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create digital posters having the related verses of Quran and the Ahadith. Which promote volunteering work at school and outside the school.
To explore the benefits of volunteering work.

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Celebrating world cultures by building awareness of cultures in the school.  This could be by having a global day in the middle school.
The students will select cultures, plan the day, activities and displays.

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MYP Y1 music students running music literacy tutorials for PYP students.

MYP Y1 & Y2 music students performing at birthday parties to raise funds for charities working to combat hunger.

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MYP 1
1. Raise money to donate- by holding a disco during lunch break
2. Design/Create a tutorial/plan of your subject expertise for your peers.
3. Create grade 6 floor plan. (Measurements)

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Learning outcome: To create awareness about the importance of staying safe while playing winter sports
How: The children will create posters about the DOs and DON'Ts while playing winter sports.
Organize a talk show addressing the same issue

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Research shows that service-learning can increase students' awareness of diversity and their commitment to values like justice, yet studies also have indicated that some projects actually reinforce, rather than reduce, stereotypes that students may hold about those being "served."

So, what should the equity- and civic-minded educator do to help ensure an anti-bias outcome? Current research suggests four emphases:

1. Incorporate reflection about student attitudes.

Conduct student reflection exercises that delve into assumptions or stereotypes about the population being served. If students will be working with a population with whom they have had little prior contact (or little meaningful contact), students should reflect on their assumptions and perceptions at the start of the project. If English-speaking students will be tutoring ESL students, for example, what do they currently "know" about ESL students and their willingness and ability to learn English? Reflection exercises about students' viewpoints should continue throughout the project.

Reflection exercises also can alert educators to students' own experiences with the issue at the heart of the project -- homelessness, hunger or domestic violence, for example.

2. Work "with," not "for."

Create opportunities for students to collaborate with and learn from the population being served.

Include direct service activities.

Include direct service activities that allow students to work side-by-side with recipients -- volunteering in a soup kitchen, for example. Indirect services, such as food and clothing drives, address real human needs, but rarely afford students the opportunity to understand the humans who have them.

Position the recipient as teacher.

Incorporate a focus on what students can learn from recipients. A cross-generational service project in which students provide companionship to elders, for example, also provides an opportunity for students to collect oral histories.

3. Address real needs.

The project's outputs should respond to needs expressed by service agencies and the constituents that they serve. For example, while your local Department of Social Services might be open to a donation of student artwork to help liven up its offices (assuming the agency can afford to frame the art), what it might need more -- and what its constituents might value more -- are volunteers to help people fill out forms or to entertain children who come to the office with parents or guardians.

4. Include study of the social policies/problems that contribute to "need."

It's important for students to understand that people don't find themselves "in need" simply because of personal choices or "bad luck." Encourage students to research social policies or problems that contribute to need. Hunger and homelessness, for example, are connected to issues like the living/minimum wage. Working in collaboration with service agencies and their constituents, students can create advocacy campaigns to raise awareness about specific social problems and steps local and state governments should take to remedy them.

Use the Multicultural Service-Learning Planner to help ensure projects promote anti-bias aims.
Drawn from Community Service Learning: A Guide to Including Service in the Public School Curriculum (ISBN # 0-7914-3184-3), Integrating Service Learning and Multicultural Education in Colleges and Universities (ISBN# 0-8058-3345-5), "Multicultural Service-Learning and Community-Based Research as a Model Approach to Promote Social Justice," Theresa Ann Rosner-Salazar, Social Justice (Volume: 30. Issue: 4.); "Research on K-12 School-Based Service-Learning - The Evidence Builds," Shelley H. Billig, Phi Delta Kappan (Volume: 81. Issue: 9); Northwest Regional Education Laboratory; DiversityWeb Digest.

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Research shows that service-learning can increase students' awareness of diversity and their commitment to values like justice, yet studies also have indicated that some projects actually reinforce, rather than reduce, stereotypes that students may hold about those being "served." So, what should the equity- and civic-minded educator do to help ensure an anti-bias outcome?

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Raising awareness through collection drives.
Safe disposal of e-waste (battery, chargers, used devices)
Collection drive for clothes, toys - upcycle and resale.

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Create floor plans for the school using perspective drawings (One and two-point perspective). To be display in the floors and share it  with visitors and parents .

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Nicholas Nye - Walter De la Mare
The students will interview a caretaker of an animal shelter. (inside the classroom through a zoom interview)
Students will write a persuasive  essay on ' Animal cruelty is unnecessary suffering'. (Inside classroom) Create a poster on Animal Welfare.
Visit an animal shelter and promote fostering pets in  their community.(outside the classroom)
To take it a step ahead we can use the main theme of loneliness and abandonment to the pressing issue of senior citizens in the community. Students can visit old age homes and celebrate special days with them or spend quality time with them. (Adopt a grandparent)

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Develop a digital poster to create awareness about cyber safety and cyberbullying .

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Make a poster / banner to develop awareness among the school community to conserve the energy within the school

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Make a poster / banner to develop awareness among the school community to conserve the energy within the school

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To come up with ideas of how to both include service as action in the classroom and how to inspire students to do service outside of the classroom.

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Aim to come up with suggestions for activities/learning moments that are linked to at least THREE of the learning outcomes. The activities can either:

1. Take place in the classroom

2. Inspire children to do a service outside of school

Post your suggestions on the PADLET

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English Language and Literature:

When teaching informative and persuasive language on the topic of inclusion, students can create persuasive and informative text about bullying or similar topics to do with inclusion.

These posters/texts can be shared in school and outside of school.

They can also be digital and shared on social media platforms.

Inspiration: https://www.youtube.com/watch?v=ltun92DfnPY

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MYP students should, through their engagement with Service as Action, achieve the following:

• Become more aware of their strengths and areas for growth (challenge)

• Undertake challenges that develop new skills (new skills)

• Discuss, evaluate and plan student-initiated activities (initiative)

• Persevere in action (perseverance)

• Work collaboratively with others (collaboration)

• Awareness and understanding of culture, intercultural understanding and international mindedness (awareness & global value)

• Consider the ethical implications of their actions (ethics)

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MYP: Service as action overview for students

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Starter: How can you link some of these activities to your subject/teaching?

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Starter: How can you link some of these activities to your subject/teaching?

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https://sites.google.com/skola.lund.se/saa/service-ideas