curry-myp-community-project-guide-final1 · web viewthe community project focuses on community...

LAMAR LOUISE CURRY MIDDLE SCHOOL

Middle Years Programme (MYP)

Gr. 8 CommunityProject Guide

StudentName: ID#

GroupMembers:

MYP Community Project

2

TABLE OF CONTENTS

1. TIMELINE …3

2. ASSESSMENT …4

3. GUIDEBOOK FOR STUDENTS …7

4. PROJECT ACTION PROPOSAL & CONTRACT …10

5. PROCESS JOURNAL …13

6. APPENDIX:

a. Aims and Objectives …15

b. Global Context definitions …16

c. Goal, Need and Community definitions …17

d. Service Learning definitions …18

e. Bibliography …19

f. Know-Learn-Do Organizer …20

g. Project Work Plan …21

h. Approaches to Learning …22

i. MYP Projects Academic Honesty Form …24j. What is a process journal …26k.

JoJournal Extracts …

26


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2018-2019TIMELINE

Kick off MYP Community Project Assembly September 13th, 2018

Project Action Proposal and Contract October 17th, 2018

Teacher Mentor Meeting #1refer to MYP projects academic honesty form in appendix, p 24Done through INDIVIDUALS AND SOCIETIES CLASS

November 12-16th, 2018

Teacher Mentor Meeting #2refer to MYP projects academic honesty form in appendix, p 24Done with FIELD MENTOR

Must have met by Dec.19th ,2018

Teacher Mentor Meeting #3refer to MYP projects academic honesty form in appendix, p 24Done through INDIVIDUALS AND SOCIETIES CLASS

January 22nd -25th, 2019

FINAL REVIEW DATE during Homeroom (see list below)Share and get feedback from peers in HR class

February 19th-22nd, 2019

Completion of Project In class presentation (during HR) Hand in:

o process journal extracts (individual project: 6-10; group project: 10-5(each member contributes and equal number of extracts)

o MYP projects academic honesty formo any supporting visual aids used during

presentation o bibliography/sources

March 4th-15th, 2019

To be turned in on the day you present in homeroom

8TH Grade HR will meet in the Auditorium for meeting regarding proper etiquette and decorum for the Night of Exhibition.

April 3rd- 4th, 2019

A Night of Exhibition of Projects(Parents are welcome) This is MANDATORY for all 8th grade IB students.

April 12th, 2019

MYP Year 3 Graduation Celebration TBA

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COMMUNITY PROJECT ASSESSMENT CRITERIA

Criterion A: InvestigatingMaximum: 8

In the community project, students should be able to:i. define a goal to address a need within a community, based on personal interests ii. identify prior learning and subject-specific knowledge relevant to the project iii. demonstrate research skills.

Achievement level Level descriptor

0 Students do not achieve a standard described by any of the descriptors below.

1–2

Students:i. state a goal to address a need within a community, based on personal interests, but this may belimited in depth or accessibilityii. identify prior learning and subject-specific knowledge, but this may be limited in occurrence or relevanceiii. demonstrate limited research skills.

3–4

Students:i. outline an adequate goal to address a need within a community, based on personal interests ii. identify basic prior learning and subject-specific knowledge relevant to some areas of the projectiii. demonstrate adequate research skills.

5–6

Students:i. define a clear and challenging goal to address a need within a community, based on personal interestsii. identify prior learning and subject-specific knowledge generally relevant to the project iii. demonstrate substantial research skills.

7–8

Students:i. define a clear and highly challenging goal to address a need within a community, based on personal interestii. identify prior learning and subject-specific knowledge that isconsistently highly relevant to the projectiii. demonstrate excellent research skills.

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Criterion B: PlanningMaximum: 8

In the community project, students should be able to:i. develop a proposal for action to serve the need in the community ii. plan and record the development process of the projectiii. demonstrate self-management skills.

Achievement level Level descriptor

0 Students do not achieve a standard described by any of the descriptors below.

1–2

Students:i. develop a limited proposal for action to serve the need in the communityii. present a limited or partial plan and record of the development process of the project iii. demonstrate limited self-management skills.

3–4

Students:i. develop an adequate proposal for action to serve the need in the communityii. present an adequate plan and record of the development process of the projectiii. demonstrate adequate self-management skills.

5–6

Students:i. develop a suitable proposal for action to serve the need in the communityii. present a substantial plan and record of the development process of the project iii. demonstrate substantial self-management skills.

7–8

Students:i. develop a detailed, appropriate and thoughtful proposal for action to serve the need in thecommunityii. present a detailed and accurate plan and record of the development process of the project iii. demonstrate excellent self-management skills.

Criterion C: Taking actionMaximum: 8

In the community project, students should be able to:i. demonstrate service as action as a result of the project ii. demonstrate thinking skillsiii. demonstrate communication and social skills.

Achievement level Level descriptor0 Students do not achieve a standard described by any of the descriptors below.

1–2

Students:i. demonstrate limited service as action as a result of the project ii. demonstrate limited thinking skillsiii. demonstrate limited communication and social skills.

3–4

Students:i. demonstrate adequate service as action as a result of the project ii. demonstrate adequate thinking skillsiii. demonstrate adequate communication and social skills.

5–6

Students:i. demonstrate substantial service as action as a result of the project ii. demonstrate substantial thinking skillsiii. demonstrate substantial communication and social skills.

7–8

Students:i. demonstrate excellent service as action as a result of the project ii. demonstrate excellent thinking skillsiii. demonstrate excellent communication and social skills.

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Criterion D: ReflectingMaximum: 8In the community project, students should be able to:i. evaluate the quality of the service as action against the proposalii. reflect on how completing the project has extended their knowledge and understanding of

service learningiii. reflect on their development of ATL skills.

Achievement level Level descriptor0 Students do not achieve a standard described by any of the descriptors below.

1–2

Students:i. present a limited evaluation of the quality of the service as action against the proposalii. present limited reflections on how completing the project has extended their knowledge and understanding of service learningiii. present limited reflections on their development of ATL skills.

3–4

Students:i. present an adequate evaluation of the quality of the service as action against the proposalii. present adequate reflections on how completing the project has extended their knowledge and understanding of service learningiii. present adequate reflections on their development of ATL skills.

5–6

Students:i. present a substantial evaluation of the quality of the service as action against the proposalii. present substantial reflections on how completing the project has extended their knowledge and understanding of service learningiii. present substantial reflections on their development of ATL skills.

7–8

Students:i. present an excellent evaluation of the quality of the service as action against the proposalii. present excellent reflections on how completing the project has extended their knowledge and understanding of service learningiii. present detailed and accurate reflections on their development of ATLskills.

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GUIDEBOOK FOR STUDENTS

Introduction

The COMMUNITY PROJECT focuses on community and service, encouraging students to explore their right and responsibility to take action by serving in the community. Have you ever been inspired to affect change in your community or the environment (group, class, school, city, ecosystems, state, country, and world)? Here’s your opportunity. Welcome to the Community Project. Student will have spent a minimum 15 hours on their project.

What Type of Community Project Can We Do? (refer to p 16)

IDENTITIES & RELATIONSHIPS• Laughter therapy campaign in children’s hospital or elder care home• Tutoring classes providing additional or special instruction to primary school students• Researching the effects of cola drinks on digestion and developing a campaign to promote

healthy choices available from school vending machines

ORIENTATION IN SPACE AND TIME• Joining a museum or historical society in the community to contribute to maintaining, restoring, and

recovering local history• Making a plan for wheelchair accessibility• Inspired by lack of facilities in the local community, seeking to improve the facilities for young

people by producing an article for the school magazine summarizing the problem and possible solutions

PERSONAL AND CULTURAL EXPRESSION• Improving the environment in the local hospital by designing and creating a series of pictures to hang in the

corridors• Performing a theatre play to raise awareness on bullying• Promoting intercultural understanding through a graffiti contest

SCIENTIFIC AND TECHNICAL INNOVATION• Helping a local community make an efficient, low-cost use of energy-powered devices• Developing a programme to promote the use of wind energy for domestic devices• Campaigning to reduce paper use and to promote recycling• Campaigning to reduce water, electricity or fuel waste

GLOBALIZATION AND SUSTAINABILITY• Campaigning to raise awareness and reduce plastic straw waste use• Passing a plan to local authorities for tree planting in an area in need of re-greening• Creating a school or community garden

FAIRNESS AND DEVELOPMENT• Campaigning for fair-trade awareness• Contributing to educational opportunities, for example, supporting a local non-governmental

organization that works on literacy in our town• Addressing the concerns of immigrants and migrant populations

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YOUR COMMUNITY PROJECT MUST:

• Be focused on service as action (refer to p 18)• Have a clear and achievable goal (refer to p 17)• Meet a need in “a” community (refer to p 17)• Include a global context (refer to p 16)• Include a proposal for action (see p 10-12)• Include an Academic Honesty Form (see p 24-25)• Include a Process Journal (refer to sample p. 13)• Include a final presentation and any supporting visual aids (see below)• Include a bibliography/sources (refer to p 19)

A. COMMUNITY PROJECT

PRESENTATION In-class Presentation

(during HR)

The presentation at the end of the community project is an oral presentation delivered to an audience in any format. The format of your presentation can be digital or visual (backboard, poster board, prezzie, powerpoint, video journal, google docs, etc).

The length for the presentation is 6-10 minutes for an INDIVIDUAL project and 10-14 minutes for a GROUP project (each member contributes).

At the time of in-class presentation, the following must be handed in to your teacher:

• a completed academic honesty form for each student• the proposal for action and contract (previously submitted)• process journal extracts

o individual project: 6-10o group project: 10-15 (each member contributes an equal number of extracts) (refer to pg. 26)

• any supporting visual aids used during presentation• bibliography/sources

B. COMMUNITY PROJECT EXHIBITION

The purpose of the Exhibition is to showcase your talents and allow you to see the talents of your peers. Be prepared with equipment and any supporting visual aids. The audience may be teachers, peers, family and friends, or the larger community.

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THE PRESENTATION AND SUPPORTING DOCUMENTS MUST MEET THE MYP COMMUNITY PROJECT OBJECTIVES:

A INVESTIGATINGi. define a goal to address a need within a community, based on personal interests ii. identify prior learning and subject-specific knowledge relevant to the project iii. demonstrate research skills

USE THESE QUESTIONS TO HELP GUIDE YOUR PRESENTATION: What was the goal and why did you choose it?Define your community.What did you already know and what did you learn? How did that help you? Did you use what you learned in any of your subjects/classes?

B PLANNINGi. develop a proposal for action to serve the need in the community ii. plan and record the development process of the projectiii. demonstrate self-management skills

This portion will be assessed through the Project Action Proposal and Contract, MentorMeetings, Process Journals, and other anecdotal and observational data.

C TAKING ACTIONi. demonstrate service as action as a result of the project ii. demonstrate thinking skillsiii. demonstrate communication and social skills

USE THESE QUESTIONS TO HELP GUIDE YOUR PRESENTATION:What did you do? How did it go?What were your results? Did you have to make any changes along the way? Did you interact with anyone in your community? Describe any interactions. What would you do differently and why?

D REFLECTINGi. evaluate the quality of the service as action against the proposalii. reflect on how completing the project has extended their knowledge and understanding ofservice learningiii. reflect on their development of ATL skills.

USE THESE QUESTIONS TO HELP GUIDE YOUR PRESENTATION:What advice would you give others about doing a service project? What ATL skills did you develop?What worked well with your project?What does service mean to you after completing the project? Would you do another service project and what would it be? How was your project received by others?

NOTE: The above program objectives and questions may be used to guide discussions at mentor meetings

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PROJECT ACTION PROPOSAL & CONTRACT

Team Member Personal Information

Name Phone No. EmailBest Times

toContact Team

Project Specifics

Need(identify the need in your community)

Goal

(to raise awareness, participate actively, research, inform others, create/innovate, changebehaviours, advocate)

Community

Global Context(refer to table p 7 or appendix p 16)

How are you going to achieve this goal?

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Resources or supplies?

Think about books,

technology, people, etc.

Do you have any prior

knowledge that will help in completing this project? List it here.

Team AgreementsManaging Conflict(What will you do to settledisagreements? How will you compromise within the group? Which norms will you set to allow you to push one another to progress in project work?)

Absences(What will you do when a group member is absent during your project? How will you prepare for absences on presentation day?)

IB Learner Profile (What are the group strengths/challenges?)

Responsibilities

1. Contract & Proposal2. Process Journal3. Academic Honesty Form4. Bibliography/sources5. Final Presentation 6. Exhibition of Learning

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INDIVIDUAL GROUPPresentation6-10 minutes 10-14 minutes (each member contributes)Process Journal Extracts6-10 10-15 (each member contributes an

equal amount of extracts)

Group Member SignaturesPrint Name:

Signature:

Print Name:

Signature:

Print Name:

Signature:

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PROCESS JOURNAL

Names: Date:For the Time Period:

Goals:

Accomplishments:

Next steps:

Our most important concerns/problems/questions are:


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APPENDIX

a. Aims and Objectives …15

b. Global Context definitions …16

c. Goal, Need and Community definitions …17

d. Service Learning definitions …18

e. Bibliography …19

f. Know-Learn-Do Organizer …20

g. Project Work Plan …21

h.i.

Approaches to LearningMYP Projects Academic Honesty Form

…22… j. What is a process journal …26

k. Journal Extracts …26


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AIMS AND OBJECTIVES

A. The aims state what a student may expect to experience and learn. These aims suggest how the student may be changed by the learning experience.

The aims of the MYP projects are to encourage and enable students to:

• participate in a sustained, self-directed inquiry within a global context• generate creative new insights and develop deeper understandings through

in-depth investigation• demonstrate the skills, attitudes and knowledge required to complete a project

over an extended period of time• communicate effectively in a variety of situations• demonstrate responsible action through, or as a result of, learning• appreciate the process of learning and take pride in their accomplishments.

B. The objectives of MYP projects encompass the factual, conceptual, procedural and metacognitive dimensions of knowledge. The table below illustrates the objectives of the community project.

Community Project ObjectivesObjective A: Investigating

i. Define a goal to address a need within a community, based on personal interestsii. Identify prior learning and subject-specific knowledge relevant to the project iii. Demonstrate research skills

Objective B: Planningi. Develop a proposal for action to serve a need in the community ii. Plan and record the development process of the projectiii. Demonstrate Self-Management Skills

Objective C: Taking Actioni. Demonstrate service as action as a result of the project ii. Demonstrate thinking skillsiii. Demonstrate communication and social skills

Objective D: Reflectingi. Evaluate the quality of the service as action against the

proposalii. Reflect how completing the project has extended their knowledge and understanding of

service learningiii. Reflect on their development of ATL (Approaches to Learning)


GLOBAL CONTEXT EXAMPLES OF COMMUNITYPROJECTS

Identities and relationshipsStudents will explore identity; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities and cultures; what it means to be human.

• Laughter therapy campaign in children’s hospital or elder

care home• Tutoring classes providing additional or special instruction

to primary school students• Researching the effects of cola drinks on digestion

and developing a campaign to promote healthy choices availablefrom school vending machinesOrientation in space and time

Students will explore personal histories; homes and journeys; turning points in humankind; discoveries; explorations and migrations of humankind; the relationships between and the interconnectedness of individuals and civilizations from personal, local and global perspectives.

• Joining a museum or historical society in the community to contribute to maintaining, restoring, and recovering local history

• Making a plan for wheelchair accessibility• Inspired by lack of facilities in the local community,

seeking to improve the facilities for young people by producing an article for the school magazine summarizing the problemand possible solutions

Personal and cultural expressionStudents will explore the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.

• Improving the environment in the local hospital by designing and creating a series of pictures to hang in the corridors

• Performing a theatre play to raise awareness on bullying• Promoting intercultural understanding through a

graffiti contestScientific and technical innovationStudents will explore the natural world and its laws; the interaction between people and the natural world; how humans use their understanding of scientific principles; the impact of scientific and technological advances on communities and environments; the impact of environments on human activity; how humans adapt environments to their needs.

• Helping a local community make an efficient, low-cost use of energy-powered devices

• Developing a programme to promote the use of wind energy for domestic devices

• Campaigning to reduce paper use and to promote recycling• Campaigning to reduce water, electricity or fuel waste

Globalization and sustainabilityStudents will explore the interconnectedness of human-made systems and communities; the relationship between local and global processes; how local experiences mediate the global; the opportunities and tensions provided by world- interconnectedness; the impact of decision-making on humankind and the environment.

• Campaigning to raise awareness and reduce plastic straw waste use

• Passing a plan to local authorities for tree planting in an area

in need of re-greening• Creating a school or community garden

Fairness and developmentStudents will explore rights and responsibilities; the relationship between communities; sharing finite resources with other people and with other living things; access to equal opportunities; peace and conflict resolution.

• Campaigning for fair-trade awareness• Contributing to educational opportunities, for example,

supporting a local non-governmental organization that works on literacy in our town

• Addressing the concerns of immigrants and migrant populations

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DEFINING A GOAL TO ADDRESS A NEED IN THE COMMUNITY

GOALS:

• to raise awareness• to participate actively• to research• to inform others• to create/innovate• to change behavior• to advocate

A NEED can be defined as a condition or situation in which something is required or wanted; aduty or obligation; or a lack or something requisite, desirable or useful.

“A” COMMUNITY

The community may be local, national, virtual or global. There are a wide range of definitions of community. The MYP key concept of community is defined as follows.

Communities are groups that exist in proximity defined by space, time or relationship.Communities include, for example, groups of people sharing particular characteristics, beliefs or values as well as groups of interdependent organisms living together in a specific habitat.

This table illustrates various types of communities.

COMMUNITY EXAMPLESA group of people living inthe same place

Singapore’s Indianneighbourhood

Belgian citizens Korowai people ofPapua

A group of people sharingparticular characteristics, beliefs and/or values

An online forumfor people withDown’s syndrome

Vegetarians History club year 3 students

A body of nations or statesunified by common interests

European Union United States ofAmerica

United Nation HumanRights CouncilA group of interdependent

plants or animals growing or living together in a specified habitat

Madagascar’sindigenous bird population

Flora of the Middle east in Western Asia

South Korean’s Ecorium project (wetland reserve)


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SERVICE LEARNING

In the community project, action involves a participation in SERVICE LEARNING (service as action).

DIRECT SERVICE: Students have interaction that involves people, theenvironment or animals. Examples include one-on-one tutoring, developing a gardenalongside refugees, or teaching dogs behaviours to prepare them for adoption.

INDIRECT SERVICE: Though students do not see the recipients during indirect

service, they have verified that their actions will benefit the community orenvironment. Examples include redesigning an organization’s website, writing originalpicture books to teach a language, or raising fish to restore a stream.

ADVOCACY: Students speak on behalf of a cause or concern to promote action

on an issue of public interest. Examples include initiating an awareness campaign onhunger in the community, performing a play on replacing bullying with respect, or creating a video on sustainable water solutions.

RESEARCH: Students collect information through varied sources, analyse data

and report on a topic of importance to influence policy or practice. Examples includeconducting environmental surveys to influence their school, contributing to a study of animal migration patterns, or compiling the most effective means to reduce litter in public spaces.

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BIBLIOGRAPHY

A bibliography is a list of sources that you have referred to in your text. It is placed on a newpage at the end of your document. Alphabetize your bibliography by the last name of the author, or by the title if no author name is given. Include the publication medium at the end of each entry. Listed below are some of the more common bibliographical types of sources basedon MLS (Modern Language Association) style.

BOOK • One author: Author (last name first). Title of Book (italicized). City: Publisher, Date of

Publication. Medium.• Two or three authors: First author – last name first; other author (s) – first name,

then last name.• E-book: Author (last name first). Title of Book. City: Publisher, Date of

Publication, Title of Database or Website.

REFERENCE BOOK OR ENCYCLOPEDIA • Author’s name (if signed); Title of entry (if unsigned). Print Source. City:

Publisher,Date of Publication. Medium.

MAGAZINE OR NEWSPAPER• Author (last name first). “Name of article.” Print source (italicized) Date printed: page

(s). Medium.

GOVERNMENT DOCUMENT • Print: Country or Province. Name of Government Agency. Title. Place of

Publication: Publisher, Year. Medium.• Internet: Country or Province. Name of Government Agency. “Title of Document.”

Name of Website. Name of institution/organization affiliated with site, document date.Medium. Date you accessed it.

WEBSITE • Entire Website: Author Last name, First name (if available). Name of Site. Name

of institution/organization affiliated with site (sponsor or publisher), date site was created (if available or n.d. [no date]). Medium. Date you accessed it.

• Page/Document on a Website: Author (if available). “Title of Page.” Name of Site.Name of institution/organization affiliated with site (sponsor or publisher), Date (ifavailable). Medium. Date you accessed it.

ON-LINE ARTICLE

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Author. “Title of Article.” Name of Magazine. Name of Publisher, Day Month Year: Pages (orn.p. [no page number]). Medium. Date you accessed it.


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KNOW – LEARN – DO

Group Members: _

What We Know What We Need to Learn What We Need to Do


22

PROJECT WORK PLAN

Project Goal:

Group Members:

In-class presentation: Due Date:

What needs to be done?

Who will do this part? By when? Done


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APPROACHES TO LEARNING (ATL)

MYP projects are culminating activities through which students present, in a truly personal way, their development of approaches to learning (ATL) skills. ATL skills that students have developed in subject groups will prepare them for working more independently and developing an MYP project over an extended period of time.

Students will demonstrate how they have met the objectives through their presentation at the end of the project. They will be expected to communicate clearly, accurately and appropriately, using communication, organization and reflection as ATL skills.

The first table below is a model of alignment between ATL skills and project objectives. There is also a column for students to communicate evidence of the ATL skills demonstrated throughout the project. It is important to realize that ATL skills work across all stages of MYP projects, often overlapping throughout the projects.

Community Project Objectives

MYP ATL Skill Clusters Evidence that I demonstrated this:Objective A: Investigating • Collaboration

• Critical thinking• Creative thinking• Affective Skills

i. Define a goal to address aneed within a community, based on personal interests

ii. Identify prior learning andsubject-specific knowledge relevant to the project

iii. Demonstrate research skills

• Information literacy• Media Literacy• Transfer• Affective Skills

Objective B: Planning • Collaboration• Organization• Critical thinking• Creative thinking• Affective Skills

i. Develop a proposal for action

to serve a need in the community

i. Plan and record thedevelopment process of the project

ii. Demonstrate Self- Management

• Collaboration• Organization• Reflection• Affective Skills

Objective C: Taking Action • Organization• Critical thinking• Creative thinking• Affective Skills

i. Demonstrate service asaction as a result of the project

ii. Demonstrate thinking skillsiii. Demonstrate

communication and social skills

• Communication• Collaboration• Critical thinking• Creative thinking• Transfer• Affective Skills

Objective D: Reflecting • Communication• Reflective• Affective Skills

i. Evaluate the quality of theservice as action against the proposal

ii. Reflect how completing the project has extended their knowledge and understanding of service learning

iii. Reflect on their development of ATL (Approaches to Learning) skills

This table below describes the ATL skills and the expectations for each.

ATL Skills ExpectationsCommunication Informing Others

Literacy: reading, writing, and using language to gather and communicate information

Social-Collaboration Working effectively with others (in groups)Accepting others

Self-Management- Organization Managing time and tasks effectively

Self-Management- Affective Skills Managing state of mind: mindfulness(focus & concentration); perseverance; emotional management; self-motivation; resilience(ability to bounce back)

Reflection Skills Considering the process of learning; choosing and using ATLskillsConsider content:

• What did I learn today?• What don’t I yet understand;• What questions do I have

now? Consider ATL skills development:• What can I already do?• How can I share my skills to help peers

who need more practice?• What will I work on

next? Consider personal learning strategies:

• What can I do to become a more efficient and effective learner?

• How can I become more flexible?• What factors are important for helping me

learn well?Research- Information Literacy Skills Selecting and organizing information: Use a variety ofinformation and media and resources to gather information for the projectReferencing: Demonstrate effective research skills including identifying primary and secondary sources; Acknowledge sources in a bibliography;

Research-Media Literacy Skills Interacting with media to use and create ideas andinformation

Thinking-Critical Thinking Skills Problem solving & thinking skills: planning; inquiring; applyingknowledge & concepts; identifying & solving problemsCreative-Thinking Skills Creating novel solutions/ideas; considering new perspectives

Transfer Skills Using knowledge & skills across subject areas to makeconnections and create solutions

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MYP PROJECTS ACADEMIC HONESTY FORMStudent name

School name

Supervisor name

STUDENT: This document records your progress and the nature of your discussions with your supervisor. You shouldaim to see your supervisor at least three times: at the start of the process to discuss your initial ideas, then once you have completed a significant amount of your project, and finally once your completed report/presentation has been submitted.SUPERVISOR: You are asked to have at least three supervision sessions with students, one at the start of the process,an interim meeting and then the final meeting. Other sessions are permitted but do not need to be recorded on this sheet. After each session, students should make a summary of what was discussed and you should sign and date these comments.DATE MAIN POINTS DISCUSSED SIGNATURE

OR INITIALSMeeting 1Week ofOct. 15th-23rd

Student:

Supervisor:

Meeting 2Week ofNov. 16th

Student:

Supervisor:

Meeting 3Week ofJan. 11th

Student:

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Supervisor:

Supervisor comment

Student declaration

I confirm that this work is my own and this is the final version. I have acknowledged, in the body of my work, each use of the words, work or ideas of another person, whether written, oral or visual (hard copy and/or electronic materials).

Supervisor declaration

I confirm that, to the best of my knowledge, the material submitted is authentic work of the Student’s signature Date

Supervisor’s signature Date

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The process journal is: The process journal is not: used throughout the project to document

its development an evolving record of intents, processes,

accomplishments a place to record initial thoughts and

developments, brainstorming, possible lines of inquiry and further questions raised

a place for recording interactions with sources, for example teachers, supervisors, external contributors

a place to record selected, annotated and/or edited research and to maintain a bibliography

a place for storing useful information, for example quotations, pictures, ideas, photographs

a means of exploring ideas and solutions a place for evaluating work completed a place for reflecting on learning devised by the student in a format that

suits his or her need a record of reflections and formative

feedback received.

used on a daily basis (unless this is useful for the student)

written up after the process has been completed

additional work on top of the project; it is part of and supports the project

a diary with detailed writing about what was done

a static document with only one format.

Selecting process journal extractsFor the community project, students should carefully select evidence from their process journals to demonstrate development in all criteria. 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.Students working individually should select a max of 10 individual extracts to represent key developments of the project. Students choosing to work in groups should choose a 15 extracts.Students should select extracts that demonstrate how he or she has addressed each of the objectives, or annotate extracts to highlight this information.An extract may include:

Visual thinking diagrams Bulleted lists Charts Short paragraphs Notes Timelines, action plans Annotated illustrations 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

Materials directly relevant to the achievement of the project should also be included in the extracts, as appropriate. For example, if the student has produced a questionnaire or survey that has been described an analyzed in the report, he or she could include a segment of that completed survey.

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