Service and Action
Action in the MYP builds upon the action initiated in the PYP and continues as an essential component of the learning process, both as part of the programme’s educational philosophy and as a practical outcome of students’ learning. The MYP aims to help students develop their personal understanding, their emerging sense of self and their developmentally appropriate responsibility in their community. In the IB continuum, this continues with the service component of the DP’s creativity, activity, service (CAS) requirements, in which students continue to increase their awareness of their own strengths and areas for growth, undertake new challenges, plan and initiate activities, work collaboratively with others, show perseverance and commitment, engage with locally and globally significant challenges and consider the ethical implications of their actions.
As students become more aware and acquire a better understanding of the context, and of their
responsibilities, they become empowered to make choices about how to take thoughtful and positive
action. This action will be different from student to student and from context to context. The action may involve students in:
- feeling empathy towards others
- making small-scale changes to their behaviour
- undertaking larger and more significant projects
- acting on their own
- acting collaboratively
- taking physical action
- suggesting modifications to an existing system to the benefit of all involved
- lobbying people in more influential positions to act.
MYP learning outcomes for service
With appropriate guidance and support, MYP students should, through their engagement with service as action:
- become more aware of their own strengths and areas for growth
- undertake challenges that develop new skills
- discuss, evaluate and plan student-initiated activities
- persevere in action
- work collaboratively with others
- develop international-mindedness through global engagement, multilingualism and intercultural understanding
- consider the ethical implications of their actions.
These learning outcomes identify the substance of students’ self-reflection on service as action. All of these learning outcomes are closely associated with IB learner profile attributes and ATL skills. Through their participation in service, students can become more confident, self-regulated learners