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Service Learning

Service Learning at The Halley Academy

The nature of service learning

Service learning is a component of the Career-related Programme core.

Service learning provides opportunities for students to understand their capacity to make a meaningful contribution to their community and society. Through service learning, students develop and apply academic knowledge, personal skills and social skills in real-life situations involving decision-making, problem-solving, initiative, responsibility and accountability for their actions. The purpose is for students to contribute to society by improving the lives of people or assisting the environment or animals.

Service learning benefits all involved—students as they continue developing skills and knowledge applied to real-life situations, and the community through reciprocal collaboration. Service learning fosters development of abilities, attitudes and values in accordance with the IB mission statement and the IB learner profile. The process of service learning is best when understood and organised as an ongoing experience occurring with regularity throughout the duration of the students’ CP.

The five service learning stages offer a helpful ongoing process framework for students.

Reflection is central to building a deep and rich experience in service learning. Reflection allows students to explore ideas, skills, strengths, limitations and areas for further development, and to consider how they may apply their prior learning and background in new contexts.

Aims

The aims of service learning are for students to:

  • develop and apply knowledge and skills towards meeting an authentic community need

  • develop as leaders who take initiative, solve problems and work collaboratively with others

  • enjoy the experiences of both learning and service

  • develop a sense of caring about, and a responsibility for, others

  • gain a deeper understanding of themselves, their community and society through meaningful reflection

  • enhance and strengthen their experience with the existing school curriculum.

Time required

A minimum of 50 hours is expected to be devoted to service learning. The school and students must give service learning as much importance as any other element of the CP and ensure sufficient time is allocated for engagement in service learning.

Learning outcomes

The five learning outcomes articulate what CP students are able to do at some point during their service learning programme. Through meaningful and purposeful service learning experiences, students develop the necessary skills, attributes and understandings to achieve the five service learning outcomes.

The five service learning outcomes are:

LO 1

Identify own strengths and develop areas for growth

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Students are able to see themselves as individuals with various abilities and skills, of which some are more developed than others.

LO 2

Demonstrate participation with service learning experiences

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Students can articulate the five stages from investigating and conceiving an idea to executing a plan for a service learning experience or series of service learning experiences. Students may show their knowledge and awareness by building on a previous service learning experience, or by launching a new idea or process, or by advancing the work of others. This may be accomplished in collaboration with other participants.

LO3

Demonstrate the skills and recognise the benefits of working collaboratively

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Students are able to identify and critically discuss the benefits and challenges of collaboration gained through service learning experiences.

LO 4

Demonstrate engagement with issues of global significance

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Students are able to identify and demonstrate their understanding of global issues, make responsible decisions and take appropriate action in response to the issue either locally, nationally or internationally.

LO 5

Recognise and consider the ethics of choices and actions

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Students show awareness of the consequences of choices and actions in planning and carrying out service learning experiences.

Evidencing the outcomes

Students provide the school with evidence in their service learning portfolio of having achieved each learning outcome at least once through their service learning programme.

If you have any questions regarding the assessment of the core, or any other questions about the IBCP, please contact Mr. Burrows (william.burrows@thehalleyacademy.org.uk)

Service Learning Guide