Embedded Files
Service as action allows students to extend their learning beyond the classroom walls.
Service as action allows students to extend their learning beyond the classroom walls.
All students in grades 6 and 7 / years 1 & 2 will take part in Service as action (SAA)
All students in grades 6 and 7 / years 1 & 2 will take part in Service as action (SAA)
Visualising Project Objectives
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.
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
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