The mission statement of the IB stresses that its concern extends beyond intellectual achievement: students should develop a personal value system through which to guide their own lives as thoughtful members of local communities and the larger world. The curriculum model places the student as a learner at its centre; the next circle represents the place and role of the student in communities, from the immediate family and school environment to the world at large.

Giving importance to the sense of community throughout the Middle Years Program encourages responsible citizenship as it seeks to deepen students’ knowledge and understanding of the world around them. Students make connections between their intellectual and social development and the benefits that they can contribute to the community by asking themselves, “How can I make a difference?” Community and Action includes action and reflection inside as well as outside the classroom. At Glasgow, students discover the social reality of self, others, and community.

Glasgow students complete community service hours in three categories:

Creativity (social or individual service activities that develop imagination and creative expression)

Action (activities beyond the curriculum that require physical movement and participation)

Service (doing things with and for others in the school, local, national, and international community)
Knowing the Difference Between Community Service and Service Learning

 

Knowing the Difference Between Community Service and Service Learning

Community Service	Service Learning
Extrinsic Emphasis	Intrinsic Knowledge
Required	Required with elements ofstudents choice
Non-Curricular	Imbedded in the content as an Area of Interaction
More emphasis about hours	Meets Authentic Needs
Minimal or no reflection	Life-long habits for Success in Service Learning

 

Service as Action Examples