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IB Community Project 8th Grade

Liberty Middle School

An International Baccalaureate World School

 

 

Community Project Guide

…where community, service, and action intersect…

Grade 8

 

Title:

Advisor:

Individual/Group Members:

 

 

May 2019

 

The information in this guide is from the IB® Projects Guide.  You may access the Projects Guide, in its entirety, on the school website or in the school library.

 

Community Project:  Service as Action

 

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 community project requires a minimum of 15 service hours in which students investigate, propose, plan, implement and present their project/action.

 

Community Project: Service Learning

 

In the Community Project, action involves a participation in service learning (service as action). As students evolve through the service learning process, they may engage in one or more types of action.

 

  • Direct Service: Students have interaction that involves people, the environment or animals. Examples include one-on-one tutoring, developing a garden alongside refugees, or teaching dogs behaviors to prepare them for adoption.

 

  • Indirect Service: Though students do not see the recipients during indirect service, they have verified that their actions will benefit the community or environment. Examples include redesigning an organization’s website, writing original picture books to teach a language, or raising fish to restore a stream.

 

  • 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.

 

  • Research: Students collect information through varied sources, analyze data and report on a topic of importance to influence policy or practice. Examples include conducting environmental surveys to influence their school, contributing to a study of animal migration patterns, or compiling the most effective means to reduce litter in public spaces.

 

 

 

Community Project: Aims, Objectives, and Requirements

 

The aims state what a student may expect to experience and learn. These aims suggest how the student may be changed by the learning experience. 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.

 

The objectives of MYP projects encompass the factual, conceptual, procedural and metacognitive dimensions of knowledge. The table below illustrates the distinct objectives of the community project. 

The Objectives of the MYP Community Project

Objective A:  Investigating

a.  define a goal to address a need within a community, based on personal interests

b.  identify prior learning and subject-specific knowledge relevant to the project

c.  demonstrate research skills

Objective B:  Planning

a.  develop a proposal for action to serve the need in the community

b.  plan and record the development process of the project

c.  demonstrate self-management skills

Objective C:  Taking Action

a.  demonstrate service as action as a result of the project

b.  demonstrate thinking skills

c.  demonstrate communication and social skills

Objective D:  Reflecting

a.  evaluate the quality of the service as action against the proposal

b.  reflect on how completing the project has extended their knowledge and understanding

     of service learning

c.  reflect on their development of Approaches to Learning (ATL) skills

 

Students will use the presentation of the community project as an opportunity to demonstrate how they have addressed each of the objectives. Students will be expected to communicate clearly, accurately and appropriately.

 

In schools in which the MYP finishes with year 3, all students in the final year are required to complete the community project. In addition, students are expected to spend approximately 15 hours on their community project. The community project may be completed individually or collaboratively in groups of no more than three students.

 

For MYP projects, students and their advisors must use the academic honesty form provided by the IB to note their meeting dates and the main points discussed and to declare the academic honesty of work.

 

Community Project: Global Contexts

 

Global contexts direct learning towards independent and shared inquiry into our common humanity and shared guardianship of the planet. Using the world as the broadest context for learning, MYP projects can develop meaningful explorations of:

  • identities and relationships
  • orientation in space and time
  • personal and cultural expression
  • scientific and technical innovation
  • globalization and sustainability
  • fairness and development.

 

Students must identify one of these global contexts for their MYP project, to establish the relevance of their inquiry (why it matters).

 

Students may consider the following questions as they choose a global context through which to focus their project.

  • What do I want to achieve through my personal project?
  • What do I want others to understand through my work?
  • What impact do I want my project to have?
  • How can a specific context give greater purpose to my project?

 

When organizing fundraising campaigns or events for an organization, students will explore the challenges that the organization address, such as pollution, climate change, endangered species, health, education, housing, food, human rights, minority rights, immigration, culture, arts, communication. Therefore, the global context for the project will often be determined by the organization’s cause.

 

Community Project: Approaches to Learning

 

MYP projects are culminating activities through which students present, in a truly personal way, their development of approaches to learning (ATL) skills.

 

ATL skills that students have developed in subject groups will prepare them for working more independently and developing an MYP project over an extended period of time. Projects, essays and investigations carried out in the subject groups are important vehicles for helping students to develop the skills and attitudes needed to complete MYP projects.

                                                                                                                                                                            Ble below

ATL skills provide a solid foundation for learning independently and with others, demonstrating learning, and reflecting on the process of learning. They help students to become more autonomous, strategic and self-motivated and ultimately prepare students for responsible participation in local and global contexts.

 

The table below shows possible alignment between ATL skills and project objectives; however, it is important to realize that ATL skills work in articulation across all stages of MYP projects, sustaining and often overlapping throughout the projects.

 

Students will demonstrate how they have met the objectives through their presentation or report at the end of the project. They will be expected to communicate clearly, accurately and appropriately, utilizing communication, organization and reflection as ATL skills.

 

Students have the opportunity to develop affective skills—mindfulness, perseverance, emotional management, self-motivation and resilience—throughout the entire process. This skill set contributes to managing state of mind and a healthy, balanced approach to the projects.

 

The Objectives of the MYP Community Project

ATL Skill Clusters

Objective A:  Investigating

 

a.  define a goal to address a need within a community, based on

     personal interests

b.  identify prior learning and subject-specific knowledge relevant

     to the project

c.  demonstrate research skills

collaboration, critical thinking, creative thinking

 

information literacy

media literacy

transfer

Objective B:  Planning

 

a.  develop a proposal for action to serve the need in the    

     community

b.  plan and record the development process of the project

c.  demonstrate self-management skills

collaboration, organization, critical thinking, creative thinking

collaboration

organization

reflection

Objective C:  Taking Action

 

a.  demonstrate service as action as a result of the project

b.  demonstrate thinking skills

c.  demonstrate communication and social skills

organization, critical thinking, creative thinking

communication

collaboration

critical thinking

creative thinking

transfer

Objective D:  Reflecting

 

a.  evaluate the quality of the service as action against the proposal

b.  reflect on how completing the project has extended their knowledge

     and understanding of service learning

c.  reflect on their development of Approaches to Learning (ATL) skills

communication

reflection

 

Community Project: The Process Journal

 

For the community project, students are expected to document their process in the process journal. In this way, students demonstrate their working behaviors and academic honesty.

 

The process journal is a generic term used to refer to the record of progress maintained by the student throughout the project. However, the media for documenting the process can vary depending on student preferences. It can be written, visual, audio, or a combination of these, and it may include both paper and electronic formats. In the use of electronic/digital media, students are strongly advised to make digital copies of their journals or to transmit copies of their journals to an online storage site.

 

 Students will be familiar with the practice of documenting the development of their project in the process journal and can draw on techniques used to document the arts process journal, the design folder or similar workbooks in other subject groups. Students may develop their own format and design, although schools can provide templates or examples to support students’ work.

 

The process journal is personal to the student, in the sense that he or she is also exploring ways of recording his or her process. Students are not restricted to any single model of recording their process journals. However, the student is responsible, through his or her use of the process journal, for producing evidence of addressing the four objectives to demonstrate achievement at the highest levels of the criteria.

 

The Process Journal is:

The Process Journal is not:

• used throughout the project to document     

   development

• an evolving record of intents, processes,

   accomplishments

• a place to record initial thoughts and

   developments, brainstorming, possible lines

   of inquiry and further questions raised

• a place for recording interactions with

   sources, for example teachers, supervisors,

   external contributors

• a place to record selected, annotated

   and/or edited research and to maintain a

   bibliography

• a place for storing useful information, for

   example quotations, pictures, ideas,

   photographs

• a means of exploring ideas and solutions

• a place for evaluating work completed

• a place for reflecting on learning

• devised by the student in a format that suits

   his or her needs

• a record of reflections and formative

   feedback received.

• used on a daily basis (unless this is useful

   for the student)

• written up after the process has been

   completed

• additional work on top of the project; it is

   part of and supports the project

• a diary with detailed writing about what

   was done

• a static document with only one format.

 

Students show their advisors evidence of their process documented in their journals at meetings or by providing access digitally. Although legibility is important, the recording of critical and creative thinking and reflection is more important than neatness and presentation.

 

Selecting Process Journal Extracts:   For both the community project and the personal project, students should carefully select evidence from their process journals to demonstrate development in all criteria. These extracts are submitted as appendices of the report or presentation at the conclusion of the project. The student should take responsibility for making the appropriate extracts available to the advisor. Students working individually should select a maximum of 10 individual extracts to represent the key developments of the project. Students choosing to work in groups on the community project will submit a maximum of 15 process journal extracts. The student should select extracts that demonstrate how he or she has addressed each of the objectives, or annotate extracts to highlight this information.

 

An extract may include:

  • visual thinking diagrams
  • bulleted lists
  • charts
  • short paragraphs
  • notes
  • timelines, action plans
  • annotated illustrations
  • annotated research
  • artifacts from inspirational visits to museums, performances, galleries
  • pictures, photographs, sketches
  • up to 30 seconds of visual or audio material
  • screenshots of a blog or website
  • self and peer assessment feedback.

 

Materials directly relevant to the achievement of the project should also be included in the extracts, as appropriate. For example, if the student has produced a questionnaire or survey that has been described and analyzed in the report, he or she could include a segment of that completed survey. An individual extract may include any of the formats that the student used to document the process. Extracts should simply be supporting evidence of the process and will not be individually assessed.

 

Community Project: Objectives

 

The objectives of the community project state the specific targets that are set for learning. They define what students should be able to accomplish as a result of completing the community project. Students must address all strands of all four objectives in the MYP community project. These objectives relate directly to the assessment criteria found in the “Community Project Assessment Criteria” (rubric).

The Objectives of the MYP Community Project

Objective A:  Investigating

a.  define a goal to address a need within a community, based on personal interests

b.  identify prior learning and subject-specific knowledge relevant to the project

c.  demonstrate research skills

Objective B:  Planning

a.  develop a proposal for action to serve the need in the community

b.  plan and record the development process of the project

c.  demonstrate self-management skills

Objective C:  Taking Action

a.  demonstrate service as action as a result of the project

b.  demonstrate thinking skills

c.  demonstrate communication and social skills

Objective D:  Reflecting

a.  evaluate the quality of the service as action against the proposal

b.  reflect on how completing the project has extended their knowledge and understanding

     of service learning

c.  reflect on their development of Approaches to Learning (ATL) skills

 

Community Project: Investigating and Planning

 

The MYP community project consists of three components.

Community Project Component

How it is Assessed

focus on service as action

evident in the presentation

process journal

a selection of extracts in appendices of the report

presentation

the content of the report assessed using all four criteria

 

Students can choose to work on the community project independently or in groups of up to three students. In cases where students work together, they work collaboratively to address the objectives of the project, develop their service learning together, and give their presentation at the end as a group.

 

The objective of investigating requires students to make choices in the focus of their project. Students should follow a series of procedures to identify the focus. They will need to:

  • define a goal to address a need in the community, based on their personal interests
  • identify the global context for the community project
  • develop a proposal for action for the community project.

 

In situations where students choose to work in groups, the goal is defined collaboratively.

 

 

Defining a Goal to Address a Need in the Community:  Some examples of goals are:

  • to raise awareness
  • to participate actively
  • to research
  • to inform others
  • to create/innovate
  • to change behaviors
  • to advocate

 

A need can be defined as a condition or situation in which something is required or wanted; a duty or obligation; or a lack of something requisite, desirable or useful. The community may be local, national, virtual or global. There are a wide range of definitions of community. The MYP key concept of community is defined as follows.

 

Communities are groups that exist in proximity defined by space, time or relationship. Communities include, for example, groups of people sharing particular characteristics, beliefs or values as well as groups of interdependent organisms living together in a specific habitat. 

MYP: From Principles into Practice (May 2014)

 

The table below illustrates the various types of communities.

Community

Examples

a group of people living in the same place

Singapore’s Indian neighborhood

Belgian citizens

Korowai people of Papua

a group of people sharing particular characteristics, beliefs and/or values

an online forum for people with Down’s syndrome

vegetarians

history club year 3 students

a body of nations or states unified by common interests

European Union

United States of  America

United Nations Human Rights Council

a group of interdependent plants or animals growing or living together in a specified habitat

Madagascar’s indigenous bird population

Flora of the Middle East in Western Asia

South Korea’s Ecorium project (wetland reserve)

 

Students should make a reasonable evaluation of how they might address the need in the community. They should feel empowered by a goal they can reasonably achieve in the suggested time frame of the project, resulting in recognizing the impact of their service as action as a significant step in the community. Whether a project is appropriately challenging is determined by the students but should be guided by the advisor. What is labelled as too ambitious or limited for one student or group will be accessible or challenging for another. Students can involve teachers or other appropriate people as resources, but the project must be completed by the students.

 

 

The following table illustrates some examples of challenging and highly challenging community project goals.

Challenging Goal

Highly Challenging Goal

Students recognize an issue of cyber-bullying among the school community and raise awareness through an information campaign.

Students instigate a change in the disciplinary procedures taken against cyber-bullying among school peers, through negotiations with various school stakeholders.

A student hears the local children’s hospital is understaffed and volunteers his or her services for a set period of time.

A student creates a puppet show to entertain children and to tour several schools and hospitals.

Students think their school needs to support a local autism society next door to the campus, so they design and create a children’s story to educate students on what autism is.

Students work with the autism society members to write and publish a children’s story together, which is then showcased at the school’s open day, hosted by students and society members.

Students raise awareness of the need for blood donation at a local hospital or clinic.

Students organize a blood drive to be held at their school during a student-led conference.

 

Identifying the Global Context for the Project:  The global context chosen by the students provides a context for inquiry and research in the project. Students choose only one global context to define their goal. In most cases other global contexts may inform the project or offer other perspectives, but the focus on one context will present opportunities that emerge through (self-imposed) limitations and give a specific focus to the project.

The table below shows examples of global contexts corresponding to the elements of the community project.

The Goal

A Need

A Community

Global Context

to raise awareness

freedom of expression

a nation perceived as politically oppressed

Personal and Cultural Expression

to participate actively

trained working dogs

special needs community

Identities and Relationships

to research

access to clean drinking water

Pacific island countries

Orientation in Space and Time

to inform others

(access to) medical provisions

various socio-economic groups

Fairness and development

to create/innovate

medical advances

support group for cancer patients

Scientific and Technical Innovation

to change behaviors

social acceptance

the school community of teachers and students

Identities and Relationships

to advocate

modernization of local methods of waste management

the local population as it prepares for a national event

Globalization and Sustainability

 

It is useful for students to have the opportunity to brainstorm and think about ideas, as well as to discuss ideas with other people—for example, other students, friends outside the school, relatives and teachers. Students should document the development of their project, including their ideas and thinking. Brainstorming the definition of their goal is a useful exercise to document in the process journal, as students can return to this to ensure they remain on task as they progress through the project.

 

The following table shows some examples of the use of each global context for an MYP community project.

Global Context

Examples of Community Projects

Identities and Relationships
Students will explore identity; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities and cultures; what it means to be human.

  • 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 available from school vending machines

Orientation in Space and Time
Students will explore personal histories; homes and journeys; turning points in humankind; discoveries; explorations and migrations of humankind; the relationships between and the interconnectedness of individuals and civilizations from personal, local and global perspectives.

  • 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
Students will explore the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.

  • 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
Students will explore the natural world and its laws; the interaction between people and the natural world; how humans use their understanding of scientific principles; the impact of scientific and technological advances on communities and environments; the impact of environments on human activity; how humans adapt environments to their needs.

  • 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
Students will explore the interconnectedness of human-made systems and communities; the relationship between local and global processes; how local experiences mediate the global; the opportunities and tensions provided by world-interconnectedness; the impact of decision-making on humankind and the environment.

  • 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
Students will explore rights and responsibilities; the relationship between communities; sharing finite resources with other people and with other living things; access to equal opportunities; peace and conflict resolution.

  • campaigning for fair-trade awareness
  • contributing to educational opportunities, for example, supporting a local non-governmental organization that works on literacy in our town
  • addressing the concerns of immigrants and migrant populations

 

Students need to recognize the knowledge they already have from previous experiences or from subject-specific learning and document how this will help them to achieve their goal. This prior learning will enable students to evaluate what knowledge and skills need to be gained through research and further investigation.

Developing a Proposal for Action for the Project:  When students are clear on what they want to achieve and the service as action of their project, they will be in a position to determine the proposal. They will need to plan specific tasks or activities to complete to develop their project. Students can use checklists, rubrics, timelines, flow charts or other strategies to prepare their proposal.

The project should follow a proposal for action and involve students in designing, problem-solving, decision-making or investigative activities. Proposals should be achievable based on the time and resources available. Some projects may require too much time or overly complex procedures. Other projects may be too simplistic and present no challenge to the student. Deciding whether a project is realistic or unrealistic for a student will be based on discussions between the students and the supervisors. Students document the proposal in their process journals and use this to evaluate the final service as action.

Community Project:  The Presentation

The presentation at the end of the community project is an oral presentation delivered to an audience. This may be an audience of teachers, peers, family and friends, or the larger community.

  • For an individual student presentation, the time allocated is 6–10 minutes.
  • For a group presentation, the time allocated is 10–14 minutes.

Students choosing to complete the project in groups will present the project as a group, but each group member should have the opportunity to speak during the course of the presentation.

The format of the presentation should be structured following the MYP community project objectives. Students should plan, draft, rehearse and prepare materials necessary for the presentation, and it is good practice for the advisors to review one rehearsal presentation per student or group.

Schools may want to show the students various teen TEDx talks as possible models for presentations. These can be found by searching “teen” on http://www.ted.com/tedx or at www.tedxteen.com.

 

 

At the time of the presentation, students must submit to the community project advisor:

  • a completed academic honesty form for each student
  • the proposal for action
  • process journal extracts
  • any supporting visual aids used during the presentation
  • bibliography/sources.

Students choosing to work in groups will submit a selection of process journal extracts from each member of the group to represent the development of their community project. Good practice suggests that evenly distributed selections will best represent the contributions of all individuals in the group. In group submissions, a maximum of 15 process journal extracts is permitted. For individuals, a maximum of 10 process journal extracts is allowed.

A student completing and presenting his or her project individually will be awarded achievement levels for his or her individual work in the project.

In cases where students have chosen to work in groups, advisors should award the same achievement levels for each student. The opportunity to work together with other students promotes the understanding of teamwork and team achievement. In extenuating circumstances, and subject to local policies and practices regarding group work, supervisors may award students different achievement levels for their participation and performance in the community project.

No formats of presentation should include question-and-answer sessions or formal interviews that are used to further assess students’ presentations or adjust achievement levels met by the presentation itself.

Students must acknowledge their sources regardless of their format of presentation.

Community Project:  Using Assessment Criteria

 

Assessment for the MYP personal project is criterion-related, based on four equally weighted assessment criteria.

Criterion A

Investigating

Maximum 8

Criterion A

Planning

Maximum 8

Criterion A

Taking Action

Maximum 8

Criterion A

Reflecting

Maximum 8

Community Projects must assess all strands of all four assessment criteria.

In the MYP, objectives correspond to assessment criteria. Each criterion has eight possible achievement levels (1–8), divided into four bands that generally represent limited (1–2); adequate (3–4); substantial (5–6); and excellent (7–8) performance. Each band has its own unique descriptor that teachers use to make “best-fit” judgments about students’ progress and achievement.

Coordinators and advisors clarify the expectations for the MYP personal project with direct reference to the assessment criteria. Task-specific clarifications should clearly explain what students are expected to know and do, in forms such as:

  • a face-to-face or virtual discussion
  • an information day
  • detailed advice pages on the school intranet.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Community Project:  Assessment Criteria

 

 

Criterion A:  Investigating

 

Maximum: 8

In the community project, students should be able to:

  1. define a goal to address a need within a community, 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

Students do not achieve a standard described by any of the descriptors below.

1-2

Students:

i.      state a goal to address a need within a community, based on personal

        interests, but this may be limited in depth or accessibility

II.      identify prior learning and subject-specific knowledge, but this may be

         limited in occurrence or relevance

iii.     demonstrate limited research skills.

3-4

Students:

i.    outline an adequate goal to address a need within a community, based

      on personal interests

ii.    identify basic prior learning and subject-specific knowledge relevant to

       some areas of the project

iii.   demonstrate adequate research skills.

5-6

Students:

i.     define a clear and challenging goal to address a need within a

       community, based on personal interests

ii.     identify prior learning and subject-specific knowledge generally

       relevant to the project

iii.   demonstrate substantial research skills.

7-8

Students:

i.     define a clear and highly challenging goal to address a need within a

       community, based on personal interests

ii.     identify prior learning and subject-specific knowledge that is

        consistently highly relevant to the project

iii.   demonstrate excellent research skills.

 

 

 

 

 

 

 

 

Criterion B:  Planning

Maximum: 8

In the community project, students should be able to:

  1. develop a proposal for action to serve the need in the community
  2. plan and record the development process of the project
  3. demonstrate self-management skills.

 

 

Achievement Level

Level Descriptor

0

Students do not achieve a standard described by any of the descriptors below.

1-2

Students:

i.     develop a limited proposal for action to serve the need in the community

ii.    present a limited or partial plan and record of the development process

       of the project

iii.   demonstrate limited self-management skills.

3-4

Students:

i.     develop an adequate proposal for action to serve the need in the

       community

ii.    present an adequate plan and record of the development process of the

       project

iii.   demonstrate adequate self-management skills.

5-6

Students:

i.     develop a suitable proposal for action to serve the need in the

       community

ii.    present a substantial plan and record of the development process of the

       project

iii.   demonstrate substantial self-management skills.

7-8

Students:

i.     develop a detailed, appropriate and thoughtful suitable proposal for

       action to serve the need in the community

ii.    present a detailed and accurate plan and record of the development

       process of the project

iii.   demonstrate excellent self-management skills.

 

 

 

 

 

 

 

 

 

 

Criterion C: Taking Action

Maximum: 8

In the community project, students should be able to:

  1. demonstrate service as action as a result of the project
  2. demonstrate thinking skills
  3. demonstrate communication and social skills.

 

Achievement Level

Level Descriptor

0

Students do not achieve a standard described by any of the descriptors below.

1-2

Students:

i.      demonstrate limited service as action as a result of the project

ii.     demonstrate limited thinking skills

iii.    demonstrate limited communication and social skills.

3-4

Students:

i.      demonstrate adequate service as action as a result of the project

ii.     demonstrate adequate thinking skills

iii.    demonstrate adequate communication and social skills

5-6

Students:

i.      demonstrate substantial service as action as a result of the project

ii.     demonstrate substantial thinking skills

iii.    demonstrate substantial communication and social skills.

7-8

Students:

i.      demonstrate excellent service as action as a result of the project

ii.     demonstrate excellent thinking skills

iii.    demonstrate excellent communication and social skills.

 

 

 

 

 

 

 

 

 

 

Criterion D: Reflecting

Maximum: 8

In the community project, students should be able to:

a.  evaluate the quality of the service as action against the proposal

b.  reflect on how completing the project has extended their knowledge and understanding of service

     learning

c.  reflect on their development of ATL skills.

 

 

 

 

Achievement Level

Level Descriptor

0

Students do not achieve a standard described by any of the descriptors below.

1-2

Students:

i.      present a limited evaluation of the quality of the service as action

        against the proposal

ii.     present limited reflections on how completing the project has

        extended their knowledge and understanding of service learning

iii.    present limited reflections on their development of ATL skills.

3-4

Students:

i.      present an adequate evaluation of the quality of the service as action

        against the proposal

ii.     present adequate reflections on how completing the project has

        extended their knowledge and understanding of service learning

iii.    present adequate reflections on their development of ATL skills.

5-6

Students:

i.      present an substantial evaluation of the quality of the service as

        action against the proposal

ii.     present substantial reflections on how completing the project has

        extended their knowledge and understanding of service learning

iii.    present substantial reflections on their development of ATL skills.

7-8

Students:

i.      present an excellent evaluation of the quality of the service as

        action against the proposal

ii.     present excellent reflections on how completing the project has

        extended their knowledge and understanding of service learning

iii.    present detailed and accurate reflections on their development of

        ATL skills.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  1.  

Community Project:  Academic Honesty

 

Student Name:

School Name:  Liberty Middle School 

Advisor Name:

Student:

This document records your progress and the nature of your discussions with your supervisor. You should aim to see your supervisor at least three times: at the start of the process to discuss your initial ideas, then once you have completed a significant amount of your project, and finally once your completed report/presentation has been submitted.

Advisor:

You are asked to have at least three sessions with students, one at the start of the process, an interim meeting and then the final meeting. Other sessions are permitted but do not need to be recorded on this sheet. After each session, students should make a summary of what was discussed and you should sign and date these comments.

 

Date

Main Points Discussed

Signature/Initials

Meeting 1

 

 

Student:

 

 

Advisor: 

 

 

Meeting 2

 

 

Student:

 

 

Advisor: 

 

 

Meeting 3

 

 

Student:

 

 

Advisor: 

 

 

 

 

 

 

Advisor Comment(s):

 

 

 

 

 

 

 

 

 

 

Student Declaration:

I confirm that this work is my own and this is the final version. I have acknowledged, in the body of my work, each use of the words, work or ideas of another person, whether written, oral or visual (hard copy and/or electronic materials).

Advisor Declaration:

I confirm that, to the best of my knowledge, the material submitted is the authentic work of the student.

Student’s Signature:

 

 

Date:

Advisor’s Signature:

 

 

Date:

 

 

 

 

 

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