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.

• 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."

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.

• 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?

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.

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

• 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.

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. 

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