> For the complete documentation index, see [llms.txt](https://guide.fariaedu.com/myp-community-project/llms.txt). Markdown versions of documentation pages are available by appending `.md` to page URLs; this page is available as [Markdown](https://guide.fariaedu.com/myp-community-project/timeline.md).

# Timeline

How long is the suggested timeframe from a sustained inquiry?

![](https://3428224706-files.gitbook.io/~/files/v0/b/gitbook-legacy-files/o/assets%2F-MJR_OaWi3Rval0O3Fm-%2F-MaoXEibIrV6t9vkoAvB%2F-Maodj608-3YN42jCEFQ%2Fshutterstock_440243512.jpeg?alt=media\&token=86864a65-e656-40f0-8b7b-6a5427038503)

Students are expected to spend 15 hours on the community project. This includes research, working on their process journal, creating an action plan, meeting with their supervisor and presenting.

{% hint style="info" %}
Coordinators need to carefully consider the workload of students in order to practice balance. 
{% endhint %}

### PHASE 1: Introduction Ideas 

* [ ] Introduce the community project to teachers/supervisors, parents, and students. Parents especially appreciate Q\&A coffee or an evening video conference sessions. 
* [ ] Hold a community project introduction fair, scavenger hunt, or brainstorming sessions. Make it fun. If students do not feel passionate about their idea, it will be difficult to sustain.
* [ ] Teach about the process journal and the importance of maintaining it during each step of the way.
* [ ] Consider the types of service as action.

### PHASE 2: Investigating

* [ ] Research needs of local and global communities to narrow down ideas. 
* [ ] Enlist your school librarian and any community or public libraries to support in selecting relevant resources. 
* [ ] Use research to define a clear goal.
* [ ] Identify prior learning.
* [ ] Record research and all developments in the Process Journal
* [ ] Meet supervisor.

### PHASE 3: Planning

* [ ] Develop a proposal for action. Consider having students 'pitch' their ideas for feedback from their peers in small groups. Some schools even have students present their ideas to a panel of teachers or community members.
* [ ] Continue research to create the action plan for the service.
* [ ] Record all information and developments in the process journal.
* [ ] Check in with supervisor.

### PHASE 4: Taking Action

* [ ] Carry out each step of the service as action plan.
* [ ] Record developments in the Process Journal. Include photos of the action if possible.
* [ ] Check in with supervisor. 

{% hint style="info" %}
Students can use editing software or apps to blur faces or place emojis over faces in photos to ensure anonymity if needed.
{% endhint %}

### PHASE 5: Reflecting & Presenting

* [ ] Evaluate the quality of the service against the original proposal.
* [ ] Reflect on learning and understanding of approaches to learning skills, learner profile traits, and development of understanding of service
* [ ] Prepare and complete presentation

{% hint style="info" %}
Presenting in front of a panel is not required, but a great experience for students. Teachers, parents, and community members can all participate. To support students, have them practice in small groups among peers.
{% endhint %}

* [ ] Complete the bibliography and academic honesty form.
* [ ] Celebrate taking action to make the world a better place!