# data[].attributes.body
"The learner profile supports students in taking action for positive change." IB schools will have to make sure that the LP is alive and present in their context to promote action.

# data[].attributes.body
"Developing their own definitions and descriptions of what the different attributes mean to them." It would be interesting to see what this looks like in different global contexts. Examples are provided in Principles into Practice document.

# data[].attributes.body
"How are the attributes of the learner profile connected to learning? For example, how do the attributes

connect to learning goals, action, self-assessment, and so on?" It could be an opportunity for schools to develop a shared understanding and a common language around the LP attributes.

# data[].attributes.body
"Action is connected to agency, the learner profile and international mindedness.

• Action is student-initiated and can be individual and collective.

• Action is authentic, meaningful and mindful.

• Action can happen at any time; it can be short or long term, revisited or ongoing.

• Action is supported by the learning community.

• Demonstrations of action include participation, advocacy, social justice, social entrepreneurship, or

lifestyle choices."

# data[].attributes.body
"Students taking action in response to their inquiries lays a foundation for community service in the Middle

Years Programme (MYP) and creativity, activity, service (CAS) in the Diploma Programme (DP)." It will be and continue to be important for schools to look at ways that there is a continuum of learning/action that takes place throughout the programmes.

# data[].attributes.body
"Initiated by students, PYP action is authentic, meaningful, mindful, responsible and responsive.

# data[].attributes.body
"Action could be:
- a change in attitude

• a consideration or plan for action in the future

• a demonstration of responsibility, or of respect for self, others and the environment

• a commitment to leading or participating in a youth advocacy group

• an engagement in school decision-making or an expression of support in community, local and global

decision-making."
What resources will the IB provide to support schools in fostering a culture that promotes action?

# data[].attributes.body
"Action can be embarked upon at any point and can take many forms, depending on individual

development, learning and experiences."
I absolutely agree with this statement as I believe that many IB educators believe that action can only happen at the end of a Unit.

# data[].attributes.body
"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."
Schools will need to think of new ways to find way to record action that happens when the student's aren't at School

# data[].attributes.body
Types of Action - Personal Action and Collective Action. How are schools going to document and provide evidence of the different forms of 'Action'?

# data[].attributes.body
"Questions to consider when supporting action

• How is learner agency connected to student action?

• How do members of the learning community encourage, support and acknowledge individual and

collective action?

• How does action look different for early-years students, lower primary and upper primary students?

• How are opportunities created within the unit of inquiry for action to arise naturally?

• How are students encouraged to consider the multiple forms of action: participation, advocacy, social

justice, social entrepreneurship, lifestyle choices?

• How can we build on prior learning to support student-initiated action?

• How are students supported in planning and carrying out action within and beyond the learning

community?

• How are students supported in reflecting on the appropriateness and impact of action?

• How are students supported in making connections to self and others? What connections and

collaborations do students have in the learning community and beyond?

This tool can be used to reflect on the nature of action in the learning community."

I like how many of the questions start with how are the students 'supported' and how are 'opportunities created' - important to schools to consider in promoting a culture of action.

# data[].attributes.body
One of the greatest enhancements that I am most pleased about is how action is now a part of agency and not an essential element as a stand alone. From my experience as a WSL action (I have led quite a few action workshops) was often the forgotten essential element and it was a sort of, ‘hang on we have finished the unit or almost finished the unit and what action will we take’. It was sometimes the component that was considered when teachers filled in the planner to reflect and had to really think about what student initiated actions led to action and in fact did any action take place in the unit…. It was something that happened at the end of the unit and wasn’t necessarily up the higher rung (when referring to Harts ladder).

It was also the workshops…. in my opinion that schools or participants just did as they had done everything else and there may have been other school priorities, assessment, language, maths, science.  Whilst these realities or generalisations may have been a small minority of participants or schools, it may ring true to some of us.

I am not sure if the above reflection is something to consider but I think it is something with noting as a positive enhancement. That....

It should just become something we do

Action can happen throughout the unit when it naturally occurs, it hopefully should move learners away from decorated . manipulated and tokenism to children and adults sharing decision making in the learning community.

Action can take place in or outside the POI! Yes, children are equipped with the skills and mechanisms to be inquirers, thinkers, problem solvers, communicators and these skills are developed through the PYP framework. Through agency learners can use these skills to take action at any time.

With agency at the forefront ‘the power to take meaningful and intentional action’ it should lead to greater self awareness, regulation, empowerment of learners to take action as they drive and facilitate their own learning.

A close connection with the learning community. Action as it is the response of people in the community/ A community moulds people together to make a difference in the world around them. Young people, teachers, parents and all stakeholders taking leadership in different roles to take action. Global citizenship.

Another consideration to think about in positive terms is how moving the exhibition away from being seen as an assessment will provide a better focus on the process rather than the product and again have an impact of student action being meaningful and authentic.

# data[].attributes.body
The notion that student-initiated action is considered a dynamic outcome of agency, and an integral part of the learning process that can arise at any time, within or outside the programme of inquiry. Action might come in the form of: advocacy, social justice, social entrepreneurship, participation and lifestyle choices. The inclusion of lifestyle choices. I have seen far too many bake sales and action that children cannot see the outcomes of their own actions and to in fact reflect upon if action is really taken place and made a difference in their lives of themselves or others.

How we mobilise our communities and move together for more authentic action? Many schools are doing great things?!

# data[].attributes.body
Whilst existing content and support for the action component of the PYP was minimal in MTPYPH and there were aspects of MTPYPH such as 'not taking action' that caused uncertainty.  -

I however didn't mind this statement that inaction was action and fact used it as provocations with learners of all ages, including children and adults and used it for consideration. I agree there was uncertainty with the term but if used correctly and people were taught to have discourse and reflect about their inaction, it was quite powerful.