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Service as Action in the MYP
Prepared by: Ms. Julia Kang, Community Project Coordinator
The Mission of Changchun American International School is to educate all students with a high quality,international curriculum in a safe, well-structured and loving atmosphere; to assist all students to develop and refine their academic, social and ethical character; and to encourage all students to use what they learn to improve themselves, their families, their countries of origin, and the world.
This booklet contains information on
I. MYP Service Learning Expectations
II. CAIS MYP Service as Action Requirements
III. Service as Action Procedures
IV. Rubric for Service as Action Reflection
V. Guiding Questions for Reflection
Service Learning Expectations
(identified as Learning Outcomes on Managebac)
With appropriate guidance and support, MYP students should, through their engagement with
service as action:
1 Becoming more aware of one’s 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.
2 Undertaking new challenges that develop new skills 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.
3 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.
4 Showing commitment and perseverance in one’s 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.
5 Working 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
6 Developing international-mindedness through global engagement, multilingualism and intercultural understanding
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.
7 Considering the ethical implications of one’s 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.

CAIS MYP Service as Action Requirements

MYP Leveled Activity Students should be able to ….
L1 L2 L3
1 3 1 NA meet 5 learning expectations during 4 different service experiences
2 3 1 NA meet 5 learning expectations during 4 different service experiences
3 2 1 C.P. meet 6 learning expectations during 4 different service experiences
4 1 2 1 meet 7 learning expectations during 4 different service experiences
5 1 2 1 meet 7 learning expectations during 4 different service experiences

Sample Activities

Level Descriptor Example of activity
1 • Participate service activity as a member that student can involve in community
Simple task
Short periods
• Volunteering at the school event
• Christmas bazaar, UN Day, etc
• Fundraising concert
• One visit to community service trip
• School organized community trip
• Campaign
2 • Assisting a project for long term
• Club assistants
Long term community service project that student can learn about collaboration, commitment, develop new skills
• Reading buddies, Play buddies, etc
• Teacher assistant
• Nursing home, Sister School,preparation activity for Habitat for humanity, etc
• Student councils
• Newspaper Club
• 4 Level1 activities can be counted as 1
Level 2 activity
3 • Student initiated service activity that can demonstrate their ideas practically in their community and can reflect
leadership skills, organizing skills and commitment.
• Offering clubs or a major project
• Sports team leaders
• Major project that initiated by students
• Community Project
• Habitat for Humanity
Service as Action Procedures
Recording/ Completing Your Service Learning
(Managebac: cais.managebac.org)
Step 1: Choose the name of the activity and the supervisor. Seek approval from the Service as Action coordinator if it is a Level 3 activity.

Step 2: Edit/fill the registering activity page on Managebac and choose the learning outcomes (learning expectations).
Note: an activity may meet more than one learning expectation.

Step 3: Submit reflective journals before, during and after the activity.Include evidences of your participation and how you met your learning expectations (see below for what type of evidence is acceptable).
Note: Managebac is the main tool to record your profile.

Step 4: Reflect on your performance. Use the guiding questions (below) to help you, and a selfassessment using the learning expectations rubric (above).

Step 5: Share your document/evidence with your supervisor(s) during and after the activity. They will evaluate of your activity based on the learning expectation rubric (above) and include their feedback through the Managebac.

Step 6: The Service as Action Coordinator will check the activity and complete it.
What constitutes evidence of participation?
Photographs: photographs that demonstrate involvement and being on-task ·
Anecdotal evidence: quotes or comments from supervisors or participants ·
Scanned documents: name tags, certificates, planning documents
Videos: videos that demonstrate involvement and being on-task
• Any other documentation considered appropriate by supervisor
A Service Experience Reflection Rubric
This rubric covers at least three essential parts of the service experience
§ Action: participating in the service experience. This includes the level of engagement you show throughout and your ability to interact effectively with other group members and members of the public.It may also include the investigation and/or the preparation for the service experience
§ Reflection: the quality and accuracy of your continued reflections before, during, and after the service experience
§ Demonstration: what you have planned and how you have learned, recording evidences of your participation in the service experience during the whole process should be demonstrated out

The extent to which your comments agree with your supervisor is important. Consider:

Level of achievement Explanation
Exceeds The student fulfills this learning expectation independently, without extra assistance or support. The student demonstrates an excellent level of attitude and engagement. The student's self-reflection matches the perceptions of the supervisor.
Meets The student fulfills this learning expectation independently, with very little assistance or support. The student demonstrates a very good level of attitude and engagement and accurate self-reflection.
Meets in most areas The student fulfills this learning expectation with little assistance or support. The student demonstrates a satisfactory level of attitude and engagement and reasonably accurate self-reflection.
Meets in some areas The student fulfills this learning expectation with considerable assistance or support. The student demonstrates an acceptable level of attitude and engagement, but the student's self-reflection has significant differences from the perceptions of the supervisor. The student needs to make a greater commitment in future activities and to reflect on how they will play a more constructive role in their next service experience.
More reflection needed
(Expectations not met)
The student was unable to meet this learning expectation and will need to revisit this objective in the future. The student needs to selfreflect honestly and realistically in order to be able to meet the challenges of their next project. The student needs to listen to the supervisor in order to understand how to play a more constructive role in service experiences.

Expected quantity of reflections

Level 1 Level 2 Level 3
At least 1 written reflection
after the activity
• At least 3 written reflectionsbefore, during and after the activity
• 1photo evidence
• At least 3 written reflections before, during and after the activity including planning
• 1photo evidence

Guiding questions for reflection:

• How was this activity a challenge for me?
• How was I an active participant in the investigation and preparation for this activity?
• How did my participation in this activity increase my awareness of the community I am a part of?
• How did I work collaboratively with other people involved in the activity?
• What new things did I learn from this activity?
• How did I increase my awareness of my strengths and my areas for growth?
• What new skills did I develop by participating in this activity?
• How did I help others by doing this activity?
• In what ways was I committed during the activity?
• How was the activity related to issues of global importance?
• What did I hope to accomplish by this activity? What did I actually accomplish?
• What difficulties did I encounter?
• Did anyone help me during this activity? If so, describe the help given.
• How did this activity benefit other people or institutions?
• What would I change if I did this same activity again?
• What would I like to do next if I can continue with this activity?
IB CAS Guide, 2015
The Complete Guide to Service Learning, Kaye
Further Guidance for Developing Service as Action, 2014
MYP: From Principles Into Practice, 2014