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Initiated by students, PYP action is authentic, meaningful, mindful, responsible and responsive.

Action can be short or long term, revisited or ongoing. It may be individual or collective, small or large scale and may take place at home, at school or in local or wider communities.

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New jargon ☺️.                                Action might come in the form of participation, advocacy, social justice, social entrepreneurship or life choices.

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New jargon ☺️.                                Action might come in the form of participation, advocacy, social justice, social entrepreneurship or life choices.

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--Participation- contributing as individual or group.
Evidence- Coins for the country

---advocacy- action to support social/environmental/political change
Evidence- street stores

--social justice- relation to rights, equality and equity, social well-being and justice

-- social entrepreneurship-innovative, resourceful and sustainable social change.

--lifestyle choices- consumption, impact of choices
There are evidences that we follow this in our school

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As we all know that action need not be planned within the POI, it can also be outside the POI.

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As we all know that action need not be planned within the POI, it can also be outside the POI.

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How do we encourage students demonstrate action in social justice and social entrepreneurship?

How do we incorporate action element in the POI in a true sense?

How do we go about this - should the action be planned first or the learning and teaching?

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Action is the result of learning process and it is a continuous process. It does not happen immediately. The learner must choose to bring out a difference in himself or in his immediate community.  Action can be personal or a collective action.

Personal action is connected to a student’s sense of agency and self- efficacy.
Our school provides many opportunities through POI. Even though the action takes place later, but gives a positive impact personally.

Collective action makes a difference in the life of the student, and the learning community.
Collective action takes place in our school where students take initiative supported by the teachers.

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Now , there is an enhancement in how action might take a different form. This can be looked at in the next column 'What are the enhancements'

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Always action cannot be individual or can happen on its own. Here comes the situation where the learner needs support from the teacher and the learning community.

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For example, internationally-minded students demonstrate action in the following ways.

Students synthesize and apply their conceptual understandings, knowledge and approaches to learning to take action on issues—knowledgeable

Central idea: Humans make choices that have an impact on the environment. Students may identify the problem of air quality on the road adjacent to their school as something for which they propose possible solutions. Actions might include:

• lifestyle choices—walking-to-school days, “switching off engine” campaigns for stationary cars

• advocacy— seeking local press support in publicizing a tree-planting scheme to help compensate for air pollution.

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Build and develop central ideas and units that provoke such kinds of actions.

And one must look at the possibilities and opportunities through the whole POI not just a grade level's POI.

There are fewer occasions for social justice and entrepreneurship. A school's PYP journey is dynamic in the way that it reviews and reflects to incorporate such robust units that promote action in all categories.