Matija Gubec Primary School - Zagreb IBO MYP

Area of interaction

Community and

Service

CAS leader: Ina Tomić

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Be alert to give service. What counts a great deal in life is what we do for others.

Anonymous

Compassion is the basis of all morality. Arthur Schopenhauer

If you want other to be happy, practice compassion. If you want to be happy, practice compassion. The Dalai Lama

Strong reasons make strong actions. William Shakespeare

Generosity is giving more than you can, and pride is taking less than you need. Kahlid Gibran

The smallest act of kindness is worth more than the grandest intention. Oscar Wilde

We make a living by what we get, we make a life by what we give. Sir Winston Churchill

God doesn’t require us to succeed, he only requires that you try. Mother Teresa

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Community and service is one of the five areas of interaction in MYP. We at Matija Gubec Primary School strive to develop our students’ sense of their community and their participation in its improvement. This area of interaction focuses on work within the school during the first part of the MYP and encourages students to be fully active in their local community and take on global issues by their final year of the MYP.

More specifically the area of Community and Service in the MYP aims to develop:

Sensitivity to the needs of the community and the society in general

Awareness of the role of the individual within a community

A willingness and the skills to respond to the needs of others

An altruistic attitude which enriches the life of the student through enhanced insight into different social patterns and ways of life

Community & Service supports the fundamental concept of intercultural awareness, which aim to encourage tolerance, respect and understanding. Students engage in interactive situations that will enrich them emotionally, socially, morally and culturally by involving themselves in positive action and contact with other social and cultural environments.

Community and Service in the MYP involves three central elements:

Awareness and understanding

Involvement and Service

Reflection

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for use with MYP units of work

Awareness and Understanding

How does this unit apply to my community?

What impact does my community have on the content of this unit?

Which communities does this unit affect?

Reflection

How can my learning help my community?

How can my communities help me learn?

What should I do?

Taking Action

What needs to be done?

What can I do?

How is my involvement helping me develop?

tutoring students

who learn

English as a

second language

Reflection

creating an anti -

smoking campaign that

encourages students

not to smoke

teaching

senior friends

how to use

computers

Involvement

through service

visiting a

nursing home

organising

reading hours

for children at

the library

encouraging the

school cafeteria to

donate leftover food

to local homeless

Community Awareness and

Understanding

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Subject ASPECTS OF THE COMMUNITY & SERVICE THROUGH

THE SUBJECT GROUPS

MYP 1 MYP 2 MYP 3

LANGUAGE A English Croatian

exploring concepts of identity, culture and community through texts studied

developing creative writing skills

Detective work – characteristics of a good detective and how does this profession contribute to a better world Autism – learning about how autistic people think in order to help them be accepted by the community they live in Charities : importance of charities, importance of giving, which charity to use, way to raise money Daltonists – how is community helping blind people?

Travel writing – enabling people to experience the world without going places Numbers – helping people understand the world around us through numbers Help with grammar – helping students in need

Anne Frank – Tolerance – learning, reading and writing about the holocaust The Freedom Writers – learning about children from different racial backgrounds and using this knowledge to make a more tolerant environment Developing awareness and tolerance for others through class discussion about literature

LANGUAGE B German

French Italian

Croatian

exploring concepts of identity, culture and community as they relate to the target language

language as a window for other cultures: How would our society be different if it was non-literate?

expressing themselves effectively as they develop their range of vocabulary and structures

looking at the beliefs, celebrations, ways of living, ways of adapting and ways of solving problems in other cultures

and ways of solving problems in other cultures

looking at the beliefs, celebrations, ways of living, ways of adapting and ways of solving problems in other cultures

Travelling – making friendships travelling, how does that impact on our lives Describing people – how does our character impact on the other people’s feelings Education – to learn about different types of school and school systems and compare them to our school Ways of living – to become aware of living habits in other countries and develop positive attitudes towards different environments

Clothes – French design in our everyday life Food – food differences among French regions Cooking and food – To take responsibility for our own wellbeing City traffic – driver responsibility, which means of transportation do we use and why Leisure – how much free time do I use with friends and family members

Cities – differences and similarities between French cities Weekend – what do the French people do during their free time? And we? Homeland – to develop a strong sense of belonging and feel connected to a whole nation Music – from national anthem to Eurovision Song Contest People and professions – to see and have respect for a wide variety of professions and nationalities and their contribution to the world

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TECHNOLOGY

reflecting upon the role of technology in shaping life and

community

identifying local community (school ) needs and developing a product/ solution ( recycling bin, umbrella keeper, awareness

media campaigns ...)

Designing and making - responsibility of a member for a group - responsibility of a group for each member - collecting different materials for recycling and reusing - made to be reusing

Health awareness media campaign -becoming aware of their roles and responsibilities in health issues in their local community(family, school) -reflecting upon the needs of others and devising ways to act to help or assist others

Designing and making national items: promoting cohesiveness in the community and sharing experience of and between different culture or nationalities Designing and making a shelter to protect against a natural disaster: taking initiative and finding ways of working for people’s benefit Develop of social awareness media campaign: finding ways in which a technology product/solution can be applied to meet social need

HISTORY

discovering the social reality of self, others and communities and awareness

Crusades – celebrating differences; understanding and tolerance Life in a medieval city – organisation of a town community, organisation of guilds, responsibility and helping others Geographical discoveries – life in a new world community; relationship between newcomers and native people; tolerance and understanding Reformation – coexistence of different religions; understanding and tolerance

American revolution – The Declaration of Independence; human rights and responsibilities French revolution – The Declaration of Rights of Man and of the Citizen; human rights and responsibilities Imperialism and Colonialism – problem of slavery; tolerance and understanding

The League of nation, The UNO – organisation of the world community; responsibility for others; helping others; understanding and tolerance Totalitarian systems – responsible citizenship, responsible for others; understand an tolerance Democratic systems – responsible citizenship, responsibility for others; understanding and tolerance Decolonisation – helping poor in undeveloped countries; responsible citizenship; helping others WW I: WW II – Civilians in the wars; helping refugees and people in need; responsibility for others; helping others

GEOGRAPHY

exploring and investigation social, environmental and economic

problems and their effects on different communities around us

Resources – How does our community get energy? World’s population trends – my part in helping the poor and need

Population of Asia – helping people affected by natural disasters (flood, earthquakes, typhoons, tropical storms, volcanic eruptions, tsunami…) Africa population – How can we help poor and hungry people in Africa?

Croatia- population – How does our community get energy? Population of Europe – What is our relation to refugees and illegal immigrants?

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SCIENCE

helping students reflect upon the role of science in society and

the responsibility of scientists and scientific developments in a society (community )

GENERAL SCIENCE

Energy: respecting people’s choices like being vegetarian or vegan

CHEMISTRY

Introduction to Chemistry: respecting other people’s safety, security and working environment

Alcohols: developing healthy attitude towards alcoholism and helping to prevent

BIOLOGY

Evolution: respecting other religions with different religious views

STDs: protecting myself and others Senses: respecting and helping blind people in everyday life

PHYSICS

World Around Us: developing Respect and healthy attitude towards science Energy : understanding the energy crisis in the world and developing the need for conservation of energy sources

Electricity: understanding the need for saving electric energy( due to the energy crisis ) Sound: understanding noise pollution hearing damage due to loud noises

MATHEMATICS

identifying needs within the classroom, the school and the local community that can be addressed using mathematical knowledge and skills

helping others understand mathematics

using statistics to promote awareness campaigns in school

Are you a home hero?

- comparing time spent on helping at home (chores) with time spent watching TV

- helping others understand mathematics through peer tutoring, peer mentoring

Geometry

- designing and building structures for school

- helping others understand mathematics through peer tutoring, peer mentoring

Survey analysis and diagnosis of the pre – campaign and post – campaign awareness

- using statistic, data analysis and different forms of representation to promote awareness campaigns and communicate facts and figures about school or community

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ARTS

encourage students to reflect on issues and themes in wider

community, and provide opportunities to inform people of these issues

Music

Making people happy with choir performance The role of ensemble making in community life

Do-it – yourself instruments from different ethnic communities in the world A violin player story (Joshua Bell plays at Washington underground )

The role of musical theatre in a community life Opera charities

Visual Art

Visual art as a part of Community (visiting museums, galleries...) Student’s Art Exhibition & Charity Auction

Relationship between Community Service and local Art organizations / associations Designing School T-shirt logo & Charity Auction

Volunteers assistant in art Therapy with special Needs Children Charity Fashion Show – promote the concept of creativity

Drama

Roles and identities – What roles do we take on real life in families, peers – groups, communities; what roles can we embody on stage? The individuals vs. the group - learning to show respect of different traditions, ideas, attitudes and express one’s opinion a group or a community

Traditions of storytelling - exploring how different communities share and preserve their knowledge and customs through various form of storytelling Verbatim theatre – researching a real – life event that will later be used as the basic storyline of a play; discussing the consequences of the event and its influence on the society in general

Theatre & media – comparing and discussing the influence of theatre on the community Past, present, future – exploring the social norms that have attributed to cultural development of different countries and communities, envisaging the norms and policies of future

PE

learning about culture through sport

peer tutoring and peer coaching

promoting awareness campaigns

Learning some basic dance steps and put in a small group choreography - cooperating between each others Performing gymnastic elements without fear - cooperation in helping others to improve their performance

How can I help someone who is practicing a horse vault in different ways? – demonstrate and explain how to assist Learning various techniques in volleyball and use it in the game - What can I do to help my team to play better?

Learning various technique in basketball and use it in the game; What can I do to help my team? Presentation of their own dance choreography in small groups- cooperating between each other; how can my group benefit from my experience in dance?

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Student learning outcomes

MYP 1 MYP 2 MYP 3

Key questions: How does this unit apply to my communities?

What impact does my community have on the content of this unit?

Which communities does this unit affect?

Awareness and understanding of:

The concept of community - including what «community« means, how communities are different and how are they similar, what makes a community, what makes a community

With teacher support students demonstrate a basic understanding of what their own communities are.

With some guidance students compare and contrast local and global communities by examining the situations of those communities.

Individuals in communities - including the role of the individual, the needs of the individual, the responsibilities of the communities to their members

In consultation with a teacher student demonstrate a basic understanding of the roles of the individual in communities including their role, needs and general responsibilities.

With some guidance the student can identify and demonstrate knowledge and a basic understanding of the role of the individual in communities including their role, needs and responsibilities to certain community members.

Different communities - including the various forms of community, the needs of different communities, the issues within the communities, organisations within communities

With guidance and in consultation with teacher students identify and communicate a basic understanding of different communities including the various forms, needs and issues within them.

With some guidance the student can understand the responsibilities of different communities including the various forms, needs and issues within communities and with teacher aid identify organisations within communities.

Area of Interaction: Community & Service Student Learning Expectations Continuums

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Student learning outcomes

MYP 1 MYP 2 MYP 3

Key questions: How can my learning help my community?

How can my communities help me learn?

What should I do?

Reflection on: Attitudes – including reflection upon different social patterns and ways of life, showing initiative

With teacher support students identify and reflect on different

social patterns and ways of life.

With some guidance students compare and contrast different social patterns and ways of life.

Responsibilities - including the ethical implication of activity or inactivity within the community, using personal strengths to enhance communities, identifying personal strengths and limitations

In consultation with a teacher the students identify and reflect on

ethical implication of activity and inactivity within the community.

With some guidance students compare and contrast the ethical

implications of activity and inactivity within communities, using personal

strengths to enhance communities and identifying personal strengths and limitations through pre-identified ideas and questioning.

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Student learning outcomes

MYP 1 MYP 2 MYP 3

Key questions. What needs to be done?

What can I do?

How is my involvement helping me develop?

Involvement through service of: Community involvement – including types of involvement, effects on communities at various levels, personal involvement

Students in consultation with a teacher will plan for involvement in range

of organised activities.

With some guidance the students

will plan for involvement in a range of activities, some organized

and some devised by them, in

response to an identified need.

Being an active contributor – including showing willingness and the skills to respond to the needs of others, coming up with solutions to actively resolve issues within communities

In consultation the student shows willingness to plan a response to the

pre- identified needs of others and shows an understanding of how issues within communities can be resolved in familiar situations.

With some teacher guidance the

student shows willingness to plan a response to the needs of others

identified in consultation with a

teacher and shows an understanding of how issues

within communities can be resolved familiar an unfamiliar

situations.

Carnival time in our school European Day of Languages

International Literacy Day

Collecting food for local

community

Campagin StopChildLabour

International Community Day

References:

1/ IBO - MYP From principles into practice. Cardiff: IBO,2008. 2/ IBO- MYP Areas of Interaction Guide. Geneva: IBO,2002.