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Year 10 WAY - Commemorating International Day of  Day

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Year 10 WAY - Commemorating International Day of  Day

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How discrimination affects communities and the importance of equity and diversity in building community

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The role of kindness in supporting equity and diversion

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Students look at different ways they can take action to ensure equity and diversity

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As part of the learning students investigate how different human activities impact the planet

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Students learn about the organic and non-organic components of ecosystems and how these interact.

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Cli-fi (climate fiction) in English B [env; soc; econ]

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Cli-fi (climate fiction) in English B [env; soc; econ]

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Year 12 English B HL students’ second literary text is a collection of cli-fi short stories by writers from different English-speaking contexts. Students read stories that explore the interconnectedness of environmental, social, and economic crises. The collection includes ‘Satay’ by Wayne Rée (Singapore); ‘The Beginning’ by Radha Zutshi Opubor (Nigeria) (https://omenana.com/2020/08/30/the-beginning-radha-zutshi-opubor/); ‘Serf’ by Tulia Thompson (New Zealand).  The key questions that guide our inquiry are: How is the climate crisis interconnected with other social and economic problems? What role does fiction and imagination play in changing perspectives to inspire climate action? This also links to a TOK exploration: what is the purpose of the arts?

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Students analysing and reflecting upon water consumption in their household

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Students analysing and reflecting upon water consumption in their household

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SGC graphic framework of 4 competencies @ DCSZ

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SGC graphic framework of 4 competencies @ DCSZ

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Multicultural communities in Yr 7 English B [soc]

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Multicultural communities in Yr 7 English B [soc]

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Our Year 7 English B unit about multicultural communities helps students develop an understanding of why open-mindedness and respect are important in multicultural contexts. Students engage with a range of texts, including graphic novels, that explore what problems might arise when people are not open-minded or respectful around cultural difference.

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In Year 12 English B, students explore the relationship between our names and identities. As part of this, we use a case study of Chinese students at Columbia University experiencing discrimination based on their names (https://www.columbiaspectator.com/news/2017/02/01/door-tags-bearing-east-asian-names-vandalized-residence-halls/). This case study helps students understand concepts like identity-based harm, discrimination, xenophobia, and microaggression. Students are inspired by how the Chinese students took collective action through a social media campaign https://www.huffpost.com/entry/chinese-students-say-my-name-columbia_n_58c1d349e4b0ed71826b59ca, which links to digital citizenship.

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Intergenerational conflict in Year 7 English B [soc]

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Intergenerational conflict in Year 7 English B [soc]

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In our Year 7 English B unit about relationships students explore intergenerational conflict and consider the importance of communication in dealing with conflict between generations within families.

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The Year 10 ESL Belonging Project is an opportunity for students to explore the concept of belonging and reflect on where/when they feel a strong sense of belonging. Students wrote and spoke their stories of belonging connected to objects they shared in our gallery. This project is inspired by the Belonging Project from Northern Ireland http://www.thebelongingproject.org