Turning Passions into Impact: Grade 8 MYP Community Project Exhibition

By: Vera Lin (Grade 8) On Monday, the 19th of January, the community came together to celebrate all the 8th-grade students' hard work these past months as they prepared for the annual Community Project Expo. As part of the MYP curriculum, this project allows students to extend the knowledge they have gained across all 8 classes and to identify the community's needs/issues they truly care about.

Over the past few months, when students were introduced to this project, they started getting passionately engaged in topics that not only reflected their interests but also addressed real-world issues. They spent hours researching, planning, revising, and taking action. As part of the project exhibition, my group and I had the opportunity to present our achievements and projects to the community while also learning from the outstanding projects my peers had completed. 

This exhibition was a very memorable moment for both students, faculty, families, and other community stakeholders. All students were required to present their projects and their impacts to fellow community members. They were asked about their thought process, from how they chose their topic, what inspired them, and much more.

This wouldn’t have been possible without all the guidance and support of our faculty & supervisors and the amazing faculty team we have here at KAS. 

To further gain insights on this year's student projects, I spoke with Ms. Chelsea, MYP Coordinator, Mr. Kolas, MYP Service as Action Coordinator, Dr. Hsieh, and our Community Project Coordinator, Mr. Nicholas, on the following questions:

 Q: In your opinion, what makes this year’s Grade 8 Community Project memorable?

“This year’s projects are memorable because of the extraordinary resilience and authenticity the students displayed when facing real-world obstacles. Many groups encountered significant "rejections" or logistical failures early in their action phase, such as orphanages not responding or government paperwork making original venues unfeasible. Rather than giving up, students treated these setbacks as learning moments, pivoting to new communities like local elementary schools or campus track grounds to ensure their service still reached people in need.” 

-Mr. Nicholas

“The range of topics and commitment to community was just awe-inspiring! Our students really demonstrate what a strong IB MYP education is about: think globally, act locally!”

 -Mr. Kolas 

“For me, I feel like because it was only the 2nd year, the impact students were making was massive, it's extra special because students aren’t as engaged in regular class but are excited about service, and it was super inspiring.”

-Mrs. Chelsea

“What made this year’s Grade 8 Community Project especially memorable was seeing students take genuine ownership of their learning and connect it to real needs in our community. It was inspiring to watch them move beyond “a good idea” and instead build their projects through thoughtful research, surveys, and conversations with others to truly understand an issue.

Most importantly, students were able to identify realistic ways they could make a positive impact through the four types of service in the MYP—Direct Service, Indirect Service, Advocacy, and Research. Their work showed that service is not just about helping; it’s about learning, listening, and taking responsible action with purpose.”

-Dr. Hsieh 

Q: If you had to describe the Grade 8 Community Project in one sentence, what would it be and why?

“The Community Project is a transformative journey where students evolve from passive learners into empathetic advocates by solving real community challenges through action.” 

-Mr. Nicholas

“Compassion, purpose, impact. These are important mindsets to cultivate in life and beyond. Compassion to ourselves and compassion to others helps make the world a better place, which is the mission of the IB and an outcome for you, as a student, that benefits you for the rest of your life.”

-Mr. Kolas

“KAS students identifying and solving a problem in the community.”

-Ms. Chelsea

“The Grade 8 Community Project is about students taking meaningful action to make our community—and the world—a better place.” Why: Because this project helps students recognize that even as middle schoolers, they can be active contributors to society. Through research, reflection, and service, they learn that change doesn’t always require something big or perfect—it starts with awareness, empathy, and the courage to take the first step. The project empowers students to turn their concerns into action, and that mindset is what creates long-term impact in the world.”

-Dr. Hsieh

Q: What do you think of all the G8 projects this year, and what’s the biggest improvement they’ve made? 

“This year’s projects were diverse and high-impact, ranging from neurodiversity awareness and animal welfare to environmental recycling and social-emotional teaching.

The biggest improvement this year is the sophistication of their digital advocacy and primary research. Data-Driven Decisions: Students didn't just guess what the community needed; they used surveys to let the community decide the location and content of their events.” 

-Mr. Nicholas

“I was so happy to see that students improved deeply in their time management skills, which is a core component of a successful personal project and Diploma Programme.”

-Mr. Kolas

“Last year was great, but nothing to compare to; there was more creativity than last year, such as period poverty, traffic, and AI. Last year, there were more Bake sales & raising money. I see more direct service this year. I didn’t even know these problems existed. I hope they continue their project. I am so proud ♥️”

-Mrs. Chelsea

“I was truly impressed by the overall quality and maturity of the Grade 8 projects this year. The biggest growth I noticed was how much more prepared and confident students were in engaging with their audience. They didn’t simply present information—they communicated with purpose, listened carefully to questions, and responded thoughtfully and respectfully. I also saw strong growth in their ability to voice what they observed in the community and explain why those issues matter. Many students demonstrated greater awareness, empathy, and critical thinking by connecting their projects to real-life needs and perspectives beyond the classroom. Most importantly, students showed meaningful personal growth by stepping outside of their comfort zones and taking action. Whether they were offering advocacy, organizing resources, supporting others directly, or creating educational materials, they approached service with courage and responsibility. It was wonderful to see them not only identify problems, but also propose realistic solutions and take real steps toward creating positive change.

-Dr. Hsieh 

Lastly, all recognition must also be given to all Grade 8 students for taking a risk and for their amazing community projects this year. The projects that each of you did represented months of hard work, planning, dedication, and creativity. Regardless of the topic, each one of your projects stood out. All the boards that were presented and the groups that gave closing speeches were outstanding.

This year’s G8 Community Project exhibition highlighted more than just the students' final presentations; it leaves the impact that all groups had made on the community, from donating toys to kids in need, organizing a fun run to raise awareness for health and well-being, raising awareness of period poverty, visiting local animal shelters, visiting youth shelters, and much more. These projects prove how passion can drive real change within our community and beyond.