the report is balanced between the learning goal and product goal evidence.
The explanation(s) and evidence are different for each of the strands (learning goal and product goal). There is no unnecessary repetition of ideas, explanations or evidence.

Introduction

Identification of the ATL skills chosen.
Explanation of how selected ATL skills are relevant to the learning and product goals.

i. Applying ATL skills to my learning goal

Includes ATL Skills statement for the learning goal. Each statement names the skill, the strategy for developing the skill(s) and the evidence to be collected.
Each strategy is then explained and justified with reference to the learning goal.
Each ATL objective is supported with relevant examples and/or relevant pieces of evidence.
An example is included in the narrative with reference to a source that appears in the Works Cited; evidence might be a screenshot, photo, graph, chart, extract from a process journal, drawing, or video capture explained in connection to your goal.
There is an authentic and relevant connection between the ATL skill objective(s) and the learning goal.

ii. Applying ATL skills to my product goal

Includes ATL Skills statement for the product goal. Each statement names the skill, the strategy for developing the skill(s) and the evidence to be collected.
Each strategy is then explained and justified with reference to the product goal.
Each ATL objective is supported with relevant examples and/or relevant pieces of evidence.
An example is included in the narrative with reference to a source that appears in the Works Cited; evidence might be a screenshot, photo, graph, chart, extract from a process journal, drawing, or video capture explained in connection to your goal.
There is an authentic and relevant connection between the ATL skill objective(s) and the product goal.

This section of the report should be divided into three sections:

Introduction to Criterion B: Taking action
Applying ATL skills to my learning goal
Applying ATL skills to my product goal

This section of the report addresses the application of the ATL skill(s) to the learning goal and to the product goal.
The student has chosen relevant ATLs with evidence for each.
This section of the report is balanced between the learning goal and product goal evidence.
The description(s) and evidence are different for each of the strands (learning goal and product goal). There is no unnecessary repetition of ideas, explanations or evidence.

Introduction

Identification of the ATL skills chosen.
Description of how selected ATL skills are relevant and applicable.

i. Applying ATL skills to my learning goal

Includes an ATL Skills statement for the learning goal. The statement names the skill, the strategy for developing the skill(s) and the evidence to be collected.
Each strategy is then described with reference to the learning goal.
Each ATL objective is supported with relevant examples and/or relevant pieces of evidence.
An example is included in the narrative with reference to a source that appears in the Works Cited; evidence might be a screenshot, photo, graph, chart, extract from a process journal, drawing, or video capture explained in connection to your goal.
There is a relevant connection between the ATL skill objective(s) and the learning goal.

ii. Applying ATL skills to my product goal

Includes an ATL Skills statement for the product goal. The statement names the skill, the strategy for developing the skill(s) and the evidence to be collected.
Each strategy is then described with reference to the product goal.
Each ATL objective is supported with relevant examples and/or relevant pieces of evidence.
An example is included in the narrative with reference to a source that appears in the Works Cited; evidence might be a screenshot, photo, graph, chart, extract from a process journal, drawing, or video capture explained in connection to your goal.
There is a relevant connection between the ATL skill objective(s) and the product goal.

Imbalance (max. score of 4)

This section of the report may not be balanced between the two strands. It may also be too short. If written, this section of the report might only be 3 pages or fewer. If recorded, it may be less than 2 minutes long.

This section of the report addresses the application of the ATL skill(s) to the learning goal and to the product goal.
The student has chosen ATLs and provided some (possibly superficial) evidence or explanation for each.
The outlining of evidence may include some repetition.

i. Applying ATL skills to my learning goal

Includes an ATL Skills statement for the learning goal but the statement might not include the evidence gathered.
Each strategy is then outlined with reference to the learning goal.
The ATL objective is supported by superficial examples and/or evidence.
An example is included in the narrative with reference to a source that appears in the Works Cited; evidence might be a screenshot, photo, graph, chart, extract from a process journal, drawing, or video capture explained in connection to your goal.
There is a connection between the ATL skill objective(s) and the learning goal.

ii. Applying ATL skills to my product goal

Includes an ATL Skills statement for the product goal but the statement might not include the evidence gathered.
Each strategy is then outlined with reference to the product goal.
ATL objective is supported by superficial examples and/or evidence.
An example is included in the narrative with reference to a source that appears in the Works Cited; evidence might be a screenshot, photo, graph, chart, extract from a process journal, drawing, or video capture explained in connection to your goal.
There is a connection between the ATL skill objective(s) and the product goal.

This section of the report may be very imbalanced between the two strands. It may also be much too short. If written, this section of the report might only be 2 pages or fewer. If recorded, it may be less than 90 seconds long.

This section of the report may only address the application of an ATL skill to either the learning goal or the product goal.
The student has chosen an ATL but there might be little or no relevant evidence.
There might be unnecessary repetition used as filler.

i. Applying ATL skills to my learning goal

Includes an ATL skill for the learning goal but the statement is not backed up with relevant evidence.
A strategy may or may not be stated with reference to the learning goal.
There is little connection between the ATL skill statement and the learning goal.

ii. Applying ATL skills to my product goal

Includes an ATL skill for the product goal but the statement is not backed up with relevant evidence.
A strategy may or may not be stated with reference to the product goal.
There is little connection between the ATL skill statement and the product goal.

Criterion C: Reflecting

Maximum: 8

In the personal project, students should be able to:

i. explain the impact of the project on themselves or their learning

ii. evaluate the product based on the success criteria

Grade bands

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.

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.

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.

1-2

The student:

i. states the impact of the project on themselves or their learning

ii. states whether the product was achieved.

Indicators (evidence)

i. Explain the impact of the project on themselves or their learning

Explains how they developed as a person, possibly with reference to one or more Learner Profile traits focusing on the self (for example, principled, open-minded, caring, risk-taker, and/or balanced).
Explains how they developed as a learner, possibly with reference to one or more Learner Profile trait focusing on the learning (for example, inquirer, knowledgeable, thinker, communicator and/or reflective).
The reflection is authentic and personal and does not unnecessarily repeat any other part of the Personal Project report.
Reference to ATL skill development should be other than those skills addressed in Crit. B.
Emphasis on the student’s strengths and growth (not only weaknesses)

ii. Evaluate the product based on the success criteria

The product is thoughtfully evaluated against each of the success criteria with sufficient evidence for each strand.
The success criteria are not included again in this section of the report because they appear in Criterion A; strands from the success criteria can be quoted or referenced when being evaluated.
Includes evidence that the evaluation was undertaken together with their supervisor
The student may also evaluate the scope and sophistication of the success criteria in relation to the final product. For example, they could explain what they would have changed, deleted or added and why.

Balance

This section of the report is nearly equally balanced in length between the two strands.

Works Cited

The Works Cited is submitted together with the report (in a separate PDF); it is accurately formatted according to MLA guidelines with a suitable variety, range, and number of sources; each listed source is referenced in the body of the report.

i. Explain the impact of the project on themselves or their learning

Describes how they developed as a person, possibly with reference to one Learner Profile trait focusing on the self (for example, principled, open-minded, caring, risk-taker, and/or balanced).
Describes how they developed as a learner, possibly with reference to one Learner Profile trait focusing on learning (for example, principled, open-minded, caring, risk-taker, and/or balanced).
The reflection is authentic and personal
There is little unnecessary repetition of content from other parts of the report.

ii. Evaluate the product based on the success criteria

The product is evaluated against each of the success criteria with some evidence for each strand.
Includes some evidence that the evaluation was undertaken together with their supervisor
The student may also evaluate the success criteria in relation to the final product.

Balance

This section of the report is nearly balanced in length between the two strands.

Works Cited

The Works Cited is submitted together with the report (in a separate PDF); it is mostly accurately formatted according to MLA guidelines with some variety and range of sources; most listed sources are referenced in the body of the report.

i. Explain the impact of the project on themselves or their learning

Outlines how they developed as a person or as a learner with possible reference to one Learner Profile trait
There may be unnecessary repetition of content from other parts of the report.

ii. Evaluate the product based on the success criteria

The product is evaluated against most of the success criteria with little evidence stated.

Imbalance

A significant imbalance between the two strands can achieve no more than a 4.

Works Cited

The Works Cited is submitted together with the report; it is partially accurately formatted according to MLA guidelines with little variety or range of sources; few if any listed sources are referenced in the body of the report

i. Explain the impact of the project on themselves or their learning

States that they developed as a person or as a learner
There may be substantial, unnecessary repetition of content from other parts of the report.

ii. Evaluate the product based on the success criteria

The product is evaluated against some of the success criteria no evidence stated.

Imbalance

A significant imbalance between the two strands can achieve no more than a 4.

Works Cited

The Works Cited is missing or incomplete or may only be a list of URLs.

Personal Project: Reporting guidelines

Documents to help you draft your report

Personal Project Report Exemplars (from the IBMYP)

PEEL Paragraphs

Success indicators

Criterion A: Planning

Criterion C: Reflecting