Community Engagement & Purpose

Names of specific classroom jobs available; what each job does to help the class run.

I'm part of a group, and what I do makes a difference to it.

The teacher or mentor notices the student carrying out their classroom job on most occasions without needing reminders, and articulating — when asked or spontaneously — how that job helps the class function.

Signs someone might be left out (sitting alone, not being chosen, quieter than usual, declining invitations).

Belonging is something groups create on purpose, not something that just happens — and I can help create it.

The teacher or mentor notices the student spontaneously including a peer who appears left out, on multiple occasions across varied group contexts (classroom, playground, collaborative work).

The structure of D2R project design — identify the need, propose, plan, do, reflect. Know content for team collaboration lives in LT 5.1 Band C.

Making something happen in a community is a practice — noticing what's missing, proposing a response, and following through with others — not a moment of inspiration.

The teacher or mentor notices the student, across at least one D2R project cycle, identifying a real school need unprompted, contributing to a team proposal, and following through on their share of the work to completion.

What makes a group 'diverse' in the REAL context (nationality, language, ability, identity, prior experience); what 'impact' means as distinct from 'completion'. Know content for working across difference lives in LT 1.2 Band D and LT 5.1 Band D.

What I contribute to community is part of who I'm becoming, and working across difference strengthens what's possible, not just what I know.

The teacher or mentor notices the student, through their Light Dragon capstone or extended D2R work, collaborating substantively with team members different from themselves (background, perspective, skill), engaging with evidence of whether their project made a difference, and articulating why the work matters to them personally — in Reflection 360 or unprompted conversation.

requiring institutional change

Sustained community engagement requires understanding the systems that shape what is possible — and knowing those limits isn't defeatism but honest civic literacy.

The teacher or mentor notices the student leading a sustained initiative (beyond a single project cycle) addressing a genuine need, navigating specific institutional and relational obstacles as they arise, and articulating — in Reflection 360 or unprompted — both the impact of what was achieved and the limits that institutional context imposed.

Know content for this band lives in LT 7.2 Band F (metacognitive self-direction as personal framework). The distinction between purpose-as-role (what I do) and purpose-as-orientation (what I stand for); stability and revision in purpose over time.

Purpose is not discovered once — it is developed through accumulated engagement and reflection, and leaving school with a clear sense of it is one of the most significant outcomes of a wellbeing education.

The teacher or mentor notices — across Reflection 360 and the preceding two years of engagement — that the student's post-school choices (path, community involvement, roles) trace specifically to prior sustained engagement, and that when asked about purpose the student points to that engagement with specificity rather than to abstracted articulation.