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Department: Visual Arts (Grade 10)
Unit Title: A Date in Hong Kong: Re-imagined with a Twist (Hawkers Collaboration)

Brief outline of service connection:
Grade 10 Visual Arts students (Libby and Will) created A Date in Hong Kong 2025, an immersive pop-up art installation celebrating Hong Kong culture through the lens of Thai and Hong Kong artists. As part of this service connection, students helped paint and prepare Hawker-themed artworks and supported the display and installation process, contributing directly to a real public exhibition experience.

Timeline: August-October 2025

Service details:

Students worked as a creative team to produce Hawker-inspired visual artworks for a community-facing event

Students practiced collaboration, responsibility, and creative problem-solving while working toward a shared public outcome

The final student work was displayed at Central Festival (Chiang Mai)

The exhibition will also be displayed in Bangkok in 2026, extending the impact of the students’ work to a wider audience

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In Grade 6 French, we are creating an awareness campaign to raise awareness of endangered animals in French-speaking countries. We will have a campaign that combines visual elements with text in French about how to recognise these animals in the wild.

I only have around 10 students, but hopefully it counts.

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G8 Reading Challenge: #2 (Children's Lit) Lang & Lit - November

Students use curriculum guidelines from the University of Maine teacher training program undergraduate course to create their own rubric to assess children's literature. They then read the books they deem high quality children's lit to Toddlers in the Library or perhaps EY1 students (TBD).

Resources: https://drive.google.com/drive/folders/1YireHavrvynGQkHIeuZoTpndCIvUFEf7?usp=sharing

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L&L

Read to JS students

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Unit One Capitalism unit: Microlending. link to charter:

https://docs.google.com/document/d/1yKCMvH-AR4Hmc_hSf2DSczO9KK-a6I-5-bYug8AjIUg/edit?tab=t.0.

Unit 1 Summary: Capitalism – The Prem Microlending Project

This activity explores capitalism as a system through a practical and student-led initiative: the Prem Microlending Club. Students examine how economic systems operate not only in theory, but in practice—by raising funds, making lending decisions, and tracking outcomes. By connecting classroom ideas about capitalism with authentic, real-world applications, students experience how individuals both shape and are shaped by larger systems.

Focus:

Capitalism, as an economic system, creates opportunities and constraints that can be better understood when individuals interact with real-world financial mechanisms.

Inquiry Questions

Factual: What is microfinance? How do loans support entrepreneurship within capitalist systems?

Conceptual: How does microlending illustrate the functioning of economic systems?

Debatable: Does capitalism empower or exploit individuals within global systems?

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Individuals & Societies Unit 1: Globalisation. Students will become familiar with the interconnectedness of the world and affairs taking place from a local to international level. They may promote understanding of this by working to organize Model United Nations conferences with other schools in Chiang Mai to engage in positive, constructive, and solution oriented discussions about real-world contemporary issues in November.

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Individuals and Societies:

Unit 1- Migration and Human Development

Unit Description: Using their communication and thinking skills, students will conduct an inquiry into understanding population demographics and patterns of migration and how they impact the human development index

Activity ( The School already does this so its aligned with our unit):
Organize a cultural exchange day at school where students and community members share stories, foods, and traditions from different migrant groups, promoting understanding and inclusion.

Learning Outcome:
Develop international-mindedness through global engagement and intercultural understanding by fostering empathy and respect for diverse migrant experiences.

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Individuals and Societies

Unit 3 - South America Motorcycle Diary

Unit Description - In this unit, students will explore the diverse geography, cultures, and environments of South America. They will use maps, research tools, and their own perspectives to plan a fictional journey across the continent. By documenting their travels in a creative diary, students will apply their understanding of time, place, and space while reflecting on how personal and cultural perspectives influence the way we experience and describe the world.

Potential Activity:
Cultural Awareness Campaign:
Students create posters or short videos highlighting lesser-known regions or Indigenous cultures in South America to promote appreciation and respect for diversity.

Learning outcome: Develop international mindedness through global engagement, consider ethical implications of your actions

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Individuals and Societies

Unit 1- From here to there

Description of unit - The students will be learning map making and analysing skills and understanding the different biases and perspectives under mapping.

SAA connection activity: As an extension of the summative assessment, students apply mapping to address real community needs ( of senior citizens): designing, sharing, and reflecting on impact

Learning Outcome: Work collaboratively with others

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English Language Acquisition (Phase 2/3/4/5) Unit 4: Global citizenship. Here, the students are investigating the different SDGs and what it means to be a global citizen. Then, they chose one to focus on and develop an Action to help the community and demonstrate some aspect of Global Citizenship. May/June.

ACL

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English Language Acquisition (phase 2/3/4/5) Unit 3: Recycling. The unit focuses first on recycling at Prem, then students do their own research using the True Price Project by The Institute For Human Education. March/April. ACL & TG