Objectives

The MYP Community Project is a culminating example of inquiry that reflects students’ abilities to initiate, manage, and direct their own inquiries. The inquiry process in MYP projects involves students in a wide range of activities to extend their knowledge and understanding and to develop their skills and attitudes. 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.

Your MYP Community Project helps you develop four different types of knowledge:

Facts - specific information you need to know
Concepts - big ideas and understanding
Procedures - how to do things step-by-step
Metacognition - thinking about your own thinking and learning

Below are the specific objectives for your Community Project, which match how your work will be assessed.

Objective A: Investigating

While focusing on research skills, students decide what they want to learn about, identify what they already know, and discover what they will need to know to complete the project. They:

Create a Process Journal
Explore the notion of community and Service as Action
Identify prior learning and subject-specific knowledge
Define a goal to address a need within a community, based on personal interests

Objectives B: Planning

While focusing on self-management skills, students create proposals and criteria for their project, plan their time and materials, and record the development of the project. They:

Plan and record the development process of the project
Develop a proposal for action to serve the need in the community
Define criteria for successful action

Objective C: Taking Action

While focusing on social and communication skills, students make decisions, develop understandings, solve problems, and create a product or an outcome. They:

Implement the action plan
Demonstrate service as action as a result of the project
Document the action

Objective D: Reflecting & Sharing

While focusing on thinking and communication skills, students evaluate the product or outcome and reflect on their project and their learning. They:

Reflect on the development of ATL skills
Evaluate the quality of the service as action against the proposal
Reflect on how completing the project has extended knowledge and understanding of service learning
Prepare an effective communication for the Grade 8 Community Project Showcase day

During the course of this year-long project, your group will propose, plan, implement, and present a project that serves a need in a community.

The three main components of the project are:

Service as Action: The actual community service
Process Journal: Electric notes on planning and research, and reflection on your learning
Oral Presentation: Community Project Showcase (Tedtalk and fair style)

You may choose to work alone or in a group of up to five students. However, we encourage students to work in a group of two to four students. If you or your group need to work individually or in a group of 5, there will be other instructions that need to be followed. Please contact your IBCore advisor for more information.

Every student is responsible for their own process journal, which is used to record their work and reflections throughout the completion of the project. Your advisory IBCore teacher will serve as your supervisor for the project. Your advisors will be responsible for supervising the development of the project according to the Assessment Criteria, which is based on International Baccalaureate Organisation guidelines. You are responsible for reading the Community Project Student Handbook, reading the assessment rubric, following the timeline, and completing your project.

Report abuse