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 ideas
Record information and developments

 

 

 

STEP 1 – INVESTIGATE:
What do I need to do?

 


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.

 

STEP 2 – PLANNING:
What do I need to do?

Plan
and record the development process of the project.
Demonstrate self-management skills.

 

 

 

STEP 3 – TAKING ACTION:
What do I need to do?

 


Create a product/outcome
in response to the goal, context and criteria.
 Demonstrate thinking skills
Demonstrate communication and social skills.

 

 

STEP 4 – REFLECTION:
What do I need to do?

Reflect
on how completing the project has extended their knowledge and understanding of the topic and the global context.
Reflect on their development as an IB learner through the project.
 
The Timeline

STEP

DESCRIPTOR

DUE DATE

      I.          BRAINSTORMING IDEAS
I chose a good topic based on personal interest. 9th December
I wrote a clear and demonstrable question and define a global context.
I predict possible action based on my chosen topic.
I determine and submit proposal.
    II.          INVESTIGATING
I define a clear goal and global context for chosen topic. December/ January
I identify prior learning and subject-specific knowledge.
I start initial research period – select relevant resources and gather information.
I selected information and took notes.
 I decide on product/outcome.
The mentor was assign to me.
  III.          PLANNING
 I continue research – select, evaluate and acknowledge information. 17th January
 I work on product/outcome.
 I reflect upon my learning process.
  IV.          TAKING ACTION
 I carried out service as action (I complete product/outcome) 24th February
 I shared my product/outcome.
 I reflected recorded information, development. and service.
 I preapared the oral presentation.
    V.          REFLECTING
 I reflected the quality of service as action, March
 I reflected upon all stages of the project, ATL skills, Learner profile,
 I completed the academic honesty form.
 I completed oral presentation and written part of the project.

 

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:

  • ensure the chosen MYP project topic satisfies appropriate legal and ethical standards with regard to health and safety, confidentiality, human rights, animal welfare and environmental issues.
  • provide guidance to students in the process and completion of the project
  • confirm the authenticity of the work submitted
  • assess the MYP project using the criteria in this guide
  • participate in the standardization of assessment process established by the school.

Students will receive information and guidance that includes:

  • guidelines about the MYP project
  • a timetable with deadlines
  • the assessment criteria for the project
  • advice on how to keep and use a process journal
  • the importance of personal analysis and reflection
  • formative feedback
  • requirements for academic honesty.
During the project your responsibilities are to:

  • complete regular reflection
  • follow journal and mentor’ guidelines
  • respect the deadlines (complete assignments on time)
  • respect academic honesty (cite sources)
  • record mentors’ meetings
  • collect meaningful evidence
  • use your strengths to fulfill your weaknesses
  • use and reflect upon ATL skills
  • use and reflect upon LEARNING OUTCOMES.

·

Assessment criterion

Criterion A: Investigating

Maximum: 8

In the personal project, students should be able to:

  1. define a clear goal and global context for the project, based on personal interests
  2. identify prior learning and subject-specific knowledge relevant to the project
  3. demonstrate research skills.
Achievement level Level descriptor
0 The student does not achieve a standard described by any of the descriptors below.
1-2 The student:

  1. states a goal and a global context for the project, based on personal interests, but this may be limited in depth or accessibility
  2. identifies prior learning and subject-specific knowledge, but this may be limited in occurrence or relevance
  3. demonstrates limited research skills.
3-4 The student:

  1. outlines a basic and appropriate goal and a global context for the project, based on personal interests
  2. identifies basic prior learning and subject-specific knowledge relevant to some areas of the project
  3. demonstrates adequate research skills.
5-6 The student:

  1. develops a clear and challenging goal and a global context for the project, based on personal interests
  2. identifies prior learning and subject-specific knowledge generally relevant to the project
  3. demonstrates substantial research skills.
7-8 The student:

  1. develops a clear and highly challenging goal and a global context for the project, based on personal interests
  2. identifies prior learning and subject-specific knowledge that is consistently highly relevant to the project
  3. demonstrates excellent research skills.

Criterion B: Planning

Maximum: 8

In the personal project, students should be able to:

  1. develop criteria for the product/outcome
  2. plan and record the development process of the project
  3. demonstrate self-management skills.
Achievement level Level descriptor
0 The student does not achieve a standard described by any of the descriptors below.
1-2 The student:

  1. develops limited criteria for the product/outcome
  2. presents a limited or partial plan and record of the development process of the project
  3. demonstrates limited self-management skills.
3-4 The student:

  1. develops adequate criteria for the product/outcome
  2. presents an adequate plan and record of the development process of the project
  3. demonstrates adequate self-management skills.
5-6 The student:

  1. develops substantial and appropriate criteria for the product/outcome
  2. presents a substantial plan and record of the development process of the project
  3. demonstrates substantial self-management skills.
7-8 The student:

  1. develops rigorous criteria for the product/outcome
  2. presents a detailed and accurate plan and record of the development process of the project
  3. demonstrates excellent self-management skills.

Criterion C: Taking action

Maximum: 8

In the personal project, students should be able to:

  1. create a product/outcome in response to the goal, global context and criteria
  2. demonstrate thinking skills
  3. demonstrate communication and social skills.
Achievement level Level descriptor
0 The student does not achieve a standard described by any of the descriptors below.
1-2 The student:

  1. creates a limited product/outcome in response to the goal, global context and criteria
  2. demonstrates limited thinking skills
  3. demonstrates limited communication and social skills.
3-4 The student:

  1. creates a basic product/outcome in response to the goal, global context and criteria
  2. demonstrates adequate thinking skills
  3. demonstrates adequate communication and social skills.
5-6 The student:

  1. creates a substantial product/outcome in response to the goal, global context and criteria
  2. demonstrates substantial thinking skills
  3. demonstrates substantial communication and social skills.
7-8 The student:

  1. creates an excellent product/outcome in response to the goal, global context and criteria
  2. demonstrates excellent thinking skills
  3. demonstrates excellent communication and social skills.

Criterion D: Reflecting

Maximum: 8

In the personal project, students should be able to:

  1. evaluate the quality of the product/success of the outcome against their criteria
  2. reflect on how completing the project has extended their knowledge and understanding of the topic and the global context
  3. reflect on their development as IB learners through the project.
Achievement level Level descriptor
0 The student does not achieve a standard described by any of the descriptors below.
1-2 The student:

  1. presents a limited evaluation of the quality of the product/success of the outcome against his or her criteria
  2. presents limited reflection on how completing the project has extended his or her knowledge and understanding of the topic and the global context
  3. presents limited reflection on his or her development as an IB learner through the project.
3-4 The student:

  1. presents a basic evaluation of the quality of the product/success of the outcome against his or her criteria
  2. presents adequate reflection on how completing the project has extended his or her knowledge and understanding of the topic and the global context
  3. presents adequate reflection on his or her development as an IB learner through the project.
5-6 The student:

  1. presents a substantial evaluation of the quality of the product/success of the outcome against his or her criteria
  2. presents substantial reflection on how completing the project has extended his or her knowledge and understanding of the topic and the global context
  3. presents substantial reflection on his or her development as an IB learner through the project.
7-8 The student:

  1. presents an excellent evaluation of the quality of the product/success of the outcome against his or her criteria
  2. presents excellent reflection on how completing the project has extended his or her knowledge and understanding of the topic and the global context
  3. presents excellent reflection on his or her development as an IB learner through the project.
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.

  • hobbies, talents or subjects at school
  • concerns about global or community challenges
  • interests of friends and family
  • news items on TV or the internet
  • information from meetings or assemblies
  • articles in newspapers or magazines
INSPIRATIONAL WEBSITES … have a look!

EXAMPLES OF COMMUNITY PROJECTS THROUGH DIFFERENT GLOBAL CONTEXTS

GLOBAL CONTEXT Sample community projects
Identities and relationships
  • Laughter therapy campaign in children’s hospital or elder care home
  • Tutoring classes providing additional or special instruction to primary school students
  • Researching the effects of cola drinks on digestion and developing a campaign to promote healthy choices
Orientation in space and time
  • Joining a museum or historical society in the community to contribute to maintaining, restoring, and recovering local history
  • Making a plan for wheelchair accessibility
  • Inspired by lack of facilities in the local community, seeking to improve the facilities for young people by producing an article for the school magazine summarizing the problem and possible solutions
Personal and cultural expression
  • Improving the environment in the local hospital by designing and creating a series of pictures to hang in the corridors
  • Performing a theatre play to raise awareness on bullying
  • Promoting intercultural understanding through a graffiti contest
Scientific and technical innovation
  • Helping a local community make an efficient, low-cost use of energy-powered devices
  • Developing a programme to promote the use of wind energy for domestic devices
  • Campaigning to reduce paper use and to promote recycling
  • Campaigning to reduce water, electricity or fuel waste
Globalization and sustainability
  • Campaigning to raise awareness and reduce plastic straw waste use
  • Passing a plan to local authorities for tree planting in an area in need of re-greening
  • Creating a school or community garden
Fairness and development
  • Campaigning for fair-trade awareness
  • Addressing the concerns of immigrants and migrant populations