Embedded Files
Service as action allows students to extend their learning beyond the classroom walls. All students in grades 6 and 7 will take part in Service as action (SAA) and in grade 8 they are required to complete a Community Project.
Service as action allows students to extend their learning beyond the classroom walls. All students in grades 6 and 7 will take part in Service as action (SAA) and in grade 8 they are required to complete a Community Project.
IB learners strive to be caring members of the community who demonstrate a personal commitment to service, and act to make a positive difference to the lives of others and to the environment. IB World Schools value service with others as an important way to engage in principled action across a range of overlapping local and global communities. Through responsible action, tightly connected with sustained inquiry and critical reflection, young people can develop the kinds of attributes described by the learner profile that are essential for success in future academic pursuits and for adult life.
The MYP projects Service as action (G6&G7) + Community project (G8) are student centred and age-appropriate, and they enable students to engage in practical explorations through a cycle of inquiry, action and reflection. MYP projects help students to develop the attributes of the IB learner profile; provide students with an essential opportunity to demonstrate ATL skills developed through the MYP; and foster the development of independent, lifelong learners.
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
MYP students should,
become more aware of their own strengths and areas for growth
undertake challenges that develop new skills
discuss, evaluate and plan student-initiated activities
consider the ethical implications of their actions.
persevere in action
work collaboratively with others
develop international-mindedness through global engagement, multilingualism and intercultural understanding
As students evolve through the service learning process, they may engage in one or more types of action.
Direct service: Students have interaction that involves people, the environment or animals. Examples include one-on-one tutoring, developing a garden alongside 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 or environment. Examples include redesigning an organisation’s website, writing original picture 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 on hunger 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 include conducting 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.
Visualising Project Objectives
Objectives
Objectives
The learning outcomes listed below identify the substance of students’ self-reflection on service as action. All of these learning outcomes are closely associated with IB learner profile attributes and ATL skills. Through their participation in service, students can become more confident, self-regulated learners.
The learning outcomes listed below identify the substance of students’ self-reflection on service as action. All of these learning outcomes are closely associated with IB learner profile attributes and ATL skills. Through their participation in service, students can become more confident, self-regulated learners.
A
A
Investigating
- Define a goal to address a need within a community, based on personal interests
- Identify prior learning and subject-specific knowledge relevant to the project
- Demonstrate research skills
B
B
Planning
- Develop a proposal for action to serve the need in the community
- Plan and record the development process of the project
- Demonstrate self-management skills
C
C
Taking action
- Demonstrate service as action as a result of the project
- Demonstrate thinking skills
- Demonstrate communication and social skills
D
D
Reflecting
- Evaluate the quality of the service as action against the proposal
- Reflect on how completing the project has extended their knowledge and understanding of service learning
- Reflect on their development of ATL skills
MYP Projects - Community Project G8
MYP Projects - Community Project G8
The Community Project in grade 8 student centred and age-appropriate, and enables students to engage in practical explorations through a cycle of inquiry, action and reflection. MYP projects help students to develop the attributes of the IB learner profile; provide students with an essential opportunity to demonstrate ATL skills developed through the MYP; and foster the development of independent, lifelong learners.
The Community Project in Grade 8 / year 3 is a culminating example of inquiry because it reflects students’ ability to initiate, manage and direct their own inquiry. The inquiry process involves students in a wide range of activities to extend their knowledge and understanding and to develop their skills and attitudes. These student-planned learning activities include:
The Community Project in Grade 8 / year 3 is a culminating example of inquiry because it reflects students’ ability to initiate, manage and direct their own inquiry. The inquiry process involves students in a wide range of activities to extend their knowledge and understanding and to develop their skills and attitudes. These student-planned learning activities include:
deciding what they want to learn about, identifying what they already know, and discovering what they will need to know to complete the project
creating proposals or criteria for their project, planning their time and materials, and recording developments of the project
making decisions, developing understandings and solving problems, communicating with their supervisor and others, and creating a product or developing an outcome
evaluating the product/outcome and reflecting on their project and their learning.
As students become involved in the self-initiated and self-directed learning process, they will find it easier to construct in-depth knowledge on their topic as well as to develop an understanding of themselves as learners.
As students become involved in the self-initiated and self-directed learning process, they will find it easier to construct in-depth knowledge on their topic as well as to develop an understanding of themselves as learners.
Students for the G8 Community Service Project are expected to spend approximately 15 hours on their community project. The community project may be completed individually or collaboratively in groups of no more than three students.
The Process Journal
The process journal is a generic term used to refer to the record of progress maintained by the student throughout the project. However, the media for documenting the process can vary depending on student preferences. It can be written, visual, audio or a combination of these, and it may include both paper and electronic formats. The process journal is personal to the student, in the sense that he or she is also exploring ways of recording his or her process. Students are not restricted to any single model of recording their process journals. However, the student is responsible, through his or her use of the process journal, for producing evidence of addressing the four objectives to demonstrate achievement at the highest levels of the criteria.
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