Breaks project into manageable steps
Structured tutoring can help students break the project into manageable steps, align their work with the assessment criteria, and maintain momentum.
The MYP Personal Project is a significant independent inquiry that MYP5 students complete as a culminating experience. It asks students to explore a personal interest, set a learning goal, create a product or outcome, document the process, and reflect on their development.
The Personal Project is a student-driven inquiry that allows MYP5 students to consolidate their learning across the programme. It encourages independence, creativity, and the application of approaches to learning (ATL) skills in a real-world context.
Students identify a topic of personal interest, define a clear goal, and work through a cycle of planning, research, creation, and reflection. The project is assessed internally by the school and externally moderated by the IB.
Assesses the planning phase, including the learning goal, product goal, and success criteria.
Evaluates the application of ATL skills throughout the process.
Focuses on the product or outcome itself and its quality.
Measures the student's reflection on learning and development.
Structured tutoring can help students break the project into manageable steps, align their work with the assessment criteria, and maintain momentum.
Support may include planning realistic timelines, refining research questions, organizing the process journal, drafting report sections, and checking criterion alignment before submission.
Tutoring provides additional skill-specific support, helps students prepare for supervisor meetings, and addresses criterion gaps between school check-ins.
Each student is assigned a school supervisor who provides guidance, monitors progress, and ensures the project meets IB requirements.
Tutoring complements this relationship by offering additional subject-specific or skill-based support, helping students prepare for supervisor meetings, and addressing criterion gaps between check-ins.
The Personal Project often reveals strengths and interests that inform Diploma Programme or Career-related Programme subject selection.
By November, DP or CP choices may need confirmation. Understanding what each chosen subject involves and how it fits the student's academic profile and future plans is an important part of the transition.
The project helps students understand how their interests align with the requirements of their chosen DP or CP subjects.
Insights from the Personal Project support the development of a coherent academic profile for future university applications.
Students and families can begin by reviewing the project requirements together, identifying the learning goal, and mapping out a timeline with key milestones. A consultation can help clarify the scope, establish a work plan, and set up regular check-ins to keep the project on track through each phase.
The three required components are the product or outcome, the process journal, and the report.
The project is assessed using four criteria (A–D), each worth up to eight marks, covering planning, applying skills, the product or outcome, and reflecting.
Depending on the school timeline, students may begin drafting or planning the Personal Project Report in November of MYP5.
Students often feel overwhelmed by simultaneous demands, procrastinate on large tasks, struggle to balance the project with school assessments, and experience pressure during holiday periods.
Tutoring provides additional skill-specific support, helps students prepare for supervisor meetings, and addresses criterion gaps between school check-ins.
Yes, the project often reveals strengths and interests that inform Diploma Programme or Career-related Programme subject selection.
Clarify your goal, map a realistic timeline, and get criterion-aligned guidance from planning through final report. A consultation helps you set up a work plan and regular check-ins to keep the project on track.