Year 13 have been exploring the impact that climate change has had on the biosphere and what the changes may be in the future. They have looked specifically at the impact on soil, agriculture, habitats and the changes to animal migration. The group were divided into teams to create a LucidPress guide to a specific focus area.
The DP Geography students are currently investigating how agriculture has developed and spread over time. They have explored the influences on the spread of agriculture and how it has influenced the farmers lives. To do this the group worked as a team to develop a Google Slide presentation.
10i has been learning about Germany during the 1920's. We have studied the troubled times such as the hyperinflation crisis, but we also took a break to learn about the dance styles that became popular . Here you can see the students learning how to do 'The Charleston'.
The students who study Geography are required to required to write Extended Response Questions to show their understanding of the concepts studied. It is important for them to write explicitly about the concepts using very specific words. This can sometimes be a challenge in the heat of the moment of an exam. An exam of how to do this well is below.
The students in Year 11 investigate how changes in civil rights occur. They have explored a number of key activists who campaign for change in different ways.
Analysing sources is a key skill in Individuals and Societies that students learn throughout the MYP. In Year 10 the focus of study is on conflict and therefore the sources interrogated reflects that.
An investigation into Renaissance Explorers.
The students in Year 8 have been investigating the importance of climate change. They have learnt about the causes, the impacts and what we can do try and slow the process down. The students interrogated a range of sources and they collated their findings on a mind map by using MindMeister. This section of the course culminated in the group writing an essay in class on how they thought climate change may impact their lives by the time they are 65. I was hugely impressed with the detail the students were able to include in their essays.
The BTEC business students organised a careers evening for the year 11 students to enable them to challenge their thinking about possible careers. The theme of the evening was ‘Discovering the Unknown’ so that students could learn from professionals with jobs they may never have heard of or considered. The BTEC students invited 21 speakers onto campus and worked with Cuisine Lab (a charity working with refugee chefs) to provide catering. The feedback from both students and guests has been very positive with one student saying, “the most important thing I learned is that passion, curiosity and hard work are key ingredients to happiness in work,’ and another, ‘there are so many jobs that I have never heard of!’ We thank all the volunteer speakers, student helpers, service technique and the year 12 BTEC students for supporting this successful and informative event.
Après avoir étudié l'impact positif et négatif du tourisme de masse sur les sites touristiques, les élèves de classe 9 ont réfléchi sur leur lieu de vie. Ainsi, ils ont expliqué leur point de vue si un parc d'attraction de type Disneyland se développait dans leur environnement quotidien ou de vacances (quartier, village ou ville).