ELEMENTARY
SECONDARY

Action in the Elementary School

Elementary School Action

In the PYP, action has a specific meaning as an element of the programme in which there is an expectation that successful inquiry will lead to responsible action, initiated by the student as a result of the learning process. This kind of student action may have a wider social impact, and it always represents a voluntary demonstration of a student’s empowerment.

In the Elementary School action precedes service learning. This is defined as a teaching and learning strategy that connects the learning process to authentic, meaningful and mindful, student led action which is:

  • first and foremost an educational opportunity for students
  • a connection between our learning process with the wider community and world
  • intended to create a positive shift in thinking in connection with community and global issues

It is intended that the PYP stage of service learning is action that serves as a foundation for later stages in the IB journey.

We believe that:

  • If learning is active, relevant and meaningful, action will take place.
  • Learner agency implies ongoing action of all kinds.
  • Some of the most valuable forms of action are not visible – shifts in thinking, deepening feelings, development of character.
  • Action might be shifts in what learners think, say, feel, have, believe and become… not just what they do.
  • Action often begins with shifts in the self.
  • Shifts in thinking can lead to visible action. Action can lead to shifts in thinking.
  • Demonstrating personal attitudes and skills can be a form of action.
  • Sometimes an idea isn’t initiated by students, but they can take it and evolve it, resulting in highly meaningful action.

Whilst the action itself is a significant component of a service learning and action projects, it is not done in isolation, and is scaffolded by- and embedded within- the whole PYP curriculum.

Elementary Student Leadership

Leadership is not a title or a position, it is an action or an example.
Donald H. McGannon
In Grade 5, Student Leadership consists of a group of elected representatives (elected from the Grade 4 year group to represent the student body during their Grade 5 year).

Each cohort will enter a year with their own student led agenda (and areas of interest), taking a lead from the 6 agreed Elementary School Themes
  • Community
  • Well-being
  • Sport
  • The Arts
  • Technology
  • Environment
Teacher mentors help to guide these student-led teams and they are designed to offer students opportunities to develop the following traits:
  • Honesty and Integrity
  • Inspiring Others
  • Commitment and Passion
  • Good Communication skills
  • Decision-Making Capabilities
  • Accountability
  • Taking Action
  • Delegation and Empowerment
  • Creativity and Innovation
  • Collaboration

Secondary School Service Learning

Service Learning Clubs

Service-learning at AISVN is a teaching and learning strategy that connects academic curriculum to community problem-solving. Where students learn and develop through active participation in thoughtfully organized service, which:

  • aligns with the school’s mission and vision statements and the concept of global citizenship; 
  • meets the needs of the school and the wider community;
  • helps foster civic responsibility;
  • integrates into and enhances the academic curriculum; 
  • provides structured time for the students to reflect on the service experience;
  • addresses the school’s commitment to the United Nations Sustainable Development Goals (Global Goals).

Service-learning is beneficial for students, organizations, and communities. All students can be involved in, and benefit from, service-learning from Early Years through to Grade 12 and beyond.

Goals

The ultimate goal of service learning at AISVN is to foster active global citizens with the understanding, skills and drive to be proactive participants in global development throughout their lives.

Throughout the process students:

  • learn through active participation in service experiences;
  • experience structured time to reflect by thinking, discussing and/or writing about their service experience;
  • gain an opportunity to develop and use skills and knowledge in real-life situations;
  • extend learning beyond the classroom and into the community;
  • foster a sense of caring for others through authentic interactions with others that foster true collaboration;
  • demonstrate a connection to global goals and community needs.

Current Service Learning Clubs are:

  • Ambassadors Club
  • Athletic Council
  • Big Brother, Big Sister
  • Eco Team
  • Future Business Leaders
  • Global Issues Network
  • Global Social Leaders
  • Music for Humanity
  • Theatre for Humanity
  • Visual Arts for Humanity
  • Vietnamese Culture
  • Vietnamese Activities
  • Wellness and Psychology Club
CAS - (Creativity, Activity, Service) - Grades 11 & 12

CAS is one of the three essential elements that every student must complete as part of the Diploma Programme (DP).
Studied throughout the Diploma Programme, CAS involves students in a range of activities alongside their academic studies.

The three strands of CAS, which are often interwoven with particular activities, are characterized as follows:

  • Creativity – arts, and other experiences that involve creative thinking.
  • Activity – physical exertion contributing to a healthy lifestyle, complementing academic work elsewhere in the DP.
  • Service – an unpaid and voluntary exchange that has a learning benefit for the student.
    The rights, dignity and autonomy of all those involved are respected.

In order to demonstrate these concepts, students are required to undertake a CAS Project.
The project challenges students to:

  • Show initiative
  • Demonstrate perseverance
  • Develop skills such as collaboration, problem solving and decision making.

CAS enables students to enhance their personal and interpersonal development by learning through experience. It provides opportunities for self-determination and collaboration with others, fostering a sense of accomplishment and enjoyment from their work. At the same time, CAS is an important counterbalance to the academic pressures of the DP.

Secondary Student Council

The AISVN Student Council serves and represents the interests of the students of American International School Vietnam (AISVN). The student council helps share ideas, interests, and concerns with teachers and school principals. They also help raise funds for school-wide activities, including social events, community and service learning projects, helping people in need.

The members of the student council serve as the vehicle of communication between the students and the school administration; upholding the AISVN Student Council Constitution, and empowering students through collective involving concerns such as student activities, campus life, and the management of student funds.

The student council shows leadership and integrity in support of the students and within the guidelines set forth by its Constitution.

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Nha Be District,
HCMC
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