The MYP Community Project encourages students to inquire into their rights and responsibilities. The community project gives students an opportunity to develop awareness of needs in various communities and address those needs through service learning. Students develop a proposal for action to serve a need in the community. Completing the Community Project allows students to demonstrate their Approaches to Learning (ATL) skills.
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The MYP community project is a culminating example of inquiry that reflects students’ abilities to initiate, manage, and direct their own inquiries. Students are involved in a wide range of activities to extend their knowledge and understanding and to develop their skills and attitudes.
For more information on what inquiry looks like in practice through the 4 sessions of the Community Project check out examples of Inquiry here.
Service is a foundational element of learning at ISB. It is an essential part of being a caring, responsible member of the community. The concept of action, which is learning by doing and experiencing, is a fundamental part our programme. Through service learning, students develop and apply academic knowledge, personal skills, and social skills in real-life situations involving decision-making. Service-learning opportunities help students become well-rounded, internationally-minded individuals. The Service as Action program is an opportunity for students to take their learning beyond the classroom and apply it to real-world situations.
In the MYP community project, action involves a participation in service learning (service as action). As students evolve through the service learning process, they may engage in one or more types of action:
Direct service
Indirect service:
Advocacy:
Research
More information and examples can be found on our Service Learning page.
Approaches to Learning (ATL) skills are a framework developed by the International Baccalaureate (IB) to help students become better learners and prepare them for responsible participation in local and global communities. ATL skills are divided into five major categories: communication, research, self-management, social, and thinking skills.
The process journal is a generic term used to refer to the record of progress maintained by the student throughout the community project. However, the media for documenting the process can vary depending on student preferences.
The presentation at the end of the MYP community project is an oral presentation delivered to an audience.
Students choosing to complete the project in groups will present the project as a group, but each group member should have the opportunity to speak during the course of the presentation. The format of the presentation should be structured following the MYP community project objectives. Students should plan, draft, rehearse, and prepare materials necessary for the presentation, and it is good practice for the supervisors to review one rehearsal presentation per student or group.
The MYP community project is a culminating example of inquiry that reflects students' abilities to initiate, manage, and direct their own inquiries. It provides an important opportunity for students to collaborate and pursue service learning. The project is assessed based on four criteria:
Investigating: Students define a goal to address a need within a community based on personal interests. They identify prior learning and subject-specific knowledge relevant to the project.
Planning: Students develop a plan that outlines the approach to be taken, including strategies for overcoming obstacles.
Taking action: Students demonstrate initiative and perseverance in their activities. They work collaboratively to achieve their goal.
Reflecting: Students evaluate the outcomes of their project and their learning, and provide evidence of personal and academic growth.
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