Action: how do we want students to act? Why include action as an essential element? In the PVP, its believed that education must extend beyond the intellectual to include not only socially responsible attitudes but ako thoughtful and appropriate action. An explicit expectation of the PYP is that successful inquiry will lead to resp onsible action, initiated by the studentas a result of the learning process. This action will extend the student's learning, or it may have a wider social impact, and will clearly look different within each age range. PYP schools can and should meet the challenge of offering all learners the opportunityand the power to choose to act: to decide on their actions; and to reflect on these actions in order to make a difference inand to the world (see figure 10). The problems inherent in advocating action are recognized, particularly the role of the teacher in creating, ‘opportunities that will lend themselves to the possibilities of studentinitiated action. Action should be seen, as avoluntary demonstration of a student's empowerment in the context of the expectations laid down in the programme. Voluntaryaction must remain precisely this if we truly believe in the values we advocate. Furthermore, we must remem ber that today’s complex issues do not often suggest simple or selfevident solutions, and that inaction isalso a legitimate choice; indeed, sometimes, inaction may be the best choice In the PYP, its believed that every student, every year, has the right and should have the opportunity to be involved in such action. This action may be taken byan individualstudentor by. group of students working collaboratively. In order to make the action componentof the curriculum as powerful as possible interms of student learning, the PYP advocatesa cycle of involvement thatp rovides students with opportunities to engagein purposefuland beneficial action.Is it possible for students to identify appropriate action in whi angane onlyis it possible forstudents to identifyapproprist= =-timm ber ‘esponsibility to enable them to choose their action care "aga them to rellect on the artinn thevndartake The tewiouind sean ime = =F @ participation in their own learm s errecue aur uues not needto'be grandiose, On the contrary, IHDegins at ive sibs we sever with (ne sett within the family: within the classroom, the hallways and the playyrounie.c- youny Children can have strong feelings about fairness and justice,and teachers can facilitate eapressions of these opinions. Effetiiv JL spect tor ser. \S Act guide, “tive action: chaulsLiaaracilied hu tha sults inthe eh col community—the actior will bebased on theneeds of the school community, aiid the TSE aTTeCe to felon sosent.and ire wreck Through Such serve students rr eze-cocperaion, prcolem soiing. conte ‘eft! CN arewaye inwhich the tudente seit should be voluntary and involve'student.in Iehact orindad inthe chidants! concrate aenariancac gender sittin he PrP ixcraom. infact. the atic thatthe surlens covet tokeas aresultoftheleamning may hhocnneidered the most significant summative assassment of thefficacy of theproaramme= usually begins in a small way and arises from genuine concern and commitment = should include anticipation of consequences and accepting of responsibility + may require appropriate adult support in orderto facilitate students efforts and to pravidethem with alternatives and choices. The action of fund-raising, either modelled by adults or initiated by students, is commen in schools. Although the outcome of thefund-raising is worthy, forstudents whose participation is limited to the giving ‘of money, it may not require much in the way of personal commitment or reflection. Itis intended that the person taking the action will grow from the experience, and that the process of taking action or not will contribute to each studentestablishing a personal set of values. Action as a result of the learning may not be witnessed by the teacher and often happens beyond the classroom (see figure 11). Action beyond the classroom Aparent reports toa teacher that her 4-year-old child has taken action at home. after having been onaschoolexcursion toa recycling station/sewage treat ment planticentre, Parent (On your trip did the children learn about water conservation? Teacher Itwas one component of ourinvestigations. Why do you ask? Parent Because during the weekend I was starting the shower for my son, He ran out of the room and came back witha bucket, and put itin the shower. When | asked him what he was doing, he replied: “Im catching the water that is nat hot enough yet for my shower, so can save it and givethe gardena drinkafter my shower.” Teacher Thats really interesting, He Is taking actions a result of what helearned, Pleaselet me know if this continues and if you notice anything else, Figure 11