Community Action Project 

(CAP)   
Planner 
 
 
 
 
 
 
 
Professional Learning Pod (POD) # _____ 

POD Members: 
__________________________________ 
______________________________________________
______________________________________________ 
 
POD Faculty Mentor: _________________________ 
 
 
 
 
 
 VIU – YR. 6: CAP Planner
 
 
 
 
 
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Community Action Project (CAP)  
 
 
Never doubt that a small group of thoughtful, committed citizens can change the world.  
In fact, it is the only thing that ever has. 
(Margaret Mead) 
 
CAP Description and Criteria​ ​(from website) 

What is a Community Action Project (CAP)? 

CAP is a solution-and-place-based process that involves working collaboratively to 

make a positive difference within your group’s school(s) and/or community. 

What does a Community Action Project (CAP) entail? 

The CAP process includes 6 stages of collective action: 

STEP 1: ​Identify ​an achievable area of focus/need within your school and/or community. 
(​i.e. The desire for compost collection; Poverty awareness, etc​.). Rewrite your area of 
focus/need in the form of a question​ (i.e. How can we promote leadership and 
environmental awareness through the implementation of a composting program in 
_______ school community? How can we help to increase awareness about poverty 
issues within _________ community and directly support those in need? 
Note​: Refer to previous list of CAPs for examples and possible continuation of projects. 

STEP 2: ​Research​ and find out as much as possible about your CAP.  ​What 
information will you need to seek in order to address your question? Who will you need 
to contact by email, telephone, face-to-face?  What organizations in your community 
might help? 

STEP 3: ​Create​ a feasible Action Plan.  Delegate roles and responsibilities within your 
group in relation to the research that you have conducted in step 2.  Create a timeline 

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CAP ideas & planner adapted from ​United Notions: A Middle Years Curriculum; J. Karmel & N. Cruickshanks
(1999/2009)

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VIU – YR. 6: CAP Planner
of action that will allow for achievable goals and outcomes. ​Who in your group will do 
what and when? What support will be needed by your faculty advisor(s)?  

STEP 4:  ​Implement​ your Action Plan as laid out in step 3. 

STEP 5: ​Present ​CAP process and contributions to Yr. 6 faculty and colleagues. 

STEP 6:  ​Reflect​ on the CAP process both collectively and individually. 
 

What are the criteria for a Community Action Project (CAP)? 

The primary purpose of your CAP is that it responds to a tangible and valuable need or 
desire of your school and/or local community.  Questions that help to inform specific 
criteria for this collective endeavour include: 
● Is your CAP related to a specific social and/or environmental need or desire within 
your school(s) and/or geographic community? 
● Does your CAP represent a collective group interest – one that every member of 
your group is interested and invested in? 
● Is your CAP going to make a positive difference, benefit, or impact for your 
school(s) and/or community? 
● Does your CAP ​design​ something (i.e. a curriculum/program/website/film clip), 
participate in​ something (i.e. help to organize a ‘Walk of the Nations’ or ‘Shoreline 
clean-up;), or actually ​implement ​something (i.e. a school compost collection, 
designated bicycle lane, community mural, etc.)? 
● Is your CAP achievable? Can it be meaningfully accomplished within the 
timeframe allotted within your courses/program? 
● Is your CAP supported and endorsed by your faculty mentor? 
 
Why is a Community Action Project (CAP) important in education​? 

CAP recognizes the important role that education has within local and global 
communities.     
CAP addresses B.C. Education’s Core Competencies, ​Communication, Thinking, and Personal 
& Social​ (​https://curriculum.gov.bc.ca/competencies​), ​as well as the Performance Standards for Social 
Responsibility; in particular, ‘​Contributing to the Classroom and School Community’, Solving 
Problems in Peaceful Ways’, Valuing Diversity and Defending Human Rights’, and Exercising 
Democratic Rights and Responsibilities’ ​(h​ ttp://www.bced.gov.bc.ca/perf_stands/social_resp.htm​) 
CAP adheres to TRB Standard #4: ​Education values the involvement and support of parents, 
guardians, families, and community in schools. 

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 VIU – YR. 6: CAP Planner
CAP also reflects​ VIU’s Cross Curricular Outcomes ​as set forth in the Faculty of Education: 
Multiversity​ – Committed to equity, inclusion, and social justice we: 
● Recognize our role as educators and global citizens within ourselves, our 
classroom, our education system, our community, and the world around us. 
● Work towards social justice and environmental stewardship. 

Professionalism​ – As informed members of the broader educational community we: 

● Engage willingly in collegial, collaborative activities. 
● Acknowledge and facilitate the diversity within our educational communities. 
 
 
 
 
CAP Process and Timeline 
 
Action Plan timeline: September 4 to October 11, 2018 
 
​Target Dates/Weeks Action 
 
Week 1/ 2 (Sept 4-11)  Step 1: ​Identify​ an achievable focus/need within school/community 
(​confirmed​ by Sept. 11) 
Week 2/3 (Sept 11-18)  Step 2​: ​Research​ your CAP project 
Week 3/4 (Sept 18-25)  Step 3: ​ ​Create​ a feasible Action Plan 
Week 4/5/6 (Sept 25-Oct 9) Step 4: ​ ​Implement​ your Action Plan as laid out in Step 3 
Week 6 (Oct 11)  Step 5: ​ ​Presen​t CAP process & contributions to faculty & colleagues 
Week 6 (Oct 9-11)  Step 6: ​ ​Reflect​ on CAP process both individually & collectively 
 
Getting Started… 

Step 1 – Identify a Community Action Project ​(Sept 4-11) 

 
a) In your professional learning pods brainstorm – and list - as many ideas as you can 
related to areas of need or interest in your local school or community. ​Include a brief 
rationale​ for each identified project idea that explains why each idea is worthwhile for your 
school or community (add more paper into folder if need be). 
Note:​ Refer to previous list of CAPs (on Breaking Barriers website) for examples and 
possible continuation of projects. 

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VIU – YR. 6: CAP Planner
Example:​ How can we increase student awareness and educate our local community 
about the impact that littering can have on oceans and beaches? 
Rationale​: As we live on Vancouver Island it is of great importance that our young 
people and community recognize that keeping our beaches and oceans clean is 
everyone’s responsibility and has far-reaching impacts on marine life and other living 
systems. 
 
CAP ideas and rationales: 
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 VIU – YR. 6: CAP Planner
______________________________________________________________________ 
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b) Within your pod read over your list of ideas and rationales. Look for any similarities 
or connections between ideas. ​Which ideas go together? Which ideas are repeated 
and can be crossed out? What new ideas should be added? ​Which ideas do or do 
not reflect CAP criteria as laid out on page 3​? 
 
c) ​With consensus​, decide on ​one​ CAP that your group is excited/passionate about 
and committed to. Write your pod’s project and rationale for why you have chosen it: 
 
CAP:​_________________________________________________________________ 

______________________________________________________________________________
______________________________________________________________ 

RATIONALE:​___________________________________________________________ 

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VIU – YR. 6: CAP Planner
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________ 

 
d) To help your Community Action Project become clearer, rewrite it as a question: 
Example​: What can we do to create safer access around ___________________ School 
for student bicycle riders?  

It is helpful to include a strong verb in your questions to suggest that action will 
naturally follow as part of your plan. A few verb possibilities are listed below: 
 
o Decrease  o Increase  o Educate  o Limit 
o Promote  o Enhance  o Discover  o Create 
o Encourage  o Involve  o Reduce  o Publicize 
o Inform  o Teach  o Communicate  o Authorize 
o Create  o Convey  o Develop  o Explain 
 
CAP QUESTION/Focus​: _________________________________________________ 

______________________________________________________________________________

______________________________________________________________________________

_____________________________________________________ 

e) After your CAP question/idea is clearly defined, present and discuss it with your faculty 
mentor for support and endorsement.   
***​Once mentor support has been confirmed ​(​no later than Sept 11​), proceed to Step 2. 
 
Step 2 - Research ​(Sept 11-18) 
 
Once your Community Action Project (CAP) is clearly defined (and endorsed by your 
faculty mentor) the next step is to research and find out as much as you can about it. 
What information will you need to seek in order to address your question? Who will you 
need to contact by email, telephone, face-to-face?  What organizations in your 
community might help? 

CAP Example​: What can we do to create safer access around ___________________ 

School for student bicycle riders?  
● Does the school, city hall or local planners have any strategies for making the 
streets near the school safer for bike riding? 
● Who do you need to talk to, or meet with, to discuss this matter? 

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VIU – YR. 6: CAP Planner
● Who decides on the building of bicycle paths, road signs, etc., for city roads? 
● What has been done in other areas, and on other roads to make them safer for 
bike riding? 
 
Research Required for CAP 
Within your pod create a list of people/ ideas that will need to be researched before 
action on your CAP can be initiated ​as well as​ a group member(s) responsible for 
following up on each item (add more paper into folder if need be): 
 
1.____________________________________________________________________ 
 
______________________________________________________________________ 
 
Group Member responsible: 
 
2.____________________________________________________________________ 
 
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Group Member responsible: 
 
3.____________________________________________________________________ 
 
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Group Member responsible: 
 
4.____________________________________________________________________ 
 
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Group Member responsible: 
 
 
 
5.____________________________________________________________________ 
 
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Group Member responsible: 
 
 
6.____________________________________________________________________ 
 
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VIU – YR. 6: CAP Planner
Group Member responsible: 
 
7.____________________________________________________________________ 
 
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Group Member responsible: 
 
 
8.____________________________________________________________________ 
 
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Group Member responsible: 
 
 
9.____________________________________________________________________ 
 
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Group Member responsible: 
 
10.___________________________________________________________________ 
 
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Group Member responsible: 
 
 
 
 
 
 
 
 
 
Step 3 – Prepare a Feasible Action Plan ​(Sept 18-25) 
 
Based on ideas and research generated throughout steps 1 & 2, your group will now 
create a specific, feasible plan (based on the evaluation of many options) to help you 
carry out your CAP.   
 

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VIU – YR. 6: CAP Planner
a) State your CAP question: ___________________________________________ 

______________________________________________________________________________

________________________________________________________________________

_________________________________________ 

 
 
b) From an evaluative process using research generated in Step 2 prepare a 
specific plan​ (refer to page 10) that addresses your CAP and one that is feasible 
for your group to carry out within the time allotted for this project.  
 
CAP Example​: What can we do to create safer access around ________________ 
School for student bicycle riders?  
● Designate bicycle paths ​(NO, process is too long to establish) 
● Put signs up along the roads (​ NO, not feasible without lengthy city council process) 
● Reduce the speed limits for cars ​(NO, long, lengthy, process) 
● Make car and truck-free roads during school hours ​(NO, great idea, but unlikely 
within time allotted). 
● Other ideas? 
✓ Designate crossing guards on the roads during school hours ​(​YES​, could 
feasibly initiate within school’s ‘community service’ hours) 
 
Delegate roles and responsibilities within your group in relation to your Action Plan.  
Create a timeline of action that will allow for achievable goals and outcomes. ​Who in 
your group will do what and when? What support will be needed by your faculty 
mentor(s) and/or others? (​ refer to page 10) 
 
 
 
 
 
 
FEASIBLE ACTION PLAN (use your own template if desired) 
 
ACTION PLAN  POD ROLES &  TIMELINE  SUPPORT 
RESPONSIBILITIES  REQUIRED 

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 VIU – YR. 6: CAP Planner
       
 
 
 
 
 
 
 
 
 

 
c) As a group, predict how you will know if your project was successful (i.e. ​more 
students are biking to school because they feel safe; parents are at ease, etc.​ ). 
 
CAP Success Indicators (​How will you know that your CAP was a success?) 
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Step 4 – Implement your Action Plan as laid out in Step 3  
(Sept 25 – Oct 9) 
 
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VIU – YR. 6: CAP Planner
 
 
 
 
 
 
 
 
 
 
 
 
Step 5 - Present CAP to Faculty and Colleagues ​(Oct 11) 
 
Once you have carried out your Collective Action Plan (to the best of your ability given 
your time allotment) your pod will prepare a succinct ​10 minute presentation​ to inform 
colleagues, community members*, and faculty about your collective, community 
efforts.  
(*Any community members that have become involved (directly or indirectly) through 
CAP projects are welcome to attend – invitations to be requested and sent via PLP 
groups) 
 
What will you say or do to present and explain, in an interesting and captivating way, 
the process, implementation, and effects of your CAP? 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
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VIU – YR. 6: CAP Planner
 
Coming full circle….. 
 
Step 6 – CAP Review and Reflection ​(due Oct 11) 
 
Congratulations! As professional learning educators ​you have demonstrated 
responsibility and commitment to your community by working collectively on a 
collaborative action project. ​Through this dynamic process you may have encountered 
setbacks and challenges as well as anticipated accomplishments – all of which are 
valuable experiences for you to process within your final term of your PB program.   
What are your thoughts now that your project has been planned and implemented?   
Reflective Guidelines  
Provide reflective feedback ​both individually and collectively​ that includes – but is not 
limited to - thoughts about ​project success, frustrations, breakthroughs, challenges, 
reference to success indicators (page 10), and advice for future Community Action 
Projects.​ Write your notes in whatever form you choose and include visuals if applicable.  
Collective:​ As a group, provide a brief yet succinct summary of your CAP process 
including collaborative engagement within your professional learning pod as well as 
involvement within your local school/community. 
Individual:​ Each group member is asked to provide an autonomous response to this 
Community Action Project. 
Submit both your individual as well as collective responses – along with this completed 
CAP planner to your mentor - on the day of your CAP presentation (October 11). 
Include and make reference to CAP process during December E-portfolios/Exit 
Interviews. 
 
It is my view that we owe every student who engages
in community action a fair chance for success.
The only way of having confidence that they will later
succeed is to be sure to provide them not just with
information, theories, and skill-building activities,
but also with the opportunities to gain experience in
applying knowledge and skills to
appropriate, real community projects.
When students are given the opportunities to
learn about action,
learn through action, and
learn from action,
then the experiences becomes part of them,
and they begin to recognize their
value and worth in society.
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VIU – YR. 6: CAP Planner
(​ Hammond)
 

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