UWCSEA 9-10 Snapshots and Highlights (January 2025)
DearGrade9and10parents,
Welcome back! As 2024 closes and the new year begins,we’dliketosharewithyouafewof yourchildren'slearningexperiencesacrosstheircoursessofar.
Term 1 was vibrant and invigorating! Now settledintotheircoursesandabouttomaketheir Grade 10 selections, our Grade 9 students are in the process of reflecting on what they’ve enjoyed so far and deliberating their options: do they wish to continue with their current courses,orseekoneortwonewareasoflearning?Whatevertheychoose,weknowthattheir courses together will give them a valuable breadth of learning experience inpreparationfor theIB.TheirOutdoorEducationexpeditionsalsolieahead,justastheydoforournewGrade 10students,givingthemtheopportunitytodisconnectfromdevicesandconnectwithnature, make new friends, and embrace learning challenges unlike anything a classroom can give them!
OurGrade10sarenotonlymakingtheirIBsubjectselectionsrightnow,theyarepreparingfor World of Learning in May. The week-long placement of interning, work shadowing or volunteering will be the exciting culmination of a year of composing CVs, researching and finding placement opportunities, writing application letters, attending interviews, managing rejections, and learning how to engage with the adult professional world Mentors have observed our students' high engagement with the process of preparation so far, and their excitementaboutthechoicesandchallengesthatlieahead.
The regular feedback we getfromstudents,teachersandparents,andfromlessonvisitsand observations,continuestoshapeourongoingreviewanddevelopmentoftheprogrammeand individualcourses.WearedelightedthatourGrade9and10studentsareenjoyingthecreative opportunities and intellectual challengesofexploringreal-worldcasestudies,alongwiththe variety and choice of assessment experiences on their courses - and that our Grade 11 studentsreportsopositivelyaboutthewaysinwhichtheUWC9-10programmehasprepared themforIBDP. YoucanhearfromsomeofourGrade11studentshere.
Students in Grade 9 Critical Perspectives have explored their identity in our first unit called‘Influences’Theyhaveexploredthemostpowerfulinfluencesthathelpedshape theiridentitythroughavisualmandala,utilisingsymbols,andawrittenreflection.Many studentshavediscussedanddepictedbeingaThirdCultureKid,theinfluenceoffamily andparentingstyles,andexploredculturaldimensionssuchascollectivism.
Our second unit, “Knowing Right fro W ” focusesonavarietyofethicalbeliefsyste altruism, virtue ethics, ethical egos a Students are applying these moral themselves, well-known individuals an throughout the unit. We will be i contemporary, controversial issues and themthroughthelensesmentioned.We how religion can influence moral reasoning and discuss and present to the class on topics such as Seattle’s banning of the caste system, protests against ColdplayinJakarta,andcowvigilantesinIndia. BacktoCourseMenu
CriticalPerspectives-G10
G10CriticalPerspectives
StudentsinGrade10CriticalPerspectiveshavelearnedabouthuman rights as a concept and investigated examples of 1st and 2nd generation human rights We have explored the development oftheUDHRandusedourGlobal Concerns atUWCasexamplesof NGOs that address human right violationsthroughoutSouthEast Asia.
Wehavealsowatchedthedocumentary“AGirlInTheRiver:ThePriceof Forgiveness” and learned about cultural relativism through honour killings.
S sonal video on statements such as Human rights need protections and monitoring to be enhanced and fully developed, People's perspectives on universal humanrightsdependon context,Humanrightsare'ideals'thatmaybechallengingtoimplement.
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EnglishLiteratureandLanguage-G9
G9EssentialEnglish
In ourfirstmodule,studentsexploredthecomplexityofidentity,examininghowpersonaldesirescanclash withcollectivenorms,andhowliteraturerevealsthechallengesofbelongingindifferentcontexts Students explored this theme through Sandra Cisneros’ The House on Mango Street and Khaled Hosseini’s The Kite Runner, similarly engaging fictions from dissimilar times and places Through close analysis of the round characters, themes, and turbulent settings, students reflected on how personal choices, cultural expectations,andhistoricalforcesconvergetoshapeus.Thenovelalsosparkedacross-curriculardiscussion on migration and drawing connections to real-world immigrant stories, culminating in some students producingcreative,empathicprojectssenttoAmnestyInternationalandtheUNHCR.
Studentshonedtheiranalyticalskills,practicingclosereading,annotatingkeypassages,anddeconstructing literarydevices Thereturntotangiblematerials anintentionalmoveinourtech-saturatedworld servedas a deliberate counterpoint, fostering visible thinking and tactile engagement. Analytical essay writing has become a key focus, with students developing theses, curating salient textual evidence, and developing commentary.
Next, students turn their attention to journalism, sharpening their critical consumption of news.Theywill interrogatehowdiversevoicesandmediumsshapenarratives,revealinginherentbiases Articles,editorials, and multimedia texts will serve as their ‘textbooks’, using comparative analysis to uncover how different perspectives influence the portra Writers' Fortnight and Stories that Matter events in Fe ic skills in real-world scenarios,guidedbyseasonedexp
EnglishLiteratureandLanguage-G10
G10EssentialEnglish
Our opening module focused onthepowerofrhetoricandpersuasivelanguage,beginningwithgainingan understandingoftheAristotelianmodesofappeal,andapplyingthisknowledgetoourreadingandlinguistic analysesofspeechesbypowerfuloratorsinourtime:MartinLutherKing,BarackObama,JuliaGillard, Malala Yousafsai,LawrenceWong,amongothers Weconsideredwhatmakesanargumenteffective,andevaluated the different ways in which language can be used to create a sense of collective purpose and identity, or createdivisionandevokefear
We examined recent events in theUnitedKingdomtounderstandthewaysinwhichthelanguageonmass mediaplatformshasthepowertoignitepublicriots,linkingthisbacktotherhetoricusedbypoliticiansboth beforeanda erBrexit Inexploringthemassmedia,weaskedquestionssuchas:Howcanlanguagebeused indifferentwaystorepresentgroups,beliefs,attitudesandideas?Howcanlanguagereflect–orchallenge–pervasive discourses in our world? In addition to learning how to write an academic precis, and close linguistic analysis of a text, students also created anoralpresentationbasedontheircontentanalysisofa massmediacampaigndesignedtoinfluenceoreducatethepubliconaspecificsubject,topicoridea.
EnrichmentEnglish-G9
G9EnrichmentEnglish
Wehavebeenexploringhowthelanguage(s)weuseinourdailylivesandinteractions– inallitsformsand varieties–isbothuniqueandshared,andhowitunderpinsourselfidentityandourconnectionstothewider world. Weexaminedhowlanguagechangesandevolves,andhowitcanbothrepresentandmisrepresent, include and exclude, empower and disempower people, socially and culturally, as reflected in a range of real-worldexperiencesandinthefictionalworldsoftheliteraturestudied.
Weexploredthepersonalessay‘MotherTongue’byAmyTanaswellaspoetrybySujataBhatt,followedbyan in-depthreadinganddiscussionoftheplay‘MasterHarold andtheBoys’bySouthAfricanplaywrightAthol Fugard. StudentsexplorethewaysinwhichlanguageisusedbyFugardtoexpressbothempowermentand disempowerment, reflecting on the wider dynamics at play within a society destabilised by the apartheid regime In addition to mapping their own language identities, students also wrote two academic essays exploring issues of power in ‘Master Harold’, and recorded ashortvideoessaydrawingparallelswiththeir interviewofCathyJones,ourHeadofCollege,whogrewupinSouthAfricaduringtheapartheidera,andthe evidence of apartheid in the play. The class all agree that being in a smaller group means more in-depth discussionanddebatewherewecanreallyengagewithdetail(andweliketosharebakedcookieswitheach otherwhilewedosotoo!)
EnrichmentEnglish-G10
G10EnrichmentEnglish
Frompoliticalsatiretofoundationalstories,theGrade10EnrichmentEnglishstudentshavebeendeepening their understanding of the different ways in which stories can be told to communicate fundamental and contextualtruthsaboutthehumancondition.
Following close analysis of a range of editorial cartoons - examining and evaluatingauthorialchoicesand exploring how humour can be used to communicate serious ideas (and the inherent risks of satire) - the studentsproducedcartoonsoftheirown,plusanalyticalrationales,likethosebelow Studentscoulduseany toolstheywished,includingGenAI,tocreatetheirindividualconceptionofasatiricalcartoon.
From the visual to the re-visioned, the class moved on to consider what makes a story foundational to a culture and how such stories have evolved over time andspace,askingwhatnewmeaningsre-imaginings create in different contexts. Following comparative (essay) study of Madeline Miller’s novel The Song of Achilleswithitssource-story,theepicHomericpoemTheIliad-plusarangeofpoemsandnon-literarytexts thatillustratetheretellingofmyths,fablesandfolkloreindifferentcontexts-theEnrichmentstudentschose their own foundational story toresearch.Theyeachexplored,explainedandevaluatedhowtheirstoryhas been adapted, revisioned and alluded to in both high art and popular culture - firstly presenting the outcomesoftheirinquirytoapeerforconstructivefeedbackandtheninafinalrecordedscreencast.
As one student said, “I’ve learnedsomuchaboutastoryIthoughtIknewwell!I’vealwaysknownwhythe story matters to my culture,andwhatmeaningshaveenduredandstayedrelevantovertime,butI’dnever considered the implications of the story’s changes - some subtle and some big! - over the centuries and decades,andhoweachvariationreflectsthedifferentvaluesandattitudesofdifferenttimesandplaces.”
G9EAL
This term, we used the exploration of the concept of identity to develop skills in reading, listening and writing Our inquiry led us to ask how identitiesareformedandwhatimpactsouridentityformation;how and why our identities change; how and why we express or conceal certain parts of our identity; how competing cultural, family, and societal expectations and personal desires and experiences impact our identity formation. Finally, we inquired into how aspects of our identities can have positive or negative implicationsforourlives.Wehonedourlanguageskillsbyreading,listeningandrespondingtoarticlesand speechesbyinspiringindividualssuchasChimamandaAdichie,TrevorNoah,ShermanAlexie,andAmyTan
G10EAL
techniquesandtheirwidereffectsandintendedimpactinsellingproductsandservices.Weaskedquestions about the ethics ofadvertising,andifandhowadvertisersmightchallengesociety’sperceptionsofwhatis consideredmoralorethicallyacceptable.Wealsoexploredhowwearebeingsoldideas,perhapsanideology, as well as products through non-traditional forms ofadvertisinglikemovies,books,andsongs.Toachieve these goals, we engaged with several case studies, from Nike to Mcdonalds, hand sanitizer to anti-gun lobbyists, and Taylor Swi toColinKaepernick.Weusedthemtobuildwriting,debatingandreadingskills, and considered how you can decode a text forliteralandimplicitmeanings,whilsthoningournote-taking skillsthroughtheCornellNotesmethod.
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SchoolSupportedLiteratureandLanguage(SSL)-G9
Unit2:FromPagetoStage
“Wehavebeenlearningaboutthedifferencesbetweennovelsandmoviesandhowweadaptthestorylineto the audience. Wealsohavebeenlearningdifferentvocabularyandmorecomplexwordsandwilltrytouse themwhenwemakeournovelsormovies.Wehavetohaveanopenmindduringthisunitsowecangrowour learning andthinking What'sexcitingaboutthisunitisthatIhaveneverlearntsomethinglikethisbeforeeverything is new to me. IammoreexcitedtolearnaboutitandgrowmythinkingsothatIcanusewhatI learninthisunitinthefuture
“What I find challenging is reading more complex pieces such as Parineeta and not just thinking from a perspectiveofareaderbutaviewer,asIwanttolearnhowtomakeapiecelikethisasamovieinthefuture Butwiththesupportofmyteachers,friendsandparents,Iamabletopushmyselfandlearnmoreaboutmy language.NowIunderstandbetterhowtoreadmorecomplexpiecesandcompletelyunderstanditanduse similarwritingtechniquesinmyownnovelormovie”Umang,G9
“What’s exciting about this unitisthecomplexityofthethoughtsandinterpretationsthatweareexploring anddevelopingasaclassduringdiscussions,whichallowsustomakeconnectionstoourownlife Whilstthe unitmightbeaboutfutureoccasionsinourlife,forexample,whenitcomestoweddingtime,itstillfeelsvery usefulandrelevant,andbringsthesenseofexcitementtoourdiscussionaboutlatereventsinthisbookwe arestudying.WhatIfindchallengingisthecomplexityofthenovelandalsothefactthatwehavetogetalot donewiththereading.Althoughitmaybechallengingatfirst,itisessentialtoworkthroughthisheavyphase of reading and note-making, so that we are prepared for the future With the support of Ms Prabha, Ms Laurie,Ms.Sabine,myparents,andmyclassmates,weareabletounderstanddifferentperspectivesandalso learn about the mistakes that I'm making with the best ways to correct them WiththisIamabletowork better,whichisbuildingmyconfidenceandability. Iunderstandbetterhowtoreadandtakenotes,andwhy itisimportanttotakethesenovelstoanotherlevelofcomplexityindiscussions.”Shashank,G9
G10SSL
SchoolSupportedLiteratureandLanguage(SSL)-G10
Unit2:SharingVoicesthroughMassMedia
“Wehavebeenlearningaboutglobalissuesraisedinthemedia Ifindthisrelevantandinterestingasweget to discover variousglobalissuesintheworldandlearnaboutthestructureofnewsarticles.Weareableto explorenumerousglobalissuesandtheircultural,political,social,andenvironmentalaspects,andlookinto differentperspectives,reactions,andhowaudiencesthinktowardsparticularissuesbeingraised.Ithasbeen challenging distinguishing which parts in the article correspond to which sections in the news media. However, with the support of my Korean teacher, I have been able to train myself to overcome these difficulties.NowIhaveadeeperunderstandingandknowledgeofthenewsarticlesystemandtypesofsocial issuesbeinghighlightedinthemedia” Emma,G10
“I am currently learning about three specific social issues from three different types of media. I find this relevantandinterestingaswegettoseeeachelementofthemediaandhowtheyspeakoutonthesespecific issues.Ifinditexcitingthatweareabletolookintomultiplesocialissuesandhowpeoplespeakoutonthem viamedia,whetherthatbethroughfilm,anarticle,orabook SomethingIfindchallengingismyoverallskill andexpertiseinmylanguage.However,withmyteacherandtutor,Ihavebeenabletodrasticallyimprovemy skills in Bahasa Indonesia. Now I have a much wider range ofvocabularyinBahasaIndonesiaasweread, discussandwritealot” Makayla,G10
ChineseLiteratureandLanguage
G9ChineseLiteratureandLanguage
“Thefirstunitbeganwithanexplorationofouridentityanddelvedintotheunderlyingfactorsthatinfluence it. The unit on family went a step further to inspect the social dynamic and issues reflected. In order to deepenourunderstandingof theconcepts,wedidvariousclassactivities,suchasdebatingthenecessityof Chinese mother tongue courses, sharing our iceberg models, and analyzing a range of literary and non-literary texts These activities enhanced our conceptual understanding and provided diverse perspectives,creatingauniqueandengaginglearningexperience.Inmyperspective,theseunitsareagreat starttoourHighSchoolChinesecourse.”Haixin,G9
“InthefirstunitofourChineseLiteratureandLanguageclass,weengagedinextensivelearningaroundthe theme of cultural identity. We explored various elements of culturalidentity,includinglanguage,customs, relationships,personalexperiencesandfamilyvalues Weunderstandhowlanguagelearningandchangesin surroundingscanshapeone’sculturalidentityandreflectonhowtraditionsandtheenvironmentinfluence oursenseofself.”Christina,G9
G10ChineseLiteratureandLanguage
“In the first unit of G10 Chinese Literature and Language class, we gottheopportunitytoexploreChinese poetryandtheuseofpoeticdevicesinmultiplefieldslikecommercials;wehavecreatedpoems,lyrics,and commercialwords,andwesharedourworkwithinourclass.Byanalyzingthepoetryandlyrics,welearned howemotionscanbeexpressedthroughmultiplemediums Effectiveuseofrhythm,imagery,andlanguage allows us to convey our perceptions of the world both literally and poetically.Throughclassactivities,we gradually became more familiar with the diverse ways Chinese literature expresses ideas and how we personallyperceiveandinterpretthem”
KayleeG10
“From thisterm’slearning,IhavegainedabetterunderstandingofnotonlytheChineselanguageitselfbut also of the meanings, values, and thinking behind the complex but beautiful composition of characters.”
The students also reflected on Japan, our own environment at school and at home, and wondered what shapes our current identities As the end of unit assessment, the students wrote an essay in which they reflectedontheirowneducationaljourneysofarandtheexperiencesthathavemadethemthepersonthey areto
ChineseAcquisitionAdvanced
G9ChineseAdvanced
This term, students focused on strengthening their descriptive and argumentative skills throughengaging andthought-provokingactivities.TheyexploredthelifestoriesofOlympicathletes,usingthesenarrativesto practisevividdescriptionandbuildcompellingarguments.Additionally,studentsexpressedtheiropinionson school-related topics, such as the advantages anddisadvantagesofbeingaboardingstudentandwhether wearinguniformsstiflesthedevelopmentofindividuality.
A key focus was ondevelopingideasbeyondthesurface,emphasizingthehow,why,andsowhattocreate more nuanced and well-rounded messages Through discussions, writing tasks, and oral presentations, studentshonedtheirabilitytoarticulateandexpandontheirthoughts,movingfrompresentingsimpleideas to constructing more persuasive and insightful arguments. These activities not only enhanced students’ co
Singapores sustainable development efforts This activity allowed them to apply critical thinking and problem-solvingskillswhileconsideringreal-worldchallenges.Languageskilldevelopmentwasakeyfocus, with students practicing reading for specific information and interpreting underlying meanings. In their writing,theyworkedonexpressingideasclearlyandcomprehensively,focusingonthewhat,how,andwhyto createwell-developedarguments.Theseactivitiesnotonlyimprovedtheirreadingandwritingskillsbutalso encouragedthoughtfulreflectionandadeeperunderstandingofglobalandlocalissues
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ChineseAcquisitionContinuation
G9ChineseContinuation
This term, students honed their communication and writing skills through activities centred on personal introductions, descriptive language, and daily liferoutines.Theybeganbyintroducingthemselves,sharing details about their backgrounds, and practising how to describe physical appearances, personalities, and qualities. Engaging activities like "哪个男生帅" (Who’s the Handsome Boy?) and the story "乌兰的日记" (Ulan’s Diary) provided creative opportunities to build vocabulary and improve narrative and descriptive
h discussions of boarding students' tanding of ways to communicate ut sharing their activities or service to connect language learning with
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FrenchAcquisitionContinuation-G9
G9FrenchContinuation
In their second unit“Montempslibre”,Grade9studentsdevelopedtheirvocabularyandlanguageskillsby sharingtheirpastimes.They reflectedonhowthedevelopmentoftechnologyis influencingtheirfreetime and to what extent they could live without their devices They also had the opportunity to hold a debate abouttheuse espersuasively
Inourlastunit“J’explorelemonde”,studentshadtheopportunitytocommunicateaboutworldexploration. We discussed different ways to discover our planet and the people, from holidays, exchange programs, volunteering and literature, to geography and statistics We developed our language skills by revisingand practising key tenses torecallpasteventsandtomakeprojectsforthefuture.Weexploreddreamholidays while learning how to use and conjugate the conditional Towardstheendoftheunit,wereflectedonthe importanceoftraditionsanddiscoveredwhyUnescoprotectsthemwiththeIntangibleCulturalHeritagelist. Thestudentspreparedapresentationabouttheirfavouritetraditionsthatwillbethebasisoftheirspeaking assessment With this assessment, they will develop their speaking skills and manage their stress while talkingwiththeirteacherwithoutwrittennotes.WewilltravelwiththemtoNewZealand,India,Russia,China andEswatinitonameafew
G9SpanishBeginners
Activity:SecretSanta
SpanishAcquisitionBeginners
Students participated classmate and explained why they thought it would be appreciated. They also wrote a hint to help the recipient guess who the gi -giver was. The task encouraged students to practise their Spanish skills in a creative,interactiveway,improvingbothwrittenandverbalcommunicationwhilehavingfun!
Students have been working on the Unit Mi bienestar es importante: ¿Tienes una vida sana? where we learntabouthealthydietandwhatactionstotakeinordertomaintainahealthylifestyle
As part of this unit we took part in a restaurant role-play, planned a menu for a house party andmadea shoppinglistforthefamilybasedonaSpanishsupermarket.
We learnt about typical Spanish dishes and tapas which the students will becookingintheirhouseinthe upcomingweeksaspartofagroupproject.
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EconomicsforSocialChange-G9
G9EconomicsforSocialChange
TheG9’sstarttheyearbyexploringhowweneedtoredesigncitiesandeconomiesbasedonneweconomic thinking, such asDoughnutEconomicsandtheCircularEconomy Thisunitallowsstudentstoresearchthe problemsthatcitiesfaceandthenpresentpotentialsolutions.Seeexample.
Unit 2 started with an introduction to demand and supply before moving onto the negative externalities created in society due to the overproduction and consumption of goods and services A ertheDecember break,studentswilldelvedeeperintogovernmentpoliciesandethicalconsumptionasawaytoreducethese externalities.
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EconomicsforSocialChange-G10
G10EconomicsforSocialChange
TheG10studentshavecompletedtheirfirstunitoftheyear,EngineeringEconomicGrowth.Theunitexplores howgovernmentsuseavarietyofpoliciestocreateeconomicgrowth Wehavealsolookedathowcountries suchasCostaRicaandSwedenfocusonenvironmentalandeconomicsustainabilityasanareaofgrowthin the21stcentury.Theirassessment-aneconomiccommentary-isfocusedontheanalysisandevaluationof real-world policies. This assessment enables students to apply their knowledge and understanding of economic theory to real-world situations. They have selected one of the following articles to write an economiccommentaryon
TheG9Historyclasseshavebeenstudyingaunitbasedonthequestion:whywassolittleprogressmadein medicine for thousands of years, and why has our understanding progressed so significantly since the Renaissance?Theyendedwithadebatebasedaroundthestatement:‘TheresponsesofhumanitytoCovid-19 show how effective modern medicine and healthcare is, and reflects wellonpeoples’understandingofit.’
One half the class was arguing for the statement, and one against Each side was split into attackers, defendersandspeechmakerssothatallmembersofeachteamcontributed.
The G10 History classes have been studying aunitbasedonthequestion:whowastoblamefortheCold War? They ended with adebatebasedaroundthestatement:‘TheUSSRwastoblameforcausingtheCold War.’ One half the class was arguing for the statement,andoneagainst.Eachsidewassplitintoattackers, defendersandspeechmakerssothatallmembersofeachteamcontributed
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SocialEntrepreneurship-G9
G9SocialEntrepreneurship
This term in Social Entrepreneurship, students engagedinactivitiesdesignedtosparkcreativityandfoster teamwork AstandoutmomentwastheclassicEggDropChallenge,wheretheyengineeredcleversolutions to protect an egg dropped from the three-storey DBlockbridge anexcitingwaytobuildproblem-solving skills
The focus then shi ed to tackling real-world challenges as students explored ideas for mobile social enterprises addressingSustainableDevelopmentGoals(SDGs) UsingtheDoubleDiamondframework,they brainstormed and pitched innovative concepts, carefully incorporating the triple bottom line of people, planet,andprofittoensuresustainableimpact.Theseinspiringprojectswillnowshapetheirlearningforthe
SocialEntrepreneurship-G10
G10SocialEntrepreneurship
This term, in Unit 1: Foundations of Entrepreneurship, students explored the skills and mindsets of changemakers,learninghowsocialentrepreneursuseinnovativesolutionstoaddresspressingchallenges
In Unit2:HumanResourcesManagement,thespotlightturnedtomanagingpeopleeffectivelywithinsocial enterprises.AhighlightwasavisitfromHRmanagersoncampus,whosharedfirsthandinsightsandstories aboutthechallengesandrewardsofleadingteams.
Studentsactivelyengagedinhands-ontasks,includingdesigningjobadvertisements,cra ingCVsandcover letters,dra ingemploymentcontracts,andplanninginductiontrainingforamodelsocialenterprise.These activities offered them valuable insights into building and managing a motivated, high-impact team Additionally,theysharedtheirCVandcoverletterwritingskillswithpeers,helpingtoprepareoneanotherfor theWorldofLearningopportunitiesahead
Psychology
G9Psychology
The first units of Grade 9 were focused on the theme of happiness through concepts suchasmiswanting, gratitude, and kindness. We explored it in a nuanced and complex manner, linking it to numerous other concepts within the frameworks of Positive Psychology and Performance Psychology This approach encouraged students to critically examine the impact of Positive Psychology on human life while also exploringthebarriersthathinderindividualsfromlivingmeaningfulandfulfillinglives.
Thisexplorationisenrichedbyempiricalresearchandhands-onpracticalactivitiesduringlessons,ensuring students gain both theoretical insights and practical tools to understandandapplytheseideaseffectively. Over the first term, students created sculptures, podcasts, journal articles, cartoons, graphic shortstories, boardgames,cardgames,andmore.Thesediverseformatsservedasvehiclesforstudentstoshowcasetheir knowledge,understanding,andabilitytoproducemeaningfulproducts
Grade10Psychology
In Term 1, students expanded their understanding of Positive Psychology into Performance Psychology, focusingonpracticalapplicationandself-discoverythroughtwocoreunits:MaximisingMe!andLearningto Lead.
Maximising Me! explored the science of memory, motivation, and performance under pressure Students investigatedforgetting,cue-dependentrecall,distributedandinterleavedpractice,andmotivationtheories, such as procrastination and goal setting. Practical techniques like mental rehearsal and positive self-talk helpedstudentsoptimizeperformancethroughexperimentationandreflection
Learning to Lead emphasized leadership development and team dynamics Students examined transformational leadership, fostering trust, autonomy, and inclusive environments by addressing intersectionality and privilege. Key topics included team cohesion, diversity, and preventing groupthink. Activities included critical evaluation of leadership theories, creating purpose-impact plans, and applying Tuckman’sstagesofteamdevelopment.
Both units integrated theory and practice, equipping students with tools to enhance personalgrowthand leadershipskills.
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IntegratedScience
G9IntegratedScience
In Grade 9, students have been studying how the bonding present between different elements affectsthe eventual properties of the macroscopic material In particular, the nature of polymers and giant covalent structureshelpedstudentstoappreciatethe globalissuesofplasticdisposalandwhyeventherecyclingof plastic poses its own challenges too. The highlight of this unit came wn eco-plasticsfrompotatostarchandin
M ngWorldstudentshavebuiltupanunderstandingofcellsasthebuilding blocks of life and researched how specialisations support the characteristics of living things and survival Studentsundertooksomeextensivepracticalworkusingmicroscopesandalsoinvestigatingthemethodsof transportbetweencells,namelydiffusionandosmosis.
G
Studentshavebeenstudying theenergybalanceoftheEarthandthedifferentphysicalprocessescontribute totheEarth’sclimate Onlythroughunderstandingradiationfromthesun,albedoandthegreenhouseeffect can students begin to form simple models of the Earth’s climate and begin to appreciate how human behaviourcanaffectthisdelicatebalanceandthechangesintheEarth’sclimatethatcanresult
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Chemistry-G10
G10Chemistry
InourrecentG10Chemistryunit,studentshavebeenexploringthephysicalandchemicalpropertiesofacids and bases. By observing and analyzing chemical reactions involving acids, bases, and oxides, they have identifiedtheacidic,basic,orneutralcharacteristicsofsubstancescommonlyfoundinnature Theunitalso examinestheenvironmentalimpactsofsubstancesreleasedbyhumanactivities,suchasnitrogenandsulfur oxides,whichcontributetoacidrain.
Through the understanding of neutralization reactions and by observing common acid-base reactions, students can discuss practical strategies for mitigating increasedacidityinvariousenvironments.Thisunit hasalsoprovidedstudentswithhands-onexperienceinessentialanalyticaltechniquesinChemistry,offering valuable opportunities for them to enhance their practical skills and deepen their understanding of real-worldchemicalprocesses.
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Physics
G10Physics
Students have been working on their Imaging unit which focuses on how waves can be used in communication and to form images Whether this is sound waves being used in medical imagingthrough ultrasoundorlightbeingusedincommunicationthroughcombinationoflenses,refractionandtotalinternal reflection,studentsinvestigatedthefundamentalphysicalphenomenaofwavesbeforeapplyingtheideasto theirusesinimaging
Inthecomingterm,studentswillbemovingontolookatelectricalandelectromagneticphenomenabefore rounding out the course withastudyofnuclearandparticlephysics.Thefinaltwotopicsofstudywillgive studentsaninsightintothefieldsofstudyandstylesofproblemssolvingwhichtheywillfaceatIBPhysics
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G9ComputerScience
“We startedthetermwithnoknowledgeofPythonprogrammingandprogressedtointermediateskillsbythe end.Webeganwithsimplepuzzlesandsoonmovedontomorecomplexcoding.Throughprojectslikecreating fractal art and building an interactive quiz about ourselves, we learned about animation, mathematics, movement,graphics,andhowtomakeourcodeinteractive.Wealsodevelopedourowngames,startingfroma simplePongtoamoredetailed2DgameaboutZombiesandCats,whichweimprovedbyaddingourownideas andfeatures.”
Nextterm,studentswilllearnabouthardware,includingnotonlyhowacomputerworks,butalsotheeffect thathardwarehasontheenvironmentandeconomy.Theycanalsocreatereallogiccircuitsusinggatesand breadboards to solve actual problems. A er that students look forward to learning about networking, cybersecurity,datascience,andfinallygettocreatearealapplicationwithaGraphicalUserInterfacewhich theywillinventanddesignandprogramthemselves.
G10ComputerScience
“Inthefirstterm,westartedoffbysolvingpuzzlestogetagoodgriponthebasicsofprogramming Welearned JavaScript and didmini-projectslikemakingsimulations,puzzles,andgames WealsomixedHTML,CSS,and JavaScript to make interactive web pages and created a version of the Chrome game Dino Run. Later,we began learning Nodejs for server-sideprogramming,whichhelpedusmakebetteruserinterfacesandachat server. One nice projectwasdesigningasimulationofafishingfleetthathadtofishsustainablythroughbad weatheranddifferentrandomscenarios.”
In the final two terms, students will be introduced to machine learning and will start to understand the algorithmsthatenablethegenerationofrelevanttext,images,andvideo.Oncetheyknowhowtoeffectively applyAItoautomatetasksandsolveproblems,theywillwritetheirowncodewhichusesanLLMthroughits APItofulfilltasksrequestedbytheuser.
Finally,studentswillworkontheirownindividualprojectthatwillshowcasetheskillstheyhavedeveloped throughout the course. The project may include a fully functional application, a website with embedded originalgraphicsandcode,ordetailedreportintoatopictheyhavestudied
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G9andG10EssentialMathematics
EssentialMathematics
G9-10MathNewsletter-Dec2024.pdf
EnrichmentMathematics
G9andG10EnrichmentMathematics
G9-10MathNewsletter-Dec2024.pdf
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Dance-G9
G9Dance
Our Grade 9 Dance class is working hard to prepare fortheReimagineDanceShowcaseSeriesinFebruary 2025 This performance series features both the Activities & Curriculum Showcase and ourbiennialDance Production,withourcurriculumclassesperforminginboth.
Their contemporary piece that is to be featured in the Dance Production contemporary workMythologies, delves into Aztec mythology, focusing on Cipactional, the god of time. This piece explores the way we perceivetime-throughhours,daysandmonths-utilisingsymbolicimagerysuchassundialsandclocksand movementmotifs
Additionally, the Grade 9JazzpieceisinspiredbythemusicalCopacabana,andtransportsustothe1940s The dance explores the excitement and hope for starting fresh in a new city. The choreography aims to
Dance-G10
G10Dance
Our Grade 10 Dance class recently embraced the role of storytellers and mentors by collaborating with our InfantBalletClass.
Using three imaginative prompts - an emotion, an animal, and weather - the studentscreatedmovement sequences that embodied thesethemes
Through their movement and storytelling, our Grade 10 students helped the infants develop their creativity whilst developing a love for movement and narrativeexpression.
This project highlightedthe power of dance as a universal language for connection, learning, and creativity.
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DramaProcesses,DesignandPerformance-G9
G9DramaProcesses,DesignandPerformance
Thegrade9studentshavebeenworkingwithartist-in-residenceBillBowersandAlysHillthisterm,learning about mime and the importance of imagination and focus inthespace,aswellasastronguseofphysical presenceandcommitmenttocharacter,usingJapanesepractitionerSuzuki’smethodsofacting.
Thisenabledexcellentapplicationofunderstandingoftheirdramaticmonologue.Theyarecurrentlyworking hard on selecting and generating material in innovative ways, using physical imagery and focusing on journeysfortheirupcomingdevisedperformanceaboutGlobalDisplacement
DramaProcesses,DesignandPerformance-G10
G10DramaProcesses,DesignandPerformance
Wewereveryexcitedtoseethestudentsdeepdiveintothetheatretraditionsofmasksandpuppetryacross theworld,workingwithpractitionersLianSuttonandIMade Sidia,beforechoosingtheirIndonesianMaskor puppet to practically study further They researched the theory and enjoyed physical exploration, before presentingandteachingaparentwhattheyhadlearned.
This is the final task of a unit that has allowed students to engage with masks on a sophisticated level, openingthemtothepowerofpuppetryandtheimpacttheycanhavethroughperformanceacrosstheworld. Studentsarereflectingonhowtheirperformanceskillshavedevelopedusingmasksandpuppetsaswellas t ffectivecommunicationofmeaning.
Clickontheimageaboveorheretoview10G1Ezra’svideoanalyzing“28DaysLater”asaDystopianGenre film
FoodScienceandNutrition-G9
G9FoodScienceandNutrition
TheGrade9courseaimstoencouragenewwaysofthinking,driveimportantdiscussionsandcreatehealthier communities, with a firm focus on minimising environmental impact. This term, students have been challengedwithandenjoyedhands-onlearningexperiencesthathavefosteredastrongsenseofsatisfaction
Through investigations, research and collaboration, they have learned to make informed judgements and ethicaldecisionsregardingtheirchoiceoffoods,inordertobenefitlongtermhealthandwellbeing.Students havelearnedaboutthewaysinwhichinnovationhaschangedthefoodindustry,howweshop,andhowwe managetheglobalissueoffoodwaste.
FoodScienceandNutrition-G10
G10FoodScienceandNutrition
TheG10programhasgivenstudents,thisterm,somechallengingandengaginglearningengagements,along withtheenjoymentandsatisfactionthatcomeswithhavingplentyofhands-onexperiences.Studentshave learnedhowtomaintainabalanceddietbycreatingtheappropriatecombinationsandmodificationsoffood They have showcased their creativity by exploring and developing the skills to prepare, experiment with, design,implement,andevaluatesolutionsforvariousfood-relatedscenarios.
Grade 10 learners combined activism and art to deliver a powerful message about the Sustainable DevelopmentGoals(SDGs) TakinginspirationfromrenownedactivistartistShepardFairey,thisprojectused creativity to raise awareness, sparkconversations,anddrivepositivechangethroughGraphicDesign.Once their designs were complete, the learners embraced street art's origins by creating a vibrant wheat paste exhibition,featuringbothcolourandblack-and-whiteversionsoftheirimpactfulimages.
1 Desktop Catapult: Students are designing and buildingdesktopcatapults,focusingonmechanical design,force,andprojectilemotion.Thisprojectblendscreativityandphysics,allowingstudentsto developpracticalengineeringskills
2. IoT Scoreboard Tickers: Students are developing IoT-enabled scoreboard tickers that display live data, such as Bitcoin prices, NFL scores, and other real-time information. This project involves integratingsensors,datatransmission,anddisplaytechnology,givingstudentsinsightintotheworld ofconnecteddevicesanddatastreaming.
3 PedalKartEngineering:Studentsareworkingondesigningandbuildingpedal-poweredkarts This project focuses on mechanical engineering principles, such as gearing, propulsion, and structural design,whileencouragingteamworkandproblem-solving.
4 Algae CO2 Scrubbers: This project challengesstudentstodesignasystemthatusesalgaetoscrub carbondioxidefromtheair.Thefocusisonsustainabletechnologyandenvironmentalengineering, asstudentsexplorehowbiologicalprocessescanbeusedtoreducecarbonfootprints
These projects are designed to bebothfunctionalandinnovative,fosteringcreativityandpracticalskillsin
t h l i i d i t l i
InnovationEngineering-G10
G10InnovationEngineering
Grade 10 students have been engaging in a range of exciting and innovative projects, highlighting their creativity,practicalapplication,andtechnologicalexpertise Keyprojectsinclude:
1. Submersible ROV Underwater Grippers: Students are developing ROV underwater grippers, designed for precise manipulation in aquatic environments This project involves mechanical and roboticengineeringprinciplesappliedtomarineexploration.
2 Atari Punk PCB Design and Fabrication: Students are designing and fabricating Atari Punk PCBs (PrintedCircuitBoards),whichcreateclassicretroelectronicsounds.Thisprojectcombineshands-on experiencewithelectroniccircuitdesignandfabrication.
3 Mechanical Wind Walkers: Students are designing mechanical wind walkers, devices thatharness wind energy to create motion. This challenges them to integrate mechanical engineering with renewableenergyconcepts
4. F1 in Schools Car Design in CAD: Students are using Computer-Aided Design (CAD) so ware to design miniature Formula 1 cars for the “F1 in Schools” challenge. This project focuses on aerodynamics, materials science, and precision design for high-performance vehicles, FEA (Finite ElementAnalysis)andCFD(ComputationalFluidDynamics)analysis,
These projects reflect the students' dedication to innovation and technologicaladvancement,pushingthe boundariesofengineeringandtechnology.
Music-G9
Practical music making is at the heart of theUWCMusiccourse,andconcerts,performances,collaborative music making and events, both in and outside the community, enhance the programme with authentic real-worldexperiences
InMusicWithFriendsthestudentshadthechallengeofperformingtheminimalistpieceInCbyTerryRiley asawholecohort.Agreatopportunitytoperformtogetherwithreallydemandingandunfamiliarmusic.This was followed by smallergroupperformancesofpiecesthestudentshadchosentocoverandreinterpret It wasagreatsessionwherestudentssharedtheirlearningwithparentsandmembersofthecommunity.
Currently,thestudentsaredevelopingtheirrecording,compositionandarrangingskillsintheunitMusicFor One Developingtechniquesinrecording,understandingofmicrophoneplacementandrooms,knowledgeof harmonyandrhythm,aswellashowtoworkwithsampleshasallbeenonthemenuforthesestudents. Throughthisindividualprojecttheyaredevelopingtheirartisticvoicesandcreativeskillsets.
In Music With Friends Revisited students returned to ensemble work by developing creative versions of familiarpiecesforourperformance.Parentsandstudentsjoinedtogetherforaneveningofexpressive,brave andpersonalisedperformances.
Inthenextunit,ArrangeWithIntent,studentshavebeenchallengedtodevelopstringquartetarrangements and compositions for live performance.Wehaveinvitedaquartetofprofessionalmusicianstoperformthe studentworkandwearecurrentlyintheprocessofrehearsingandrecordingthesepieces
ProductDesign
G9ProductDesign
Our Grade 9 Product Design students are currently engaged in an exciting unit called "Cradle to Cradle," where they are exploring the principles of sustainable design within a circular economy This design philosophy focuses on creating products intended for perpetual reuse, mimicking the natural processes foundinnature
As part of this unit,studentsareinvestigatingvariousmaterialsandtheirpropertieswhileactivelycreating their own biomaterials. Through hands-on projects, they are learning to design products that can be reclaimedandreused,minimizingwasteandreducingenvironmentalimpact Thedesignbriefforthisunitis to create a fully compostable product using biomaterials that addresses an everyday need. Students will presenttheirconceptsinaKickstarter-stylepitchtogatherDTdollarsfromtheirpeers Weencourageyouto askyourchildabouttheirdesignideas!
G10ProductDesign
Students recently engaged in the unit "Design for Good," where they investigated the concept of hostile design in our urban environment. Throughout this project, students explored how public spaces o en excludecertainusers,andinresponse,studentsaimedtocreatesolutionsthatpromoteinclusivity
This term, Grade 9 Visual Art students have explored the intersection of traditional Vanitas art and contemporaryglobalchallenges DrawinginspirationfromthestilllifeaestheticscentraltoVanitas,students reimaginedthishistoricalartformthroughthelensoftheSustainableDevelopmentGoals(SDGs).
Buildingonthesefoundations,studentsexpandedtheirvisualnarrativesbystudyingMeiji-eraJapaneseart and the bold, activist-driven works of Shepard Fairey. These influences informed the creation of graphic posters that integrated oil painting, Gelli plate printing, and the principles ofeffectiveposterdesign Each piece reflects the student’s exploration of how art can serve as a powerful tool to amplify social and ecologicalawareness
Throughthisinterdisciplinaryproject,studentshavedeepenedtheirunderstandingofhowartcantranscend aesthetics to address critical issues and inspire change Their work not only showcases technical and conceptual growth but also underscores their ability to use creativityasameansofadvocatingforamore equitableandsustainablefuture.
VisualArts-G10
G10VisualArts
This term, Grade 10 Visual Art students embarked on a creative exploration of identity, using an array of mixedmediatechniquestoexpresstheirpersonalnarratives.Throughaquatintetching,monoprinting,Gelli plateprinting,anddrawing,studentsexperimentedwithvariousapproaches,discoveringhoweachmedium could best convey their artistic intentions. This phase encouraged exploration and innovation and independence, as students honed their ability to use materials to reflect their unique perspectives on identity
Buildingonthisfoundation,studentsexpandedtheiridentityprojectsintotherealmofoilpainting.Inspired bytheworksofSwoonandKenhideWiley,theyinvestigatedthepowerofportraitureandtheroleofpatterns and motifs in addingsymbolicdepthandmeaningtotheircompositions.Theprocessinvolvedresearching these influential artists, whose styles blend storytelling with bold, intricate design, and integratingsimilar elementsintotheirwork.
The resulting artworks demonstrate notonlytechnicalskillbutalsothoughtfulconsiderationofhowvisual elements can communicate complex ideas about selfhood and culture. From dynamic mixed media compositions to richly layered oil paintings, the projects reflect the students' ability to merge experimentation with intention, creating artworks that are both visually compelling and conceptually profound. This journey has reinforced their understanding of art asapowerfulmediumforself-expression anddialogue
TheUWCProject-G10
G10UWCProject
Inouropeningunit,“InquiryLeadstheWay”,welearnedhowtofind,read,andannotatescholarlyresearch withthehelpofourLibrarian,Mr Phillips WeintroducedstudentstoAItoolslikeElicitandScite,andthey learnedfirst-handthestrengthsandlimitationsofpartneringwithAItoconductresearchaswellastheways in which research can be a “multilayered, nonlinear, evolving process”. Oncestudentshadasolidworking bibliography, they learned how to organize their research through new methods, such astheZettelkasten method, and new organization tools, like Noodletools. Weusedourfirstresearchpapertolearn:students wereencouragedtouseanytopictheywereinterestedintobecomefamiliarwiththeprocessesandtoolsof research.
Inthesecondhalfterm,studentsstartedtheprocesswithanewresearchquestionthatwillformthebasisof theirUWCProject Forthissecondrun,wehavefocusedonevaluatingscholarly researchwithacriticaleye, payingattentiontothingslikesamplesize,sampledemographics,and(cultural)context. We’vequestioned researcher’sdrawnconclusions,learningtoacceptthemasfallibleinsightsasopposedto“truth”(whichsets students up for the type of thinking they will do in ToK next year!). In this second round ofcomposinga “review of literature”, students have learned how to corroborate researchfindingsandhowtoanalyzeand evaluateanomaliesoremergingtrends WhileTerm1aisfocusedonthe“how”weresearchandpresentthat research,Term1bisfocusedonthe“why”weresearchandconductareviewofliterature-whatinsightswe gleanfromtheprocess,recognizingwherethereisacademicconsensus,disagreement,andgapsthatwewill usetoinformourchangemakingprojectsinTerm2.
