Issue 3 Sep 2014
Learning and Teaching Journal
S t u d e n t Vo i c e I s s u e
King George V School 英皇佐治五世學校
Foreword Teachers often write about “teaching and learning” now often changing the emphasis with “learning and teaching” but it is still from the point of view of the teacher. We now have insights from the learners at KGV about what works for them and there are powerful messages in every sentence. KGV is a community of learners who know what works for them, and what doesn’t work: the challenge for us as teachers is to listen carefully and adapt our practice to meet these well articulated needs. Our liberation of student voice is gaining momentum and the focus is clearly now on the classroom, exactly where it should be. Principal Ed Wickins
Table of Contents 1 Foreword & Table of Contents 2 Student Consultants 3-6 I Learn Best when..... 7 Developing Thinking Skills in Spanish 8 Real Life Learning in Electronics 9 Coherence through Skills-based Learning 10 Developing Knowledge through the IB Diploma Core 11 Reflections on the BTEC Experience 12 Challenging the Gifted and Talented 13-14 Chinese Speaking and Debating - A Learning Experience 15 Learning through CAS 16 Research and Design in the Lego League 17 Social Skills and the HKAYP 18 Becoming Internationally Minded through CAS 19-20 Becoming a Sensitive Learner through CAS 21-22 Developing Opportunities for Creativity Page 1
1.1 Student Consultants
Student Consultants By Kasper Fan Student voice continues to evolve and develop through the consultancy approach where our Senior and Middle School prefects work closely with learning directors on agreed priorities linked to curriculum development learning and teaching. Kasper Fan gives a brief overview of his experiences in this role.
Studying in KGV for nearly half my life
I have
students get to reflect their opinions to teachers,
witnessed many changes, such as the birth of the
maybe tutors, but never to a learning director. It really
Science and Performing Arts block, the renovation
shows how far student voice has gone in KGV, and
of the school field, not to mention the new Learning
how KGV is implementing changes, changes that will
Resource Centre that is about to be open.
benefit the students in the long run.
Yet, there are changes that are ongoing, behind the
Our next area of focus will be creating an even more
scenes, ones that were closest to our learning; the
effective platform for students to express their ideas,
way we’re taught, the content we’re taught, that I
and when we do, I am confident that student input
never really acknowledged or appreciated until this
on Teaching and Learning will become one of the
year. My role as Deputy Head Boy this year was
changes that students will remember throughout
specifically “Teaching and Learning”, and because
their own journeys in this school.
of the newly implemented Middle School Curriculum, my team mainly on the Middle School side of things, assigning 1 prefect, including me, to each of the 6 subject areas. Three other prefects were then sent to the Senior School, where they would evaluate the new IB Core lessons that have also been recently implemented. Personally, I value student voice extremely highly, and gaining this position was an extreme honour for me, as I was given the opportunity to implement student voice back into the student’s learning, and hopefully make it a more effective and enjoyable experience for them. Through various interviews, reports and activities, my team has been able to find some information from the Year 7s whom have piloted the new curriculum, and have tried our best to reflect their opinions directly to each respective learning director. I believe that this opportunity is extremely
“Personally, I value student voice extremely highly, and gaining this position was an extreme honor for me, as I was given the opportunity to implement student voice back into the student’s learning, and hopefully make it a more effective and enjoyable experience for them.”
unique and valuable; I have been to schools where
Page 2
1.2 I Learn Best When….
I Learn Best When… Throughout their school careers, our students will develop their reflective skills and come to understand when they learn most effectively and their preferred learning environment. It is vital that we consider and take the time to understand these needs as we continue to implement our Approaches to Learning (ATLs). As a reflective exercise, the student consultant team asked a range of students across the year groups to complete the statement ‘I learn best when…’ This article provides an overview of these responses and highlights the wide variety of learning needs that our students have. Through such student voice activities, the importance of differentiation and personalised learning becomes evermore apparent. Year 12 Kirstie Leung: I learn best when I get a hands on experience on what I’ve learnt, and am given the chance to put textbook writing into practice. Of course, it also makes lessons more engaging. For example, being able to conduct experiments in Biology enables me to better understand what is being taught during lesson, since it requires more thinking than simply listening in class, and can be better retained as part of my memory. Other subjects where I have experienced this type of learning and found it useful is Psychology, again, replicating studies that we are learning; as well as in Business, where we had a field trip to a shopping mall and were asked to feedback next lesson how aspects of marketing were applied in these real world retail businesses.
Takahiro Kurihara: I learn best when I work in a quiet room with no noise or people around me. I am easily disturbed by working around my peers or with the internet on. In school, I believe that both lectures and interactive work is a good way of learning. Debates, presentation and discussions may be a fun way of learning, but I personally do not feel that this is not the most effective way of learning.
Zack Wee: I learn best with super loud music blaring either into my ears or in my surround environment. It helps with my memory, as when I do remember tunes from the specific songs, it sparks images of the material that I was studying or learning. This is extremely beneficial to me for test or exams as I have a history of humming random spasms of music during nervous moments. When humming these pieces of music, my memory of the material will appear and subsequently I will be able to answer the questions. However, in class I learn best when the teacher gives in-depth explanations of theory and then allows us to have a self-exploration time period where the breadth of our knowledge can be expanded through our own pathways. My preferred pathway of self-exploration is to be in groups followed by a sharing session of our findings!
Page 3
Year 10 Tiffany Lau: I think I learn best when I am in a silent environment because it helps me concentrate better. I also find it easier to learn when my teacher gives me examples and explains every step along the way because then I can understand what to do next time. Having the answers clearly explained to me is also very important because it helps me identify what I got wrong and how I can improve next time so that I can get to the correct answer. Mei Angwin: As a learner I have been subjected to a wide range of teaching styles and techniques. I have found that I learn best in an interactive, dynamic environment that includes a lot of visual stimuli. Learning through self-experience also enhances my capacity of interest and intake, such as experiments and subject-specific immersion. I also find that I am quite an independent learner. Although I lean toward independent study, discussion of information with others sometimes also aids my learning; taking in others’ ideas as well as verbalising my own helps formulate my thoughts. Gladwin Ho: I learn best individually. When the teacher explains everything carefully, I find it easier to take notes and understand the information. I also prefer to have more images, as the visual aid will help me when there is something I don’t know. Most of the time, I have classes with my friends, and I find that I relax when I am amongst them. Currently, many of my classes will require the use of my laptop, and I find that I learn better when the internet is providing me with more information during class, I do not find it a distraction.
Year 9 Janice Jung: I think I learn best in different conditions depending on the subject. For subjects like Mathematics, I think a quiet environment where I can concentrate on my own work is important. For other subjects like Drama, Music and Science, I think doing lots of practical activities to learn is great. However, one common factor that is needed anyone to learn best is an enthusiastic teacher that is willing to teach everything they can to the student. Manzil Buxani: I believe that learning is very important and the way I learn best is with some music in the background and my books in front of me with various coloured pens. I like to highlight the important facts so that I know which ones to use. I usually do that for English and Science. For Mathematics, I like to do some past papers and worksheets and exercises in the textbook. I learn best when completing worksheets and exercises rather than just reading. I also use the internet to help me find good worksheets and information that I need to know.
Page 4
1.2 I Learn Best When….
Year 9 (Continued) Sean Tsung: I am a visual learner and enjoy learning through visual stimuli. I learn best alone and enjoy reading. I can read a page of information and take it all in, and sometimes prefer reading information than listening to a teacher, although doing so can be less interesting. I work best with short but frequent dispatches of information.
Year 8 Emily Keg: I learn best when the teacher gives examples of the task and shows what others have done because I feel like it helps me to learn from my mistakes. By giving examples, I think it shows me the right way to get things right the next time I do it. Matthew Luk: The best way for me to learn is when there are “Real Life Examples” or maybe practical work outdoors. It helps me think about how it could help me in real life. Also, it is easier to work and learn with a group of people that won’t distract me. But the only way to learn is when I actually like the subject. Donnica Chick I found that I learn best in a group and individually. This is because when we work as a group,we rely on others and you can leave parts you are not confident in to others, but in a group you can learn and discuss with others, unlike individual work. I also found that while working in short frequent sessions I usually do not lose focus as easily as in a one hour session. Another very effective way of learning for me is from group discussions since we can share our knowledge with others. Vanessa Chan I think I’m a visual learner, I learn best when I am alone because I can think well when it’s quiet, but I also enjoy learning with a group because I can share my ideas and opinions to others and learn from them too! If I had to choose from reading a page of information or a diagram, I would definitely choose reading a diagram because there are more illustrations to help understand better. I think it’s easier reading information rather than listening to a teacher because I can always read it again. Listening to a teacher would be harder because they will only say it once. I also like concentrating for a whole hour because I like to take a longer time to study.
Page 5
Year 7 Grace Fong: I find that how lots of my friends and me learn the best is when we encourage each other so that we can learn the subject that we are weakest at. I find that pushing and stressing would make it harder for me to learn that subject. It is easier to think clearly what you need to do then study it carefully so you will remember it next time when then the teacher asks you. I also get a lot of help from other people by encouraging me and helping me out on things that I don’t understand. So this is how I learn best! Alexis Nathaniel: I learn best when the teacher explains it a few times over to me. When the teacher gives us worksheets so we can understand what we need to work harder on if we get the answer wrong. Also when the teacher gives us an example. Ysabel Del Fierro: As a student who has been exposed to a wide range of teaching styles, I found that I learn best by being shown examples and interacting with others rather than just reading information from a sheet or memorising facts. For me, learning through interaction ensures that I know how it is done, whereas reading is just knowledge. It is what you do with your knowledge that counts.
C10M decided to do their entries in Year Group- groups. Hosted by Prefects Jon Lau and Gladys Hui Year 7 We learn best when we’re in a no pressure situation. We also work and learn well in groups where other people can help and assist us when we have any problems. They can also help give better and more creative ideas if we are stuck but our group needs to be co-operative. We like learning through PowerPoint rather than listening to the teachers talk the whole hour, it’s more fun to look at something rather than listen. We learn best when we get the freedom to choose how we learn. e.g. some like computer and some like bookwork. Year 8: We think we do best in groups. This is to apply group working skills in real life with a successful future. Working in groups is necessary in the future when we have jobs. There will be quests in the future while working in groups with other people you don’t know, and learn how to communicate with each other and work and bond with each and everyone. Working in groups can increase your interpersonal intelligence. Being in a group with other people will help you to meet more friends who might be able to help you. Your co-operation and coordination skills will rapidly increase and you will find those skills helpful in daily life. Year 9 We learn best when doing practical work with friends. Also, we find it easier to concentrate in classes that we like and enjoy. When working in groups, we get things done effectively, quickly and efficiently. In subjects like Science, doing practical work, e.g experiments, helps us to learn more quickly and more effectively. We find it easier to learn with visual or practical lessons. Working in groups improves ones cooperative skills and more ideas can be shared whilst discussing and volunteering ideas and thoughts. Year 10 Many of us learn visually, and by hands-on experience. Our efficiency can be improved by appropriate incentives. When it comes to large projects, group work and discussions are very helpful, as there are more people to contribute to the final product. Learning can be made more fun, and interactive, by unorthodox approaches, such as through the medium of debating. We also prefer the involvement of technology, such as laptops, to traditional resources such as textbooks. When it comes to revision, we prefer self-study to other methods, as it is more helpful, precise and efficient. Finally, having a greater and more flexible time frame to process the information being taught also greatly increases the quality of learning.
Page 6
2.1 Developing thinking skills in Spanish
Developing thinking skills in Spanish By Jaden Pfister, Jenny Hu and Shivaya Lakhan Language acquisition is clearly focused on a range of communication skills such as speaking, listening, reading and writing. However, students ability to use these skills is underpinned by the development of thinking skills that enable them to identify patterns in languages. In this article, Jaden, Jenny and Shivaya reflect on how different learning activities focused on thinking skills has enabled them to achieve a great deal of success in Spanish. We use a range of websites that help us with our thinking skills:
away whether a word is bold, feminine or masculine without the
www.quizlet.com and www.conjuguemos.com. We also use
teacher having to explain repeatedly to the students. This can be
WordReference to help us with Spanish vocabulary. These
linked to other subjects, for example; you could colour coordinate
websites help us with learning and memorising. They have tests,
the periodic table to show the non-metals.
quizzes and games for students to try out. With BBC Mundo one can learn more Spanish words while improving the reading skills
Also in the Powerpoint he might have a writing frame with different
when reading the newspaper. Señor Punjabi makes us choose
words in each column so we are able to make our own sentences.
a news article at the start of every lesson and translate the
With this, Señor Punjabi will then ask how to say a sentence
headline into English using WordReference when needed. The
with this structure to the class and will choose a random student
websites that we use can be used for other subjects like Science,
to answer it, but all of us must be ready to answer because if
Chinese and so on.
one student doesn’t know it, he will ask another. This links to other subjects because if a teacher in another class, like History
The Powerpoints at the beginning of the lesson help us refresh
perhaps, asks a question you will know to think of the answer in
what we have recently learnt. It links to other subjects because
advance in case he/she asks you.
we have to create a presentation and present it to the class.
“Señor Punjabi makes us choose a news article at the start of every lesson and translate the headline into English using WordReference when needed.”
On certain screens in the Powerpoint each lesson there will be colour-coordinated words to help us tell the difference. For example; a letter at the end of a word may be in red to indicate that the word is feminine, and in blue to indicate masculine. Along with this, Señor Punjabi may make words bold to tell us that they are plural rather than singular. This is very effective as once students get used to this they will easily be able to tell right
Page 7
2.2 Real Life Learning in Electronics
Real Life Learning in Electronics By Fatih Ozer, Asif Md Hasibish Shahidi and Stanley Cheung Students seeing how their learning links to real life situations and to potential future careers makes it even more powerful. Through an approach that encourages empathy with others, Fatih, Asif and Stanley have been able to further understand the thought processes linked to designing products. They are also able to reflect how such an approach will help them to develop their skills on other areas of the curriculum. During our user experience lesson in Electronics we did several
project was to design a shower timer so that the user could
activities of which all of them were about putting yourself in to
save more water when showering.
the shoes of others who had certain types of disabilities. Out of many, the most interesting one would have had to be where
The first stage of designing a circuit is to learn the
everyone was asked to wrap their fingers in both hands and
theory. Much of our circuit development is done through
knuckles with masking tape. All of us were wondering why Mr
experimentation, testing and redesigning, helping us to learn
Busbridge had asked us to do this since it was very hard to bend
by finding out. Then using this theoretical understanding, we
our fingers, pick anything up as there was no grip and to not be
create a prototype to see if our circuits work or not. This
able to feel anything since our skin was covered. After doing all
experimentation stage is fundamental in our whole circuit
of the activities, Mr Busbridge revealed to us that to become a
design process; we do necessary adjustments, fine tune,
good designer you must use your brain and design the product.
and try to improve our alpha ideas. Through feeling and
But to become a great designer you must put yourself in to the
experiencing the prototype which the user could be using,
shoes of others who are trying to fulfill these tasks; physically
we can further improve and modify to suit it exactly to what
impairing yourself so that you would feel how hard it is for the
the consumer needs.Not only was this learning experience
person to do activities with certain disabilities. This has helped
insightful for our Electronics design skills, but it also helped
us all understand how to become a better designer by fully
with our experimental skills within Biology, Chemistry and
understanding the potential users and on how we should prepare
Physics. We had an insight into how the design process:
ourselves before we start a design project.
experimentation, design, test, evaluate and modification can be applied to our other subjects. Enabling us to conduct
In Electronics, our major projects focus on designing a product
an experiment for the first time as an initial investigation,
for a certain situation or brief. We identify what the consumer
we would then make modifications based on the first
needs, produce a suitable design, build the circuit, and finally
experiment, followed by a final test then evaluation and
assemble the whole casing and circuit. For example, our first
consequent modifications.
Page 8
2.3 Coherence through Skills-Based Learning
Coherence through Skills-Based Learning By Molly Smith, Natalie Kainz, Kusum Mirchandani, Deepak Nair One of the key aims of the Approaches to Learning (ATLs) is to create a curriculum that makes sense for students and where they can see the links between subjects. Molly, Natalie, Kusum and Deepak use this opportunity to explore how they have been able to use their skills-based learning in Geography to establish links with others subjects so that they can become more effective learners. The aims of this investigation were to work
our other projects, such as research skills which we
collaboratively in groups to collect data about issues
needed for Science when we had to independently
of resource use. We considered different ways
research the diet of an astronaut; language use skills
where the resource use of our community caused
when we had to phrase our questions to best interest
costs and benefits. We were assessed in skills such
our viewers in History and collaboration skills which
as inquiry, communication and collaboration. After
we used for Religious Studies, when we had to work
collecting the data we will present our data in the
as a team to create a powerpoint presentation.
form of a report. Our Reflections: In order to collect data we had to use different skills that we learnt before, especially Maths and
“I think this topic was interesting because in many
ICT because in Maths and ICT we learn how make
subjects we don’t use all these skills that we have
graphs and how to input data into tables and charts.
but in geography you can use them all. It helped me
We had to interview teachers to collect data so we
develop new skills that I will possibly use later in my
made a list of questions and then went prepared for
life.”- Kusum
the interview. Another method we used to collect data was to create a questionnaire on survey monkey and
“This unit was really interesting because it wasn’t
send it to the whole school.
just geography in the presentation but a mix of all the subjects combined.”-Molly
In this project we have developed many skills that would help us in our later lives. We learnt new skills
- “I felt that this project was intriguing because we
of how to design a questionnaire, what language
were free to branch off as a group and this project
to use and how best to phrase questions as either
really helped me to develop my leadership skills
closed or open questions. We also improved our
which I will need later in life.”
researching skills using many different sources to
- Natalie
gain information and collaboration skills to work as a team to put together a successful and informative powerpoint on one of our chosen topics of KGV.
“This unit really helped me work with different personalities and also develop essential skills on report writing.” -Vaibhav
Before this project we used these skills in other subjects such as History when we had to research the Industrial Revolution for an essay which helped us develop our research skills and English, when we had to work as a team to complete a book review. After this project, we applied these skills to many of
Page 9
2.4 Developing knowledge through the IB Diploma Core
Developing knowledge through the IB Diploma Core By Grace Chen and Rosanne Ng One of the exciting developments in the Senior School has been the emergence of the IB Diploma Core course. This course aims to provide a learning experience that enables students to identify and investigate the links between different academic disciplines. In this article, Grace and Rosanne highlight how this experience has developed their thinking skills and led them to question the basis of knowledge.
In our IB core lessons, we have been learning about
more accessible, whereas Keats uses more fanciful
how knowledge is gained in different areas, such
language, making his meanings harder to interpret.
as the Arts, History, Natural Sciences, and Ethics.
In IB core, we are encouraged to compare different
This has encouraged us to think about where the
subjects in our IB Diploma studies. Through these
knowledge we learn from the rest of our IB Diploma
comparisons, we often discover interesting things
studies come from, as well as question its reliability,
about the reliability of our information. Take the AOK
thus allowing us to obtain a more holistic view of the
on the Natural Sciences, for example.
given information. In Science, we write individual assessments in which As English Literature students, we found the Area
we use the scientific method to design and carry out
of Knowledge (AOK) on the Arts highly beneficial to
experiments, then comment on our findings. If the
our overall understanding of the subject. In English,
test agrees with the hypothesis, then the hypothesis
we are often told how subjective our analysis of the
is correct. However, it must be said that hypotheses
author’s intent and the deeper meanings they are
can only be deemed correct at that point in time, as
trying to convey, are, but have never truly explored
it is only correct because it has yet to be disproved.
the extent to which the information we derive from
After all, there could be many unknown factors in the
works of literature is accurate.
experiment which leads us to believe the hypothesis has been proven, but could be easily disproved in
In English, we use reason to derive meanings from
the future. For example, five years after the Plum
the text. When conveying what we believe the author
pudding atomic model was discovered, it was
is trying to tell us, we think of thesis statements
disproved by Rutherford resulting in the discovery of
about how the author feels about a certain topic, the
the Rutherford atomic model.
ideas being conveyed and their views on the human condition, backing our thesis statements up with
As students, we often carry the stereotype that the
evidence in the literature. For example, we could
Sciences are always more reliable than the Arts,
state that the author is attempting to draw attention
because they provide “concrete” data that cannot
to a certain phrase, and then back this up with their
argue with. However, through TOK, we have started
use of a caesura to place emphasis on it. We can
to realise that perhaps knowledge in Science is less
also derive meanings through language. Different
reliable than the Arts. By realising this, we have
authors have different styles of writing – take poets
started questioning our information from all subjects,
Szymborska and Keats for example. Szymborska
asking the “whys” and “hows”, allowing us to truly
tends to use colloquial language, making her poems
understand what we are being taught.
Page 10
2.5 Reflections on the BTEC experience
Reflections on the BTEC experience By Mia Facca Many of our students who start either their BTEC or IB Diploma courses are not quite sure what to expect or what their experience will be like. Mia’s learning through the BTEC Performing Arts course is one such example. She takes this opportunity to explain how this course was much more than achieving a qualification.
My experience with the BTEC Performing Arts
During my first year I was still finding out how
course has been the best of my life.
In the
the course worked and how I would present my
beginning of the course I definitely did not foresee
coursework. I found it to be a drastic learning curve,
the amount of hard work and dedication that was
from GCSE suddenly to a whole new way of working.
to come, but I honestly have loved every minute
I believe the first year is crucial for you to experiment,
of it. The BTEC Performing Arts course is no
which is what I did and I found out all the ways I work
laughing matter; it tests your ability to continue
best and the ways that I have trouble in. In the last
to produce good work week after week and your
year everything became much clearer. I became
ability to juggle a vast amount of deadlines. Every
more level headed and understood how much I
unit was a new learning experience and it took a
needed to work and I tried my best to not let anything
while for me to figure out how I would approach
distract me.
each of them. I looked up to the students above me taking the course and watching them work
During my last year I was honored to receive the
and how they handled everything inspired me to
BTEC Performing Arts student of the year Award and
try my best with every challenge.
my final grade was D*DD. This has helped me move on to be accepted into numerous Universities and
I believe this course has helped me grow up and
my final chosen university is the University of Kent.
become independent, even though our teachers
I will be starting there in September this year and I
would always be there to help. It gave me room to
am confident I will continue to work hard because of
be an independent learner and try out new things
everything I learned through the BTEC Performing
that I would not be able to do in any other course.
Arts course. The course really has made me become
It gives you the freedom to find a way of working
who I am today and I have learnt so much from it that
that is challenging but enjoyable.
I am not scared for what the future brings.
Page 11
3.1 Challenging the Gifted and Talented: No Ceiling Project
Challenging the Gifted and Talented: No Ceiling Project By Brendan Ng In order to ensure personalised learning opportunities, curriculum enrichment is vital for our students. This includes breaking down the boundaries and giving students the space to explore their ideas, much like we are planning with the Year 9 experience. Brendan gives an insight to this learning experience, ably demonstrating the value of such approaches.
The No Ceiling project is a special and unique
allows you to customise your Mac operating system
opportunity for gifted students to jump out of their
with personalised themes and an unusual facts
seats and have a taste of something entirely different
magazine.
from the school curriculum. It was definitely a flavour worth savouring.
The project concluded with an evening of celebration where all the participants, teachers, and parents
Students join the project from four ESF schools;
gathered at Sha Tin College to listen to the participants
KGV, Sha Tin College, West Island School and
present and talk about what we had been through
Renaissance. Every student may join a group and
and what we had accomplished. A lady from ESF
each group selects a project of their own choice to
Centre presented us with our certificates. After the
work on. But what exactly can I gather from what I
presentations, there was a break where everyone
have witnessed throughout the project? A meeting is
could eat and talk about their projects with their
carried out like this: the invited students are picked
teachers and parents, as well as meet the parents of
up by bus, and then taken to meet at a venue, usually
the other people in their group. It was an extremely
the ESF Centre, to discuss their projects with other
fun experience, but really, the best part of it was the
participants and group members. These meetings
nice food! I would like to send my compliments to
occur once or twice per term.
the one who baked the brownies and made the great sandwiches.
Any realistic project, for example a website, can be picked and each group is provided with a budget that
Overall, I found this project to be extremely
is around $1000. The project is called ‘No Ceiling’
challenging and fun. The people I have met and
because students are given no guidance or scaffold
the friends I have made share similar interests and
to choose the project and therefore it can be on
it is good meeting people from schools other than
anything viable that students have an interest in. A
KGV. Being able to represent my school, KGV, in
benefit of the project is you can make friends with
this project is something I am extremely proud and
people from other schools over the course of your
grateful for, and I am thankful to be invited to take
project, and stay in touch with them. The project is
part in such an exclusive event.
ongoing and has no end, so you can continue to carry out the project even after the deadline has passed. This year the projects that students worked on included a Maths, Science and English enrichment website, an animal welfare website, an App that
Page 12
3.2 Chinese Speaking and Debating: A Learning Experience
Chinese Speaking and Debating: A Learning Experience By Lawerence Zheng and Saman Sen We all recognise that learning should extend beyond the classroom and that our students are continually looking for ways to develop their skills through putting themselves into challenging situations. In their article, Saman and Lawrence demonstrate how taking a risk by joining Chinese speaking and debating competitions, has helped to build their confidence and develop their learning in a range of ways. 去年年底，我和队友们正在为了一场中文辩论比 赛努力准备。虽然这场比赛我们最后并没有赢， 但是我从比赛中获得了许多宝贵的经验，让我的 中文水平提高了不少。 辩论的好处众所周知，它可以令思维更敏捷，沟 通能力更出众。除此之外，中文辩论也为国际学 校的学生们提供了挑战自己的机会。中文辩论要 求我们提炼想法，且能流畅快捷地表达出来。经 历过几场辩论比赛的准备过程，我们就变得更加 主动，对自己中文水平更加有信心了。 人们常说：“最大的胜利不是胜过别人，而是胜 过自己。”比赛中我没有胜过别人，但是我赢得 的中文水平和自信远远地超过了我之前所有的。
I participated in the Chinese Speech Competition as I was interested in challenging myself and increasing my confidence; I felt it would be a memorable experience. I believe working with students from different schools is a worthwhile opportunity that will ultimately improve your skills, thus, I accepted the offer from my teacher to participate; hoping that I could assess other students, therefore identifying my own strengths and weaknesses.
When you’re learning a new language, it can be made unique by incorporating various revision techniques. For example, when I revise for Chinese dictations, I transform all the characters into pictures in my mind so that it’s not only easy to memorise, but enjoyable. It’s a necessity to enjoy the language you’re learning, be it your native language or a foreign language. It’s also important that you aim to challenge yourself, perhaps by doing harder exercises or participating in language events; however you may choose to do so, what is crucial is that your ability is guaranteed to improve.
Page 13
去年年底，我和队友们正在为了一场中文辩论比赛努 力准备。虽然这场比赛我们最后并没有赢，但是我从 比赛中获得了许多宝贵的经验，让我的中文水平提高 了不少。 辩论的好处众所周知，它可以令思维更敏捷，沟通能 力更出众。除此之外，中文辩论也为国际学校的学生 们提供了挑战自己的机会。中文辩论要求我们提炼想 法，且能流畅快捷地表达出来。经历过几场辩论比赛 的准备过程，我们就变得更加主动，对自己中文水平 更加有信心了。 人们常说：“最大的胜利不是胜过别人，而是胜过自 己。”比赛中我没有胜过别人，但是我赢得的中文水 平和自信远远地超过了我之前所有的。
During December last year I was in the midst of preparing for the Hong Kong International Schools Chinese Debate competition. Though unfortunately we were unable to win that day, the overall experience of Chinese debating was definitely very worthwhile. Debating has long been known as a highly rewarding activity, promoting critical thinking and oral communication skills. Debating in Chinese, a less familiar language for me, was a remarkable language learning experience. Chinese debating pushed me to quickly formulate my own thoughts into fluent Chinese sentences on the spot, a skill relating to everyday use of the language. By the end of the preparation, all of us in the team became more willing to contribute, as
“Chinese debating pushed me to quickly formulate my own thoughts into fluent Chinese sentences on the spot, a skill relating to everyday use of the language.”
we overcame our fears of expressing our ideas in Chinese, rather than English. I once saw a quote saying “the greatest victory is not winning against people, but winning against self.” I ended up not winning the debate, but what I did win was better Chinese speaking skills and more confidence in using the language, far exceeding what I had before.
Page 14
4.1 Learning through CAS
Learning through CAS By Dean Beard This section of the journal focuses on students reflecting on their CAS learning experiences, demonstrating in a range of ways how such opportunities have developed them as learners. Dean Beard introduces this section by reminding us of why CAS is such an important part of life at KGV.
Creativity, action, service (CAS) is a framework for experiential learning and is intended to provide experiences for students to develop self-confidence and empathy, and a willingness to help others. Students may directly confront or indirectly engage in work on global problems, or work directly with other people at a local level, developing their capacity to function collaboratively and effectively with others. CAS at KGV provides students with the opportunity to broaden their horizons and learn more about themselves and the wider community by setting themselves challenges and reflecting on them. All students benefit from CAS personally, it helps with self-esteem, self-confidence, independence and a better understanding of the wider community. More importantly, CAS allows our students to develop themselves as wider learners and appreciate the world beyond the walls of academia and KGV. As a school KGV provides some excellent opportunities for our students to complete CAS, but it is vital that students also embark on a personal discovery of CAS and that they learn to be independent of both their parents and teachers.
Page 15
4.2 Research and Design in the Lego League
Research and Design in the Lego League By Rahul Arya One of the great aspects of CAS at KGV is the range of opportunities that students have to explore their passions in learning. The Lego League is one such experience with students having the chance to work as a team in a creative way that develops their thinking and research skills. Rahul’s reflections on the Lego League demonstrate how important such CAS activities in building our students capacity as learners.
I have enjoyed participating in First Lego League for
Watching the other teams compete was also a
the past two years. The First Lego League competition
critical learning experience for us. The top teams
is composed of two parts: The Robot Game, and the
had intricately designed robots that in theory could
Research Project. The Robot Game is the actual
complete almost all of the tasks, though not always
robotics section of the competition, where robots
reliably. They used several construction techniques
attempt a variety of tasks, such as moving objects
which we had not considered, and gave us new
around a mat and building small structures without
ideas that we incorporated into our own designs.
colliding with obstacles. The Research Project,
For instance, we borrowed the idea of correcting
in contrast, requires teams to design solutions to
orientation issues by allowing the robot to align itself
problems relating to a specific theme, typically with
with the wall.
no relation to robotics. In short, I have learned a great deal by participating During the Robot Game section of the competition,
in First Lego League, and enjoyed the experience
we learnt about various programming techniques,
immensely. The building and programming of the
such as while loops and boolean logic. We also
robot were educational, and the Research Project
discovered many of the issues inherent in all robots,
expanded my horizons and inspired me to learn
such as inaccurate movements and an inability to
more about such issues
compensate for errors. These issues are still present in the most advanced robots we have today, which cannot even climb a flight of stairs! There are many parallels between the relatively simple robots that we built, and the most cutting-edge robots available. This year, the theme for the Research Project was natural disasters, and the KGV team created a solution to combat wildfires. Traditionally, firebreaks, an existing method for combating wildfires, are channels dug in the ground to deprive wildfires of fuel, making them burn out. Our new idea was based on combining firebreaks with crop irrigation channels, saving on construction costs. This project motivated us to explore issues which we would normally not
“Our new idea was based on combining firebreaks with crop irrigation channels, saving on construction costs.�
have considered, and to find ways of resolving them.
Page 16
4.3 Social Skills and the HKAYP
Social Skills and the HKAYP By Narumi Wong Even our most talented students surprise themselves through their IB Diploma CAS experiences. Narumi eloquently describes how she become more aware of the need for excellent social skills when undertaking HKAYP. She highlight how these skills can be brought into the taught curriculum so that links in her learning are clearly established.
CAS has been all about becoming more self-aware
In terms of communicating, I felt that our group was
and working on my communication skills during
quite adept at encouraging each other and making
teamwork.
sure we were all highly motivated. Again this boils down to teamwork, as we were all comfortable with
In particular, HKAYP – my CAS project – was all
expressing our opinions on the coordination of our
about teamwork. From creating the route cards, to
walking speed, and we were all willing to listen and
sharing the tents, and to coordinating our walking
adjust accordingly to the different levels of fitness
speed, teamwork was vital and essential in ensuring
in our team. Apart from selflessness, flexibility is
our team’s coherence.
probably also a very important factor in keeping teams cohesive.
One particular point I would like to highlight about teamwork is the importance of selflessness. I used to
All these skills can apply to aspects of our studies
think that good teamwork involved sharing the load
and curriculum at school. For example, good
equally. However, after all 3 expeditions, I learnt the
communication in teamwork can be used in any
importance of selflessness in teamwork. As we all
group projects (such as the Group 4 Project). Even
push ourselves to the limit, we get tired and easily
map reading, to some extent, can be applicable to
irritable. Thus, it is important to have someone who
students studying Geography, or even other subjects,
is selfless in each team to mediate any arguments. I
as deciphering maps can be related to working with
also realised that when working in teams, someone
foreign languages – they both require the reader to
has to be willing to take the initiative to do things that
‘translate’.
the rest of the members do not want to or are not able to do in order to ensure everything goes smoothly. In addition, since each group has members of varying calibres, tasks had to be split accordingly to match these different levels and abilities; otherwise, the group work would not be as efficient. HKAYP has also enlightened me on my ability to read maps. If it were not for HKAYP, I probably would not have realised that I could navigate fairly well. I was proud to be of great help to the rest of my team as we managed to stick on the right path without getting lost.
Page 17
“From creating the route cards, to sharing the tents, and to coordinating our walking speed, teamwork was vital and essential in ensuring our team’s coherence.”
4.4 Becoming Internationally Minded through CAS
Becoming Internationally Minded through CAS By Wincy Leung One of the key values of KGV is that students become internationally minded. CAS provides a huge range of opportunities for students to undertake that journey from ‘self’ to ‘other’ so as to create a values-led learning experience. In Wincy’s article she highlights the range of skills that she has had to use to successfully develop KGVUC, showing the clear interaction between the taught curriculum and CAS. The CAS component of the IB Diploma provides
contribute to the fullest in the club in different areas
students with the ideal platform to explore their
best suited to the varying talents of our members,
interests beyond the curriculum, allowing them
and we were willing to listen to different opinions and
to strike a balance between their education and
take them into consideration in the planning process.
personal pursuits.
These skills can be utilized in our studies, such as TOK presentations and language group orals.
KGV UNICEF Club, my CAS project, gave me plentiful opportunities to achieve the CAS learning
A major event this year was “Ribbons for Children”.
outcomes. Examples include undertaking new
While leaders of KGVUC organised the event and
challenges, planning and initiating activities, working
ribbon making workshops, some members prepared
collaboratively with others, showing perseverance
and made the ribbons for sale, and others designed
and commitment, and engaging with issues of global
promotion materials for the event. The event was
importance.
advertised on many platforms, so many teachers and students were very willing to buy a ribbon to
KGVUC aims to promote the privileged students
support the children’s cause for UNICEF. In less than
of the KGV community to do good in the world via
1 week, we raised $2,300 for UNICEF HK, which
a large scale, honorable organisation that can
was a significant achievement for a new club. We felt
make a significant difference - UNICEF. We hope
very encouraged by the overwhelming and moving
to extend our helping hands to further advocate
support, and hope that the success continues in
child protection, eradicate child adversity, and raise
years to come. Since September 2013, we have
people’s awareness about the sufferings of innocent
raised over HK$11,000 for UNICEF HK.
children, and make sure that children from all over the world can get as much help and support as possible from us. As a leader of KGVUC, I would often hold meetings for fundraising events that require teamwork and cooperation, in order to plan and organize these events and make sure they run smoothly. However, it would have been incredibly difficult to gain support and recognition within the school as a new student- led club of KGV without the help of our diligent members. This comes down to good communication, commitment and perseverance - all of us strived to
“KGVUC aims to promote the privileged students of the KGV community to do good in the world via a large scale, honorable organisation that can make a significant difference -UNICEF.” Page 18
4.5 Becoming a Sensitive Learner through CAS: HHS
Becoming a Sensitive Learner through CAS: Heep Hong Society By Claire Woo Claire’s passion for contributing to social good shines through her article. Working with Heep Hong Society has enabled her to understand that being sensitive to the needs of others is vital in being a truly effective learner and his instilled admirable values in Claire that will extend beyond her life at KGV. This demonstrates the learning power that the CAS experience provides for all of our students. CAS in my opinion, has widened my perspective and has made me achieve goals and targets that I would not have thought I could achieve, whilst also improving my leadership and social skills. One activity I would like to mention in particular is one of my CAS Projects, Heep Hong Society. I particularly chose this project as it covers all the skills that I have mentioned above. Skills that I have learnt and improved on. Heep Hong is a society where they provide professional training and education to children with: Autism, Asperger Syndrome, ADHD, specific learning difficulties and other special needs so as to develop their different abilities and potential, leading to a fulfilling life. Heep Hong’s services extend from primary school to junior secondary school students, through Supportive Learning Project (青蔥計
劃）, and actively promoted integrated education （融合教育）. Also to raise awareness and to support children with special needs of ethnic minorities in Hong Kong. Through working in Heep Hong Society, I have learned that taking initiative, to be willing to take up leadership positions and being sensitive to your surroundings are the most important aspect. There has been a huge improvement on my leadership as I have experienced being substitute teacher, also assistant for lessons with subjects that I am not familiar with. This gave me an opportunity to lead classes (group lesson) and individuals (private lessons). My sensitivity to my surroundings and people while working in the organisation has definitely improved as I was working for an organization that deals with children that are both physically, mentally and emotionally unstable and that need guidance to live like a normal child. Sensitivity is needed as some of the students could not speak, or some that could not respond to instructions. As
Page 19
assistance, I was required to learn how to observe the students facial expression, body language and hand gestures and to offer help when necessary. As for global perspectives, Heep Hong Society has made me realise that there are very little facilities and laws that protect children, more specifically, people that live with disabilities in Hong Kong despite the huge amount of people that lives with disabilities. I believe that this should be a matter that is taken seriously by the Hong Kong people, as there are still many who despite people with disabilities. Heep Hong Society has truly enlightened me and had broaden my views, making me realise that I am really helpful to them despite the little things I can do. I would not have realised how much children are in need of help, if I never found out about Heep Hong Society. I am proud to be recognised as a great help to the rest of colleagues in Heep Hong Society even though I am still an amateur and constantly making mistakes. I believe I have learned a lot from this experience and will continue serving for Heep Hong Society at my private time.
Page 20
4.6 Developing Opportunities for Creativity
Developing Opportunities for Creativity By Jeffery Cheung Many of the successes linked to CAS have been as a result of student-led initiatives. Students, such as Jeffrey, having the determination and drive to provide opportunities for others to explore their creative side. Here, Jeffrey writes about the range of skills he needed to use to develop the Social Guitar Club, ably demonstrating how such activities challenge our students beyond the taught curriculum. CAS is one of the more interesting parts of life in
own. Looking back to all the struggles to convince
the IB Diploma. It was an opportunity for students
students to come, it was not luck that the club has
to reach out to new activities and test out new skills.
grown this large. I learnt that there are always
Using this golden opportunity, Social Guitar Club
opportunities for students, but it is what we do with
(led by Antony Organ and I) became one of the first
these opportunities that could potentially change our
student led music activities. It was a club created for
IB life.
musicians to gather and share the skills that they have mastered throughout the years. With a huge
With 15+ participants per session, communication
range from beginners to talented superstars (James
became an important aspect of Social Guitar Club. It
Wright), Social Guitar Club became one of the bigger
was definitely difficult to keep the interest of everyone
clubs with constant turn ups. Teachers also show up
at the same time due to the fact that we accept all
as well to show their interest in guitar and music.
willing guitar players. Antony and I, as club leaders, required had to find new activities for them every
It all began with inspiration and guts. After going
week. This greatly benefitted our organisation and
through several discussions with teachers, the club
communication abilities. It became clear that if you
finally started in one of the small practice rooms.
“wing it� then the club loses appeal, thus we tried hard
We wanted to expand into an area much larger than
to find new songs for them to learn. Overall, the first
just a practice room that could barely fit 5 people,
year of this club was huge success and we are pursuing
thus we went to campaign for more participants.
for Year 11s who are willing to carry on the legacy.
This campaign led us to find students from a variety
As current student leaders of the Social Guitar
of year groups to join. With perseverance, the club
Club, we advise that students with great ambition
started slowly growing from a practice room to 2
to start their own club to lead. There will always
practice rooms and finally a music room to call our
be valuable experience for those who pursue for it.
Page 21
Page 22