MYP projects

WHAT IS SERVICE AS ACTION?

Service & Action is an integral part of the MYP and of life at DKIS. At DKIS we are concerned with the holistic development of students. We are not only concerned about academic levels and extracurricular skills but with the development of character and personality. During your time in the MYP, you discover your place and role in communities, from your immediate family and school environment to the world at large. Throughout the MYP, you are encouraged to make connections between the things you learn at school and in your surroundings, as well as thinking about what you can give the community and the benefits the community can bring to you. Having gained awareness about the community, the next step is to take action and to become involved.

MYP 1

Grade level focus:

LONG TERM
service as action

and

SHORT TERM
service as action

MYP 2

Grade level focus:

LONG TERM
service as action

and

SHORT TERM
service as action

MYP 3

Grade level focus:

COMMUNITY PROJECT

and

SHORT TERM
service as action

The Service Learning

  1. The students will brainstorm their ideas for volunteering, their interests and possible interest and needs of the residents from the retirement home.
  2. The students will form groups of five based on their interests (for example: sports activities, arts & crafts…) and each group will be assigned a mentor.
  3. The students will investigate, plan and organize their actions in detail. Each group will have to prepare activities for two visits in the school year.
  4. The groups will receive a timetable for when they will visit the retirement home.
  5. The visits will take place once a month, Thursday, lesson 3 (English).
  6. The students will be accompanied by Ms Maja Majnik, and, if possible, their mentor.
  7. The students will need to ensure that they have uploaded all the evidence of their Service as Action (including planning, organizing, evidence of the visit and reflection) to their Teams accounts by May 30, 2025.

Each group MUST:

  1. Be in contact with their mentor regularly.
  2. Do extensive research of their ideas and the needs of the residents. Respect the academic honesty policy (cite sources).
  3. Prepare a detailed plan of how they will carry out their idea.
  4. Share their organization of the visit with their mentor at least 2 weeks prior to the visit for the mentor to check and approve.
  5. Be responsible and show up on the appointed day of the visit fully equipped.
  6. Be caring, risk-takers and good communicators when working with the residents.
  7. Create a short reflection (written, visual, spoken…) connected to the learning outcomes: Collaboration + Challenges and new skills after each stage of the process.
  8. Upload all the evidence of their process on to their Teams accounts individually by May 30, 2025.

The mentor supports the students throughout the process. They MUST:

  1. Ensure the chosen MYP service as action topic satisfies the appropriate legal and ethical standards with regard to health and safety, confidentiality, human rights, animal welfare and environmental issues.
  2. Provide guidance to students in the process and completion of the project as well as provide meaningful feedback.
  3. Confirm the authenticity of the work submitted.
  4. Assess the Service as Action.

Even though students will not be formally assessed, their mentor will give them feedback with the help of the rubric below. Their ‘grade’ and a comment on their work will also be noted in their final report card.

Even though students will not be formally assessed, their mentor will give them feedback with the help of the rubric below. Their ‘grade’ and a comment on their work will also be noted in their final report card.

This process will prepare the pupils for their future service learning by giving them meaningful feedback and feedforward on their strengths and the areas that still need improvement. In order for the MYP 1 pupils to be promoted to the next grade, they must complete the long term Service as Action.

Stage/GradeImprovement neededSatisfactoryGoodVery good
PlanningThe goal is unclear. Limited or superficial research. Information is often irrelevant or off topic. Few sources cited.The goal is somewhat clear. Adequate research which may lack depth. Information is mostly relevant, occasionally strays from the topic. Basic sources cited.The goal is clear and well defined. Thorough research. Information is relevant and supports the topic. Variety of credible sources cited.The goal is clear, specific and well-defined. Extensive and in-depth research. Information is highly relevant and consistently aligned with the topic. Diverse and highly credible sources cited.
OrganizingThe action was poorly planned. Poor use of time. Rarely met with the mentor (2).The action is planned but lacks clarity. Some issues with time management. Sometimes met with the mentor (4).The action is clearly planned. Good use of time. Often met with the mentor (6).The action is exceptionally well-planned. Exceptional time management. Regularly met with the mentor (8).
ActionActions taken were minimal or incomplete. Little or no collaboration. Completely relied on others.Actions were taken but lacked full commitment or effectiveness. Some collaboration but could have been more effective. Needed support from on others.Actions were effectively carried out with good results. Good collaboration. Worked with minimal help from others.Actions were executed with high efficiency and resulted in outstanding outcomes. Exceptional collaboration. Very proactive during the project.
ReflectionReflection is superficial. There is Little evidence of growth or learning from the experience.Reflection shows some insight but lacks depth. Some evidence of growth.Reflection is thoughtful. Clear evidence of growth and learning from the experience.Reflection is deep, insightful. Strong evidence of significant personal growth and learning.

The Service Learning

  1. The students will brainstorm their ideas for volunteering, their interests and the possible interests and needs of the students in the kindergarten.
  2. The students will form groups of four based on their interests (for example: sports activities, arts & crafts…) and each group will be assigned a mentor.
  3. The students will investigate, plan and organize their actions in detail. Each group will have to prepare activities for two visits in the school year.
  4. The groups will receive a timetable for when they will visit the kindergarten.
  5. The visit will happen once a month in each class: 7M, Wednesday, lesson 6 and 7. i, Friday, lesson 6.
  6. The students will be accompanied by Ms Maja Majnik or Ms Tina Frelih, and, if possible, their mentor.
  7. The students will need to ensure that they have uploaded all the evidence of their Service as Action (including planning, organizing, evidence of the visit and reflection) to their Teams accounts by May 30, 2025.

Each group MUST:

  1. Be in contact with their mentor regularly.
  2. Do extensive research of their idea and the needs of the students. Respect the academic honesty policy (cite sources).
  3. Prepare a detailed plan of how they will carry out their idea.
  4. Share their organization of the visit with their mentor at least 2 weeks prior to the visit for the mentor to check and approve.
  5. Be responsible and show up on the appointed day of the visit fully equipped.
  6. Be caring, risk-takers and good communicators when working with the students.
  7. Create a short reflection (written, visual, spoken…) connected to the learning outcomes: Initiative + Perseverance after each stage of the process.
  8. Upload all the evidence of their process on to their Teams accounts individually by May 30, 2025.

The mentor supports the students throughout the process. They MUST:

  1. Ensure the chosen service as action topic satisfies the appropriate legal and ethical standards with regard to health and safety, confidentiality, human rights, animal welfare and environmental issues.
  2. Provide guidance to the students in the process and completion of the project as well as give meaningful and timely feedback.
  3. Confirm the authenticity of the work submitted.
  4. Assess the Service as Action.

Even though students will not be formally assessed, their mentor will give them feedback with the help of the rubric below. Their ‘grade’ and a comment on their work will also be noted in their final report card.

This process will prepare the pupils for their future service learning by giving them meaningful feedback and feedforward on their strengths and the areas that still need improvement. In order for the MYP 2 pupils to be promoted to the next grade, they must complete the long term Service as Action.

Stage/GradeImprovement neededSatisfactoryGoodVery good
PlanningThe goal is unclear. Limited or superficial research. Information is often irrelevant or off topic. Few sources cited.The goal is somewhat clear. Adequate research which may lack depth. Information is mostly relevant, occasionally strays from the topic. Basic sources cited.The goal is clear and well defined. Thorough research. Information is relevant and supports the topic. Variety of credible sources cited.The goal is clear, specific and well-defined. Extensive and in-depth research. Information is highly relevant and consistently aligned with the topic. Diverse and highly credible sources cited.
OrganizingThe action was poorly planned. Poor use of time. Rarely met with the mentor (2).The action is planned but lacks clarity. Some issues with time management. Sometimes met with the mentor (4).The action is clearly planned. Good use of time. Often met with the mentor (6).The action is exceptionally well-planned. Exceptional time management. Regularly met with the mentor (8).
ActionActions taken were minimal or incomplete. Little or no collaboration. Completely relied on others.Actions were taken but lacked full commitment or effectiveness. Some collaboration but could have been more effective. Needed support from on others.Actions were effectively carried out with good results. Good collaboration. Worked with minimal help from others.Actions were executed with high efficiency and resulted in outstanding outcomes. Exceptional collaboration. Very proactive during the project.
ReflectionReflection is superficial. There is Little evidence of growth or learning from the experience.Reflection shows some insight but lacks depth. Some evidence of growth.Reflection is thoughtful. Clear evidence of growth and learning from the experience.Reflection is deep, insightful. Strong evidence of significant personal growth and learning.

Short Term Commitment

SHORT TERM COMMITMENT

MYP 1MYP 2MYP 3
1 short-term commitment2 short-term commitments2 short-term commitments

When the students take on short-term commitments, they can turn what they’ve learned in class into real-world action. These student-initiated actions, inspired by their studies, allow them to apply their knowledge and make a difference. By leading their own initiatives, the pupils see how their learning connects to life outside school, helping them to grow and make an impact.

STUDENTS’ RESPONSIBILITIES

  1. Each student will suggest 1 or 2 short-term commitments by the end of the school year.
  2. The student will contact their mentor to discuss the process and timetable for their action.
  3. The student will carry out the action.
  4. The student will create a reflection (written, visual, spoken…) on 1-2 learning outcomes of their choice in Teams and inform their mentor.
  5. The student will complete the short-term commitment (including the reflection) by May 30, 2025.

MENTORS’ RESPONSIBILITES

The mentor supports the students throughout the process. They MUST:

  1. Ensure the chosen short term commitment satisfies the appropriate legal and ethical standards with regard to health and safety, confidentiality, human rights, animal welfare and environmental issues.
  2. Provide guidance to students in the process and completion of the project as well as give meaningful and timely feedback.
  3. Confirm that the action was indeed completed.

TYPES OF ACTION

Types of ActionExamples of Action
Direct Service: Students have interaction that involves people, the environment or animals.Tutoring younger students Community clean-up Elderly assistance Food distribution Animal shelter volunteering
Indirect service: Though students do not see the recipients during indirect service, they have verified that their actions will benefit the community or environment.Creating educational materials Fundraising for a cause Awareness campaigns Crafting items for charity
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.Campaigning for environmental sustainability Promoting mental health awareness Advocating for human rights Advocating for animal welfare  
Research: Students collect information through varied sources, analyse data and report on a topic of importance to influence policy or practice.Investigating local water quality Exploring the impact of plastic waste Surveying the community health needs Analysing the school’s carbon footprint Studying the effects of social media on teen mental health

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.

STEPDESCRIPTORDUE DATECHECKLIST
I. BRAINSTORMING IDEASI 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.    INVESTIGATINGI 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. PLANNINGI 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. 
I work on product/outcome.
I reflect upon my learning process.
IV. TAKING ACTIONI 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.         REFLECTINGI reflected on the quality of service as action,3 days after the presentation date/4th January the latest     
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 role of The Project Mentor

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.

Your Role:

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.

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 levelLevel descriptor
0The student does not achieve a standard described by any of the descriptors below.
1-2The student: states a goal and a global context for the project, based on personal interests, but this may be limited in depth or accessibility identifies prior learning and subject-specific knowledge, but this may be limited in occurrence or relevance demonstrates limited research skills.
3-4The student: outlines a basic and appropriate goal and a global context for the project, based on personal interests identifies basic prior learning and subject-specific knowledge relevant to some areas of the project demonstrates adequate research skills.
5-6The student: develops a clear and challenging goal and a global context for the project, based on personal interests identifies prior learning and subject-specific knowledge generally relevant to the project demonstrates substantial research skills.
7-8The student: develops a clear and highly challenging goal and a global context for the project, based on personal interests identifies prior learning and subject-specific knowledge that is consistently highly relevant to the project 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 levelLevel descriptor
0The student does not achieve a standard described by any of the descriptors below.
1-2The student: develops limited criteria for the product/outcome presents a limited or partial plan and record of the development process of the project demonstrates limited self-management skills.
3-4The student: develops adequate criteria for the product/outcome presents an adequate plan and record of the development process of the project demonstrates adequate self-management skills.
5-6The student: develops substantial and appropriate criteria for the product/outcome presents a substantial plan and record of the development process of the project demonstrates substantial self-management skills.
7-8The student: develops rigorous criteria for the product/outcome presents a detailed and accurate plan and record of the development process of the project 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 levelLevel descriptor
0The student does not achieve a standard described by any of the descriptors below.
1-2The student: creates a limited product/outcome in response to the goal, global context and criteria demonstrates limited thinking skills demonstrates limited communication and social skills.
3-4The student: creates a basic product/outcome in response to the goal, global context and criteria demonstrates adequate thinking skills demonstrates adequate communication and social skills.
5-6The student: creates a substantial product/outcome in response to the goal, global context and criteria demonstrates substantial thinking skills demonstrates substantial communication and social skills.
7-8The student: creates an excellent product/outcome in response to the goal, global context and criteria demonstrates excellent thinking skills 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 levelLevel descriptor
0The student does not achieve a standard described by any of the descriptors below.
1-2The student: presents a limited evaluation of the quality of the product/success of the outcome against his or her criteria presents limited reflection on how completing the project has extended his or her knowledge and understanding of the topic and the global context presents limited reflection on his or her development as an IB learner through the project.
3-4The student: presents a basic evaluation of the quality of the product/success of the outcome against his or her criteria presents adequate reflection on how completing the project has extended his or her knowledge and understanding of the topic and the global context presents adequate reflection on his or her development as an IB learner through the project.
5-6The student: presents a substantial evaluation of the quality of the product/success of the outcome against his or her criteria presents substantial reflection on how completing the project has extended his or her knowledge and understanding of the topic and the global context presents substantial reflection on his or her development as an IB learner through the project.
7-8The student: presents an excellent evaluation of the quality of the product/success of the outcome against his or her criteria presents excellent reflection on how completing the project has extended his or her knowledge and understanding of the topic and the global context presents excellent reflection on his or her development as an IB learner through the project.

Snacks and hot lunches are available for grades 1- 8 for a fee.
Children who are on a special diet must bring a certificate from a Slovenian pediatrician.

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 CONTEXTSample community projects
Identities and relationshipsLaughter 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 timeJoining 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 expressionImproving 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 innovationHelping 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 sustainabilityCampaigning 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 developmentCampaigning for fair-trade awareness Addressing the concerns of immigrants and migrant populations

Community Project Journal

Commitment Contract Community Project

Action will be different from student to student and from context to context. It will teach students to:

  • feel empathy towards others
  • make small-scale changes to behaviour
  • undertake larger and more significant projects
  • act on own
  • act collaboratively
  • take physical action
  • suggest modifications to an existing system to the benefit of all involved
  • persuade people in more influential positions to act

Key points about Service as Action (SA) 

  • Long-term commitments are done in groups, however, all students are expected to be equally involved.
  • Short-term commitments can be done individually or as a group.
  • The quality of an activity is more valuable than the hours devoted to it.
  • Students should try to incorporate their interests, skills and talents and their service should be meaningful and have a purpose.
  • Students should research and plan their action before carrying it out. 
  • Teacher mentor must supervise SA activities and projects at all times.
  • SA is only complete when the student also completes a reflection on the learning outcomes. 

What are unacceptable Service as Action activities?

  • A one-off event, which involves no preparation or follow-up
  • Any class activity or project which is already part of the student’s MYP course, Mother Tongue lessons, extra tuition taking place outside of the normal school day
  • If the student gets paid for the activity
  • Fund-raising with no clearly defined end in sight.
  • An activity where there is no leader or responsible adult on site to evaluate and confirm student performance – parents should not be supervisors
  • All forms of normal duty within the family such as dog-sitting, babysitting, dog-walking, car washing, apartment cleaning, which are really part of daily responsibilities

Ethics – Consider the ethical implications of your actions.

Principles, morals, right and wrong. 
I consider what is right and what is wrong.

Global value –  Develop international-mindedness through global engagement, multilingualism and intercultural understanding.

Openness, appreciation of others, respect for diversity and differences. 
I am involved with a world issue respecting and/or experiencing different perspectives and cultures.

Awareness – Become more aware of your own strengths and areas for growth.

Find out what you are good at and what you need to work on. Understanding your surroundings, people, actions.
I am more aware of my own strengths and areas for growth

Initiative – Discuss, evaluate and plan student-initiated activities.

Don’t wait for others to act. Do it yourself. Make a Plan. Self-motivation. 
I discuss, evaluate and plan activities which I have come up with myself. 

Perseverance – Persevere in action.

Keep going; don’t give up.
I am able to commit myself for a longer period of time and take responsibility for my own learning.

Challenges & New skills – Undertake challenges that develop new skills.

Try something you would not normally choose to do. Stretch out of your comfort zone.
I am not afraid to take on challenges which will help me learn new skills.

Collaboration – Work collaboratively with others.

Teamwork, connecting with others outside of your team.
I am aware of my role in a group and work well with different groups of people.

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