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YIS - Elementary Service Learning Partnerships

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YIS - Elementary Service Learning Partnerships

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Steps for Syria, a walk a  thon was organized by a grade 7 student for the whole school. Kids also donated clothing and blankets to refugee camps in Germany. A TIS parent was able to organize the shipping.

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Our classes take turns picking up trash around the neighborhood. This starts with the youngest class of 3 to 6-year-olds and goes through the middle school class of 12 to15-year-olds.

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For the past few years we have been connected with a project organized by a group of elders who are working to revitalize the sustainability of their community. They are facing similar issues that rural communities are facing in Japan; village decline do to a population shift, a loss of village culture and a transitioning models for a viable future.  Our middle school students are involved in supporting the projects and developing future plans with the organizers.

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KIS China Service and Learning Trip 2016 17

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This is a student reflection video of Kyoto International's Service Learning Trip to Xian Niang Xi, China, April, 2017.

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Seisen students working with the school in Bazatete.

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DP students supported older care home residents in learning to dance the tango

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We used to have a Beach Clean up, but as a part of one boy's Community Project we will now have a whole middle school river clean up. He researched the area, cleaned and analysed the garbage, and then wrote the Setagaya ward office. This new location is closer to the school, so more meaningful and easier to continue for the students.

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We are fortunate to be within walking distance of an elderly home, where about 30 students (minimally) visit a couple of times a year. They perform and spend time with the men and women who live there and, as it's become more familiar to the students, they have really embraced this opportunity to connect with the elderly. From what I've been told, the men and woman absolutely love having the time with the children.

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Out students travel to Cambodia for a service trip to support a school they have been raising funds for throughout their MYP program. It is true that they do not have a substantial impact on the majority of students they see there, however, as an impact on our students it is an extremely valuable experience. They see the conditions of the school, experience some of the painful history of Cambodia...times up.

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In the past two years the profile and number of students volunteering and the profile of service has really increased. However trying to get all student involved in meaningful service activities and reflection writing has proved difficult. As a result I am always looking for a range o f service opportunities which will appeal to a wide range of student interests, skills and abilities. Sports based activities have proved particularly effective in engaging students who may otherwise not take part willingly or with enthusiasm. For the past two years our students have taken part in the TELL / Second Harvest Runathon (held every May) and raised over 70,000 yen in the process for TELL a mental health charity and Second Harvest. I organised our participation in the run for the first time two years ago and last year three year 10 students organised our participation in the event (their poster for the event is attached). As students across years 7 to 12 have taken part in the runs, and older students are encouraged to organize them, I anticipate this activity will part of our service programme for many years to come and intend to closely align to science topics such as human physiology and environmental science (reducing food waste).

Aidan

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Our G7 students go to Shizuoka near Mt. Fuji and work with the local organization to learn about local and global environmental issues. Japan imports a lots of resources from Brazil and Indonesia but not using the resources from its own country while destroying the environment in different countries. In Japan artificial forests are left unmaintained and trees are growing too close together which cause problems such as landslide, pollens, and skinny trees which are not ideal for using wood for building houses or furniture. To take action towards this problem, students participate in the thinning project called "kirameki" ran by the organization caled "Mori no Yomigaeri". We are going back there in November this year for the 3rd time.

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We have two students with a strong commitment to the Japan Service Dog Association. They organise awareness events, including visits from the dogs and visits to the breeding centre. Another student has been involved with a Japanese organisation called ICAN and now building at club at school. In terms of authentic service learning derived from the classroom, we don't have much to say. At the DP level there are the standard assortment of service clubs. We are very keen to grow a service culture in the MYP and PYP

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St. Michael's (not Mary's!) International School

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St. Michael's (not Mary's!) International School

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Service learning done largely through the Student Leadership Council (SLC). SLC prompted a collection across the school and wider school community for bottle caps for a Daimaru scheme to give vaccinations overseas. Inception and promotion of this came from the SLC. We collected enough for over 40 vaccinations. It was a great way to make a service impact internationally through the local community (and a great day to go to Chinatown afterwards)

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Our G9&10 students in an Advanced Japanese class visit a local senior home and show dance/music performance and host game activities. The students learn Keigo (honorifics) from elderly and they find this visit academically productive too.

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EMWS -- Bilingual Book Project for Communal Harmony

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EMWS -- Bilingual Book Project for Communal Harmony

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At my old school, back home in Mumbai, India, I realised that the rift between the Hindu and Muslim community was on a rise leading to further ghettoization of the Muslim community in the city.  As a service coordinator, I only shared the idea of publishing an illustrated bilingual book written by students of SAHER (Society of Awareness, Equal Rights & Harmony) and grade 7 students of Ecole Mondiale World School. The strong partnership between the grade level team leader and involvement of the homeroom advisors guided the success of this activity. As this was a school initiated service activity, students received guidance on the context, the political rift and the need to bridge the divide through art and stories. The SAHER students who visited our school every week collaboratively wrote stories in Urdu, which were translated in English and our students wrote stories in English of communal harmony and friendship. The students shared that they had inherited biases and prejudices against the Muslim community from their parents and family. This interaction changed their attitude and perspective. This book will soon be accessible to audiences in a wider public space so more people read stories that unite, not stories that divide. The beauty of this activity is that even know it is teacher initiated, it gives students a sense of agency to express their thoughts and ideas.

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SAHER - Society for Awareness, Harmony & Equal Rights.

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We stand for World where Differences are Recognized, Accepted and Appreciated. Making life meaningful and worthwhile is essential in a society where communal violence and poverty are senses of insecurity among the populations. It is not impossible to bring about a change.

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Our Middle School students work with Second Harvest Japan several times a year. They help with the food bank and preparing food for the soup kitchen held in Ueno Park each Saturday. We altered our weekly schedule this year so that we could take advantage of this opportunity more regularly.

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Yokohama International School Grade 3s teaching Grade 6 students - preparing for service learning

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Yokohama International School Grade 3s teaching Grade 6 students - preparing for service learning

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Our Grade 2s visit a Seniors Home and we wanted to introduce it to Grade 6 students. The Grade 3s (old G2s) were on a panel to share their experiences from the year before and to give advice about what to expect when the Grade 6s visited the Seniors Home. They answered questions, explained how they felt - what they were concerned about and what they enjoyed. It was a really powerful learning experience for the students and teachers.

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Yutika, Yukei, Kamil, Lime, Karen, Rene, Vivienne, Miu, Chen Yan, Justine, Ina, Caren, Daisy Kamil, Chen Yan, Daisy, Yutika, Yukei, Lime, Karen, Justine What is it like being a senior citizen?

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We are part of a network of schools run by the Handmaiden's of the Sacred Heart of Jesus. Each division of the school is linked to one of our sister schools in East Timor, El Salvador, the Philippines, and Vietnam. Each year, secondary students go to the schools in Vietnam and East Timor to work with the local community on project based learning. Over the past three years, the Vietnam group has built a sports programme that our sister school has taken on as their own and now rents a local field across the road with donations from Seisen. The relationship is deepening,
and it's  really cool to see the students take their own talents and share them with a new community.

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We have a bi-annual international service trip for our High School students. We partnered with Cebu International School and they linked us up with the Yellow Boat foundation. Students helped prepare boats for students on a small island who did not have access to a middle or high school. Once the boats were ready, we delivered them to the island. Students were able to meet the kids who would be using the boats, linking their action with the people who would be served by it.

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From Australia (now at Nishimachi International) Intergenerational relationships, with our  4year olds and residents in a nursing home. ( fear not it's only a 4 minute video)

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From Australia (now at Nishimachi International) Intergenerational relationships, with our  4year olds and residents in a nursing home. ( fear not it's only a 4 minute video)

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https://www.youtube.com/watch?v=PVDR7Lkc8xQ

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Community Flea Market - The Community Service Flea market is an opportunity for students to help others. The Grade 5 students sold Forest Stewardship Council (FSC) certified products and educated visitors to their booth about their research about WWF and Forest Conservation.
The ES StuCo collected and sold gently used toys to fundraise and contribute to the overall efforts of the Community Service Flea market to raise funds for Tohoku, Kirivorn and WWF.

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Moriumius is an outdoor education center in Miyagi
prefecture close to the town of Ogatsu. http://moriumius.jp/

Ogatsu was devestated by the tsunami in 2011 and is currently being reconstructed.

Our students experience the regeneration of the town first hand whilst working with local fishermen, farmers and community leaders. We visit biannually, the regularity of visits is a strength.

We feel genuine work is being done by Moriumius depending on local need as they are close to the community.

Additinonal learning includes gaining insight into how an NGO is set up and how it can be funded. Moriumius have links with Univesity of Michigan, therefore our students see role models.

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In partnership with Second Harvest Japan the ES school has created a year long Rice Project. Each classroom will have a specific Friday that they sign up for, where they will make rice onigiri balls. Then the students and parents will go down to Ueno Park on Saturday to the food bank and pass them out to the homeless. The classes may also work with a buddy class. Throughout the year, the Student Council will also hold a rice drive for Second Harvest.

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YIS - Grade 8 Service Partnership with Special Needs School

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YIS - Grade 8 Service Partnership with Special Needs School

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Our grade 8 students regularly visit/host students from Hijirizaka Special Needs School to do activities/art/sports/dance and build relationships. At the end of the year, students had learned how to develop emerging friendships, expanded their social comfort zones and got to learn more about the needs of others.
Inquiry Question: How, and why, should we build relationships with (individuals in) communities?