Emirates International School Service & Action 2017/18 (EIS-J)
Service and Action Requirements
YEAR 7 Students will complete 2 SA projects over the year.
OUTCOME: Worked collaboratively with others:
Collaboration can be shown in many different activities, such as team sports, playing music in a band, or helping in a kindergarten. At least one project, involving collaboration and the integration of at least two of creativity, action and service, is required.
OUTCOME: Increased awareness of their own strengths and areas for growth:
They are able to see themselves as individuals with various skills and abilities, some more developed than others, and understand that they can make choices about how they wish to move forward.
YEAR 8- 10 students will complete 2 SA projects over the year.
OUTCOME: Planned and initiated activities:
Planning and initiation will often be in collaboration with others. It can be shown in activities that are part of larger projects, for example, ongoing school activities in the local community, as well as in small student led activities.
OUTCOME: Shown perseverance and commitment in their activities:
At a minimum, this implies attending regularly and accepting a share of the responsibility for dealing with problems that arise in the course of activities.
OUTCOME: Engaged with issues of global importance:
Students may be involved in international projects but there are many global issues that can be acted upon locally or nationally (for example, environmental concerns, caring for the elderly).
Term 1: 9-10 weeks to complete project 1
Term 2: 9-10 weeks to complete project 2
Term 3= in class presentations of projects 1-2
(2 projects completed over a year)
Term 1: 9-10 weeks to complete project 1
Term 2: 9-10 weeks to complete project 2
Term 3= in class presentations of projects 1-2
(2 projects completed over a year)
Year 11 Students: will complete 1 large in-depth project over term 1 & 2
OUTCOME: Undertaken new challenges and developed
new skills: A new challenge may be an unfamiliar activity, or an extension to an existing one. As with new challenges, new skills may be shown in activities that the student has not previously undertaken, or in increased expertise in an established area.
OUTCOME: Considered the ethical implications of their actions:
Ethical decisions arise in almost any SA activity (for example, on the sports field, in musical composition, in relationships with others involved in service activities). Evidence of thinking about ethical issues can be shown in various ways, including journal entries and conversations with SA form tutors.
Term 1 & 2 - Research and completion of 1 in depth project (1 project completed)
Term 3 - Reflection on the 7 Outcomes and experiences over the 5 years of MYP.
What is not does not count as Service and Action?
SA should be an interesting variety of activities that you find worthwhile and rewarding, and that are mutually beneficial to you and to your community.
• SA is active and involves interaction with others.
• SA activities allow for personal growth.
Examples of activities, which would NOT qualify as SA include:
• simple, tedious and repetitive work.
• a passive pursuit, e.g. museum, theatre, exhibition, concert visits.
• Giving/collecting money to a charity (legal implications in UAE)
• Putting clothing in a clothing bin in your building
• Bake sales
• Putting up a poster that you have copied and pasted
• Walking a family pet
• family duties.
• work experience that only benefits the student, or that involves financial gain.
• fundraising with no clearly defined end in sight.
• An activity where there is no responsible adult on site to evaluate your performance.
• Activities that cause division - make people upset.
(Note: Your parent cannot supervise your SA project this is why it must be your form tutor -ETHICS)
EXAMPLE:
• working in an old people’s or children’s home when you:
- have no understanding of how the home operates.
- do not perform a service for other people.
(The above example can be applied to many other activities purporting to be SA.)
Getting Started 'write up' and 'reflections' on ManageBac
THE FIVE STAGES OF SERVICE AND ACTION:
1) Investigation: - Students must show planning and consideration of knowledge about the issue or theme.
2) Preparation: students must log preparation in the form of reporting on/ recording their Action through a timeline, what resources they have used.
3) Action: Students must Implement an action plan. They will do this by working Independently or through cooperative work.
4) Reflection:
what happened? expression of feelings, generation of ideas. Reflection should happen at intermittent periods during and at the end of projects. It is the summation of ides and allows students to synthesize, revise and rethink ideas. -Every year group has a minimum for written reflections required for each project. These must be in-depth not merely comment.
5) Demonstration: This involves the students making explicit what they have learned and how they learned a particular skill through their chosen outcomes
_____________________________________________________
Supervisor Review: The SA advisor reviews all evidence and planning, Making a decision on much progress has been made against the selected outcomes ( this is the form tutor)
STUDENT REFLECTION EXAMPLE: BLANKETS FOR BABIES ASA
The final stage of the SA project involves collecting all of the blankets that the students participating in this activity knitted. All of these blankets will be stitched together by the supervising teachers to make a couple bigger sized blankets that will be donated to the children and the babies in need of the blankets for insulation during this upcoming winter….. After completing the service, I felt very proud of what I have accomplished because I never would have thought that I would be able undertake such a challenge of knitting a blanket the way that I did. Throughout this service and action activity…..
I demonstrated a variety of IB learning profiles such as caring and communication where I collaborated with other members of this activity and where we helped each other with certain tasks. I hope that by doing this activity I would have made a difference in the world, no matter how small it really is.
By Seif Al Solh – year 10
METHODS OF TAKING ACTION:
Learning & progress
Direct service:
Service that involves direct interaction with a targeted cause, whether it is people, the natural environment, or animals. You take leadership role in this developing a project.
IE: developing a waste management policy for a chosen community, or a new recycling plan for the school, holding craft lessons at an elderly persons home, working in the after school care programme, or tutoring students.
Indirect service:
Service that will benefit to the targeted cause, but you do not see or interact with the organisation directly.
IE: Developing promotional material for K9 friends, or developing materials to support improvements in literacy, organizing a concert to benefit a local NGO or joining and promoting an environmental cause such as Earth Hour.
Advocacy:
Advocacy means the act of pleading or arguing in favour of something.
You are likely to have to conduct research about the chosen topic.
Examples include joining or initiating an awareness campaign about the plight of a local waterway, submitting articles to local media on issues of poverty, creating a video on improving waste disposal in the community and posting it online, or advocating for an awareness campaign on hunger.
Note: please download the online Guide on a PC, and read the detailed requirements carefully. This is a secondary support site. You should always refer to your PDF Guide, or your form tutor for the most up to date information regarding SA.
