Service Learning Report

Jessica Hajee

High School Counselor for Student Wellbeing

The ISK Co-Curricular Program aims to develop students of character who learn, create, act, and solve in a collaborative and engaging environment. Service Learning is an approach to teaching and learning that addresses authentic needs through active engagement in our local and global communities. This year, over 300 High School students participated in ISK-sponsored Service Learning clubs and projects. High School ran 27 service-based clubs and several creative and student-led projects.

At ISK, Service Learning: o Is linked to the curriculum o Involves positive and meaningful action o Engages student voice and choice o Considers the sustainability of programs and partnerships o Creates opportunities for participants to be enriched by diverse perspectives o Nurtures social responsibility and global citizenship o Is mutually beneficial to participants o Inspires reflection

Service Learning programs in the High School continued to be affected by the COVID-19 pandemic this school year. While many options opened up again for our students on campus, restrictions did not allow ISK students to fully engage with service learning partners in the wider community. While this may have hindered some of our service, it certainly allowed our students and teacher leaders to innovate and push boundaries in new ways. Project Imagine was welcomed to the ISK co-curricular program, focusing on ending period poverty. This club has found many ways to work with partner schools without meeting face-to-face. Period Pals gave ISK students the opportunity to exchange letters with partner schools to learn from each other. They also found ways to continue service within our community, collaborating with Grade 5 during their puberty unit.

Service Learning Student Participation

Service Learning Student Participation

After working virtually last year, HeArts focused on service with ISK’s elementary students, providing art lessons. In the true spirit of service, elementary students worked on their art skills while High School students learned about themselves as leaders and mentors.

Our students continued to take part in advocacy in a year where issues of diversity, equity, and social justice continue to be of great importance. The GSIA club worked with the administration to do a facilities audit and meet with faculty to support the wellbeing of our students.

Although becoming a club leader was difficult in the beginning, I managed to adapt to my role and help improve it. I learned that, when an opportunity arises, I must take the chance because there will be someone else there to take it - Matthew Overall, I think CAS has given me a lot of new experiences that I am really grateful for. Without CAS, I wouldn’t be able to understand my progress and see the areas in which I have improved - Amal

Co-leading Embrace the Amazing taught me that change is difficult but it is how we push through and overcome challenges and can still find the goal in the first place. I will take this skill with me as I enter the next chapter of my life - Eleanor Through my CAS experiences, I’ve learned a variety of abilities that have helped me become a well-rounded individual with a diverse set of skills and experiences to choose from. I have fully evolved myself through the CAS program by opening my eyes to new experiences, options, thoughts, and connections - Sebastian

Jessica Hajee

High School Counselor for Student Wellbeing