Student Initiatives Handbook by Amy Seefeldt

STUDENT INITIATIVE AT WOODSTOCK

A HANDBOOK FOR ALL STUDENT INITIATIVES THROUGH ENRICHMENT, COMMUNITY ENGAGEMENT, AND THE CENTRE FOR IMAGINATION

INTRODUCTION Excerpt taken from Eliciting Greatness, Woodstock School’s philosophy of education.

“The place God calls you to is the place where your deep gladness and the world’s deep hunger meet.” Frederick Buechner

A compelling vision of education must be orientated towards meaningful action in the world. For young idealists, excited by the possibility of change, and motivated to act through personal example, there are real opportunities to make a difference – education must actively and deliberately support this. Leadership means different things to different people. For some, it is all about issuing commands and ordering people about. But there is another model of leadership which has stood the test of time as a far more powerful instrument for change. This model defines leadership as ‘how to be’ rather than ‘how to do’ and focuses on the values and qualities of character of the individual – inspiring a personal vision of greatness which can create powerful leadership energies. Warren Bennis summed this up well: “people begin to lead that moment when they decide for themselves how to be.” This view of leadership is about creating the inner conditions and commitments from which positive outer influence can emerge as integrity and trustworthiness. Unless we support (and model) the development of these personal foundations within our students, our leadership techniques and strategies will be superficial and ineffective – rarely tapping into those energies which can truly inspire and never eliciting the greatness within. This handbook is designed to guide students through the process of enacting their ideals and goals, so that they learn what it means to take real initiative in the direction of their dreams.

TABLE OF CONTENTS INTRODUCTION TABLE OF CONTENTS STAGE 1: INVESTIGATING & Getting tO WORK STAGE 11: PLANNING & GOAL-SETTING STAGE 111: TAKING ACTION & PROTOTYPING STAGE 1V: REFLECTING & CELEBRATING APPENDICES & rESOURCES (Including MYP PP & DP CAS) ADVISOR RESOURCES & CHECKLISTS

STAGE 1: INVESTIGATING & Getting tO wOrk Welcome to a life-changing journey! As with any other journey, your initiative requires ample planning, plotting, and imagining. This process will teach you self-management skills you can apply anywhere! If you are hoping to initiate your own sports team, community development program, or individual initiative, this document is designed to help you do just this! The first steps involve setting criteria for yourself: How will you know if and when you have succeeded? Not sure what program your initiative falls under? Take a look at the diagram.

*For an explanation of the Grade 10 MYP Personal Project, check out Appendix E, p. 30-37. **For an explanation of the DP Creativity, Activity, Service requirement, check out Appendix F, p. 38- 39.

PROCEDURES

1. Student(s) must have a draft proposal of any event or project that includes criteria for success. If an event is off campus, students must have an invitation or permission from the hosts submitted with the draft proposal. Draft proposals should cover the details listed in the form below. 2. To draft a proposal, students should meet first with the staff advisor most closely connected to the initiative (Leaders of Community Engagement, StuCo, MUN, Debate Club, Quiz Bowl etc.), or their Personal Project Supervisor. If the event proposed is not related to any existent Enrichment activity, students should meet with Ms. Maiti if it relates to DP CAS, Mr. Smith if it relates to MYP Personal Project, Mrs. Nagarwalla, Mrs. Mark or Ms. Seefeldt for guidance. 3. The staff advisor(s) will give feedback to students regarding the feasibility of their initiative/ project/event: if it meets with the school’s objectives, if we are already doing something similar at the school and maybe give suggestions about how to integrate with others’ ideas. They will look at the feasibility of the timeline. Students may be asked to make changes. If outside the realm of possibility, the proposal could also be rejected at this stage. 4. Students will make the changes suggested and return to the staff advisor(s) for one more preview before final submission. 5. The proposal will then be shared with the Personal Project Supervisor or the appropriate school administrator. They will look at it for any logistical issues that may have not been covered before the proposal is forwarded to any further staff teams for approval (Events & Calendar Group (ECG), in the case of single events). 6. The appropriate staff team or advisor will give the final ‘Yes’ or ‘No’ for initiatives, projects, and events to go forward. 7. Timeline : - Please note the proposal should be sent to ECG at least one month before registration dates for any off campus involvement or for an event at school that involves school or out-of-campus participation. 8. Any planning and email correspondence for your initiative, project, or event must include your advisor and your staff leader.

INVESTIGATING yOUR INTERESTS These guiding questions will help you explore and define your interests, if you need help in identifying a focus for your MYP Personal Project, DP CAS, or the DP Extended Essay. 1. What do you enjoy doing? What talents do you have? 2. What skill or talent would you like to improve? 3. What are you already doing that you could incorporate into your initiative? 4. What would you like to be involved in? 5. Describe a time when you helped someone else or helped with a cause. 6. Describe a time when someone helped you. 7. About which issues do you have concern or feel most passionate? 8. Are there any local clubs or community associations in which you could be involved? 9. What would you like to learn more about? 10. What have you always wanted to try, but havenâ&#x20AC;&#x2122;t tried yet? 11. What might you enjoy spending time on?

STAGE 1: getting tO WORK INVESTIGATING

(see p.34 for the Personal Project Criterion A)

As you launch, you need to make sure you have considered all aspects of the initiative. This will help ensure your ultimate success and will minimize or eliminate potential challenges and obstacles, as well as helping to ensure that your initiative BEST meets the needs and goals you have identified. Prior Knowledge Take the time to make note of any prior, subject-specific knowledge or experience that may relate to your proposal. Research Skills Depending on the nature of your initiative, you will need to demonstrate appropriate, relevant research.

LANDSCAPE SURVEY Take some time to visit the place where you intend to execute your project or initiative. Whether this is going to the gym to think about play ideas, spending time outdoors to inspire a written/artistic piece of work, or making a visit to a local community to get a sense of what life is like from their perspective. • • •

Note down points of interest to you: what do you see that inspires you? What makes you happy or sad? What are people doing in the space? Draw a map of the area, particularly if it is new to you or off-campus: look for hotspots or points of friction, potential challenges, or aspects of the place that you haven’t yet taken into account in your planning. Do you need to make any adjustments? Take some ‘pre’ pictures. These will form an important part of your record-keeping, as your project or initiative takes shape.

PAY ATTENTION! WHAT DO YOU SEE? WHAT DO YOU HEAR? WHAT DO YOU SMELL? ARE THERE ANY ISSUES OF PHYSICAL COMFORT THAT YOU NEED TO TAKE INTO ACCOUNT AS YOU PLAN?

CONDUCTING INTERVIEWS Regardless of your initiative, it is important to speak with the people who can be of most help to you. If you are planning an independent study, it may mean interviewing teachers within the academic discipline(s) you are exploring, or interviewing an expert in the field. If you are planning a Community Engagement project, it will likely mean conducting individual and group interviews with the target population. Any new Community Engagement project will require a minimum of FIVE interviews to explore feasibility. Who do you need to talk to? Do you need help establishing contact with them? Possibilities: • An expert • A community leader • Members of different age groups (child/adult/elder) • Representatives of both genders • Representatives of different economic

What questions do you need to ask? Discussion points: • What bothers them? (this can be geared toward your topic of interest, but be sure to keep it broad to ensure you are addressing the right need) • What do they hope for? • Has anyone else tried to address this problem?

Making an interview appointment: Remember that interviewees are doing you a favour if they agree to be interviewed, so be sure to do everything you can to make it easy for them....go to them, meet at a convenient time for them, etc. Make sure all communication is formal and polite. IMPORTANT: Copy your staff advisor on all emails! IDEO is a human-centered design powerhouse that offers a wealth of resources and advice for exactly the kind of interviews that you will likely need to conduct. You can find these at www.designkit.org.

INTERVIEW NOTES

TRACKING "Tracking is like learning to read. First you start with the ABC's then you work up to simple sentences, then to paragraphs and finally to books. Ultimately, with practice, you can read very difficult books with a great deal of hidden meaning." -Tom Brown In an ecosystem like a school or community, every participant leaves a perpetual track of its existence through interactions with the physical environment and other living beings. When you encounter a new academic or enrichment project or a design problem, a key element of ecological design thinking involves thinking like a tracker on the trail of an animal. The â&#x20AC;&#x153;animalâ&#x20AC;? you are trying to track is actually the true identity of the problem you aim to address or question you aim to answer. Like animals, problems and questions are complicated and connected to everything else in the ecosystem they inhabit. The only way to properly understand and identify a problem is to collect as much information from as many sources as possible and be willing to look at it many different ways!

Post-its can be useful to help you organise your thinking. Use the data you have collected from interviews and preliminary research. Place one idea or thought on each post-it. Take a little bit of time to sort and cluster the post-its. Use the space above to map out your findings. Special note Anyone undertaking a community engagement initiative must work with and through the Community Engagement program (even if they are also working with the Centre For Imagination).

FRAMING THE PROBLEM STATEMENT Whether you are developing an academic independent study, an enrichment activity or project, or a Community Engagement project, you will need to use the data you have collected to develop a sharp and focused problem statement. Use the space below to name the key themes and patterns you have identified, and then carefully frame your problem statement. CHECKLIST: PROBLEM STATEMENTS SHOULD BE 1. Open to allow for creativity. 2. Narrow enough to keep your work focused. 3. Big enough to make a difference. 4. Not so big that they overwhelm you. 5. Able to spark immediate, small actions.

POSSIBLE PROBLEM STATEMENTS:

HOW MIGHT WE _________________________? TO WHAT DEGREE ________________________? ________ NEEDS ________ BECAUSE _________ (WHO)

(WHAT)

(WHY)

A basic goal: what am I going to make or do? A challenging goal: what am I going to do and for what purpose? A highly challenging goal has multiple parts to it and leads to greater learning. Consider the number of verbs you have in the goal. The more verbs the greater the likelihood of learning and challenge. You must be able to justify why the goal is highly challenging to you. What makes it so?

STAGE ii: PLANNING & GOal-Setting To move forward with your initiative, you will need to draft and submit a proposal on the following lines. Use the subheadings provided and supply all information, as required. If you get stuck or need clarification, just ask for help! A Google Form for this can be completed here:

GENERAL INFORMATION

Name of the initiative/project/event______________________________________________________ Name of student(s) involved_____________________________________________________________ Number of students involved, if different from above _____________ Grade(s) ___________________ Staff Advisor/Supervisor_________________________ Signature_____________________________ In which category does your initiative fall? Check all that apply. Community Engagement ________

Centre for Imagination ________

MYP Personal Project_______

DP CAS________

Enrichment _______ DP Extended Essay______

INITIATIVE OVERVIEW While each section is important, this is the most important aspect of your proposal! Here we want to see the motivation behind your proposed initiative and how you intend to achieve it. If this is an MYP Personal Project, check CRITERION A: Investigating in Appendix E, for guidance (page 34). Brief description of no more than 5 sentences Problem statement Why is this initiative/team/club required? Please include as much detail as possible including empirical data as appropriate. Why does this matter to you? Target group Who are you trying to work with/impact? If you are proposing an independent study or project, then you may be the target! Proof of concept Are you confident your initiative will address the identified problem? Why? How does this initiative align with the philosophy and desired learning outcomes of Woodstock? Which academic fields (if any) does this initiative involve? Who might you collaborate with or seek mentorship from? Think of fellow students, community leaders, coaches, professionals, other schools, etc State your challenging goal(s). Need help? See Appendices for thought provoking exercises.

TIME MANAGEMENT & ORGANISATION SKILLS Proposed Start Date: ______________ (day/month/year) Proposed End Date: ______________ (day/month/year) Further detailed information regarding an appropriate, feasible timeline (eg â&#x20AC;&#x201C; days or times needed for travel or visa, or a deadline for registration, etc.). Please list with corresponding dates. How much time can you commit to this initiative? Days/hours per week keeping in mind other commitments and responsibilities Proposed check-in dates with staff advisor (at least three--beginning, middle, end) This is an opportunity to set goals with the staff advisor for your initiative and then check at mid-way points, to make sure you are on track or to seek guidance. The final, required meeting is designed to wrap up any loose ends and set a plan for the future. See Appendix A for guidelines for each check-in.

RESOURCE AND BUDGET REQUIREMENTS Resources Please specify in as much detail as possible, in line with your timeline. Space: Please list the physical spaces required: meeting points, storage, training/practice room, even vehicles and how often they may be required. Materials: Please list materials required: tools, sports equipment, uniforms, building material, etc. Human: Please list any people outside of your team and advisor whose assistance you require or who may benefit your initiative: guest speakers, expert advice, etcâ&#x20AC;Ś If an outside agency or institution is involved, please include all contact details and attach their explicit invitation.

Budget Do you have access to funds for your initiative? Are you planning to charge parents? Would the school need to find a way to fund this event if approved? Not sure where to get money from? Try looking into these options. Remember that all funding requests are subject to availability of funds and approval processes set by the Finance Office.

PLANNING A BUDGET Please give a breakdown of anticipated budget requirements, including materials, travel, stay, food, registration charges, chaperone charges, miscellaneous expenses. Before your initiative has begun, it makes sense that these may be rough estimates, but do your best! If, for example, you are proposing an event that requires travel, look up the cost of tickets. Your budget should take the form of a table or spreadsheet, laid out as follows:

REMEMBER TO CONSIDER SPACE MATERIALS PEOPLE

SUBMITTING A PROPOSAL Here is a handy checklist, so that you can be confident that your proposal has the best chance of approval when you submit!

Have you included each subheading above, with all necessary information & details? Have you set criteria for success? Has your staff advisor/supervisor signed off on the proposal? Have you shown the proposal to Ms. Maiti, Mr. Smith, Ms. Seefeldt, Mrs. Mark, or Mrs. Nagarwalla? Does your proposal require the approval of the events & calendar group? Does your proposal require the approval of any other school stakeholders like heads of school or the office? If for an outside event, have you included the invitation from the hosts? Once you have a clear answer to the above questions, itâ&#x20AC;&#x2122;s time to submit! Go ahead and send your proposal to Mrs. Naz Nagarwalla or your Personal Project Supervisor for formal approval: nazneennagarwalla@woodstock.ac.in

STAGE III: taking actiOn & PROTOTYPING Now that the heavy thinking portion is out of the way, it is time to prototype and pilot your idea. This includes rough drafts of written work, or testing out a lesson plan, or building the first version of a contraption, or coming up with your first play for a coming game. What will your prototype/rough draft entail? Please provide a brief description. Use the following pages to sketch out your plans and thinking.

FOR THE MYP PERSONAL PROJECT, NOTE CRITERION C The MYP Personal Project requires that students demonstrate specific skills: • • •

Communication Social Thinking

Details on page 36

MIDWAY ReflectiON What went well with the first round of testing, working, or writing? What needs to change for the next round? Do you need to bring in any outside expertise? Do you need to revise your resource needs (space/materials/people)? How is your planning going? Do you need to organise anything? As you proceed through this project, what do you find yourself caring most about? Bring this reflection to your mid-way check-in with your staff advisor. PLEASE NOTE: If you are completing reflections on ManageBac as part of your Personal Project or CAS process, you can simply note that here and move on.

STAFF ADVISOR SIGNATURE: __________________________________ 21

STAGE IV: REFLECTING & CELEBRATING This is now time for you to reflect on your accomplishments and the lessons learned over the past weeks or months. The following questions and activities are designed to help you process what went well and what could have been better, resulting in a final portfolio which you can turn in to your program head. Describe the process you have followed through the planning, information-collecting, drafting and prototyping phases of the project. What have you now accomplished? What communication, social, self-management, research, and thinking skills have you developed in terms of your approach to learning? • What are my present skills in this area and what evidence do I have of my development? • What skills can I improve? • What new skills can learn?

PORTFOLIO List here all the items which you need to include in your portfolio. Possible elements include journals, pieces of preliminary writing, research notes, photos of your process, of you and your team, of a preliminary or final product, planning and mind-mapping exercises, testimonials, think of anything that will help you keep a thorough record of this initiative. Of course, include any awards you have earned.

SUSTAINABILITY Will this initiative be concluded at the end of the semester, or will it continue? If yes, who will be involved in taking the initiative forward? What should the next steps to this initiative be? (what should be done next semester? How can the initiative be improved for its next phase?) How can CFI/CE/Engagement improve in what it has to offer to the students?

These days, nothing seems to exist until/unless it is present on social media. Not just that, but by being visible online, you are more likely to attract funders and support as well as potentially inspiring people anywhere in the world. See Appendix A for help. Show your Tiger Spirit: #WoodstockSchool #CentreforImagination #cfiwoodstock #CommunityEngagement

ReflectiON In what ways have you grown as an IB Learner? What have you learned participating in this initiative/ being a part of this team? How have you grown as a person? What was your contribution towards the initiative/team? What do you wish you had spent more time on or done differently? What was the most enjoyable part of this initiative? What was the least enjoyable part of this initiative? How did the final initiative differ from your original idea? What changed and why? PLEASE NOTE: If you are completing reflections on ManageBac as part of your Personal Project or CAS process, you can simply note that here and move on.

STAFF ADVISOR SIGNATURE: __________________________________ 25

APPENDIX A: SOCIAL MEDIA GUIDE No more than a few sentences. Ask a question like, do you want to be a Changemaker? Give a clear call to action. Post an image and write a caption about why it’s significant.

Take a picture based on the message you want to send. Take a picture of something from a different angle. Add a caption. Experiment with objects/props but don’t clutter the image. Use a series of pictures to create a story. Add captions.

A quote from the day from your team mate, classmate, or speaker. An inspiring message .

Share personal stories. Snapchat isn’t about pitching a faceless brand. Give your snaps personality and share personal tidbits.

1-2 minutes: Interview a teammate about their day, their aspirations, why they see themselves as changemakers. Record something inspiring in your day--a scene, a walk, a sound and write a short description (no more than 5 sentences). Record a portion of one of the activities you did - explain what is happening. STEPS: 1. Identify your target audience: Is this your customers (those buying what you are doing), target community (those you are trying to impact), kids or adults, male/female/both, occupations. Then find out where these people connect and how they communicate (ie- young people will be using snapchat and FB more; professionals like using twitter; parents and kids will be on facebook) 2. Make a calendar- As you begin to know when you will be doing certain activities, reach certain milestones, or make a plan for anything interesting, mark it on your calendar so that you can begin to talk about it early to get people excited and watching you. 3. Discover your online persona and voice- No, this does not mean developing an alter-ego :). This is a time for you to think about what it is you want to communicate to your budding community. What message do you want to deliver? How are you going to say it? Start by going back to your “who” and “why” of your business plan and then align your plan with each of your goals. People will form an opinion of your enterprise as they interact with you online. This persona should tell the story of your brand- who it is and what it stands for. 4. Create a bank- collect pictures and quotes from your journey which you can use later. Think of some adjectives which describe your ‘why’ and what you want people to associate with your enterprise and hold on to them for later use (to save you from becoming redundant). Sites like Wordle work well. 5. Which platforms will you start with? If you aren’t comfortable with social media yet, only start with one or two platforms and add from there. Be careful not to take on more platforms than you can properly service else you risk losing followers. 6. Keep watching how your customers interact with you on social media and adjust your approach based on what they ‘like’ and aren’t as interested in.

APPENDIX B: DESIGN THINKING TOOLS

APPENDIX C: BUSINESS CANVAS

APPENDIX D: HELPFUL WEBSITES BUSINESS MODEL CANVAS is a planning tool used by entrepreneurs all around the world: strategyzer.com/canvas/business-model-canvas CREATIVITY AT WORK is an innovation consultancy specializing in arts-based learning as a catalyst for creativity, and design thinking as a strategy for innovation: www.creativityatwork.com IDEO (a design company who offer a wealth of resources): www.designkit.org INTERACTION DESIGN FOUNDATION (experts in user experience design): www.interaction-design.org

APPENDIX E : THE MYP PERSONAL PROJECT WHAT IS THE PERSONAL PROJECT? Have you ever wanted to build a better mousetrap? Have you ever wanted to build a musical instrument? Do you have questions about a topic that you have wanted to research on your own? Do you have a secret passion to write a play? Now is your chance! The Personal Project is your project to do what you want to do; to show the skills you have developed over the years in your subjects focusing on a particular lens and applying them to a goal. The Personal Project is an individual project completed in your Grade 10 year. It consists of three main components: a project, a process journal, and a report. You have the opportunity to choose your topic and enjoy learning about it as you research and develop your chosen product.

Through this project, students:

• Demonstrate the personal abilities and skills required to produce an extended piece of work. • Engage in personal inquiry, action and reflection on specific topics and issues. • Focus on and demonstrate an understanding of global contexts. • Reflect on learning and share knowledge, views, and opinions with the broader community.

What it is; what it is not:

It should have a clear and achievable goal, be focused through one global context, be personal & original, be entirely your own work, and most importantly… be something that interests YOU! It should not be part of any assessed school course work, be linked too closely with any specific subject, or take over your whole personal and social life.

PROJECT OBJECTIVES The objectives of the personal project state the specific targets that are set for learning. They define what the student will accomplish as a result of completing the personal project. These objectives relate directly to the assessment criteria found in the “personal project assessment criteria” section. Your report should illustrate how you have accomplished all of the following learned objectives (criteria).

Criterion A: Investigating

• 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.

Criterion B: Planning

• develop criteria for the product/outcome. • plan and record the development process of the project. • demonstrate self-management skills.

Criterion C: Taking Action

• create a product/outcome in response to the goal, global context and criteria. • demonstrate thinking skills. • demonstrate communication and social skills.

Criterion D: Reflecting

• evaluate the quality of the product/outcome against their criteria. • reflect on how completing the project has extended their knowledge and understanding of the topic and the global context. • reflect on their development as IB learners through the project.

CRITERION A: INVESTIGATING • 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. Achievement Level

0 1-2 3-4 5-6 7-8

Level Descriptor The student does not reach a standard described by any of the descriptors below. The 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. The 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. The 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. The 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 • develop criteria for the product/outcome. • plan and record the development process of the project. • demonstrate self-management skills.

Achievement Level

0 1-2 3-4 5-6 7-8

Level Descriptor The student does not reach a standard described by any of the descriptors below. The 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. The 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. The student: • develops substantial and appropriate criteria for the product/outcome. • presents a substantial plan and record of the developmentprocess of the project. • demonstrates substantial self-management skills. The 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 • create a product/outcome in response to the goal, global context and criteria. • demonstrate thinking skills. • demonstrate communication and social skills.

Achievement Level

0 1-2 3-4 5-6 7-8

Level Descriptor The student does not reach a standard described by any of the descriptors below. The 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. The 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. The 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. The 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 • evaluate the quality of the product/outcome against their criteria. • reflect on how completing the project has extended their knowledge and understanding of the topic and the global context. • reflect on their development as IB learners through the project. Achievement Level

0 1-2 3-4 5-6 7-8

Level Descriptor The student does not reach a standard described by any of the descriptors below. The 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. The 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. The 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.

The 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.

DEVELOPING YOUR PROJECT THROUGH GLOBAL CONTEXTS With the assistance of your advisory teacher and supervisor you will select a topic that you are passionate about, turn it into a goal, and then focus it through one of the MYP lenses to complete your project. One topic can be explored through many contexts, or lenses. The lens you select will determine the direction of your project. Review each of the lenses below and look to the next page to see how each lens can put a different spin on the same topic.

The Global Context (Lenses)

In the Middle Years Programme there are several “lenses” through which we view our learning called “Global Context.” Below each of the lenses are some guiding questions to clarify what each lens means.

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. Examples of projects influenced by this global context: • Two sides of social networking; an awareness campaign about digital citizenship and cyber bullying • How online identities impact offline relationships; a research essay • Keeping culinary traditions; a video series following family recipes with historical relevance • The effect of mass media on teenage identity; a short film

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. Examples of projects influenced by this global context: • The Euclidean space perspective of the universe; a 3D model • Explorers in search of a new world; immigration over the ages through visual texts • The Mayflower and the dream of religious freedom; a personal family history • Charting a family history through archives and a representational statue

Personal and Cultural Expression

Students will explore the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic. Examples of projects influenced by this global context: • Video games as a form of cultural expression; a short film using five video games that shows how they are an expression of our culture • The art of Manga in Japanese culture; a Japanese anime and a survey of the understanding of my peers • Culture and self-expression through dance at the local community arts centre; a performance

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. Examples of projects influenced by this global context: • Nano fibers build stronger bikes; a prototype bike with Nano fibers • What’s the matter with the anti-matter? an informational talk • Why are genetics and genomics important to my health? a media presentation • Can stem cells replace organ transplants? an investigative report

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. Examples of projects influenced by this global context: • The struggle for water in developing countries; an awareness campaign • The impact of the financial crises of Europe and the European Economic Community on the United States; a visual presentation • Education as the tool to change the future of Peru; a workshop for adults • The role of the developing countries in protecting the tropical rain forest; a collection of slides

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. Examples of projects influenced by this global context: • Supporting fair trade: Cocoa trade in Ghana; an awareness campaign for our school restaurant/ cafeteria to promote fair trade • Open-market economies and their role in fair trade; a talk for students • Exploring the intersections of race and inequality; a radio broadcast • Asylum seekers and their right to live like us; a painting

APPENDIX F: DP CREATIVITY, Activity, Service DESCRIPTION & AIMS Creativity, activity, service (CAS) is at the heart of the DP. With its holistic approach, CAS is designed to strengthen and extend students’ personal and interpersonal learning from the Middle Years Programme (MYP). CAS is organized around the three strands of creativity, activity and service defined as follows. • • •

Creativity—exploring and extending ideas leading to an original or interpretive product or performance. Activity—physical exertion contributing to a healthy lifestyle. Service—collaborative and reciprocal engagement with the community in response to an authentic need.

CAS aims to develop students who: • enjoy and find significance in a range of CAS experiences • purposefully reflect upon their experiences • identify goals, develop strategies and determine further actions for personal growth • explore new possibilities, embrace new challenges and adapt to new roles • actively participate in planned, sustained and collaborative CAS projects • understand they are members of local and global communities with responsibilities towards each other and the environment. ‘ A CAS experience is a specific event in which the student engages with one or more of the three CAS strands. It can be a single event or an extended series of events. A CAS project is a collaborative series of sequential CAS experiences lasting at least one month. Typically, a student’s CAS programme combines planned/unplanned singular and ongoing experiences. All are valuable and may lead to personal development. However, a meaningful CAS programme must be more than just a series of unplanned/singular experiences. Students must be involved in at least one CAS project during the programme.

PROGRAMME OVERVIEW The CAS programme formally begins at the start of the DP and continues regularly for at least 18 months with a reasonable balance between creativity, activity and service. A CAS experience must: • fit within one or more of the CAS strands • be based on a personal interest, skill, talent or opportunity for growth • provide opportunities to develop the attributes of the IB learner profile • not be used or included in the student’s DP course requirements. CAS students have guidance at the school level through a variety of resources including the school’s CAS handbook, information sessions and meetings. In addition, students have three formal interviews with the school’s CAS coordinator/adviser. Typically, students’ service experiences involve the following stages. • Investigation, preparation and action that meets an identified need. • Reflection on significant experiences throughout to inform problem-solving and choices. • Demonstration allowing for sharing of what has taken place. All CAS students are expected to maintain and complete a CAS portfolio as evidence of their engagement with CAS. The CAS portfolio is a collection of evidence that showcases CAS experiences and student reflections; it is not formally assessed. A school’s CAS programme is evaluated as part of the school’s regular programme evaluation and self-study process that assesses the overall implementation of the DP.

LEARNING OUTCOMES Completion of CAS is based on student achievement of the seven CAS learning outcomes. Through their CAS portfolio, students provide the school with evidence demonstrating achievement of each learning outcome. Some learning outcomes may be achieved many times, while others may be achieved less frequently. In their CAS portfolio, students provide the school with evidence of having achieved each learning outcome at least once through their CAS programme.

LEARNING OUTCOME IDENTIFY OWN STRENGTHS AND DEVELOP AREAS FOR GROWTH.

DESCRIPTOR Students are able to see themselves as individuals with various abilities and skills, of which some are more developed than others.

DEMONSTRATE THAT CHALLENGES A new challenge may be an unfamiliar experience or an extension of an HAVE BEEN UNDERTAKEN, existing one. The newly acquired or developed skills may be shown through DEVELOPING NEW SKILLS IN THE new experiences or through increased expertise in an established area. PROCESS. DEMONSTRATE HOW TO INITIATE AND PLAN A CAS EXPERIENCE. SHOW COMMITMENT TO, AND PERSEVERANCE IN, CAS EXPERIENCES. DEMONSTRATE THE SKILLS AND RECOGNIZE THE BENEFITS OF WORKING COLLABORATIVELY.

Students can articulate the stages from conceiving an idea to executing a plan for individual or collaborative CAS experiences. Students may show their knowledge and awareness by building on a previous experience or by launching a new idea or process. Students demonstrate regular involvement and active engagement in CAS.

Students are able to identify, demonstrate and critically discuss the benefits and challenges of collaboration gained through CAS experiences.

DEMONSTRATE ENGAGEMENT WITH ISSUES OF GLOBAL SIGNIFICANCE.

Students are able to identify and demonstrate their understanding of global issues, make responsible decisions and take appropriate action in response to the issue either locally, nationally or internationally.

RECGONIZE AND CONSIDER THE ETHICS OF CHOICES AND ACTIONS.

Students show awareness of the consequences of choices and actions in planning and carrying out CAS experiences.

SAMPLE PROJECTS • • • • •

Creativity: A student group plans, designs and creates a mural. Activity: Students organize and participate in a sports team including training sessions and matches against other teams. Service: Students set up and conduct tutoring for people in need. Service and activity: Students plan and participate in the planting and maintenance of a garden with members of the local community. Creativity, activity and service: Students rehearse and perform adance production for a community retirement home.

All CAS information taken from the International Baccalaureate Diploma Programme Subject Brief: Creativity, activity, service. For further information on the IB Diploma Programme, visit: www.ibo. org/en/programmes/diploma-programme/.

CHECKING THE PROPOSAL PLEASE NOTE: If this initiative is part of the studentâ&#x20AC;&#x2122;s MYP Personal Project or DP CAS, then these meetings and reflections will need to be recorded in ManageBac rather than here. Check that the following are completed: o Needs assessment o Budget o Resources required Does any external party need to be approached for permission/ participation/ visit? Does the student require assistance to make a connection? How will this take place?

What resources are required which the school does not have and need to be ordered? With whom should they work to obtain these resources? Timeline When will the initiative be launched? What tasks need to be done before launch? Additional discussion points: What kind of support or help does the student require from you? What is the student most excited about for this initiative? What is the student most fearful/uncertain about? If students are to be selected for this initiative or event how will the student ensure a fair selection process? Does the student need specific guidance as they enter the next phase of their project? DO they need some kind of map or are there program-specific requirements from Community Engagement, CAS, or the Personal Projects that they must understand?

Set goals for midway conference:

STAFF ADVISOR SIGNATURE: __________________________________ 42

MIDWAY CONFERENCE

Read through the midway reflection. Has the student met his or her goals for the midway conference? What goals were not met and why?

What skills has the student seen that a successful team leader/initiative leader requires?

What skills does the student recognise s/he already has that make him/her feel competent?

What skills does the student feel s/he needs to develop to help the team/initiative succeed?

STAFF ADVISOR SIGNATURE: __________________________________ 43

CHECKING THE PORTFOLIO Look through the portfolio the student submits (digital or on paper). The main question is the degree to which the student has thoughtfully and carefully recorded his or her process, including any mistakes made along the way--which are to be expected! • • • •

Pictures Initial initiative plan/application Reflection form Feedback forms from community/ team

COMMENTS AND SUGGESTIONS:

STAFF ADVISOR SIGNATURE: __________________________________ 44

FINAL CONFERENCE & CHECK Will the initiative be concluding? Reason?

Will the initiative be continuing? Who will be taking this initiative forward? How long will this initiative continue?

What changes should be made, based on learnings and observations along the way?

PLEASE NOTE: If this initiative is part of the studentâ&#x20AC;&#x2122;s MYP Personal Project or DP CAS, then these meetings and reflections will need to be recorded in ManageBac rather than here.

STAFF ADVISOR SIGNATURE: __________________________________ 45