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International Baccalaureate (IB)

Middle Years Program (MYP) Projects

City Schools’ James Monroe High School and Walker-Grant Middle School are authorized World Schools for the IB MYP as of 2017-18!  This means that all scholars in grades 6-10 will be exposed to a well-rounded variety of concept-based courses (from performing and visual arts to design, science, math and physical education, for examples) to develop learning skills in addition to the traditional Virginia standards content.  Also new are the culminating projects in grades 8 and 10 where all these students explore interests and demonstrate learning! 

For example, our food services team is expanding the current garden project to include a garden and greenhouse at Walker-Grant.  This will be a valuable resource to support students who utilize it for their community or personal projects not only to allow students to gain knowledge and skills but also to serve the food program in their own community!  The bottom line is that a quality public education leads to a strong economy for everyone!   

IB MYP Projects Description

FCPS asks scholars to complete two culminating projects in years 3 and 5 of the International Baccalaureate Middle Years Program.  Scholars will gain strength for this task during the continuum and these long-term projects demonstrate a consolidation of learning in both knowledge and skills.  The projects focus on expanding student learning through choice in service action or personal interest and will not be administered through a subject group class/course.  Scholars are assigned project supervisors by year 3 and 5 and expected to spend 15 hours for the community project and 25 hours for the personal project in meeting with a supervisor, independent work and reporting on the project.  In the process students will identify an achievable goal, apply a global context, research and cite sources, develop an action plan, consider ATL skills, document using a process journal, complete an academic honesty form, and formulate a report and final product.  The projects will be measured on four assessment criteria:

            Objective A: Investigating

            Objective B: Planning

            Objective C: Taking action

            Objective D: Reflecting 

This component is required to receive internal MYP recognition.  For further explanation of the project, reference or


Community Project Grades 6-8 (MYP Years 1-3)

The community project will include three components: service as action, a process journal and the presentation.  Types of action include:

  1. Direct service that involves people, the environment, or animals. For example, tutoring or working in a community garden.
  2. Indirect service where the student does not see the recipients, but their actions benefit the community or environment like producing an educational material, improving a website, or organizing a supply drive for a community shelter.
  3. Advocacy where students promote action on an issue of public importance such as making a resource to prevent bullying or starting an awareness campaign to prevent teen suicide.
  4. Research where students collect and analyze information to report on a topic to change policy or practice including conducting environmental surveys to protect an aspect of their community or analyzing the most effective recycling practices with the community resources.

Students will identify a goal to address a need in the community and have the option to work alone, or in small groups of up to three students, to plan and execute their year 3 community service project.  The culmination must be a practiced oral presentation by each student to an audience of 6-10 minutes for individuals and 10-14 minutes for groups of up to three, 3-5 minutes per student in the group.

Personal Project Grades 9-10 (MYP Years 4-5)

The personal project includes three components: focuses on a topic leading to an outcome, a process journal and a report.  The goal is to extend MYP learning through individual choices in a wide variety of ways including recording and reflecting on their learning by;

  1. Expanding on or pursuing an area of interest outside the eight subjects of MYP such as teaching yourself photography.
  2. Communicating a new understanding to an audience of choice by perhaps writing an article on technology and the environment and submitting it to the local newspaper.
  3. Demonstrating how in response to a new understanding they have made decisions to change their behavior like writing a persuasive essay on why early interventions and education in middle and high school prevent college dating violence, or creating a healthy eating habits meal plan.

The students must create a final product of original work such as art, a model, a plan, a campaign, an essay, a film, etc.  There must also be a culminating report; written, electronic, oral or visual, of a specified length following the above sections.  The purpose is to inform an account of something observed, heard, done or investigated in order to summarize the experiences and skills that the student documented in their process journal along the way.  FCPS must register all students in MYP year 5 for external moderation of the personal project and this component is required to open all doors of future options.


Presentations/Resources/Documents for Scholars & Families: