2019
Week 38
Students researched the differences between conservation and preservation and created an infographic based on the information gathered.
2019
Week 37
Students edited the short film on exploitation of natural resources.
2019
Week 36
EOY Examination
2019
Week 35 (continuation)
Students devised their respectives roles and enacted the scene based on the story line.
2019
Week 34
Students devised their respectives roles and enacted the scene based on the story line.
2019
Week 33
Students analysed the story line of the film and decided the suitable location to start filming.
2019
Week 32
Students discussed on the criteria of making a short film based on over- exploitation of natural resources.
Students chosen their respective role in making a short film on over - exploitation of natural resources.
2019
Week 31
Students discussed the factors and impacts of over- exploitation of natural resources.
2019
Week 30
Students responded to discussion topic on endangered animals by using thinking hats.
2019
Week 29
Students explored the causes and effects of biodiversity and ecosystem loss.
2019
Week 28
Students explored the causes, and effects of deforestation in the Amazon
2019
Week 27
Most of lesson was during assembly. Students had a 15 minute discussion on threats to Malaysia's rain-forests
2019
Week 26
Students started a new topic on ecosystem loss
2019
Week 25
Students started a new topic on ecosystem loss
2019
Week 24
Students finished creating their chosen work (advantages, menu etc) and then answered questions on the future of lab grown meat
2019
Week 23
Students evaluated the desire for lab grown meat by creating a piece of work, either for or against their introduction
2019
Week 21
Students sent out their questionnaires, completed them, and begun to analyse the data
2019
Week 20
No lesson this week due to Chinese New Year assembly
2019
Week 19
Students evaluated what makes a good questionnaire, before creating one on google forms
2019
Week 17 & 18
Students discussed various research techniques in preparation for their final investigation
2019
Week 16
Students formulated global questions on the topic, and then described what a good hypothesis looks like
2019
Week 15
Students discussed their new topic, "Water, Food, and Agriculture". They made collages.
2018 Week 13
Ms Dalila
Students analyse, think about questions are people born good? Students develops thinking level by analyse on different perspectives on why people do bad things? Are baby born good? What shapes human behaviour of doing goods and bad?
Group work by 1-4 students present about what they think people born good? what shapes human behaviour by thinking about morality, 6 pillars/traits of good characters.
2018 Week 12
Ms Dalila
Students identify unique characteristics of human, ability and human traits and will answer the question; What makes us human?
2018
Week 7
Mr Paul
Students will peerassess their group research project and will answer the question- 'Do all countries have the same human rights' by comparing the basic human rights of 4 countries including Malaysia
2018
Week 6
Mr Paul
Students will work on the second stage of their group research project and will research human rights in a third country of their choice to answer the question- 'Do all countries have the same human rights'
2018
Week 5
Mr Paul
Students will undertake the creation of a charter of Human rights and will begin the Group Research Project which will answer the question-'Do all countries have the same human rights'
2018
Week 4
Mr Paul
Students were introduced to the United Nations Declaration of Human rights and they will now embark on identifying the most fundamental rights of all human beings.
2018
Week 3
Mr Paul
Students were introduced to the concept of Needs and Wants-they identified what basic human needs are and how they differ from what humans might want..
2018
Week 2
Mr Paul
Students completed a critical thinking exercise about what they would take on a desert island with them, investigating values and reasoning about the basic needs of human life.
2018
Week 1
Mr Paul
Students experienced an introduction to the concepts of Global Perspectives-research, communication, analysis, evaluation, reasoning and critical thinking.