Three great ocean conservation stories too. The Republic of the Congo has created its first ever marine protected areas, covering 4,000 km2 off the West African coast, Albania has declared its Porto-Palermo Bay as a nature park, and after a decade of work Canada has unveiled a blueprint for a vast network of marine protected areas across the northern third of its West Coast."

Year level | Subject(s) | Unit title | SoI | Summary
8 | I&S and English | Gender Equality | Gender Equality can be encouraged as a result of purposefully creating and sharing cause and consequence PSAs to create a positive change. | Students critically analyse Public Service Announcements (PSA), studied the use of film techniques, and research Human Rights as part of a Language and Literature and Individuals and Societies Interdisciplinary Unit. They work in groups to produce their own PSA and a Process Journal in which they record all work, discoveries during their research, and finally, the process of producing and presenting the PSA.
8 | 8I&S | Education in Malawi | Individuals can take action in order to improve quality education in Malawi to make a positive change within their communities. | Students use the service learning cycle to investigate a local school in Malawi. Students identify the needs of the school to create practical solutions to their need. Students evaluate existing actions and then design and create the products and deliver them to the school. After the process, students evaluate the effectiveness of their product and suggest improvements for the coming year group.
9 | III&S | Industrial Revolution  |

11 | I&S | Sustainable Food Production | To create a sustainable future we must consider the local and global interactions of population, consumption and the environment to make informed decisions about the impact of our food choices. | Students learn about current methods of food production, utilising the ‘Green Revolution’. The need for sustainable food production is derived from the analysis of population pyramids, the climate, the economy and the theories of Malthus and Boserup for the correlation between food production and population. Students utilise this knowledge to develop their critical thinking skills by analysing the creation of famines in Asia. Students then use these skills to identify problems in Malawi and aided by a field visit to local experts, developed a practical solution to their identified problem. The solution is derived from following the service learning cycle.
11 | Design | Civil Society | Modern technologies help groups and individual communicate ideas and issues. | The students choose and utilize a medium of communication to address an identified need or important issue within the community.

4 PYP | TD - HWOO | 
| Inquiry into Charity and its place in the community. | 

Year level | Subject(s) | Unit title | SoI | Summary
8 | I&S and English | Gender Equality | Gender Equality can be encouraged as a result of purposefully creating and sharing cause and consequence PSAs to create a positive change. | Students critically analyse Public Service Announcements (PSA), studied the use of film techniques, and research Human Rights as part of a Language and Literature and Individuals and Societies Interdisciplinary Unit. They work in groups to produce their own PSA and a Process Journal in which they record all work, discoveries during their research, and finally, the process of producing and presenting the PSA.
8 | 8I&S | Education in Malawi | Individuals can take action in order to improve quality education in Malawi to make a positive change within their communities. | Students use the service learning cycle to investigate a local school in Malawi. Students identify the needs of the school to create practical solutions to their need. Students evaluate existing actions and then design and create the products and deliver them to the school. After the process, students evaluate the effectiveness of their product and suggest improvements for the coming year group.
9 | III&S | Industrial Revolution  |

11 | I&S | Sustainable Food Production | To create a sustainable future we must consider the local and global interactions of population, consumption and the environment to make informed decisions about the impact of our food choices. | Students learn about current methods of food production, utilising the ‘Green Revolution’. The need for sustainable food production is derived from the analysis of population pyramids, the climate, the economy and the theories of Malthus and Boserup for the correlation between food production and population. Students utilise this knowledge to develop their critical thinking skills by analysing the creation of famines in Asia. Students then use these skills to identify problems in Malawi and aided by a field visit to local experts, developed a practical solution to their identified problem. The solution is derived from following the service learning cycle.
11 | Design | Civil Society | Modern technologies help groups and individual communicate ideas and issues. | The students choose and utilize a medium of communication to address an identified need or important issue within the community.

4 PYP | TD - HWOO | 
| Inquiry into Charity and its place in the community. | 

 2. What challenges are you facing during your service learning activity, and how did you overcome them? Did you encounter any obstacles or barriers, and if so, how did you work to overcome them?

3. How is your service learning activity impact the community or organization you served? Did you make a difference? If so, how?

4. What skills are you developing or strengthening through your service learning activity? Did you improve your communication, teamwork, leadership, or other skills?

5. How has your service learning activity change your perspective or worldview? Did it challenge any assumptions or beliefs you had?

6. What aspects of your service learning activity are you enjoy the most, and why? What aspects did you find most challenging, and why?

7. What areas do you feel you could improve in future service learning activities? Are there any skills or knowledge areas you need to work on? Are there any areas where you could take on a greater leadership role or make a bigger impact?

8. How do you plan to use what you are learning in your service learning activity in future activities? What goals do you have for your future service learning activities?