Student Resources

Service-Learning

The Maryland State Department of Education defines service-learning as a high-impact instructional approach that combines meaningful service to the community with curriculum-based learning. It is a form of civic education that provides students with diverse opportunities to explore and reflect on what it means to be active, engaged citizens. Some service-learning experiences are embedded within the curriculum of certain courses, while others are completed independently by students outside of instructional time.  

Queen Anne’s County Public Schools promotes high-quality service-learning experiences for all students to help them become active participants in making a difference in their community. Students who successfully complete 75 hours of service-learning experiences in Queen Anne’s County Public Schools will meet the Maryland State Department of Education graduation requirement.

To learn more about how service-learning is different from community service, volunteerism, and an internship, please click HERE (Google Doc). All are important ways to give back to your community, but they are not all the same.

All Service-Learning experiences must include all three Core Components and all of Maryland’s Seven Best Practices.  

The Three Core Components of Service-Learning – Academic Preparation, Service Action, and Structured Reflection – provide the foundational structure of every service-learning experience. All service-learning experiences, whether embedded within the curriculum or completed independently, must include all Three Core Components.  

• The Academic Preparation component should be intentionally designed to ensure students are ready to engage in service action that is informed, appropriate, and effective. Preparation may occur at multiple points throughout a service-learning experience as students’ understanding deepens.
• During the Service Action component, students engage in purposeful, personally relevant service that meets a recognized community need. Students should spend the majority of their total service-learning time engaged in service action through direct, indirect, and/or advocacy service.
• The Structured Reflection component should be differentiated to support diverse learners and to ensure equitable access across grade levels and learning needs. Students may use multiple reflection strategies within a single project, select different strategies across projects, or choose approaches different from those used by peers.

Maryland’s Seven Best Practices of Service-Learning function as tools that guide the design and implementation of service-learning experiences across the Three Core Components. The presence of all Seven Best Practices defines a high-quality service-learning experience that meets MSDE guidelines.   All service-learning experiences, whether embedded within the curriculum or completed independently, must demonstrate all of Maryland’s Seven Best Practices of Service-Learning.

Maryland’s Seven Best Practices include:

• Identify and Meet an Authentic Community Need
• Plan Ahead for Service-Learning 
• Acquire Knowledge and Skills Needed for Service 
• Develop Initiative and Responsibility 
• Collaborate with Community Organizations 
• Achieve Curricular Objectives Through Service-Learning 
• Reflect Throughout the Service-Learning Experience

Throughout Maryland, students can use a combination of embedded and independent service-learning experiences to meet the 75-hour graduation requirement.  In Queen Anne’s County Public Schools, students can earn their 75 hours through embedded experiences starting in grade 5.

Elementary School

At the elementary level, students will complete one embedded Service-Learning project in grade 5 earning 15 hours.  These experiences are embedded in ELA, social studies, and science blocks.

Middle School

At the middle level, students in grades 6, 7, and 8 will complete one embedded project (earning 15 hours) each year. These three middle school projects satisfy 45 additional Service-Learning hours. Students who began their Service-Learning experiences in elementary school can enter high school with four completed projects and 60 of the 75 Service-Learning hours required for graduation. Service-learning experiences in the middle level are embedded in ELA and science classes.

High School

In high school, students complete at least one more embedded project (for an additional 15 hours) to earn the required 75 Service-Learning hours for graduation. These experiences are embedded in ELA, social studies, science, visual arts, and CTE/ Carpentry classes as well as through various clubs such as the Spanish Club and the Interact Club.

Samples of embedded projects can be found HERE (Google Doc).

At the end of each marking period, student service-learning hours will be updated and added to the report card.

When students complete at least 75 hours of approved Service-Learning by the end of 8th grade year, they will be recognized at a QACPS School Board of Education Meeting.  When students complete at least 150 hours of approved Service-Learning by the end of 12th grade, they will be recognized at a QACPS School Board meeting and wear an honor cord during graduation.

Service-Learning in Queen Anne’s County Public Schools

Service-Learning in Maryland (MSDE, external site)

For more information, please contact your school’s Service-Learning Coordinators:

Partnering for Youth provides academic, enrichment, and recreational activities for students at Queen Anne’s County schools directly after dismissal.