WHAT IS A COMMUNITY PROJECT?
The community project focuses on community and service, encouraging students to explore their right and responsibility to implement service as action in the community. The community project gives students an opportunity to develop awareness of needs in various communities and address those needs through service learning. As a consolidation of learning, the community project engages in a sustained, in-depth inquiry leading to service as action in the community. The community project may be completed individually or by groups of a maximum of three students.
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
BRAINSTORMING IDEAS:What do I need to do?Brainstorm and generate possible ideasRecord information and developments
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STEP 1 – INVESTIGATE:What do I need to do?
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STEP 2 – PLANNING:What do I need to do?
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STEP 3 – TAKING ACTION:What do I need to do?
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STEP 4 – REFLECTION:What do I need to do?
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The Timeline
STEP | DESCRIPTOR | DUE DATE | CHECKLIST |
I. BRAINSTORMING IDEAS
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I chose a good topic based on personal interest. | Community Project Collapsed Day | |
I wrote a clear and demonstrable question and defined a global context. | Community Project Collapsed Day | ||
I predict possible action based on my chosen topic. | Community Project Collapsed Day | ||
I determine and submit proposal. | Community Project Collapsed Day | ||
II. INVESTIGATING
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I define a clear goal for chosen topic. | 1st Mentor Meeting/by the end of September | |
I identify prior learning and subject-specific knowledge. | Community Project Collapsed Day | ||
I start initial research period – select relevant resources and gather information. | |||
I selected information and took notes. | 2nd mentor meeting/10th October | ||
I decide on product/outcome. | |||
III. PLANNING
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I continue research – select, evaluate and acknowledge information. I submit the DRAFT of my investigation paper. |
11th-23rd October
3rd mentor meeting +submit the final paper by 23rd October. |
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I work on product/outcome. | |||
I reflect upon my learning process. | |||
IV. TAKING ACTION
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I carried out service as action (I complete product/outcome) | 10th December | |
I shared my product/outcome. | 14th-18th December | ||
I reflected on the recorded information, development and service. | 10th December | ||
I prepared the oral presentation. | 10th-14th January | ||
V. REFLECTING
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I reflected on the quality of service as action, |
3 days after the presentation date/4th January the latest
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I reflected upon all stages of the project, ATL skills, Learner profile. | |||
I completed the academic honesty form. | |||
I completed the oral presentation and written part of the project. | Exact date TBA. |
The Mentor
The role of The Project Mentor | Your Role: |
The purpose of the mentor is to support the student or group of students during the project. The mentor will support students throughout the project. The mentors’ responsibilities are to:
Students will receive information and guidance that includes:
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During the project your responsibilities are to:
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Assessment criterion
Criterion A: Investigating
Maximum: 8
In the personal project, students should be able to:
- define a clear goal and global context for the project, based on personal interests
- identify prior learning and subject-specific knowledge relevant to the project
- demonstrate research skills.
Achievement level | Level descriptor |
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0 | The student does not achieve a standard described by any of the descriptors below. |
1-2 | The student:
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3-4 | The student:
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5-6 | The student:
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7-8 | The student:
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Criterion B: Planning
Maximum: 8
In the personal project, students should be able to:
- develop criteria for the product/outcome
- plan and record the development process of the project
- demonstrate self-management skills.
Achievement level | Level descriptor |
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0 | The student does not achieve a standard described by any of the descriptors below. |
1-2 | The student:
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3-4 | The student:
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5-6 | The student:
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7-8 | The student:
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Criterion C: Taking action
Maximum: 8
In the personal project, students should be able to:
- create a product/outcome in response to the goal, global context and criteria
- demonstrate thinking skills
- demonstrate communication and social skills.
Achievement level | Level descriptor |
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0 | The student does not achieve a standard described by any of the descriptors below. |
1-2 | The student:
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3-4 | The student:
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5-6 | The student:
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7-8 | The student:
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Criterion D: Reflecting
Maximum: 8
In the personal project, students should be able to:
- evaluate the quality of the product/success of the outcome against their criteria
- reflect on how completing the project has extended their knowledge and understanding of the topic and the global context
- reflect on their development as IB learners through the project.
Achievement level | Level descriptor |
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0 | The student does not achieve a standard described by any of the descriptors below. |
1-2 | The student:
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3-4 | The student:
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5-6 | The student:
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7-8 | The student:
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GUIDELINES
SOURCES OF INSPIRATION Where do people get their ideas for service? Brainstorm about your everyday life and you might come up with an idea for your topic.
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INSPIRATIONAL WEBSITES … have a look!
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EXAMPLES OF COMMUNITY PROJECTS THROUGH DIFFERENT GLOBAL CONTEXTS
GLOBAL CONTEXT | Sample community projects |
Identities and relationships |
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Orientation in space and time |
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Personal and cultural expression |
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Scientific and technical innovation |
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Globalization and sustainability |
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Fairness and development |
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