# data[].attributes.body
the ⭐ is specific to this assignment/ unit of language.

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Writing Task -  joint construction (guided/shared writing) (WHILE-writing stage)

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Writing Task -  joint construction (guided/shared writing) (WHILE-writing stage)

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T (to S.) -> "Doctors, someone wrote us a letter" We need to respond.

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Writing Task:  Question the Image - Teach students...  #1 look at pic #2 Ask good Qs

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Writing Task:  Question the Image - Teach students...  #1 look at pic #2 Ask good Qs

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5W1H

Why did bobo call Laura?

What did they plan to do? - Laura invited bobo to play badminton

Where is the sports centre? - Bobo asked, "where is _____?"

When would they meet?

Ask Students:

What makes a good writer?

Asks good questions

They plan

They know what they are writing

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Writing Activity - using writing as a learning tool 

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Writing Activity - using writing as a learning tool 

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Speaking + Writing Act. - Teaching Prepositions

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Speaking + Writing Act. - Teaching Prepositions

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1st time, T ask for verbal response

2nd time, T ask for written response

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T: "Students you can talk with your partner, but only with your pencil"

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Writing Exercise - Interpret the dialogue 

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Writing Exercise - Interpret the dialogue 

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Writing Exercise - Labelling / Picture Writing:

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Writing Exercise - Labelling / Picture Writing:

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Writing Exercise - make use of open-ended interpretation (Brainstorm)

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Writing Exercise - make use of open-ended interpretation (Brainstorm)

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Writing Exercise - Reinforcement Writing - more authentic use 

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Writing Exercise - Reinforcement Writing - more authentic use 

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3rd IF conditional - imagine a different past and the result of that change.

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"How to make an apple pie and see the world" - by Marjorie Priceman

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Slow reveal

Fill in the blanks

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#1 - Flash the poster - Ask S to identify the text type.

#2 - Ask S to gesture thumbs up and down.

#3 - Prepare guiding questions

Where do we look to know when we can use the coupon?

Where do I look to know the name of the restaurant?

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New Alien student has come to school- on their planet, everything is opposite

Alien rules:

1. Must spit

2. Must be loud

3. Mustn't be nice

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Speaking

[] I can hear my classmate clearly

Writing

[] I can read my partner's handwriting easily

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(Teaching Question words) Missing Middle Part

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(Teaching Question words) Missing Middle Part

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Share a personal story

- Share the beginning and end

Give students 10 questions to guess what happens in the middle

Use background noise

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Freesound: collaborative database of creative-commons licensed sound for musicians and sound lovers. Have you freed your sound today?

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Create Songs based on Lesson Vocabularies 

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https://suno.com/create?signup_source=splashpage&referrer=%2Fhome&redirected_from=signup&wid=default

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Focus on Form -

Modelling + Repetition -

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Supply a High Frequency Word list - But make it contextualised! 

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Supply a High Frequency Word list - But make it contextualised! 

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Have students record themselves

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Verb then noun - (Usually in key keywords list) → e.g = Go on a Ferris wheel, watch a ballet, etc.

Focus on LOCAL CULTURE! esp for context setting (Specific to Sai Kung)

Example Activity - Show ocean park page - Teach "ride on..."

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Dyslexia and other reading-based learning disabilities are most common among students. NaturalReader text-to-speech makes learning more accessible by assisting with any reading, taking tests and promoting independence.

Students can have any text they need to read, read aloud to them so they can read along. Having the text provided both visually and auditory, allows the student to focus less on the act of reading, and more on the comprehension of the content. Other features like dyslexia font, flexible reading speeds, and highlighted text also ease the task of finishing readings.

For most students, learning does not stop when school ends. NaturalReader EDU enables students to be more independent and assists with learning at home. Whether they're doing homework, reading at home, or just surfing the web, our Chrome Extension and Mobile Application are always available.

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NaturalReader: Free Text to Speech for Online, Mobile App, Commercial license and Education with AI voices.

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R - read

S - spell

C - cover

W - write

C - check

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Children’s Story Checklist: Good Night, Gorilla

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clap your hands if you hear...

3 syllable words

4 syllable words

show the yellow card if you hear 1 syllable

thumbs down if you hear 2 syllable words

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Generate lesson plans and worksheets

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Create lesson plans, presentations, quizzes, worksheets and more with AI powered apps for teachers. 

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Create websites and games

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Login to access and create your next design.

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Ai tool that Helps with academic research

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Google NotebookLM | AI Research Tool & Thinking Partner

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Meet NotebookLM, the AI research tool and thinking partner that can analyze your sources, turn complexity into clarity and transform your content.

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Generate a rough lesson plan automatically

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Brisk Teaching is the #1 AI-powered Chrome extension , helping you automate your workload without adding to it.

⭐️⭐️⭐️⭐️⭐️ 5 star rating * 200,000+ teachers

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Provide Instant AI-Powered Personalized Feedback

Give personalized feedback and ensure high-quality feedback on every assignment, from the first to the last. Brisk's four feedback styles - Targeted Comments, Glow & Grow praises, Rubric Criteria, and actionable Next Steps - simplify your feedback routine.

Create AI-Driven Curriculum, Lesson Plans, Quizzes, and More with Ease

Say goodbye to the endless challenge of crafting engaging and relevant instructional materials. With just a few clicks, you can quickly generate rigorous quizzes, comprehensive lesson plans, detailed rubrics, captivating presentations, effective interventions, and much more, streamlining your preparation process.

Inspect and Assess Student Writing with AI Tools

We've taken AI detection to the next level. With the 'Replay' feature, you can see exactly how your students put together their assignments, with a video of their whole process from beginning to end.

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Ensure every student can access classroom materials. With just a few clicks, instantly convert any online text into a Google Doc that's either simplified for different reading levels and/or translated into another language.

AI-Powered Professional Tools That Educators Deserve

Brisk is a free AI-powered Chrome extension that helps busy teachers save time directly within the tools they already use, like Google Docs, Slides, YouTube, and web articles. Quickly create instructional materials, share feedback, evaluate student writing, and adjust or translate texts - all without leaving your current workspace. With Brisk, the days of toggling between apps are over, freeing up more time for what you love: teaching.

Prep for the week in seconds with the Create Menu

No matter what grade level or subject area you teach, you can create, personalize, and differentiate curricular materials, lesson plans, quizzes, IEPs, rubrics, and more with the click of a button.

Using Google? Brisk integrates seamlessly with Google workspace. Google docs and forms created with Brisk can be instantly assigned in Google Assignment and Google Classroom. No copy and paste needed.

Drastically reduce time spent grading with feedback in Brisk

Leave feedback for students in four ways: ✨ Glows & Grows, 🎯 Targeted, 📏 Rubric Criteria, and 🪜 Next Steps.
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Brisk's unparalleled 🎯 Targeted Feedback tool instantly crafts Google Doc comments aligned with your rubric and standards, guiding students precisely where they need to revise. (Premium Feature

Inspect writing to understand the evolution of student work

Wondering how students revised their work? With Brisk you can watch a step-by-step playback of your students' revision history, including their copy and paste actions.

Brisk also leverages a cutting-edge AI-detection model to estimate the likelihood of AI writing. This gives you a starting point to facilitate conversations around academic honesty and dishonesty.
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Level educational materials to meet students where they're at

Have you encountered a resource that doesn't match your classroom's reading level? Brisk takes content from any Google doc, article, or website and converts the material into a document that is suitable and leveled for your students. Brisk will simplify complex ideas, shorten lengthy sentences, adjust the word choice, and so much more.

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Brisk is a free AI-powered Chrome extension that helps busy teachers save time directly within the tools they already use, like Google Docs, Slides, YouTube, and web articles. Teachers use Brisk as a Targeted Feedback Generator, AI Presentation Maker, AI Quiz Maker, AI Lesson Plan Generator, AI Rubric Generator, Letter of Recommendation Generator, IEP 504 Template Maker, and so much more.

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Adapt to be A3 Paper

Adapt to writing sentences - Air pollution, Noise Pollution, Water = Sentence structure... You ought to.... - each S focuses on their own area. Peer assessment + modification

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Animated Read-Aloud Books for Kids

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Vooks: read-aloud animated books for kids

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Vooks is an ad-free, kid-safe streaming platform that puts an entire digital library of animated storybooks right at your fingertips. Through subtle animation, read-aloud narration, highlighted read-along text, and engaging music and sound effects, we bring your favorite children’s books to life to turn screen time into storytime.

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A young boy is addicted to video games! Watch what happens when he gets his present. A great video short for a discussion on disability and having a “Can Do” attitude and also, getting out of the house.

ThePresentAvideolesson-1

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A young boy is addicted to video games! Watch what happens when he gets his present. A great video short for a discussion on disability and having a “Can Do” attitude and also, getting out of the house.

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Lesson Plan #3 - Cultural Presentation Rundown

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Lesson Plan #3 - Cultural Presentation Rundown

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Cultural Presentations Rundown

•⁠ ⁠Chinese New year

•⁠ ⁠Lunar Calendar - different every year

•⁠ ⁠**Ask - Do you have anything similar?**

•⁠ ⁠What we wear (Girls + boys qipao picture)

•⁠ ⁠**Ask - Do you have any traditional Australian clothing?**

•⁠ ⁠Usually Red (introduce Red) -

•⁠ ⁠**Ask - what does the colour red remind you of - What does red represent.**

•⁠ ⁠Bai Nian culture - Wishing people good luck for - start the year strong and nice = good luck + repeat after me (3 popular blessings)

•⁠ ⁠*Introduce - Do you guys want to see an example of how this is done? We actually brought something for everyone!*

•⁠ ⁠*Introduce - red packets (instructions)*

•⁠ ⁠Demo

•⁠ ⁠Now everyone line up in 1 line. You will try the act of Bainian with us three. Say a greeting (it can be in English or any of the Chinese ones we taught.

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Lesson plan - Australian sea creatures (Sandra) 

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This was the first song we sang together as a class. It an uplifting, inspirational song. It feels like support in a song. It created such a warm and supportive environment.

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Alicia Keys - Lifeline (Official Music Video)

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3 Activities/ Tech Tools

Personalised Padlets - documents S learning journey and growth

Reading Race - Increases participation and collaboration

Video reflection diaries - helps students reflect on their learning

2 Teaching Strategies

P-P-P structure (pre-during-post tasks)

Model and Drill Techniques

Incorporating arts

1 Personal Teaching Goal I Will Continue to Focus On

Personalising my classrooms

Embracing chaos

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Red Barron, Charlie’s angles, James Bond - Movement, Creativity, Collaboration, Getting people to talk to each other

Show each other 3 pics of weekend and don’t talk - Descriptive language, Bonding

Change the background - Personalisation, Talking about preferences - find a picture that matches how you feel about a topic of the day

5 senses - Personalisation, Talking about specific details

Choreograph movements to a song - Creative thinking, Using music in class

Ping pong - Interactive way to get students to respond

Guess who  - Allowing students to get to know each other

Songs - Fill-in-the-blanks, Analyse theme and message

Tongue twisters - backchat -

Free-speaking nonstop for 30 secs

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Pre Tasks

predictions

discussion - personalised lead-in

introducing characters

pre teaching vocab

matching task

brainstorm

draw a picture of what they're gonna see

During task

gap fill

T/F Qs

comprehension taks

guided note-taking - characters/ ideas

fill out the table

categorising

matching - words w images/ definitions

ordering - lines/ dialogue in order

timeline

check predictions made beforehand

do a drawing task while they watch

list TL

circle/ tick TL you hear

Post Tasks

discussion w (purpose/ goal)

reflection

letter to Michael

Presentation

Leave a comment

verbal summary/ narrative

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From the video projects, I’ve not only gained a plethora of tangible activities to practice in my future classrooms but also the importance of reflection.
Listening to each video project helped me look back on all the learning experiences and tasks in an organised manner. Everyone’s videos were helpful straight forward guides I can follow and refer to in the future. From my peers’ presentations, I learned the importance of making teaching interactive. From Berly’s video I’ve learnt that humour can be useful in engaging students and from Chloe, I’ve learned the effectiveness of using characters and voices. In the future, I would host a mini-conference by maybe doing a gallery walk or asking students to interview other people and share their findings!

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Pre Tasks

predictions

discussion - personalised lead-in

introducing characters

pre teaching vocab

matching task

brainstorm

draw a picture of what they're gonna see

During task

gap fill

T/F Qs

comprehension taks

guided note-taking - characters/ ideas

fill out the table

categorising

matching - words w images/ definitions

ordering - lines/ dialogue in order

timeline

check predictions made beforehand

do a drawing task while they watch

list TL

circle/ tick TL you hear

Post Tasks

discussion w (purpose/ goal)

reflection

letter to Michael

Presentation

Leave a comment

verbal summary/ narrative

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Describe your feelings throughout the film

- Pity - towards the dog when the kid didn’t play with him

- Proud - when the dog decided to keep on playing with he ball despite constantly tumbling over

- Warm/ touched - when the kid finally decided to entertain the dog

mum gave boy the dog as a pity present

Detail how this text relates to the topic of inclusion

- Represents a person with a disability

Decide if you could use this text with a group of learners you will teach

- Yes I could! I could promote an “I can do it” and resilient attitude. See people with disabilities as just as capable and human

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Tangible ways to achieve Inclusive Education  

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Tangible ways to achieve Inclusive Education  

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https://miro.com/app/board/uXjVK3vm1Wo=/

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3 Things You want to Remember:

-------

1. Students with emerging English proficiency can respond to challenging content when provided with appropriate scaffolding and support.

------

2. Encouraging students to make predictions about the text content is a crucial strategy for developing reading comprehension.

------

3. Emphasising the value of student participation and having a go, even for hesitant students, helps activate their cognitive engagement with the text.

------

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Presentation slides

https://www.canva.com/design/DAGJM_tfMO8/g2SNRGeH9Zlv47No7MYx_Q/edit?utm_content=DAGJM_tfMO8&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton

Controlled Practice

https://www.canva.com/design/DAGJM_rVkQQ/URZ6Cw7-RSzS6JJe3ny-mg/edit?utm_content=DAGJM_rVkQQ&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton

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1. choral -> T says TL structure and class repeats

2. variations -> should, whisper, high, low, mumble

3. substitution -> set up drill then change 1 word everytime

4. transformation -> set up drill then ask S to change the form (past, present, (-), (+)

5. back-chaining -> begin drilling from the end of the structure and work backwards

6. chain -> ask first S a question. They respond. Then they ask the same to next S, who answers + continues

7. split ->split TL structure across group 1 word each. Any mistakes? Start again!

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Plans of schedules

Timeline

Past. Present. Future.

Is it real or imaginary

Perspective - looking at past towards the future

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1. Has a narrative

2. Creates a need for the target language

3. Includes characters

4. Starts general becomes specific

5. Is not time-consuming

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STRUCTURE

—————————————————————————

Presentation

(BROAD)

Lead in - set a broad context - concept of being rich

Cinderella = specific context

Ask students to establish Cinderellas life

(SPECIFIC)

Elicit marker sentence

Elicit target language

If you cannot elicit - introduce it

There is a gap in knowledge

Model and drill - “she used to work hard” - (group - opportunity to feel safe + individual - )

(Important for students to produce the language first  - DON’T DISPLAY TARGET LANGUAGE FIRST)

Drill with different emotions - happy, sad

MEANING CHECKING QUESTIONS

Timeline - visual check (visual) - does she hard now? Did she work hard here? Here? Here?

Board Stage (1st time we see written form) - break down, subject, verb, you tell me where’s the subject, you tell me where is the stress

-> Substitution, +/-/? Forms

————————————————

Practice

1. Controlled practice - focus on accuracy

2. Free-er practice - focus on fluency

————————————————

Production

Spoken and written interview - friends and family

Find drastic before and after photos

Personalised the TL

=> see if S can use the target language in a real life context

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starts with providing context to introduce rules

Strength 💪

→ focuses on the meaning and structure

→ taps into their genuine interest, more personalised

→ provides context for how they use their language objectives.

Weakness 😩

→ requires some amount of prior knowledge

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1. Setting a clear context

2. Without context there is no real meaning

3. Context changes practical meaning and function

4. Establishing clear context helps learners grasp meaning

5. Ts need to include all of these aspects into our teaching practice

6. Meaning check meaning check meaning check

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A: Whadya have s’arvo

B: Feelin a bit preggas after avanavo toastie for brekkie in the morno

A: ya still down for a choccy biccy

B: defo. Ill be a min… Lemme grab some sunnies and my lippy

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Diary of a wombat

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Animal's Typical Day Worksheet:

-> https://www.canva.com/design/DAGIjC9wFIQ/J0MkRw6SvQAT1GEk_tWYCw/edit?utm_content=DAGIjC9wFIQ&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton

Peer Teaching #3 Slides:

-> https://www.canva.com/design/DAGIlslA2rE/y2Oo-QKw5vv2iZTOC-tB5Q/edit?utm_content=DAGIlslA2rE&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton

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Diamond

represents the timing

bulk of time spend on task

Things that stood out to me:

PDP - pre, during, post

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Dance and Freeze - introduce brainstorming discussion questions in a fun, physical, interactive way

-> I love incorporating dance and movement.

-> Reduced Anxiety - create a low-stress environment

-> Multimodal Learning - combination of physical movement, visual cues, and verbal responses engages multiple sensory modalities, which can enhance learning and retention for a diverse range of learners.

-> Physical Engagement - helps learners become more comfortable using their bodies to express themselves in the target language. (kinesthetic approach can aid in memory retention)

Predicting a song story - activate background knowledge, encourage interest and motivation to focus on the song as a text

-> Focusing on the Song as a Text - encourages learners to approach the song as a text, rather than just a piece of audio.

-> Creativity - help students be capable of producing their own language

Confident - be able to use the language on the spot

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YEARS 9 AND 10

IDENTIFY
Consider the role that art and visual culture can play in shaping contemporary understandings of identity.

I like this activity because...

Comparative analysis and vocabulary:

Students compare the design, materials, and symbolism of Naiza Khan's armour sculpture to historical accounts and depictions of Rani of Jhansi's actual attire, developing vocabulary related to armour, military equipment, and artistic concepts.

Cultural awareness:

Students explore how female warriors and heroes have been represented across different cultures and time periods, developing cross-cultural understanding and appreciation.

Critical thinking:

Students analyse how Naiza Khan's armour sculpture challenges the traditional dual function of armour as both a practical protective garment and a symbolic, artistic object.

Creative expression:

Students design their own suit of armour that pays homage to a female hero of their choice, drawing on research and using their creative imagination.

Fostering inquirers:

The activities encourage students to ask questions, conduct research, and explore different perspectives around the representation of female power and heroism.

Reflection:

Students reflect on their own design process and the personal/cultural significance of the female hero they chose to honour through their armour design.

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⁠Art Gallery Artwork (photo, describe, interpret, activity)

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⁠Art Gallery Artwork (photo, describe, interpret, activity)

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(DESCRIBE)

The painting "Sleeping Bride" depicts a girl/female with blue skin and curly hair in a wedding dress. Her dress is dirty with a bug on her veil. She is in a dark misty forest. She lies with her entire front body to the dirt.

(INTERPRET)

The painting "Sleeping Bride" by Arthur Boyd portrays a young woman with blue skin and curly hair. This appearance evokes a sense of sorrow and melancholy. The woman is wearing a wedding gown, which draws parallels to the experiences of Aboriginal brides. However, her dress is dirty with a bug on her veil, creating a sharp contrast with the "white finery" of the Aboriginal brides Boyd witnessed being transported to their weddings in open trucks, a method "more fitting for livestock." The isolated, desolate forest setting mirrors the shanty towns and displacement faced by Indigenous Australians at the time. Meanwhile, the woman's position lying face down in the dirt symbolises the "doomed affair of a mixed-race man and his so-called 'half-caste' bride," representing the "irreconcilable relationship" between Indigenous and white Australians.

------------

(ACTIVITY)

Activity: Art Investigation Scavenger Hunt

Level: IB English Language and Literature students in 11th-12th grade (around 16-17 years old)

Student Ability: These students are fluent and confident English speakers.

-> "Each student will receive a unique "art investigation card" with questions about a work of art. Students must find a partner who has a different card and take turns asking and answering the questions on their respective cards. This process continues until everyone has had a chance to discuss all 5 art investigation cards. The goal is for students to closely examine, interpret, and evaluate the artworks through engaging discussion with their peers."

(Factual/ Objective)

1. Describe - What do I see?

landscape, people, animals

place or setting (inside or outside)

Abstract or realistic?

What is the story, what is going on?

2. Contextual Examination - What is the content?

what is the artist intention?

how do others feel about the art?

what influenced the artist culturally?

3. Analyse - How is the work organised?

lines:

colour and value: warm, cool, light, monochromatic, abstract

texture: smooth, rough, soft

form: 2D vs 3D

contrast, movement, emphasis...

------------

(Interpretive/ Subjective)

4. Interpret - What is happening?

the work is about...

the artist is saying...

the artwork reminds me of...

the mood and feeling of the artwork is...

what are the: symbols, metaphors, meaning, context, relationships between all parts?

is there an overarching theme?

5. Judge - What do I think about the artwork?

The best part is...

the strengths of the work are...

the weaknesses of the work are...

the artist communicates ideas by...

this is an important work of art because...

Target Language Goals:

1. Reading and Visual Literacy: Closely examining works of art and translating visual observations into verbal descriptions.

2. Writing: Constructing well-reasoned arguments and analyses based on evidence from the artwork.

3. Speaking and Presentation: Engaging in discussions and debates about the artworks, presenting their interpretations and perspectives.

4. Critical Thinking: Developing the ability to analyse, interpret, and draw insightful conclusions from visual information.

5. Contextual Understanding: Making connections between the formal elements of the art and broader social, historical, or cultural contexts.

---

(Another activity)

PAINT SWAP

-> In this activity, students work in pairs. One partner faces the front while the other faces the back. The teacher will project a painting on the screen. The partner facing the front has 5 seconds to study the painting and remember as many details as possible. They then have to draw what they saw on a shared piece of paper.

The other partner, facing the back, then has to try and re-draw the painting based on the details provided by their partner. The pairs will switch roles 5 times, each time focusing on a new element of the painting, working to recreate the full artwork.

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Notes for children's story books and art lesson

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Notes for children's story books and art lesson

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WALT - What we are learning to

WILT - What I'm looking for

3 strategies for supporting my readers

1. grammar makes u a better reader (helps with comprehension)

2. Reading with background music

3. theatre role play

4. art interpretation

5. create your own begin middle and end

6. reinterpret the ending

7. exposure to a lot genres

8. choose one character and imagine them in an unconventional situation

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Oh tell me the truth about love

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(Peer Teaching 3) - Skills based activity

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(Peer Teaching 3) - Skills based activity

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(Text Link): https://www.youtube.com/watch?v=4fE_3KdUlb0&ab_channel=SydneyOperaHouse

Listening/ reading/ speaking/ writing

- prepare an engaging skill based activity

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Prioritise the
Opportunities to express oneself.
Engage the mind, heart, and voice -
Teach language incorporating the arts.
Refine through practice and revision,
Yield a fluent, expressive tongue not solely through drilling.

Speak not just with proper form,
But with the flow of meaningful thought.
Let lessons leap from textbook pages
Into realms of real discourse.
Where language is not just rote,
But a vehicle for deeper thought.

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picture match

analysis worksheet

-> my fav line, poetic devices, main ideas (concept map)

poetic devices (wordwall)

poetry reading

matching rhymes

gap fill

matching summaries

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P - politics

A - alcohol

R - religion

S - sex

N - narcotics

I - isms

P - pork

S - sexual identity

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5 Factors for Successful Learning

1. Input - how learner obtains info (i+1 - interlanguage - the students version of english)

2. interaction - how learner engage in talk w other speakers

3. output - how learner is given opper. to communicate

4. Feedback - when, how and from who do they receive feedback

5. Motivation - what motivates students want to learn and talk

What implications does this have for lesson planning?

authentic and accessible input (comprehensible input)

opportunities for interaction - tools

opportunities for production - how can we make sure their language opportunities are meaningful + useful

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cooperative listening activity - partner A and B - listen to texts and share after

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Emmanuel The Emu Goes Viral For Interrupting His Owner's Videos - https://www.youtube.com/watch?v=aknepzqkjiw&ab_channel=SunnySkyzVideos

I chose this photo since 1. I did not expect to see an emu at lone pine so it was a great surprise and 2. I had a phase where I was obsessed with the emu called Emmanuel on instagram. Emmanuel the emu would interrupt it's owner and showed such a goofy and stubborn personality I fell in love with. So seeing Bailey was like seeing Emmanuel. In real life, bailey is massive and less stubborn in comparison to Emmanuel. However, I found out their diet consists of mainly veggies. I also got to witness Bailey drink a lot of water and loaf in the sun.

A place similar to Lone Pine in Hong Kong would either be Ocean Park or Wetland Park. However, for each animal experience you'd have to much more in order to get up close and personal.

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Group 4 (Chinese New Year): Naz, Catherine, Sandra 

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We're only gettin' older, baby
And I've been thinkin' about it lately
Does it ever drive you crazy
Just how fast the night changes?
Everything that you've ever dreamed of
Disappearing when you wake up
But there's nothing to be afraid of
Even when the night changes
It will never change me and you

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As I reflect on the experience of sitting in on the year 10 subject selection process, it was definitely a significant and pivotal moment of change for those students. They are being placed in a situation of transition and growing up, which undoubtedly comes with a lot of anxiety. This reminds me of my own IB days, where everything felt so high-stakes and really "drove me crazy" at times.

However, this song also provides a reassuring message that "it will never change me and you." I relate this to the way the teachers made sure the students were aware that despite the drastic changes they will face, the school will continue to provide the same extra care and support to ensure they will get through everything.