SERVICE AS ACTION STUDENT GUIDE 2015

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IBO MISSION STATEMENT

"The International Baccalaureate Organization (IBO) aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end, the IBO works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right."

INTERNATIONAL SCHOOL NADI

Mission

“Within a positive and nurturing environment we will empower students to be well rounded, broad-minded individuals able to live constructively in today’s fast changing

multicultural world.” Vision

We will nurture, encourage and empower students to be well-rounded enquiring individuals, reaching their full potential and able to contribute as global citizens.

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TABLE OF CONTENTS

Page Number

The Curriculum Model

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The IB Learner Profile

5

Learning Outcomes of the programme

6

Approaches to Learning

7

School requirements for Service as Action At ISN

8

Some ideas for service activities

9 – 10

Service as Action criteria 11

Proposal form

13

Checklist for writing the meaningful reflection

14

Reflection form

15

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Curriculum Model

Service as Action is a significant component of developing IB learners who will make a positive difference in the lives of individuals in the community and the environment.

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The International Baccalaureate Learner Profile

The IB Learner profile represents ten attributes designed by IB World Schools. We believe these attributes, and other like them, can help individuals and groups become responsibility of local, national and global communities. (IB, 2014)

Learner Profile Description

Inquirers We nurture curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.

Knowledgeable We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance.

Thinkers We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative in asking reasoned, ethical decisions.

Communicators We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to perspectives of other individuals and groups.

Principled We act with integrity and honesty, with strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.

Open-minded We critically appreciate our own cultures and personal histories, as well as the values, traditions of others. We seek and evaluate a range of points view, and we are willing to grow from experience.

Risk-takers We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.

Balanced We understand the importance of balancing different aspects of our lives-intellectual, physical, and emotional- to achieve well-being for ourselves and others. We recognize our interdependence with other people and with the world in which we live.

Reflective We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.

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Learning outcomes through students’ engagement with service as action

Students will be able to: - become more aware of their own strengths and areas for growth - undertake challenges that develop new skills - discuss, evaluate and/or plan activities - persevere in action - work collaboratively with others - develop international-mindedness through global engagement, multilingualism and intercultural

understanding - consider the ethical implications of their actions

What is Action?

Action is learning by doing and finding out about the potential of self. Through principled action, the students make responsible choices and demonstrate ethical action. Action may involve students in:

- Feeling empathy - Making small scale changes to their behavior - Undertaking significant projects - Acting on their own - Acting collaboratively - Taking physical action - Suggesting modifications to existing systems - Lobbying people in more influential positions to act for the benefit of a community

What is service? Service is a subset of action. It is unpaid and voluntary exchange that has learning benefit for students. Contextualizing learning through action in the community enables students to make responsible choices and enhance their understanding of the Global Contexts in the MYP and the knowledge, concepts and skills related to the units studied in different subject groups.

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Approaches to Learning (ATL)

The approaches to learning in IB programmes enable students to develop skills that have relevance across the curriculum and assist the students to “learn how to learn”. The MYP extends IB approaches to learning (ATL) skills categories into ten development appropriate clusters. Approaches to learning in the MYP focuses on helping students develop the self- knowledge and skills they need to enjoy a lifetime of learning. ATL skills empower students to successfully meet the challenging objectives of the MYP subject groups and prepare the students for further success in the IB Programme. There are ten Approaches to Learning (ATL) explained below:

Approaches to Learning Skill Description

Communication I. Communication skills

Social II. Collaboration skills

Self- management III. Organization skills IV. Affective skills V. Reflection skill

Research VI. Information Literacy skills VII. Media Literacy skills

Thinking VIII. Critical thinking skills

How students benefit from Service as Action learning: Students may:

- contextualize learning and increase motivation and the desire to learn - develop responsibility, think critically, make decisions and solve problems - enhance understanding of knowledge, concept and skills relating to the subject groups studied in

school - work collaboratively and develop the skills that will enable the students to work effectively with

others - demonstrate civic responsibility and pride - appreciate and promote intercultural awareness and develop a sense of respect towards people in

the community - develop altruistic attitudes through interaction with interaction in the community - develop confidence and improve communication skills - develop new skills through their engagement in the activities - create awareness about global issues that affect the local and/or global community - reflect on the learning experience and make connections to the MYP Global contexts and concepts

presented in the units studied in the subject groups

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School requirement for Service as Action at ISN

The MYP Service Programme requires all students in MYP to participate in activities. There are three types of activities that the students will need to participate in and these include:

- School=initiated service activity - Unit driven activity from one of more subject groups – service as action in subjects - Self-initiated service outside school activities

School initiated Service activity The students will need to participate in one school-initiated activity and complete one meaningful reflection per semester for the school initiated activity. MYP unit driven Service as Action activity The students need to participate in one activity whereby the subject teacher designs a service action that will meet a community’s need. One meaningful reflection per semester should be provided on one subject. Self-initiated Activities outside school hours This will involve students reflecting on four activities per semester. The students will need to provide four meaningful reflections on the activities.

Year 7 - 9 Year 10 - 11

Student initiated

activities

- four different types of

activities/semester

- four meaningful reflection

- Each activity should be a

minimum of 2 hours

- Total of 16 hours/year

- four different types of

activities/semester

- four meaningful reflection

- Each activity should be a minimum of

3 hours

- Total of 24 hours/year

Process to be followed before participating in Community Activities:

- Complete a Service Proposal Form and submit to Service Coordinator for approval

- Complete the Service and Action form after completing each Service activity.

- Include evidence of participation – photos, letter or certificate.

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Some ideas for Service Activities

School Projects Subject initiated projects Student initiated projects

Adopt a beach

Mangrove and coral planting

Organize a school event

Organise a school event – Tadra Kahani, Clean Up campaign

Peer tutoring

Organise Anti-bullying initiatives

Public Library Assistance Programme

Rural School Projects – Creating a reading corner, build a playground,

Mangrove and coral conservation

Create a School vegetable garden

Make a Green House

Make a Compost

Teach a language

Teach a sport

Organise food, clothing or book drive

Participate in environmental sustainability programmes

Develop a fitness training programme

Organise an Inter-Schools Fun Sports

Create a Mural

Organise an event for International Day – World Water Day, International Mother Language Day, Universal Children’s Day, World Book and Copyright Day or International Day of Families

Be part of a Red Cross Blood drive

Fundraise to meet the community

Help out at the Animal Shelter

Do a Church projects

Volunteer for a local or international organisation that organizes community projects – FRIEND, WWF and Rotary Club

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What students need to do:

1. All students in the MYP are required to participate in Service as Action activities. Students who achieve the learning outcomes of the programme:

- will receive the Certificate of Completion at the end of the academic year.

- in Year 11, participation in service is a requirement for students to be registered for moderation and for achieving the MYP Certificate following the completion of Year 5.

2. The students’ Service booklet will contain information relating to Service and Action. The booklet will include a Proposal and Reflection form for each type of activity that the student will participate in during the year.

i. Proposal form – needs to be submitted one week in advance to the Service Coordinator for approval.

ii. Student will be interviewed by the Coordinator

iii. Planning and implementation of activity upon approval.

3. For student initiated activities, a Proposal Form should be completed and submitted to the Service Learning Coordinator for approval. This is will ensure that students participate in activities that will assist them in achieving the Learning Outcomes for the Service as Action Programme.

4. Students must choose a supervisor for activities outside of school. Parents cannot be supervisors. The supervisor will need to complete the supervisors’ comment section in the form.

5. All students will need to complete an Action Plan for all activities prior to participation.

6. Evidence of participation need to be included in for each activity. Pictures should clearly portray students participating in the activity

7. The reflections for each activity will be evaluated at the end of each semester to assess the learning outcomes.

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Evidence to be completed for each activity:

- Planning and organisation

- Effort and commitment

- Active reflection

- Personal development

To guide your reflection, the following information should be followed at different stages of an activity:

- What IB Learner Profile(s) and ATLS skill do you think you portrayed during your engagement in the activity?

- What did you learn from the activity?

- How did you overcome the challenges encountered during your participation in the activity?

- How did you feel about the activity?

- How can your participation in the activity improve your knowledge and skills?

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Service as Action Criteria

The activities that the students participate in will be evaluated using the following criteria:

Criteria A: Awareness

The student:

Incomplete Did not achieve any of the descriptors below

Partially Described some reasons to explain the activity and how participation in the activity addressed the needs of the community

Developed an understanding of international mindedness, multilingualism and interculturalism to a certain degree.

Complete Described in detail the activity and how the activity addressed the needs of the community.

Developed a thorough understanding of international mindedness, multilingualism and interculturalism.

Criteria B: Involvement and Service

The student:

Incomplete Did not achieve any of the descriptors below

Partially Participated in some of the development of the planning and action phase of the activity

Complete Collaborated effectively in the planning and action phase by demonstrating initiative and independent thinking.

Criteria D: Reflection

The student:

Incomplete Did not achieve any of the descriptors below

Partially Identified challenges encountered and how these challenges were overcome to a certain degree.

Stated briefly how they contributed to the needs of the community they served.

Made some connections between their actions to the importance of being principled.

Identified an ATL skill and an IB Learner Profile that was developed as

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a result of participating in the activity.

Complete

Perceptively explained the challenges encountered and how the challenges were overcome

Stated in detail how they contributed effectively to the needs of the community they served.

Made clear connections between their actions to the importance of being principled.

Explained one or more ATL skills and one or more attributes on the IB Learner Profile that were developed as a result of participating in the activity.

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Proposal Form

Name ________________ Year level _______________

Title of activity ___________________________________

1. What type of service will you be providing the community? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. Specify a particular need of the community that your service action will be meeting? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. How will you promote international mindedness through your involvement in the activity?

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4. Draw a plan or timeline of the duration of the activity.

Date Action

5. Name of supervisor ___________________ Phone/Mobile contact ____________

6. How will you work together with people in your community to meet the needs of the community?

____________________________________________________________________________________________________________________________________________________________________________

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Checklist for writing the reflection:

Tick ( ) Student checklist:

Awareness

I explained an activity that addressed the needs of the community in detail.

I have thoroughly understood international mindedness, multilingualism and interculturalism through this activity.

Involvement in service

I was engaged in the planning and action phase of the process for the duration of the activity

Reflection

I thoughtfully explained the challenges I encountered and how I overcame them.

I effectively contributed to the needs of the community that I served

I have explained one or Approaches to Learning skills and one IB Learner Profile that I had developed throughout this activity.

Reflection Form

Use the guiding questions to write a meaningful reflection of your participation in the service activity identified in the Proposal form.

1. What did you find most enjoyable? 2. Describe how you felt about contributing to the needs of the community? 3. Using examples from your participation in the activity, explain one or Approaches to Learning skills

you demonstrated and/or acquired by participating in this activity. 4. Specify and explain one or more IB Learner Profiles that you demonstrated during the activity. 5. How did you work collaboratively with others during the activity? 6. Discuss challenge(s) you faced during the activity and how did were able to overcome or solve the

challenges. Year 7 and 8 – 100 to 150 words Year 9 – 150 – 200 words Year 10 – 11 – 200-300 words ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________