Sierra Academy of Expeditionary Learning (SAEL) is a public, charter high school that applies the framework of Expeditionary Learning. This framework features project-based learning expeditions in which students engage in interdisciplinary study of compelling topics in groups and in their community with assessment coming through cumulative projects, public presentations, and portfolios. We have a strong focus on character, fieldwork, and service work among many other things. Inspired by a SAEL Senegalese parent, and facilitated in collaboration with SAEL staff, SAEL students will be embarking on an international fieldwork experience in Senegal, Africa. The goal of this fieldwork is to build on our equity-focused curriculum, expose American high school students to Senegalese history and culture, work with African peers on progressive projects, and work towards the EL Education focus of creating a better world for everyone.

In the 9th grade expedition, Think Global, Act Local, students learn about the harsh realities of not having access to potable water while reading about South Sudan in A Long Walk to Water by Linda Sue Park. Applying their knowledge about science, the environment, climate change, and the role humans play globally, students narrow their scope to create a local project that addresses a problem and provides a solution related to our local watersheds.

In 10th grade, students explore the theme Progress Unchecked, examining the moral implications for scientific, political, social, economic, and technological changes that result from "progress." Students explore who benefits—and who does not—from these changes.

In 11th grade, the curriculum is centered on the theme Voices of Change. During this learning expedition, students learn about advocacy and activism and how historically marginalized groups and individuals have promoted equality, equity,  democracy, and justice locally, nationally, and globally.  Furthermore, they practice using their own voices to advocate for issues they feel passionate about.

With this knowledge and experience gained from the 9th, 10th, and 11th-grade expeditions, students are now asked to expand their scope and experience about how another community abroad is affected by various problems and injustices including colonization, climate change, and non-biodegradable products such as plastic bottles. Students will observe how another community is addressing these problems. Likewise, students will partner with a local school near Dakar in La Somone to co-create a site-based sustainability project and complete it during their visit. 

In addition to the collaborative school service project, students will be learning about Senegalese history and culture and visiting Gorée: The House of Slaves, the largest holding center for enslaved African people to be exported during the transatlantic slave trade from the 15th to 19th century. We will have a local guide to support our understanding and significance of this historical site and help students consider opportunities for restorative justice.

Service Project

We will be working with College D'enseignement Moyen (CEM SOMONE), a middle school outside of Dakar. CEM students will collaborate with our students over the next six months to design and complete a project that addresses a local need. We will be in communication with them throughout the year to build relationships and decide what the project will be. 

Once in Senegal, we will join the students and undertake the project. Our intention is to complete the work at the school in addition to providing financial support to cover any costs for supplies that might be needed. Potential projects might include building a garden, building an outdoor classroom and lunch area, or building benches out of plastic bottles. This is a new school that has only a few buildings. We are hoping to contribute to their growth and success. This fieldwork and service project will occur annually.