BIS Secondary School Curriculum Night: A Bridge for Home-School Co-education

Written by Ms. Suty, September 2024.

On September 19,, with the strong support of the student service center and the Secondary School academic team, BIS successfully held its first curriculum night for secondary school parents. This event is of great significance for the development of the school and the development of the home-school relationship.

After school on that day, parents came to the campus in succession, waiting for an exciting exchange. The principal warmly welcomed every parent who came to participate in the event in the MPR.

After that, the homeroom teachers of each year performed their respective duties and carried out interactions in different classrooms respectively. They introduced in depth to the parents the curriculum system of their year and various subjects, including curriculum arrangement, syllabus, teaching objectives and teaching methods, etc. This communication was not a one-way transfer of information. The teachers also carried out personalized educational discussions with the parents. Parents actively participated, asking questions. They were concerned about various aspects of their children's learning experiences, such as how to improve their children's learning interests, how to deal with learning pressure, and whether there were special teaching arrangements for their children's special situations, etc. The teachers provided professional guidance and answers.

This curriculum night event has built a solid communication bridge between the school and families, helping parents better understand the school's teaching initiatives, and also enabling the school to listen to the parents' voices better, laying a good foundation for the improvement of future teaching activities and home-school cooperation.

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Year 4: Overcoming Challenges and Fostering Growth

Written by Mr. Yaseen, September 2024.

Year 4 had begun with many challenges, due to new students, as well as there being a new teacher/student dynamic. Every teacher has their own philosophy. It isn’t about right or wrong, but rather different approaches. It is essential for us, as the teacher, to not only encourage new learners in the academic year, to improve themselves, but also, for us to provide a clear outline of our expectations for them. I am pleased to report that not only have the students adapted to their new Grade, but they have exceeded my expectations. 

In English, we are managing to improve on their core competencies, namely reading, writing, speaking and listening. The hardest of these skills at their age group, being listening, as it is a more passive approach which still requires their engagement. Increasing one’s attention span, is at its essence, developing a skill, and these learners have shown such wonderful growth in this regard, it is motivating me as the teacher to push on further. After all, they are capable of whatever we show them to be possible.  

Science, is being used with many practical examples, as I have found that forming the link between the theoretical and practical components in this field, is vital to their success, as well as their all round interest. Not everyone, is born with keen interest in science, but I believe with the correct approach, it can be made to be fun, and exciting. 

Their Math did pose some issues, but by clearly identifying certain holes, we were able to overcome perceived weaknesses, and create a proper foundation for the Year 4 work we are aspiring to complete and understand fully. 

GP Provides us with a great chance to incorporate more team-based exercises, in which I take on more of a facilitator role, by guiding them toward discovering new ideas, and broadening their ability to think independently. 

PSHE/Wellbeing is necessary for us to get a better understanding of who our students are, and how they think about life. Not always academic, it provides them with an outlet to express themselves in a multitude of ways, less controlled than a regular class, but just as important to their overall mental health. 

May the year continue to provide us with great opportunities to learn from each other in a safe, and warm space. 

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Exploring Speciesism and Animal Ethics in Global Perspective Curriculum

Written by Ms. Melissa, September 2024.

As part of the global perspective’s curriculum this term, the focus within the study of humans and other species has been on non-human animals and the concept of speciesism. Students have delved into the ethical considerations surrounding the treatment of animals and examined how speciesism—discrimination based on species—affects both individual animals and broader environmental policies. 

Whilst all students from Years 7 to 11 have explored the topic of humans and other species as part of their curriculum, fostering critical thinking and global awareness, classes are differentiated to suit the level and ability of each year group.

Year 7: Students began by learning theories of evolution, basic species classification, and the unique traits of humans. They participated in discussions, presentations and classification activities developing foundational knowledge and awareness. They are currently finishing their first mini group project before embarking on Individual projects to consolidate their knowledge of this theme.

Year 8: Focus shifted to evolution, ethical considerations and animal cruelty. The first round of written reports on evolution and religion have been submitted to a high standard and it’s been interesting to read students personal perspectives and views. Students are currently engaging in group research projects on ethical considerations and animal welfare and are hoping to create an exhibition on the topic.

Year 9: Students delved into evolution, exploring how various species have evolved over time, as well as taking a deeper look at ethical considerations and how we can improve the ways in which Countries treat their animals, currently Y9 are engaging in group research projects on the hunting of endangered species and speciesism. Working in groups on their research projects is fostering collaboration and a deeper understanding of different perspectives of the subject matter.

Year 10 & 11: Students have finished their first round of individual reports and presentations highlighting various forms of speciesism, from industrial farming practices to the conservation challenges faced by endangered species. Students have been engaging remarkably with the topic and are about to embark on their team projects their research so far has covered a wide range of issues, from the impact of deforestation on species diversity to the role of traditional knowledge in conservation. They’ve explored how various cultures interact with and protect wildlife and will go on to present case studies on global conservation challenges and solutions. This active participation and their insightful contributions reflect their growing awareness and commitment to addressing the complex interactions between humans and other species on a global scale.

This term, the focus within the study of humans and other species has been on non-human animals and the concept of speciesism. Students have delved into the ethical considerations surrounding the treatment of animals and examined how speciesism—discrimination based on species—affects both individual animals and broader environmental policies. Their presentations have highlighted various forms of speciesism, from industrial farming practices to the conservation challenges faced by endangered species. By addressing these topics, students have developed a nuanced understanding of animal rights, ethical treatment, and the importance of advocating for a more inclusive approach to all living beings. Their work underscores their engagement with these critical issues and their ability to link ethical considerations with global perspectives on biodiversity and conservation.

Teaching secondary school students about humans and other species is crucial for fostering a deep understanding of biodiversity, ecology, and our place in the natural world. This subject can be approached from multiple angles, including biology, environmental science, and ethics.

Biologically, students can explore the evolutionary relationships between humans and other species, examining similarities and differences in anatomy, genetics, and behavior. This could involve studying the human genome in comparison to that of other animals, or investigating how different species have adapted to their environments.

Ecologically, the focus can shift to ecosystems and the roles various species play within them. Lessons can cover food webs, habitat destruction, and conservation efforts, helping students appreciate the interconnectedness of all life forms and the impact of human activities on other species.

Ethically, discussions can address our responsibilities towards animals and the environment. Students can debate issues like animal rights, conservation policies, and sustainable practices, promoting empathy and ethical considerations in their daily lives.

Incorporating hands-on activities, such as field trips, lab experiments, and project-based learning, can make these topics more engaging. By understanding both our shared traits and our differences with other species, students gain a broader perspective on their role in the world and the importance of preserving biodiversity.

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