Service learning programme

STUDENT HANDBOOK 2019-2020

 Dear Pupil, this could be a very important day in your life. As a pupil
in an international programme such as the Middle Years Programme, it is
hoped that you will open your eyes to the reality that surrounds you and
that you give a helping hand to those who most need it. You are on the
point of taking part in the school’s Service learning Programme which
will teach you things that you didn’t know about yourself. It may awake
social skills that up to now you have been unaware of. It may boost your
self-esteem and your sense of responsibility. It may open your eyes to the
fact that you have arrived at an age in which it is expected that you become
an active member of the community, capable of offering your help and time
to those who surround you without asking for anything in return. It is in
your hands to change the “I can” into “I will”….

If after having read this it does not mean anything to you, let me
present it in a different way. Action and Service is not something that you
choose to do or not to do, it is simply something that you will have to do if
you study at this school even though we are talking about voluntary work.

Pupils’ participation in this programme is a requisite of the

Middle Years Programme. In other words, if you do not sufficient
willingness, work and energy into it, you will not put in the M.Y.P.
certificate.

We hope that pupils from all year groups participate each year
in action and service activities and projects at school, at home and
in your community. The time dedicated outside of school hours should not
interfere with your studies. Therefore, you will decide if you want to do
voluntary work a few hours during the week, at the weekend, or during the
school holidays.

I hope you learn something from all of the experiences you will
have, and remember that the quality and motive of an act is more
important than the act itself.

Jorge Sevilla
A as S Coordinator
The LNC Service learning programme is designed to help students to
understand what 'community' means and how we, as individuals and
groups, can contribute to enriching and enhancing it - both on a local and a
global scale. This also lies at the very heart of our mission statement.

Benefits of Service-Learning
Service-learning has potential benefits to everyone involved especially
students:

STUDENTS in service-learning lessons can benefit academically,

professionally, and personally. These are just a few of the ways:

 Increase your understanding of the class topic

 Gain hands-on experience (possibly leading to an internship or job later)
 Explore or cement your values and beliefs
 Have opportunities to act on your values and beliefs
 Develop critical thinking and problem-solving skills
 Grow your understanding of diverse cultures and communities
 Learn more about social issues and their root causes
 Improve your ability to handle ambiguity and be open to change;
become more flexible
 Develop or enhance your skills, especially in the areas of
communication, collaboration, and leadership
 Test out your skills, interests, and values in a potential career path, or
learn more about a field that interests you
 Connect with professionals and community members who you will learn
from
 Grow a professional network of people you might connect with again
later for jobs or internships
 Satisfy your urge toward public service or civic participation

In order for students to have exposure to a variety of Service learning

activities throughout the MYP, each grade level has an Action and Service
focus. The pedagogical approach is two-fold. On the one hand, through
class teaching units, student awareness and understanding of their focus is
raised. On the other, there is experiential and hands on learning with
students actively participating with their Action and Service focus. This
could be through displays, visits, presentations in assembly, fund-raising
activities, organizing an event... the list is endless!
A minimum of 3 completely different and unrelated activities per year are
required for satisfactory completion of the school's SL requirement along
with meaningful reflections for each of these four activities.

Service Learning extends beyond the classroom, allowing students to

participate in the community where they live, paying special importance to
developing their sense of social responsibility and, improving those skills
that will enable them to make effective contributions to society.

Students should strive to find a variety of Service Activities in order to

broaden their horizons. The idea is to find a way to help others, especially
someone who is less fortunate than they are and to identify and meet a
need from within one of their respective communities. It is an act that
stresses the idea that it is better to give than receive.
Essentially, Service learning is an unpaid and voluntary exchange that has a
learning benefit for the student. Learning being the key component. For
student development to occur, S&A Learning should involve:
1. Real, purposeful activities, which meet the outcomes established by the
MYP
2. Reflection on the outcomes and personal learning
3. Commitment

What is NOT Service learning?

It is not an activity in which the students receive a tangible benefit
(internship credit or extra credit, school credit) or financial.
All forms of duty within the family or family friends cannot be used for
Service. (Mowing the lawn, making dinner, babysitting, cleaning, gardening,
pet sitting, grocery shopping, etc.)

Why is Service Learning important?

Provides students with opportunities for helping the school, local, and
international communities.
Helps students apply academic, personal and social skills to improve the
community.
Develops an awareness to make a positive difference in the life of others
Encourages responsible citizenship by increasing students´
understanding of the world.
Allows the student to discover new skills, talents, and interests.
Helps students develop as leaders who take initiative.
What are we expecting in each year of the programme?
We have developed Service learning expectations for years 1 and 2, 3 and
4, and 5. These 8 different expectations will be assessed and reported on at
the end of the year.
Learning expectations for service
MYP 1
Emerging awareness of their own strengths and
areas for growth
Students begin to see themselves as individuals with
various abilities and skills, some more developed
than others. With guidance and support from service
activity leaders/teachers, they understand that their
choices determine the effectiveness of service as
action.
Learner profile attributes: reflective, open-minded
Appreciating the individual skills and
responsibilities involved in participating in MYP
service projects with extensive support and
guidance from service activity leaders/teachers
Students accept the challenge of participating in MYP
service as action.
Learner profile attributes: balanced, risk-takers
Discussing and critiquing service activities in an
appropriate manner with support from service
activity leaders/teachers
Discussing and critiquing the roles and
responsibilities of participants in existing service
activities.
Learner profile attributes: inquirers, thinkers
Showing commitment and perseverance in their
activities
At a minimum, this implies regular commitment and
accepting a share of the responsibility of responding
to problems that arise in the course of service.
Commitment is emotional. With perseverance,
students begin to show determination to follow
through.
Learner profile attributes: caring, principled
W orking collaboratively with others
Collaboration can occur as student with students,
student with members of the school, or students with
the local or international community. This involves
teamwork in undertaking the service.
Learner profile attributes: caring, communicators
Developing international-mindedness through
global engagement, multilingualism and
intercultural understanding, with support from
service activity leaders/teachers
By learning about their communities and shared
responsibility, students grow in their awareness and
understanding of global and local challenges.
Learner profile attributes: risk-takers, knowledgeable, principled
Learner profile attributes: principled, thinkers, open-minded
MYP 3
Some awareness of their own strengths and areas
for growth
Students see themselves as individuals with various
abilities and skills, some more developed than others.
With some guidance and support from the service
activity leaders/teachers, they understand that their
choices determine the effectiveness of service as
action.
Undertaking new challenges that develop new
skills for the students with extensive support and
guidance from service activity leaders/teachers
A new challenge may be an unfamiliar service
activity, or an extension of an existing one.
Initiating and planning service with extensive
support from service activity leaders/teachers
Initiated and planned activities will often be in
collaboration with other participants. This includes
determining the roles and responsibilities of
participants.
Showing commitment and perseverance in their
activities
At a minimum, this implies regular commitment and
accepting a share of the responsibility of responding
to problems that arise in the course of service.
Commitment is emotional. With perseverance,
students show determination to follow through.
W orking collaboratively with others
Collaboration can occur as student with students,
student with members of the school, or students with
the local or international community. This involves
teamwork in undertaking the service.
Developing international-mindedness through
global engagement, multilingualism and
intercultural understanding, with support from
service activity leaders/teachers
Through participation in service, students learn about
and address global issues within local, national and
international contexts. Global challenges, such as
poverty, environmental sustainability and education,
often have local manifestations.
MYP 5
A wide awareness of their own strengths and
areas for growth
Students see themselves as individuals with various
abilities and skills, some more developed than others.
With minimal guidance and support from service
activity leaders/teachers, they understand that their
choices determine the effectiveness of service as
action.
Undertaking new challenges that develop new
skills for the students with support and guidance
from service activity leaders/teachers
A new challenge may be an unfamiliar service
activity, or an extension of an existing one.
Initiating and planning service with minimal
support from service activity leaders/teachers
Initiated and planned activities will often be in
collaboration with other participants. This includes
determining the roles and responsibilities of
participants.
Showing commitment and perseverance in their
activities
At a minimum, this implies regular commitment and
accepting a share of the responsibility of responding
to problems that arise in the course of service.
Commitment is emotional and/or ethical engagement.
With perseverance, students show resolve and
determination to follow through.
W orking collaboratively with others
Collaboration can occur as student with students,
student with members of the school, or students with
the local or international community. This involves
teamwork in undertaking the service.
Developing international-mindedness through
global engagement, multilingualism and
intercultural understanding, with support from
service activity leaders/teachers
Through participation in service, students learn about
and address global issues within local, national and
international contexts. Global challenges, such as
poverty, environmental sustainability and education,
often have local manifestations.
Considering the ethical implications of their
actions with guidance from service activity
leaders/teachers
Students must be aware that their choices and
actions impact service as action. Increased ethical
sensibility develops accountability and leads to acting
with integrity.
The 7 Learning expectations and their development and
achievement will be registered in the 3rd term report.

- INNITAIVE AND PLANNING

- COLLABOTARION AND TEAMWORK

- COMMITMENT AND PERSEVERANCE

- ACCEPTING AND UNDERTAKING CHALLENGES

- IDENTIFICATION OF STRENGTHS AND AREAS OF GROWTH

- INTERCULTURAL AWARENESS

What are the requirements for Service learning Activities for this
year?

Students are required to complete all outcomes through a minimum of 4

completely different and unrelated activities:

1 long term activity (Long term is defined as an activity which lasts longer
than three months and requires commitment from the students. Can be
completed either internally or externally but has to be approved by the
tutor/SL Supervisor) TOTAL OF 15 HOURS APROX. ( IN YEAR 7-8) AND
20 HOURS (YEAR 9-10-11)

2 School Activities:
- Students in each year of the programme are required to fulfil a project
involving the class tutors. Each year group will devise an age
appropriate project following a variety of themes and global issues:
Year 7: Children rights
Year 8: Environment
Year 9: Peace and conflicts
Year 10: Equality
Year 11: Education
Each year group will organize the special assembly/day in the school,
living a multidisciplinary experience based on that global issue throughout
the lessons that same day.
The 5 stages of Action and service

We encourage students to complete the five stages of action in the

student´s long term activity and in the year project.

1. Investigation includes taking an inventory of student interest, skills and

talents to be used in considering opportunities. A social analysis of the
issue being addressed is required. This analysis requires gathering
information about the identified need through action research that includes
use of varied approaches: media, interviews of experts, survey of varied
populations, and direct observation/personal experiences.
2. Preparation involves the student planning the service experience with
clarification of roles, responsibilities, actions to be taken, resources required
and timelines, while acquiring any skills needed to successfully carry out the
plan.
3. Action includes implementing the plan. Students may work individually,
with student partners, in student groups or with others.
4. Reflection involves students describing what happened, expressing
feelings, generating ideas, and asking questions. Reflection occurs
intermittently and in summation to gauge understanding and synthesis, to
assist with revising and rethinking plans, and to internalize the experience.
5. Demonstration involves metacognition, with students making explicit
what and how they learned and what they have accomplished, capturing the
totality of the experience. Integration of technology is encouraged.
Why reflections?
Reflection is an essential component of the MYP Service Learning
Requirement. It is the element that helps to “develop inquiring,
knowledgeable and caring young people who help to create a better and
more peaceful world through intercultural understanding and respect” (IBO
Mission).
The SL reflection sheet should be filled and complemented by a digital
media file once the activity is completed. This form is in Trello and
Schoology. Once uploaded it will be reviewed by the supervisor.

What are the steps? (year 7 and 8)

This groups will start using Managebac. The students will have access
through their school e-mail. Here you will find some links to learn how to
use this digital platform for registering your service learning experiences.

Adding SL activities: https://managebac.zendesk.com/hc/en-

us/articles/360019109891-Adding-SA-Activities

Joining activity groups: https://managebac.zendesk.com/hc/en-

us/articles/360018801792-Joining-Activity-Groups

Completing SA: reflections and questions

https://managebac.zendesk.com/hc/en-us/articles/360018801812-
Completing-SA-Reflections-and-Questions

Obtaining supervisors reviews: https://managebac.zendesk.com/hc/en-

us/articles/360018801832-Obtaining-Supervisor-Reviews

Editing or deleting an activity: https://managebac.zendesk.com/hc/en-

us/articles/360019109931-Editing-or-Deleting-an-Activity
What are the steps? (year 9,10,11)
- To earn Service and Action credit, students must complete the form
Students´ activity/project approval form located on Schoology
(year and class section). The students and tutors will have access
through this codes:
Year 9: TW39B-8SK36
Year 10: PCPVT-3MVJP
Year 11: 23MXC- 8ZF4R
It is important students complete this form as detailed as possible; this
will make the approval period faster. The students need to write down
the activity and obtain approval. If the event takes place during a school
vacation, email j.sevilla@laudenewtoncollege.com for approval. Approval
means that the student has selected an authorized activity and may
begin participation right away.

- Once the activity has been completed, students should write their
reflections using the form Student reflection form located on
Schoology and uploaded in the same platform. This step is perhaps the
most important. The aim of the Service programme is to help students
grow into compassionate, concerned global citizens, and the reflection
questions are meant to prompt thoughtfulness in the students to help
them grow.

- The final part is verification. Once the reflection is complete students

need to get the review of the activity by the supervisor. This can be
done electronically using Schoology.

NOTE: All fundraising events (such as bake sales, car washes, grub days,
etc.) should be categorized under the main activity that you are raising
funds for:
Example: School building in Dominican Republic.

Defining the roles in SL….

A&S supervisors: Tutors, teachers, external supervisors

A&S advisor: Cristina de la Fuente

c.delafuente@laudenewtoncollege.com

A&S leader: Jorge Sevilla

j.sevilla@laudenewtoncollege.com

What are the differences between C&S, SL and CAS?

C&S (Community and Service) was the title given to the Community and
Service program at Laude Newton College and other IB MYP school before
the adjustments and developments made by the Next Chapter.

SL (Service Learning) is the title given to the IB MYP requirements made

by the changes according to the Next Chapter.
CAS (Creativity Action Service) is designed for students in the Diploma
yrs. 12 and 13. The MYP C&S program ties in with the CAS program to be
undertaken in Yrs. 12, 13 in the Diploma by requiring students to
participate in service as action that leads towards a set of developmentally
appropriate outcomes.

Service learning ideas for the long term activity selected by you
(in/out of the school)

Look around you, search for, think about and decide the community service
activity, outside of school, that interests you or maybe you can propose to
the school. Your parents may know someone who can help you to find
something interesting to do although you can contact an organisation,
association or local council and ask them if they can offer you an activity
adapted to your age and interests. Once you have found it, don’t hesitate to
tell the school’s coordinator so that they can authorise your chosen activity.

Here you have some example of activities you can do in/out of the school,
but remember, you have to be involved at least three months. You can
select one (or more than one if they are similar) or propose a different one.

Community
- Join a youth organisation in your town
- Help a neighbour who is ill or disabled
- Visit the elderly in an old people’s home
- Teach English to youngsters
- Participate in the Red Cross summer campaign
- Be a monitor of young children in a camp, summer school or nursery
- Work with Environmental Associations in reforestation or clearing up
of waste
- Participate in sports activities for other young people
- Raise funds for an individual or group of people who really need it
- Participate in an organised activity in order to integrate young
immigrants in your community, district or town
- Collaborate with a local N.G.O.

School
- To offer yourself to become a peer buddy for any new students
starting in the school
- Class assistant: Keep an up to date class calendar (showing important
dates for handing in work, homework, exams, excursions, etc.).Help
the teacher do the register and take it/pick it up from the office. Hand
out circulars, exercise sheets, exercise books, exams or material to
your classmates during class. Help the teacher to carry material to
class and/or pick it up at the end of the lesson. Clear and tidy up the
classroom at the end of the day putting tables in line and chairs on
top, and picking up paper from the floor
- Offer to be class delegate
- Take part and be a member of the student council
- Design and hang posters to awaken the interest and awareness of
your classmates regarding social, humanitarian, environmental issues,
etc.
- Be a support monitor for younger classes in the library
- Help the librarian to order and classify the books
- Be a host/hostess for a new pupil showing them round the school,
giving them information they need, helping them to integrate into
their group of classmates and friends on the patios
Take part and be a member of the Eco teams: Take charge of
recycling in your class, form a group to pick up litter at the end of
break times. Inform the youngest pupils of the important of recycling.
- Make informative posters for the different events held at school
- Organise matches for different sports, games or dances at break
times for younger pupils
- Join the School newspaper as journalists
- Place forms in the gym for assemblies
- Organise talks in your class (if you have a family member or someone
you know who can give an interesting talk on a specific subject, you
can organise it with the subject teacher or tutor)
- Participate in the Christmas Concert (performances, dances, help with
the scenery, costumes, organisation, etc.)
- Volunteer to help teachers and coordinators in diverse tasks
- Participate in the organisation and development on Book Day reading
stories to the small pupils
- Actively participate in activities organised for Open Day
- Create and organise a Community Service activity that does not
appear in the list
- Participate in all community service activities and projects organised
by teachers in each subject (compulsory for each year group)
- Help teachers to hang up pupils’ work on the cork boards in the
corridors in the Secondary building and upstairs in the Library building
The world
- Organise second hand markets in order to raise funds for an
important humanitarian cause (natural disaster or war in a country)
- Be a volunteer in a N.G.O. that you know (for over 16 years old)
- Sponsor a child from a third world country via a N.G.O.
- Organise and participate in the different activities carried out on Open
Day in which funds are raised for projects and different humanitarian
causes each year
- Participate in different activities organised in classes and in school for:
Childrens’ Rights Day, Peace and No Violence Day, World
Environmental Day and International Day
- Participate in the Solidarity Race organised each year for the N.G.O.
Save the Children raising funds via sponsors and destined each year
to children in the most needy countries

“One is not born into the world to do everything but to do something.”

Henry David Thoreau

 Service Learning
Student´s activity/project approval
form
 Service Learning
Student Reflection
Form