Programs/ Specific Persons Time Frame Resources Success

Project Title Objectives Involve/ Needed Indicator

Target
TRASH CAN - To The FEBRUARY The materials The
– Donate a enhance target or -APRIL needed in program will
Bin! school person 2024 making this be proven
cleanlines involved project is thesuccessful if
s by is the trash bins the students
providing San that will be successfully
easily Juan distributed. learn how to
accessible Senior We will also dispose
trash bins High need the their waste
- Educate School guidance of properly. In
students students some addition, it
on the . teachers on will also be
importanc deciding considered
e of proper where to a success if
waste place it. the students
disposal can
- maintain its
cleanliness
throughout
the
remaining
school
days.
GIFT - To provide The FEBRUARY To carry out The
GIVING – accessible target or -MARCH this project, program will
Puso ng trash can person 2024 we need to be
Sentimo placement involved prepare the considered
s across is the groceries that as
school San will be successful if
premises Juan handed to we can
to reduce Senior the chosen change or
littering High students. It is help those
and School also vital to people in
maintain students prepare a need. Also,
cleanlines . venue where if the
s.to the gift-giving students
promote will occur. showed
generosity cooperation
and in this
kindness activity.
 - To
educate
students
and staff
on proper
waste
disposal
practices
CLEAN-UP- - To The JANUARY- To carry out The
DRIVE – encourage target or MARCH this project, program will
Green students person 2024 we need to be
Hands for a to take involved prepare considered
Clean Land responsibil is the cleaning successful if
ity for their San materials like it
environme Juan trash bags, contributes
nt by Senior gloves, to the
actively High brooms, and cleanliness
participatin School dust pans. of the
g in the students community.
clean-up . Furthermor
drive. e, if the
- To foster a students
sense of learned how
community to be united
among to maintain
students a healthy
by working environmen
together to t.
improve
the local
environme
nt.
SAVING IN - To The FEBRUARY To make this The
PIGGY promote target or -APRIL possible, program will
BANK – recycling person 2024 resources be
Green and eco- involved needed considered
Savings conscious is the include successful if
ness by San recycled there is an
distributing Juan materials like improveme
recycled Senior 1.5 bottles nt in
piggy High and printed students’
banks to School materials saving
students students from Ipon abilities.
- To teach . Challenge.
students
the
importanc
e of saving
money
and
 managing
finances
through
hands-on
experienc
e with
piggy bank
comprehe
nsion
- To
encourage
students
to engage
with their
peers and
families in
conversati
ons about
financial
responsibil
ity and
environme
ntal
stewardshi
p through
the use of
recycled
piggy
banks
COMMUNIT - To create The JANUARY- To conduct The
Y GARDEN a space target or MARCH this program, program will
– Pagsibol where person 2024 we need to be
ng Pag-asa community involved prepare considered
members is the gardening successful if
can San tools and the students
actively Juan equipments can
engage Senior including maintain the
with one High shovels, school
another, School watering garden
fostering a students cans, and through
sense of . wheelbarrow continuous
belonging s. It is also caring for it.
and unity needed that
within the there is a
neighborh space for
ood garden beds.
- To foster a
culture of
responsibil
ity and
 community
engageme
nt by
encouragi
ng
student-
led
initiatives
for
ongoing
trash can
maintenan
ce and
waste
reduction
efforts

RATIONALE

Student-led community initiatives provide a tremendous platform for personal

and social growth. These projects encourage students to take an active role in their

communities, building a strong sense of social responsibility. Students obtain

significant life skills such as leadership, cooperation, problem-solving, and

communication via these initiatives, which are essential for their personal and

professional growth. Furthermore, these programs foster active and responsible

citizenship by instilling a feeling of civic participation.

Students who participate in community initiatives become positive change

agents, promoting improvements in their communities. They cultivate a strong sense

of community and shared purpose while learning to value variety and inclusiveness.

The practical experience prepares them to face real-world difficulties by fostering

critical thinking and innovative problem-solving. As a consequence, kids not only see
the direct benefit of their efforts, but they also prepare for future academic and

professional success.

Community initiatives have a long-term influence that goes beyond the

immediate rewards. These experiences set the groundwork for lifelong political

participation, encouraging kids to become active citizens as they enter adulthood.

Students' sense of ownership and pride in these projects helps to the long-term

viability and expansion of community activities. In essence, these initiatives increase

students' education while simultaneously leaving a legacy of social responsibility and

community progress.

GENERAL OBJECTIVES

1. Encourage students to actively participate in and contribute to the well-being

of their local communities, fostering a sense of belonging and social

responsibility.

2. Provide students with opportunities to develop a wide range of practical skills,

including leadership, teamwork, problem-solving, communication, project

management, and critical thinking.

3. Foster a strong sense of community and unity among students, teachers, and

community members, thereby improving social cohesion and mutual support.

4. Encourage students to think critically and creatively to identify and address

community issues and develop innovative solutions.

5. Support personal growth and character development by challenging students

to step out of their comfort zones, take on leadership roles, and develop a

strong work ethic.

PROGRAMS

1. TRASH CAN – Donate a Bin!

2. GIFT GIVING – Puso ng Sentimo

3. CLEAN-UP-DRIVE – Green Hands for a Clean Land

4. SAVING IN PIGGY BANK – Green Savings

5. COMMUNITY GARDEN – Pagsibol ng Pag-asa

In conclusion, these community activities will highlight their critical role in

influencing young people's personal and social development. These programs

encourage students to become active members of their communities, creating a

strong sense of social responsibility. Beyond the obvious benefits, these programs

provide kids with important life skills, encourage civic involvement, and convert them

into positive change agents who value diversity and inclusion. These experiences

have a long-term impact, inspiring lifetime political involvement and contributing to

the community's long-term improvement. These projects improve students' education

while also leaving a legacy of social responsibility and advancement for future

generations by cultivating a sense of ownership and pride in their work.

The broad goals established for these initiatives give an unambiguous path for

obtaining these outstanding outcomes. They promote active engagement, skill

development, community togetherness, critical thinking, and personal development,

all of which contribute to well-rounded, socially responsible people. The initiatives

presented provide actual examples of how these goals might be met, functioning as

beacons of hope and success in their communities. In essence, student-led

community activities demonstrate the significant effect that young people can have
on society when given the chance, support, and motivation to drive constructive

change.
Prepared by:

Florendo, Nicole M.

Florendo, Princess G.

Capili, Margarette Daryl

Diamante, Francis

Jaen, Justin

Submitted to:

Dr. Luisito Extra