Personal Project Guide - Weebly can I succeed on my Personal Project? ... Develop confidence as a...

How can I succeed on my Personal Project?

This guide will:

Assist you with choosing a topic, product and global context

Help you devise clear Product Criteria

Show you examples and give you ideas

Inform you on how you will be marked according to the

assessment criteria

Include details on how to format your report

Name: __________________

Homeroom: __________________

BRING THIS

TO EVERY

MEETING

Personal

Project

Guide

2015-2016

ii

CONTENTS

Student – supervisor agreement ---------------------------------------------- 1

Introduction ---------------------------------------------------------------------- 2

Personal project timeline ------------------------------------------------------ 5

Starting the personal project -------------------------------------------------- 6

STEP ONE: Choosing a topic ----------------------------------------------- 6

STEP TWO: Connecting to a global context ---------------------------- 7

STEP THREE: Goal / Guiding question ----------------------------------- 9

STEP FOUR: Deciding on the outcome or product ------------------- 12

STEP FIVE: Your project plan ---------------------------------------------- 14

Examples -------------------------------------------------------------------------- 15

Using ManageBac ---------------------------------------------------------------- 16

STEP SIX: Organizing your project ---------------------------------------- 17

Investigating ---------------------------------------------------------------------- 19

Your process journal ---------------------------------------------------------- 21

Your project report ------------------------------------------------------------ 23

Assessment criteria ------------------------------------------------------------- 29

Research and citation ----------------------------------------------------------- 31

Meeting your supervisor ------------------------------------------------------- 34

This guide is not wholly an original work. Large parts

were taken from a sample guide available as part of

the Personal Project Teacher Support Material on the

OCC. A similar guide was originally developed by the

staff of Concordia College, Australia, whose work

inspired the Personal Project Guide of Suzhou

Singapore International School. It is the latter that

serves as a basis for the BBIS Personal Project Guide.

Assessment Criteria and other materials were taken

from the MYP Personal Project Guide (IBO, 2011).

Student samples and pictures depict the work of the

BBIS 2015 and 2016 graduating classes.

David Quéva

Personal Project Coordinator

Berlin Brandenburg International School

[email protected]

mailto:[email protected]

1

Question: How do I get in touch with my supervisor?

Answer: Send an e-mail! Follow up, make appointments and let them know a day ahead

of time if the appointment needs to change. Don’t know your supervisor’s e-mail

address? Write it down here!

STUDENT – SUPERVISOR AGREEMENT

STUDENT

I promise that I shall:

try my hardest to

complete my

personal project

read and try to

understand all of the

guidance provided

ensure that all of the

work is my own

arrange and turn up

promptly to meetings

with my supervisor

respect deadlines.

SUPERVISOR

I promise that I shall:

try my hardest to

assist my student

read and make use of

all of the guidance

provided

make myself available

at least once a month

to meet my student

report any problems

to the student’s

Homeroom Teacher

and/or MYP

Coordinator.

Name: _____________

Date: _____________

Signature: _____________

Name: _____________

Date: _____________

Signature: _____________

!

2

Introduction

The personal project is your chance to learn more about a topic that interests you. It is

a product of your own initiative and should reflect your experience in the MYP. It

provides an excellent opportunity to produce a truly creative piece of work of your

choice, to show initiative and commitment in Service as Action and to communicate

your interests to others.

Aims

The aims of the personal project are to allow

you to:

Engage in personal enquiry on issues that are relevant to yourself,

through a global context as a

framework for learning

Demonstrate the skills, attitudes

and knowledge required to

complete a project over an

extended period of time.

Reflect on your learning and knowledge (on your own and with

others)

Move towards thoughtful and

positive action

Develop confidence as a lifelong learner

What do I need to produce for the Personal Project?

You must produce three items:

1) A process journal

2) A product or outcome for display that shows other people what you did

3) A project report

1) Process journal

Your Process records the development of your personal project. It should contain all

your ideas, your planning, your discussions, clippings of readings, diary excerpts, meeting

schedules and outcomes with your supervisor, photographs – whatever you do that is

part of the process should be kept in this document.

You choose the format of your journal. It might be a scrapbook, a notebook, or a

website (See page 22 for more information)

3

2) Product or Outcome

The product or outcome you create shows other people what you have investigated.

Apart from your journal, which will be part of the display, you need to have some way of

showing what you produced or achieved for your goal. This might be the actual product,

such as a model, electronic article, artwork or it might be visuals of the outcome, such as photographs of an event you organized. (See page 12 for more information)

4

3) Project Report

The project report is a summary of your experience of the personal project. Using no

more than 3500 words, (not including title page, bibliography and appendices) you must

describe and reflect on the experience. Extracts from the process journal are included in

the appendices of the report. (See page 23 for more information)

How will I be assessed?

The personal project is assessed against four criteria, worth eight points

each.

A: Investigating

1. You define a clear goal and global context for the project, based on

your personal interests.

2. You identify prior learning and subject-specific knowledge relevant to

the project.

3. You demonstrate research skills.

B: Planning

1. You develop criteria for your product/outcome.

2. You plan and record the development process of the project.

3. You demonstrate self-management skills.

C: Taking action

1. You create a product/outcome in response to the goal, context and

criteria.

2. You demonstrate thinking skills.

3. You demonstrate communication and social skills.

D: Reflecting

1. You evaluate the quality of the product/outcome against their

criteria.

2. You reflect on how completing the project has extended your

knowledge and understanding of the topic and the global context.

3. You reflect on your development as an IB learner through the

project.

5

Personal project timeline Date: Action or Process:

Summer 2015

Brainstorm ideas for the personal project

Do some initial research

Send an email to Mr Quéva ([email protected]) if you have immediate questions

that need to be answered before you can carry on with your project.

Thursday 27 August BBIS Personal Project Guide handed out to students.

Start reading BBIS Personal Project Guide in preparation for the next meeting (see below).

Monday 14 September

(P.3-4 English) MPR

Workshop 1: Introduction to the Personal Project and Formulating your project question

with Personal Project Coordinator.

September/October

1. Select topic (= what is it you want your personal project to be about)

2. Select the global context you want to focus on.

3. Write mind map or table about your project.

4. Begin process journal.

5. Choose supervisor, discuss your project plan and arrange a meeting schedule.

Complete Agreement on pg. 2.

6. Complete the Personal Project Worksheet on ManageBac.

7. Check project plan with your supervisor.

8. Continue writing in your process journal!

Monday 5 October

(P.1-2 Music/PE)

in classrooms

Workshop 2: Developing criteria and working on project plans (bring all necessary

materials to do so).

Due: Completed project plan uploaded onto ManageBac.

October/November

Work on project: research, experiment, interview, refine plans.

Take lots of notes in your process journal! What worked, what went wrong? How did you

react? What solutions did you find?

Document the process of your project!

Thursday 5 November

(P.3-4 Biology/Chemistry/Physics)

in classrooms

Workshop 3: How will my personal project be assessed?

Tuesday 8 December

(P.5-6 Maths)

in classrooms

Workshop 4: How do I write my personal project report? Tips from the MYP

Coordinator, School Librarian and English teachers

Friday 15 January

(P.7-8 DT/Maths)

in classrooms

Workshop 5: How do I cite properly and sufficiently? Ensuring that your report

documents your research well.

Monday 1st February Due: First draft of Personal Project Report handed in to supervisor!

Friday 5 February

(P.1-2 PE/Art)

in Sports Hall

Special workshop: What do I need for the Personal Project Exhibition?

Friday 12 February

Supervisors give back corrected drafts to their supervisees.

Friday 12 February is the last day supervisors can give back the corrected drafts since

students will work on those during half-term.

Monday 15 February to

Thursday 25 February

Work on the final draft of your report, incorporating changes suggested by supervisor.

Prepare display for presentation (global context, photos, posters, etc.).

Friday 26 February

Due: Final copies of Personal Project Report handed in to supervisor and

Personal Project Coordinator and uploaded onto ManageBac.

From Monday 29 February

until Monday 14 March

Check display materials with supervisor.

Tuesday 15 March

(P.5-8)

Set-up in Sports Hall

Wednesday 16 March Personal Project Exhibition in Sports Hall to BBIS Community

8:30-14:30 and 19:00-20:30

Please contact David Quéva with questions or concerns (room 3202, or at

[email protected])



6

Starting the personal project

The personal project needs a goal that must come out of a topic of personal interest, set

in a global context.

STEP ONE: Choosing a topic

There are some important factors to consider when choosing your topic. When you

have a topic in mind, ask yourself the following questions to determine if it is an idea

worth pursuing:

Does it interest you?

You will be spending a lot of time on your project between now and March, so it is very

important that you choose a topic you are passionate about.

Does it relate to a specific global context?

In the next section, you will see how one topic can relate to different global contexts. Choosing the right topic and global context is important to the success of your project.

Can it be researched?

You must do research for your personal project. Researching involves going to the

library as well as going online to find books, articles, videos, etc. that will inform your

project. It can also involve interviews, trips, photographs, etc. It is essential that you

choose a topic fit to be researched and for that research to be applied in your project

and in the report.

Can you complete the project without too much outside help?

Certainly, there will be people helping you with your project. Your supervisor, experts

in the field, your peers and your parents can all provide valuable input. But it must be

YOUR project, all the work on it must be done by you. Do not choose something that

is too complex for you to complete.

Is the project sufficiently ambitious?

On the other hand, you must be careful to choose a project that is ambitious and allows

you to showcase your hard work. If something can be completed over the course of a long weekend, it is not an appropriate choice for the personal project. A highly

challenging goal, if successfully completed, will likely receive high marks.

Here are some examples of challenging and highly challenging personal project goals:

7

Challenging goal

A student documents his or her

self-taught skills of photography.

A student creates a durable bag using second-hand materials.

A student writes an article on a

topic of interest for a journal

(school/academic/special

interest) and submits it to an

audience.

Highly challenging goal

A student documents his or her

neighborhood through a

photography exhibition.

A student creates a range of bags using second-hand materials to

exhibit at the local arts centre.

A student writes and publishes

an original book-length feature

on a topic of interest.

STEP TWO: Connecting the topic to a global context

Global contexts are new in the MYP. They direct learning towards independent and

shared inquiry into our common humanity and shared guardianship of the planet. Using

the world as the broadest context for learning, MYP projects can develop meaningful

explorations of:

identities and relationships

orientation in space and time

personal and cultural expression

scientific and technical innovation

globalization and sustainability

fairness and development

In order to help you choose a global context for your project, you may want to consider

the following questions:

What do I want to achieve through my personal 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?

Let’s look at some examples of how one topic can be explored in different ways,

depending on the global context.

8

Topic: Rap as a music genre

Global context Guiding question

Identity and relationships How can I show the ways in which raps

speaks to individual listeners?

Orientation in space and time How can I explore the development of rap

as a style of music across continents?

Personal and cultural expression How can I perform a rap song for peers

and have a question-answer session?

Topic: Solar energy devices

Global context Guiding question

Scientific and technical innovation How can I design a model of a solar device

with instructions for construction?

Orientation in space and time How can I investigate how different

cultures have made use of energy for

different needs throughout history?

Globalization and sustainability How can I debate Hervé Kempf’s ideas

about “how the rich are destroying the

earth?”

9

STEP THREE: Goal / Guiding question

Once you have chosen a topic and global context, you must set a goal – what you aim to

achieve with your project. The best way of describing your goal is to create a question

that will guide your investigation. Your question must reference:

your global context

your topic

Your question must demand inquiry, and not be a question that can be answered in a

sentence or two. Some examples of guiding questions include

Identities and

relationships

questions:

Orientation in space

and time questions:

How can I create an

awareness campaign

about digital

citizenship and cyber

bullying?

How can I explain the

Euclidean space

perspective of the

universe to others via

a 3D model?

How can I improve

the school's image

whilst promoting

diversity and being a

part of a community

on the BBIS campus?

How can I explain

immigration through

the ages to young

students via visual

texts?

How can I create a

video series entitled

“Keeping Culinary

Traditions,” which

presents family

recipes with historical

relevance?

How can I present my

family’s history

through a short story

entitled “The

Mayflower and the

Dream of Religious

Freedom?”

How can I represent

the lives of two

women in the Israel-

Palestine conflict

through a series of

monologues inspired

by photographs?

How can I show the

effect of mass media

on teenage identity

through a short film?

How can I use

architecture as a way

of explaining Berlin’s

history over the last

150 years?

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Personal and

cultural expression

questions:

Scientific and

technical innovation

questions:

How can I create a

story with a hero

that has current-day

values and morals?

How can I show that

nano fibres build

stronger bikes by

designing and

constructing a

prototype bike?

How can I show that

video games are an

expression of our

culture through a

short film using five

games?

How can I inform

my peers about anti-

matter in an

informational talk

entitled “What’s the

matter with anti-

matter?”

How can I explain

the art of Manga in

Japanese culture

through an ECA?

How can I create a

dance to express my

multi-national

heritage and

perform it with

peers at a school

event?

How can I explain

why genetics and

genomics are

important to health

through a media

presentation?

How can I write a

dystopian novel that

communicates and

reflects changing

values in our

society?

How can I create a

series of video

tutorials on

Geometry for Grade

10 students?

11

Globalization and

sustainability

questions:

Fairness and

development

questions:

How can I

determine whether

the school’s use of

resources is efficient

or wasteful and

provide a plan for

improvement?

How can I carry out

an awareness

campaign in our

school cafeteria to

promote fair trade

products?

How can I create an

awareness campaign

about the struggle

for water in

developing

countries?

How can I engage

my peers in a

discussion about

open-market

economies and their

role in fair trade?

How can I show the

consequences of a

western diet on

global food supplies?

How can I show the

role of developing

countries in

protecting the rain

forest through a

collection of slides?

How can I explore

the intersections of

race and inequality

through a podcast

series?

How can I raise

awareness of the

environmental

impact of flying and

offer viable

alternatives to

people in my

community?

How can I show the

rights of asylum

seekers through

painting?

12

Talk to other people about your ideas for a good guiding question. You will have

noticed by now, that all of the questions are phrased similarly, beginning with “How can

I…?” Formulating your question in this way helps ensure that there is an active

component to your project, which is necessary for your product or outcome.

STEP FOUR: Deciding on the outcome or product

With your global context, topic and guiding question in place, you need to think about

what your outcome or product will be; you have to decide the format that you will

create to share your project with others. How do you plan to answer your guiding

question? For example, if your guiding question is, “How can I show what determines a

healthy lifestyle for people of different ages?” you have several options as to what your

product or outcome will be. Here are some possibilities, can you think of others?

An information board for healthy living, that will be displayed prominently in

the school

An interactive website, which allows people of different ages to access information for a healthy lifestyle

A short instructional film to be shown to a seventh grade class about how to

live healthily

Two lessons on healthy living prepared for and taught to a group of fourth graders.

____________________________________________________________

____________________________________________________________

You must have made your final choice of

topic by the time your product criteria

are due on: ____________________

After that, topic choices are final!

13

As you can see, there are lots of possibilities.

Make sure that the product or outcome you

decide on is appropriately challenging and that it

ties in with your chosen global context. Choose

something that will best demonstrate what you

have learned through your investigation and

present it in a way that communicates easily with

others. Some examples of outcomes or

products include:

Performances

play, dance or other choreographed piece, song, rap, speech

Published writing

creative prose, collection of poetry, major essay,

extended article, script, review

Events

fund-raising events, service in action, celebration,

tournament, race

Static visual displays

photographs, poster, model, artifact, drawings,

other works of art, charts, graphs, etc.

Other media

podcast, website, film, video-tutorial, audio

recording, animation

Question: Can I have more than one outcome or

product?

Answer: Yes, if you wish to compose a piece of music

and then perform it in public, that will be two

products, but you should only have one goal / guiding

question.

14

STEP FIVE: Your project plan

Creating criteria and research questions

You will need to create criteria for your outcome or product. The criteria are how you

will know you’ve achieved your goal. You must ask yourself different questions in order to

define the criteria. The questions you ask might change depending on the type of outcome or product.

Questions you might find helpful include:

What will my outcome or product look like?

What type of materials will I use?

What techniques will I use?

What type of information will I include?

How will I present the information?

Will I include visuals?

Do I need to consider any copyright or intellectual property issues?

Who is the audience?

How will I get feedback?

Talk to other people about your criteria – your parents, friends and teachers. You can always

refine your criteria later as you discover more about your personal project goal. However,

major changes criteria should happen at the beginning of your project. Changing criteria

shortly before the due date to accommodate what you have achieved up to that point is not

acceptable.

Furthermore, you will need to create a list of at least ten research questions, to

help guide your work on the project. Good research questions might include:

Where can I go to learn more about my project?

How do I order books or other materials from libraries that are further away?

How do I work with secondary sources that are not in English?

How can I ensure that my research includes a wide variety of sources?

What aspects of my project will be the easiest for me to complete?

What aspects of my project will require the most work?

What can my supervisor do to help me?

How do I prepare for an interview?

How can I incorporate X into my project?

How do I want to format my outcome? (If it is a written piece)

Where and when will I be able to work on my product? (If it requires a specific workspace with machinery not available elsewhere)

How can I make sure the money I raise is used for the intended purpose?

How do I go about conducting and evaluating a survey?

15

Examples

Check out the examples below of the project proposals. These can be filled in on ManageBac,

but the research questions will need to be uploaded as a document.

Example 1

Question: How can I inspire students to care for

their local environment?

Global context: Globalization and sustainability

Product/Outcome:

A workshop pack

(with plan and

materials)

Delivery of the

workshop to third

graders

Specifications:

The workshop:

has clear and measurable objectives

is the right length for the targeted students

includes a suitable number of activities for the

purpose of the objectives

includes a post-workshop evaluation

questionnaire

Example 2

Question: How can I raise money for a leukemia

charity?

Global context: Fairness and development

Product/Outcome:

Completed

fundraising

campaign

Donation and

presentation of

funds to the charity

Specifications:

The campaign:

is clearly communicated to the school community

gives information to the community about how

the money will be used

is of clear duration and has an event where

money is donated

is appropriate for the target audience

Example 3

Question: How can I show how important bamboo

is to rural Chinese people?

Global context: Personal and cultural expression

Product/Outcome:

a mixed media,

three -dimensional

painting

Specifications:

The painting:

includes images of how bamboo is used in daily

life

is acrylic on canvas in observational style

is mixed media and realism – bamboo products

attached to the canvas

is on canvas size 1m x 1m

16

Using ManageBac

You will use ManageBac to record your work on your project. Please look at the timeline and

make sure that documents are uploaded when they are due.

After you have decided on your:

Topic

Goal

Global Context

Inquiry Question

Criteria

Supervisor

you must complete your Personal Project Proposal on ManageBac.

If you wish, you may keep your process journal on ManageBac. As you can see, the process

journal allows you to write journal entries, upload photos and files, as well as videos and links.

This gives you and your supervisor access to your resources and notes whenever you are

logged onto ManageBac. If you prefer to use your own journal or other website, you are free

to do so.

17

You will also find the notes section of the personal project page to be useful for communicating

with your supervisor.

Finally, be sure to check the “files” tab of Grade 10, as well as the links to access all relevant

documents and resources regarding the personal project provided by the MYP Coordinator.

STEP SIX: Organizing your project

With your global context, topic, guiding question and criteria in place, you should take time to

plan your time management over the period allowed for the personal project. Managing time

is one of the most crucial elements of the project. Ask any student in Grades 11 or 12

and they will confirm this. It is essential that you create a timeline of what you plan to do.

To help you plan, you should remember that the personal project has at least five phases:

THINK!

This is the phase involving the first five

steps – you develop your personal project

concept through your choice of Area of

Interaction, topic and guiding question.

INVESTIGATE!

This is the phase you undertake next –

you gather as much information as you can

on your topic.

PLAN!

This phase is when you plan your response to the guiding question – sorting through

information and designing your product /outcome.

CREATE!

This is the phase when you actually create your product or outcome for the personal project.

PRESENT!

Finally, you present your personal project for viewing and assessment.

On the next page, you’ll find a timeline you can use to plan your personal project. The exact

format is your choice, but this will help you get started.

18

Month Week Due Dates Focus Activities

September 1

2

3

4

October 1

2

3

4

November 1

2

3

4

December 1

2

3

4

January 1

2

3

4

February 1

2

3

4

March 1

2

3

19

Investigating

What is an investigation?

An investigation for the personal project is the action of finding out information in order to

respond to the guiding question. Using your guiding question, you will:

gather all the information you can from a variety of sources

evaluate the sources: work out which information is really useful as well as reliable for a response to the guiding question

What sources do I use for my investigation?

You have access to a variety of information sources:

Books

Articles from magazines, journals, newspapers

Web sites

TV programmes / video clips

Expert people

You should use them all, initially, to find out as much as you

can about your topic.

Record all of the sources you read, view, listened to or interviewed in your process journal.

This will form a valuable resource for later in the project process.

How do I choose what information to

use?

Having investigated your topic by reading, viewing,

listening and interviewing to gather information,

now you have to sort through what you have

gathered to choose what is most useful or

appropriate for your project.

There are many techniques you can apply to

choose which information to use and which to

leave out. Some examples are identified below as

guides or reminders of what to do at this point.

Sometimes, one technique will work. More likely,

you will have to use combinations of them to

finally choose what information to use.

You must use in-text citation and

a Works Cited page, formatted

using the latest edition of the

MLA system.

20

Straight logic

This technique requires you to simply select information by thinking about its relevance to your

guiding question. You label pieces of information as either ‘relevant’ or ‘irrelevant’ and then use

the relevant information for your project.

Degree of importance

You make four categories and go through your information, labeling each piece of information

according to the category that best describes what you have found. The categories are:

Absolutely essential

You cannot respond to the guiding question if you don’t use this information. Keep it and use it.

Very useful

This is information that should be used in the response because it makes very clear to everyone

what you have learned or want other people to learn about your topic. Keep and use as much

of it as you can.

Interesting

This information does refer to the guiding question, but if you did leave it out it wouldn’t

radically change your response. Use it if you don’t have enough of the two levels above.

Irrelevant

When you look at your guiding question this information doesn’t really help. It is related to the

topic only, but not the global context. You ignore this information.

The Checklist

For this technique you have a series of question that you apply to each piece of information. If

it receives ticks against all questions then clearly you should use the information in your

response.

Is the information source reliable and is the information accurate?

Is the information current or still valuable if it is older?

Does the information help you respond to the guiding question?

Does the information connect clearly with the global context or aspects of it?

Does the information belong to your topic?

Will the information help you to develop your product or outcome?

21

Your process journal

1) What should I keep in my process journal?

Your journal is a complete record of EVERYTHING you do for your personal project, from

START to FINISH. You should use your journal to store:

Notes and ideas on your project’s global context

Concepts for your project

Drawings, pictures, clippings, photographs

Information gathered from your investigations

Copies of interviews and discussions with people

Plans for your project

Timeline(s)

Above all else you should use your journal to make regular and detailed REFLECTIONS on your ideas, progress and challenges. Record your responses to other people’s feedback, your

good experiences and your disappointments.

Your journal will be the most important document in your personal project experience because

from it you will be able to draw much of the information you will need to write your report.

You will also need to include a maximum of 10 extracts in the appendices of your report.

2) What should my journal look like?

You choose your journal format. Choose a format that allows you to be organized and chaotic,

neat and messy, because you will be putting scraps as well as good documents into it. You

therefore can choose from a number of formats:

ManageBac

Website

Scrapbook

Booklet

Word document

Wiki

Blog

PowerPoint

22

Choose the one you feel will be the most effective for your style of learning and make it

uniquely yours.

3) Individual extracts:

Your 10 individual extracts representing the key developments of the project may include:

Visual thinking diagrams

Bulleted lists

Charts

Short paragraphs

Notes

Timelines, action plans

Annotated illustrations

Annotated research

Artifacts from inspirational visits to museums, performances,

galleries

Pictures, photographs, sketches

Up to 30 seconds of visual or audio material

Screenshots of a blog or website

Self and peer assessment feedback

These extracts are submitted as appendices of the report or presentation at the conclusion of

the project. The student should take responsibility for making the appropriate extracts available

to the supervisor.

DO NOT WAIT…

START YOUR

PROCESS

JOURNAL

TODAY!!!!!

23

Your project report

What is the project report?

The project report is the formal record of the entire process you undertook

to complete your Personal Project investigation.

It will explain clearly to whoever reads it:

The goal of your project

Your choice of global context and how your project explores it

Your research questions

The criteria of your outcome / product

Why you chose this project

The timeline and tasks you had to complete

Your research and the evaluation of information and resources

The application of research and the techniques you used

Your reflection on the quality of the outcome / product

What should the project report look like?

The report is the place where you bring together and summarize your thinking, research and

creative process that resulted in your finished project.

You can start drafting the report at any stage or begin when you have completed the outcome

or product, provided that this has happened before the due date of the first draft.

The information you include in the report is organized into specific sections, as outlined below.

Before you begin, you will need to plan and organize the information. Your process journal will

be extremely important at this point, as it will contain all the information you need to complete

the report, if you have used it consistently.

Structure of the Personal Project Report

1) Structure: The report must include:

Title page

Table of contents

Body of the report

Works Cited Page

Appendices.

The title page must include the

following:

• Student’s name

• Supervisor’s name

• Title of the project (your guiding question)

• Length (word count)

• School name

• Year

When is your first draft due? _____________________________

_____________________________

__

24

2) Body of the report (outline)

The body of the report is structured around the objectives and assessment criteria and it

must include the following sections:

Introduction

a) From Topic to Guiding Question: explain why you chose your goal.

What is your topic? What made you choose your topic? Why did this topic interest you?

How much prior experience or understanding of this topic did you have?

What guiding question did you design from the global context and topic?

What process did you use to decide on your guiding question?

Why is your question one that requires more than a simple answer?

What goal did you set for your project?

b) Choice of global context: why this global context and not another one?

What global context was the focus for your project?

Why did you choose that particular global context?

What specific features of the global context did you intend to focus upon in your project

and why?

How can someone recognize the global context in the question?

How can they recognize the topic in the question?

Criterion A: Investigation

In this section, make sure you:

Define a clear and highly challenging goal

Explain what the context for the project was

Identify prior learning

Identify subject-specific knowledge that is consistently highly relevant to the project

Demonstrate excellent research skills.

Useful questions you might want to answer:

What is it you were trying to achieve? Was it challenging enough?

Mention all connections with your personal interest(s).

What did you before you started? Did you have to learn new skills?

Which resources did you investigate for your project? Why did you choose them?

Were some resources better than others? Did you have any difficulties finding or using

resources?

Which printed resources did you use? Why did you use them? Where did you find them? How easy were they to obtain? What was valuable about them?

Which electronic resources did you use? Why did you use them? How did you access

them? How easy were they to access? What was valuable about them?

Which human resources did you use? Why did you use them? How easy were they to meet or talk to? What was valuable about them?

How did you make your choices about what information to use and what to discard?

How did you evaluate your sources?

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Criterion B: Planning


a) Develop rigorous criteria for the product/outcome

b) Present a detailed and accurate plan

c) Record the development process of the project

d) Demonstrate excellent self-management skills.


What “measuring tool” did you use to decide that your product was good or bad?

What criteria did you put in place to help you successfully complete your investigation and

your project overall?

Tell us about the step by step guide you used to make sure you completed your project

(photos, research, websites, plans on paper, experts, etc.).

What decisions did you make based on the information you discovered?

How did you solve problems?

How did the information affect your choices?

Were there any specific techniques you developed as a result of your investigation?

Show that you met deadlines, could work on your own, could be trusted to do the work on

your own, etc.

Criterion C: Taking action


a) Create an excellent product/outcome in response to the goal, global context and criteria

b) Demonstrate excellent thinking skills

c) Demonstrate excellent communication and social skills


Why did you choose this particular project?

What are your goal, global context and criteria?

In which way(s) are they connected?

How did you focus on each of them to develop an excellent product?

Show how your thinking skills helped you develop the product differently from what was

originally planned.

Show you had to get in touch with people/experts to get information.

Show you had to communicate with other people (BBIS/outside of school) to get the

information you were looking for.

How did you develop your communication and social skills?

Can you show/prove that both actually developed? If so, how?

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Criterion D: Reflecting


a) Present an excellent evaluation of the quality of the product/outcome against your criteria

b) Present excellent reflection on how completing the project has extended your knowledge

and understanding of the topic and the global context

c) Present excellent reflection on your development as an IB learner through the project


How did you use the criteria you created to evaluate your product?

How did the global context give you a different or better understanding of your topic?

What new understanding do you have of the global context you chose?

What aspects of your investigation really helped you to reach a better understanding of your topic?

What exactly did you learn from your investigation? Did you develop new skills?

What was your response to your guiding question?

How did you reach your conclusion?

How well did you do the project, according to your self-assessment?

What did you feel you did well? What would you improve next time you do a similar project?

What specific skills did you need to develop/apply to investigate and complete your project?

What new skills did you learn, or what existing skills did you improve?

What format did you use for your Journal and why was it your preferred format?

What did you learn about yourself as a person through undertaking the project process?

Which of the Learner Profile qualities did you find yourself exhibiting at different times and

why? Have you improved in any of these qualities?

What action should be taken by yourself and others as a result of what you discovered

through your investigation? Why should that action occur? How might that action be

implemented?

Final comments about your experience with the project?

3) A few important things you need to know...

a) Plagiarism and academic honesty:

I. Ownership

The work in the personal project must be your own. You and your supervisor must

use the academic honesty form provided by the IB to note your meeting dates and

the main points discussed and to declare the academic honesty of work.

If you plagiarise (copy) someone else’s words without acknowledging where they

came from, you will fail. You will also fail if you copy someone else’s personal

project and will be required to do a new personal project under the guidance of the

same supervisor. This is a very serious offence.

The consequences of plagiarism and cheating are based on the school’s Book of

Regulations and the Code of Conduct.

II. Help

Can anyone help me to edit my project report?

The project report should be as error-free as possible and it must be comprehensible to

whoever reads it. You can approach family, friends and teachers for assistance with grammar,

punctuation and spelling matters. However, while they can help you with editing, they can’t

WRITE the project report for you (see paragraph above). It must ultimately be your own work.

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While your supervisor may give you feedback on style and grammar, he/she is not responsible

for proofreading any drafts of your report.

b) Additional guidance:

• You should review the report with your supervisor to receive formative feedback before you submit your final draft for summative assessment.

• You may use any form of visual support.

• You must acknowledge all your sources regardless of the format of presentation.

• Neither written nor other formats of reports should include question and answer sessions or formal interviews.

• In case you have conducted an interview, the transcript of the interview has to be included in the appendices section.

• The report can be assessed as a live performance or as a recording.

c) Page Numbering:

You should include page numbers to indicate how many pages there is within your personal

project. You do not number the cover, contents page, works cited page or appendices. You

number the pages of your personal project itself so that you supervisor knows exactly how

many pages they should be expecting to read.

d) Footnotes:

You may use footnotes to explain points further that you have been unable to fully examine in

the body of your personal project due to the word limit.

e) Using a Computer:

Please make sure you always save your report on the Cloud and keep a back-up on the hard-

drive of your computer. It is incredibly frustrating when months of hard work disappear

because of a technical error/issue...

f) Supervisors:

You will need a supervisor with whom you will meet, initially, once a week, and later on every

other week. Your supervisor does not necessarily have to be an expert in your chosen subject

area but his or her role is to advise and guide you in the process. It is important that you have a

discussion with your supervisor about your choice to see whether or not your intentions are

realistic.

It is important that you attend ALL meetings that you arrange with the supervisor and that you

come to the meetings on time with all the necessary materials.

g) Length of the report: The length of the personal project report must be a minimum of 1,500 words and a

maximum of 3,500 words, not including the Works Cited page and Appendices.

h) Finally:

Remember you are not doing this in your own. Your supervisor and others will help you on

your way and by choosing something YOU want to explore, with planning and effort, you will

complete the project and by the end of it be more knowledgeable and skilled in your chosen

area.

28

i) Personal Project glossary:

Apply: use knowledge and understanding in response to a given situation or real

circumstances.

Bibliography: an alphabetical list of every source used to research the personal project.

Create: bring something into existence.

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

Evaluate: to assess the implications and limitations; to make judgments about the ideas,

works, solutions or methods in relation to selected criteria.

Identify: provide an answer from a number of possibilities. Recognize and state briefly a distinguishing fact or feature.

Justify: give valid reasons or evidence to support an answer or conclusion.

List of references: an alphabetical list of only those sources that are cited in the project

report.

Outcome: the end result of the student’s project used particularly where the project has resulted in a non-tangible result or result that has various aspects to it. For example, an

awareness-raising campaign.

Outline: give a brief account or summary.

Process journal: a generic term to refer to the documentation that students develop during the process of completing the personal project.

Product: the end result of the student’s project used particularly where the project has

resulted in a tangible artefact such as a sculpture, film, story or model.

Reflect: to think deeply about; to consider.

Select: choose as being the most suitable from a number of options.

Criteria: specific elements the project outcome or product must meet to be a quality

outcome, as defined by the student.

State: give a specific name, value or other brief answer without explanation or calculation.

Transfer: make connections—including using knowledge, understanding and skills across

subjects to create products or solutions, applying skills and knowledge in unfamiliar

situations.

What should you include in the appendix?

A maximum of 10 extracts from your process journal (see

p.22 onwards for more details).

Photos or other graphic material you refer to in your report.

29

ASSESSMENT CRITERIA

The following table lists all of the assessment criteria, where the evidence will be found and the

maximum level that can be achieved:

Criterion A Investigating Maximum 8

Criterion B Planning Maximum 8

Criterion C Taking action Maximum 8

Criterion D Reflecting Maximum 8

GRADE BOUNDARIES

1 0-3

2 4-7

3 8-12

4 13-17

5 18-22

6 23-27

7 28-32

Add up all 4 results and get a

score out of 32. Find your

score in the grid below and

get your final grade (1 to 7).

30

C: Taking action: the student is able to: D: Reflecting: the student is able to:

1

2 create a limited product/outcome in response to the goal, global context and

criteria

demonstrate limited thinking skills

demonstrate limited communication and social skills.

1

2 present a limited evaluation of the quality of the product/outcome against his or her criteria

present limited reflection on how completing the project has extended his or her knowledge


present limited reflection on his or her development as an IB learner through the project.

3

4 create a basic product/outcome in response to the goal, global context and

criteria

demonstrate adequate thinking skills

demonstrate adequate communication and social skills.

3

4 present a basic evaluation of the quality of the product/outcome against his or her criteria

present adequate reflection on how completing the project has extended his or her knowledge


present adequate reflection on his or her development as an IB learner through the project.

5

6 create a substantial product/outcome in response to the goal, global context

and criteria

demonstrate substantial thinking skills

demonstrate substantial communication and social skills.

5

6 present a substantial evaluation of the quality of the product/outcome against his or her criteria

present substantial reflection on how completing the project has extended his or her

knowledge and understanding of the topic and the global context

present substantial reflection on his or her development as an IB learner through the project.

7

8 create an excellent product/outcome in response to the goal, global context

and criteria

demonstrate excellent thinking skills

demonstrate excellent communication and social skills.

7

8 present an excellent evaluation of the quality of the product/outcome against his or her criteria

present excellent reflection on how completing the project has extended his or her knowledge


present excellent reflection on his or her development as an IB learner through the project.

A: Investigating: the student is able to: B: Planning: the student is able to:

1

2 state a goal and context for the project, based on personal interests, but this

may be limited in depth or accessibility

identify prior learning and subject-specific knowledge, but this may be limited

in occurrence or relevance

demonstrate limited research skills.

1

2 develop limited criteria for the product/outcome

present a limited or partial plan and record of the development process of the project

demonstrate limited self-management skills.

3

4 outline a basic and appropriate goal and context for the project, based on

personal interests

identify basic prior learning and subject-specific knowledge relevant to some

areas of the project

demonstrate adequate research skills.

3

4 develop adequate criteria for the product/outcome

present an adequate plan and record of the development process of the project

demonstrate adequate self-management skills.

5

6 define a clear and challenging goal and context for the project, based on

personal interests

identify prior learning and subject-specific knowledge generally relevant to

the project

demonstrate substantial research skills.

5

6 develop substantial and appropriate criteria for the product/outcome

present a substantial plan and record of the development process of the project

demonstrate substantial self-management skills.

7

8 define a clear and highly challenging goal and context for the project, based

on personal interests

identify prior learning and subject-specific knowledge that is consistently

highly relevant to the project

demonstrate excellent research skills.

7

8 develop rigorous criteria for the product/outcome

present a detailed and accurate plan and record of the development process of the project

demonstrate excellent self-management skills.

Assessment criteria (A, B, C and D)

31

Research and citation

In order to show that you have expanded your knowledge base through the personal project,

you must do research. This is reflected in Criterion A, where in order to receive high marks,

you must demonstrate excellent research skills. Thus, it is important for you to choose a topic

that can be researched. Where can you go to find good sources? Here are some ideas:

The Internet

While this seems like an obvious place to start your research, don’t stop there! You must have

a variety of different types of sources. Also, be sure to use trustworthy sources online, such as

major news websites, scholarly web pages or other sites run by educational, governmental or

non-profit organizations.

The Library

Start with the BBIS Library, but also check out the local library in Kleinmachnow (right down

the road behind the Rathausmarkt) and the many public and university libraries in Berlin. Most

of these have a considerable selection of English language books.

Bookstores

If you are really passionate about a topic, it might be a good idea to invest in a book or two on

the subject, that you can write in or refer to later on.

No matter where you go to find your sources, there are a variety of materials available to for

you to use:

Books, including e-books and graphic novels

Articles from newspapers, magazines, scholarly journals, online databases or

encyclopedias

Cartoons or Comic Strips

Interviews

Films

Video clips

Websites

Images from printed or digital sources

Interviews

Once you have found your sources of information, you must read them and decide what you

can and cannot use for your project. It is important to remember to only list sources on your

Works Cited page that you have used in your report.

32

What do I need to cite and how do I do it?

Referring to the work of others (texts, images or spoken words) requires in-text citation. You

do not need to cite common knowledge, idiomatic expressions or proverbs or common images

(like the flag of a country.)

Citation of all other information is important for two reasons. First, using in-text citation

shows that you have put in the time and effort to learn more about your projects from expert

sources. It validates what you are writing about by showing the reader that others back up

what you claim through research, experiments, etc. that they have conducted. Furthermore,

in-text citation is essential in order to prevent plagiarism.

What is plagiarism?

Plagiarism is taking the work of someone else and passing it off as your own without giving

credit to the source. It is stealing. This is not only a violation of the BBIS Code of Conduct, it

is illegal. Plagiarizing any part of your personal project Report will result in your receiving a

zero on the project.

In order to avoid committing plagiarism, and in the process, showing that your work is well-

researched and documented, you need to use in-text citation in MLA format.

What does in-text citation look like?

In text-citation can look something like this:

Wordsworth stated that Romantic poetry was marked by a "spontaneous overflow of

powerful feelings" (263).

Or like this:

Romantic poetry is characterized by the "spontaneous overflow of powerful

feelings" (Wordsworth 263).

Or this:

Wordsworth extensively explored the role of emotion in the creative process

(263).

These examples, as well as the ones that follow, were taken from the Purdue English Writing

Lab Website.

As you can see, MLA in-text citation displays the name of the Author and the page number in

parentheses. This is called parenthetical citation. If you mention the author in the text, then

you don’t need to name him or her (or them) in the in-text citation.

33

But wait! What if I don’t quote the author directly?

Even if you don’t quote someone directly, you must still cite their work. Paraphrasing or

summarizing is good and often necessary when integrating someone else’s thoughts into your

work. As you can see in the third example, the writer summarized Wordsworth’s ideas about

Romantic poetry without directly quoting him.

What is a Works Cited Page?

The in-text, parenthetical citation helps the reader find the work you quoted on the Works

Cited Page. This is a complete list of every source used in your report. It is placed at the end of your paper and provides the information necessary for a reader to locate and retrieve any

sources cited in your report.

Your Works Cited page must be on its own page in your report. You will list all of the sources

you used in MLA Format. Have a look at the example on the next page. You will notice that

web sites are not listed by URL. This is because URLs change over time, and anyone reading

your work needs to be able to find the website or online article at any time.

Doing proper in-text citation and Works Cited page requires some time and effort; it is not

something that can be done at the last minute. As you start your project, be sure to always

keep track of all research you do. Make sure you write down all the necessary information

about a source and record interviews, so that you can refer to them later on, when you are

writing the report.

Once it’s time to put together your Works Cited page, there are number of websites that can

help you. EasyBib is a popular place to start, but it sometimes makes mistakes and in the end,

you are responsible for getting it right. The Purdue Online Writing Lab is an excellent

resource that can answer all of your questions about how to cite videos, interviews, pictures,

books with no author, articles with five authors, etc.

34

First meeting:

Getting started Meeting How long? When? Title

1 40 mins September Getting started

What you need to achieve in this meeting:

1. Contracting and administration

You supervisor and yourself should sign p.1 of this booklet. Have a discussion with your supervisor: your responsibilities and his/hers; timetable issues; who

is contacting who; planning ahead.

2. Have you read this guide fully?

Yes No

3. Go through the assessment criteria (p.31). What do you think you’ll have to do for each

of them?

Criterion A: Investigating Criterion B: Planning

Criterion C: Taking action Criterion D: Reflecting

4. Have you decided on a topic (or project if you prefer)? If so, what is it?

5. Why did you decide to choose this particular topic?

6. Have you decided on a global context? If so, which one?

Identities and relationships Orientation in space and time

Personal and cultural expression Scientific and technical innovation

Globalization and sustainability Fairness and development

7. Setting dates for future meetings (the last one being in March):

Date: ________ Time: ______ Room: ______ Date: ________ Time: ______ Room: ______



Date: ________ Time: ______ Room: ______

Things to do for the second meeting:

Record this meeting on the academic honesty form.

Make sure you have clear answers for the questions above.

Carry on with your research.

You should have at least 3 entries in your process journal.

After this meeting, make sure you write down all

useful information in your process journal (you also

need to update ManageBac).

Anything else?

35

Second meeting:

Criterion A: Investigating

Meeting How long? When? Title

2 40 mins September Investigating


1. This is the second meeting. Discuss progress and challenges with your supervisor...

2. You now have a topic and global context. What is your goal/guiding question (what is it

you are trying to achieve)?

3. Is this goal challenging enough? Is it too challenging?

4. Can you identify prior learning and subject-specific knowledge that is relevant to the

project?

5. How many entries have you got in your process journal? Review your entries with your

supervisor.

6. How are you doing with your research? How can you research further?

Things to do for the third meeting:


Make a list of your research sources.

Carry on writing in your process journal.

You should have 10 entries in your journal by now...

Save everything in and update ManageBac.




Anything else?

36

Third meeting:

Criterion B: Planning Meeting How long? When? Title

3 40 mins October Planning


1. You are starting on your personal project now. The first draft is due on Monday 1st

February. Set up a timeline (p. 19 of this booklet) so you meet the deadline...

2. Have you developed criteria for your project?

3. Have you developed an action plan for creating/doing your project?

4. Do you need to develop special skills? If so, how are you going to do that?

5. Will you need special equipment for your project?

6. Have you recorded the development process of the project (video, photos, websites,

sketches, etc.)?

7. How can you demonstrate that you have good/excellent self-management skills?

Things to do for the fourth meeting:

Make sure your timeline is ready.


You should have 14 entries in your process journal by

now.

Update ManageBac (type all entries).

Save all pictures, videos, website, etc. on ManageBac.




Anything else?

37

Fourth meeting:

Criterion C: Taking action

Meeting How long? When? Title

4 30 mins November Taking action


1. Did you start implementing your action plan?

2. If so, how can you demonstrate you have good/excellent thinking skills?

3. You need to establish a network of people who will help with the project. Who could

you start with? How can you get the help you need?

4. How can you prove you developed good/excellent communication skills?

5. How can you prove you developed your social skills?

6. You now have a goal, a global context and criteria. How can you create a good

product/outcome in response to them?

7. Any challenges/difficulties/obstacles you’d like to discuss with your supervisor?

Things to do for the fifth meeting:

You should have 18 entries in your process journal.

Make sure you have clear answers for the questions

above.

You need to begin a draft for your project report.




Anything else?

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Fifth meeting:

Criterion C: Designing and creating the product Meeting How long? When? Title

5 30 mins January Designing and creating

the product

What you need to have achieved within a few weeks:

1. Have a mid-point meeting with your supervisor & record the meeting on the academic

honesty form.

2. Discuss your product with your supervisor. What is easy to achieve and what is more

difficult? Where can you get help?

DESIGNING & CREATING THE PRODUCT Creating Criteria for your final Product/Outcome:

You need to create criteria for your final product.

The criteria are the way you know you've achieved your goal.

You will need to ask yourself different questions in order to define the criteria, such as: a. What will my outcome or product look like?

b. What type of materials will I use?

c. What techniques will I use?

d. What type of information will I include?

e. How will I present the information?

f. Will I include visuals?

g. Do I need to consider any copyright or intellectual property issues?

h. Who is the audience?

i. How will I get feedback?

Write in your process journal a complete list of criteria for your product/outcome and create a

good/excellent product or outcome in response to the goal, global context and criteria.

Things to do for the sixth meeting:

Is your product (website, book, music instrument, game, etc.) ready?

If not, what do you need to do? Who do you need to

see? Where can you get help?

Carry on writing in your process journal. You should have at least 22 entries.

Carry on developing the draft of your project report.




Anything else?

39

Sixth meeting:

Criterion D: Reflecting Meeting How long? When? Title

6 30 mins February Reflecting


1. Is your product completely finished? If not, what do you still need to do?

2. Is your process journal up to date?

Yes No

3. Add 3 additional entries. Have you now got a total of 25 entries?

Yes No

4. Select (with the help of your supervisor) the 10 process journal extracts that will be

included in your report.

5. How can you present a good/excellent evaluation of the quality of the product/outcome

against your criteria?

6. How can you present a good/excellent reflection on how completing the project has

extended your knowledge and understanding of the topic and the global context?

7. How can you present a good/excellent reflection on your development as an IB learner

through the project?

Things to do for the seventh meeting:


Continue working on the draft of your report.

You should be in the process of finalising your project

report.

Anything else?




40

Seventh meeting:

Last chance Meeting How long? When? Title

8 30 mins February Last chance


1. This meeting has to be recorded on the academic honesty form.

2. Finish developing the draft for your report (the “reflection” sections in particular).

3. Send your draft to your supervisor for feedback.

4. Finalise your report by Friday 29 January.

5. Complete the MYP personal project coversheet.

6. Last minute changes before final hand-in.

7. Last minute questions to your supervisor

Important reminder:

Things to do for the last meeting:

Go through the booklet and make sure you haven’t

forgotten anything.

Make sure your project report follows the structure given in this booklet.

Make sure you have a maximum of 10 extracts in the

appendices of your report.

You will also have to develop a way to display and/or present your project at the personal project Exhibition in

March.

Report to be handed in by Monday 1st February!!!

IMPORTANT - CHECKLIST for Report Deadline:

Have you followed guidelines for the project report?

Is your communication in the report clear, coherent and concise?

Is the word limit more than 1500 and less than 3500 words?

Have you accurately cited all sources according to MLA or APA format?

Have you justified the topic of interest, the area of interaction and the goal?

Have you created and shared specifications for evaluating the project's outcome?

Have you selected a wide variety of relevant sources to achieve the goal?

Have you evaluated your sources?

Have you shown evidence of transfer of knowledge from your research to your ideas and

to your product?

Have you shown clearly the decisions you made and the solutions you created?

Have you evaluated your product against your specifications?

Have you reflected on how making the product has extended your knowledge and

understanding of the topic and the area of interaction focus?

Have you reflected on how you have developed as a learner by completing the project?




Anything else?

41

Eighth meeting:

Finishing line Meeting How long? When? Title

7 30 mins March Finishing line


1. Meet your supervisor for the last time.

2. Check display material with your supervisor.

3. Ask questions about the way the material is going to be organised.

4. Make sure you know about the exhibition (see below)

5. Final grade and feedback (project report)?

6. Enjoy the rest of the year!

Important reminder:

THE EXHIBITION!

Personal Project Exhibition in Sports Hall to BBIS Community

Wednesday 16 March

8:30-14:30 and 19:00-20:30

Schedule:

Check display materials with supervisor: Monday 29 February to

Monday 14 March.

Set-up in Sports Hall: Tuesday 15 March (P.5-8).

Exhibition: Wednesday 16 March (8:30-14:30 and 19:00-20:30).

42

Works Cited

"Blueprint Lays Out Clear Path for Climate Action." Environmental Defense Fund.

Environmental Defense Fund, 8 May 2007. Web. 24 May 2009.

Clinton, Bill. Interview by Andrew C. Revkin. “Clinton on Climate Change.” New York Times.

New York Times, May 2007. Web. 25 May 2009.

Dean, Cornelia. "Executive on a Mission: Saving the Planet." New York Times. New York

Times, 22 May 2007. Web. 25 May 2009.

Ebert, Roger. "An Inconvenient Truth." Rev. of An Inconvenient Truth, dir. Davis

Guggenheim. rogerebert.com. Sun-Times News Group, 2 June 2006. Web. 24 May 2009.

GlobalWarming.org. Cooler Heads Coalition, 2007. Web. 24 May 2009.

Gowdy, John. "Avoiding Self-organized Extinction: Toward a Co-evolutionary Economics of

Sustainability." International Journal of Sustainable Development and World

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If you’ve read all the way to this page prior to our first meeting, you are well on your way

to completing a successful personal project.

Best wishes to you all!

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