Unit 3: Effective data handling to influence change - ‘Big Data’ Analysis

Enthusiasm has been abundant in this ‘big data’ analysis unit as students have developed their skills in the use of technology. Students have used Data Classroom, an online app that lets them do real analysis of the data collected from nearly 500 High School students this year. This culminated with the students producing a high quality written report based on a topic that interested them the most. Such headings included, ‘Do students that wear glasses achieve higher holistic grades?’ These reports were then printed and displayed and the students had the opportunity for a ‘gallery walk’ to see what others had found out and give feedback.

The students have also been extensively using their Graphic calculator (TInspire) to gain valuable exam technique practice and to be able to compare different data sets.

The students are currently working on Quadratic functions where they will learn to solve and to be able to fit a Quadratic model using regression to real life scenarios such as projectile motion. This unit has given students a feel for the power of mathematics in analysing and interpreting real data in order to influence positive change in their world.

Unit 4: Scaling Maths 4 Real Life - Proportional Reasoning

After the Spring holidays, students will start work on Unit 4. Proportional reasoning is an essential concept as it is a critical component of problem solving in many fields including finance, science, engineering and the arts. Students will be exploring proportional change with fractions, decimals and percentages by engaging in real life problems. They will learn about the history of the Metric and Imperial measures and how to convert effectively between these, as they are still used extensively in the current era. Students will also explore currency conversions in real time and the importance of research. The outcome of this unit will be a much deeper theoretical and practical understanding of proportional reasoning, with students seeing the links and connections between different areas of mathematics in order to effectively solve problems.

Course AO rubric

Enrichment Mathematics

Unit 3: Plug into the Matrix - Linear Algebra

Students have really plugged into the matrix this term, exploring linear matrix algebra and its applications in computer animations, public key encryption and logistic problems. They really pushed the boat with the ‘Move the Boat’ activity where they explored how to transform a simple animation with a matrix multiplication. Still to come this term is exploring how we use a simple 2x1 matrix, called a vector in problem solving and explore vector equations as opposed to the cartesian equations, invented by Rene Descarte, that they are used to. Students are really beginning to think like Mathematicians in the way they explore problems, learning through discovery and research. This will certainly put them in a good place for working on the last unit of the year.

Unit 4: Applying mathematics for peace, sustainability and positive change

Through this unit students reflect on how they can use mathematics to have a positive impact in the world. They will research historical mathematicians and their contributions to our world. They will explore mathematics that has had a positive impact on peace, for example the use of Cryptography that contributed to the end of World War 2. Looking from a different perspective they will consider the sustainability goals and how they can apply mathematics to have an impact, for example can we change the shape of a PET bottle for a more sustainable product. Students will learn about academic writing in mathematics, citing sources, making efficient use of technology in mathematical writing, communication and decision-making, as well as reasoning and critical thinking. The unit will culminate in an individual project in one of these areas with the end product being a journal article and we are looking forward to sharing with you the first UWCSEA Math Magazine.

Course AO rubric

Dance

Unit 4: Structuring the Narrative

In this unit students will develop their understanding of form and structure through dance works of art and their personal compositions. In Appreciation they will study seminal works by professional choreographers in a range of dance styles, analysing and interpreting dance as a viewer. In Composition they will transfer the theoretical knowledge into creating their own solo dance work. Across both components the students will examine movement choices, theatrical devices, the elements of dance, motif creation and development, and formal structure. Summative assessment of the compositional aspects of the unit will be through the presentation of their solo composition supported by a verbal discussion of their process and choices. The theoretical component will culminate in a class written task based around one studied seminal dance work.

Course AO rubric

A course highlight:

Our Grade 9 students performed in ‘Evolve’, our annual Curriculum Dance Showcase for UWCSEA, GCSE and IBDP Dance students. The showcase provides a platform for the students to present the practical components of the course which has been completed over the past 3 units of work. In this year's showcase our Grade 9 students presented 3 performance pieces titled ‘Collide’, ‘Discoteque’ and ‘Rain’ and 2 student choreographed pieces titled ‘Splash’ and ‘Trickle’. The students performed brilliantly and it was such a wonderful experience for them and great preparation in the lead up to our Dance Production in March.

Drama Processes, Design and Performance

Unit 4: An Active Text - Introduction to Physical Theatre: style, lighting, set design and directing of a script

The application of specific skills, dramatic techniques and processes is necessary in the creation of imaginative and innovative performances and presentations. In this unit, students will work with the technical theatre manager, learning about theatre configuration and set design using the stage in the box model set, before then working on the functions of lighting and controlling the lighting board to create imaginative lighting states for key moments in their scripted extract. The unit will culminate in a group performance and a reflection on learning about the 3 different design roles and directing in the process of interpretation of a script

Course AO rubric

Unit 3: Storytelling & Story Structure

Now that learners have a base understanding of mise-en-scene, the production cycle and the techniques used to create films, we will study storytelling and how to use these new tools and skills to create a story.

How do we as filmmakers structure stories? What is an inciting incident? What is plot? What is the rule of 3 in comedy? What is the Hero's Journey? How does character drive a story's narrative? What is a character's Inner Journey and Outer Journey? The outcome of this unit will be a collaborative short film (3 to 5 minutes long) created in groups of 4 core team members. Each filmmaking team member will take on one role: Cinematographer, Director, Editor, Writer. Each team member will write a 1500 word project report based on their filmmaker’s intentions within their specific role.

Course AO rubric

A course highlight

The film students were visited by ISTA Artist in Residence Ian Pike. Students worked on scripts, character backstory, storytelling, 3-act structure, and loglines. Ian Pike bio:

A full-time, freelance writer, director and workshop leader. Ian was born in Zimbabwe and trained as an actor. He then worked as a stand-up before creating his own series in animation, comedy and drama as well as working on long running programmes both in prime time and for children. Ian has recently been a writer on the satirical comedy series,

Have I Got News For You, has an original sitcom in development with James Corden's production company and has been running workshops and programmes in schools and Universities all over the world.