Criterion B: Planning Maximum: 8 In the community project, students should be able to: i. develop a proposal for action to the need in the community ii. plan and record the development process of the project iii. demonstrate self-management skills. Achievement level Level descriptor 0 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 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: i. demonstrate service as action as a result of the project ii. demonstrate thinking skills iii. demonstrate communication and social skills. Achievement level Level descriptor 0 Students do not achieve a standard described by any of the descriptors 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.
MYP Community Project PROJECT ACTION PROPOSAL & CONTRACT Team Member Personal Information Name Phone No. Email Best Times to Contact Team Members Project Specifics Need (identify the need in your community) Goal (to awareness, participate actively, research, inform others, create/innovate, change behaviours, advocate) Community Global Context (refer to table p 7 or appendix p 16) How are you going to achieve this goal?
APPROACHES TO LEARNING (ATL) 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. Students will demonstrate how they have met the objectives through their presentation at the end of the project. They will be expected to communicate clearly, accurately and appropriately, using communication, organization and reflection as ATL skills. The first table below is a model of alignment between ATL skills and project objectives. There is also a column for students to communicate evidence of the ATL skills demonstrated throughout the project. It is important to realize that ATL skills work across all stages of MYP projects, often overlapping throughout the projects. Community Project Objectives MYP ATL Skill Clusters Evidence that I demonstrated this: Objective A: Investigating • Collaboration • Critical thinking • Creative thinking • Affective Skills i. Define a goal to address a need within a community, based on personal interests ii. Identify prior learning and subject-specific knowledge relevant to the project iii. Demonstrate research skills • Information literacy • Media Literacy • Transfer • Affective Skills Objective B: Planning • Collaboration • Organization • Critical thinking • Creative thinking • Affective Skills i. Develop a proposal for action to serve a need in the community i. Plan and record the development process of the project ii. Demonstrate Self- Management Skills • Collaboration • Organization • Reflection • Affective Skills Objective C: Taking Action • Organization • Critical thinking • Creative thinking • Affective Skills i. Demonstrate service as action as a result of the project ii. Demonstrate thinking skills iii. Demonstrate communication and social skills • Communication • Collaboration • Critical thinking • Creative thinking • Transfer • Affective Skills Objective D: Reflecting • Communication • Reflective • Affective Skills i. Evaluate the quality of the service as action against the proposal ii. Reflect how completing the project has extended their knowledge and understanding of service learning iii. Reflect on development of ATL (Approaches to Learning) skills