Glossaire et information projet personnel en anglais

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2 Glossaire et information projet personnel en anglais Annexe, annexes Approches de l apprentissage Contextes mondiaux Échéancier Entrevue Équité et développement Essai Expression personnelle et culturelle Extrait Fiche Fichier documentaire Grille d autoévaluation Grille de fiabilité des sources Idée principale Idée secondaire Identités et relations Indicateurs de réussite Innovation scientifique et technique Journal de bord Appendix, appendices Approaches to learning Global contexts Deadline/timeline/due date Interview Fairness and development Essay Personal and cultural expression Extract Annotated research card/source index card/research index card Student research files/research files Auto-evaluation grid Source reliability evaluation grid Main idea Secondary idea/sub-idea Identities and relationships Criteria for the product/outcome Scientific and technical innovation Process journal Nous remercions Dora Saëva pour sa collaboration.

3 Méthodologie Mondialisation et développement Orientation dans le temps et l espace Plan Preuve Problématique Produit/résultat Rapport Recherche Source Methodology Globalization and sustainability Orientation in space and time Plan/outline Process journal extract/ supporting evidence/justification Goal outline/intent/thesis statement (for essays) Product/outcome Report Inquiry/investigation/research Source Approaches to learning MYP personal project is a culminating activity through which students present, in a truly personal way, their development of the approaches to learning (ATL) skills. ATL skills provide a solid foundation for learning independently and with others, demonstrating learning, and reflecting on the process of learning. They help students to become more autonomous, strategic and selfmotivated and ultimately prepare students for responsible participation in local and global contexts.

4 Affective skills : mindfulness, perseverance, emotional management, self-motivation and resilience Approaches to learning Personal project objectives ATL skill clusters Objective A: Investigating i. Define a clear goal and context for the project, based on personal interests Collaboration Critical thinking Creative thinking ii. Identify prior learning and subjectspecific knowledge relevant to the project iii. Demonstrate research skills Information literacy Media literacy Transfer Objective B: Planning i. Develop criteria for the product/outcome Collaboration Organization Critical thinking Creative thinking ii. Plan and record the development process of the project iii. Demonstrate self-management skills Collaboration Organization Reflection

5 Affective skills : mindfulness, perseverance, emotional management, self-motivation and resilience Approaches to learning (continued) Personal project objectives ATL skill clusters Objective C: Taking action i. Create a product/outcome in response to the goal, context and criteria Organization Critical thinking Creative thinking ii. Demonstrate thinking skills iii. Demonstrate communication and social skills Communication Collaboration Critical thinking Creative thinking Transfer Objective D: Reflection i. Evaluate the quality of the product/outcome against their criteria Communication Reflection ii. Reflect on how completing the project has extended their knowledge and understanding of the topic and the global context iii. Reflect on their development as IB learners through the project

6 MYP global contexts

7 Global context Focus question(s) and description Who am I? Who are we? Example explorations Possible explorations to develop Identities and relationships Students 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. Competition and cooperation; teams, affiliation and leadership Identity formation; self-esteem; status; roles and role models Personal efficacy and agency; attitudes, motivation, independence; happiness and the good life Physical, psychological and social development; transitions; health and wellbeing; lifestyle choices Human nature and human dignity; moral reasoning and ethical judgment; consciousness and mind What is the meaning of where and when? Possible explorations to develop Civilizations and social histories, heritage, pilgrimage, migration, displacement and exchange Orientation in space and time Students will explore personal Epochs, eras, turning points and histories; homes and journeys; big history turning points in humankind; Scale, duration, frequency and variability discoveries; explorations and migrations of humankind; the Peoples, boundaries, exchange and relationships between, and interaction the interconnectedness of, Natural and human landscapes and individuals and civilizations, resources from personal, local and global perspectives. Evolution, constraints and adaptation

8 Global context Focus question(s) and description What is the nature and purpose of creative expression? Example explorations Possible explorations to develop Artistry, craft, creation, beauty Products, systems and institutions Personal and cultural expression Students 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. Social constructions of reality; philosophies and ways of life; belief systems; ritual and play Critical literacy, languages and linguistic systems; histories of ideas, fields and disciplines; analysis and argument Metacognition and abstract thinking Entrepreneurship, practice and competency How do we understand the world in which we live? Possible explorations to develop Systems, models, methods; products, processes and solutions Scientific and technical innovation Students 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. Adaptation, ingenuity and progress Opportunity, risk, consequences and responsibility Modernization, industrialization and engineering Digital life, virtual environments and the Information Age The biological revolution Mathematical puzzles, principles and discoveries

9 Global context Focus question(s) and description Example explorations How is everything connected? Possible explorations to develop Globalization and sustainability Students will explore the interconnectedness of humanmade systems and communities; the relationship between local and global processes; how local experiences mediate the global; the opportunities and tensions provided by worldinterconnectedness; the impact of decision-making on humankind and the environment. Markets, commodities and commercialization Human impact on the environment Commonality, diversity and interconnection Consumption, conservation, natural resources and public goods Population and demography Urban planning, strategy and infrastructure What are the consequences of our common humanity? Possible explorations to develop Fairness and development Students 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. Democracy, politics, government and civil society Inequality, difference and inclusion Human capability and development; social entrepreneurs Rights, law, civic responsibility and the public sphere Justice, peace and conflict management Power and privilege Authority, security and freedom Imagining a hopeful future

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