Student Leadership @ SIS

VLE Resources - We have decided to ensure that for each IGCSE and IB subject, the following information is accessible for students: Course information, exam information, past papers, any additional relevant resources. We are contacting teachers so that these can be added soon.

"Unofficial Official Guide to SIS" - With the help of our house council and other students, we are collecting ideas to add to the guide to SIS. This guide is intended to be for new Year 7 students transitioning into SIS, and it aims to provide advice, tips and useful information to new students.

Kuća MaD Week 2021/22

Outcomes

“How Many Beads are in the Can”

We placed unpopped popcorn seeds inside cans and students in each tutor group guessed how many beads are inside recycled soda cans as well as recycled cardboard to cover the opening of the cans. There were 31 tutor groups that participated in the activity and the modal answer was 3(the correct answer). However, there were many tutor groups that were slightly inaccurate and we had purposely lowered the number of seeds to 3 from 5 as we found it incredibly difficult to differentiate between the number of objects in a can above the number 3. Teachers who participated in this activity thought it was challenging but engaging as they began competing with each other as well as experimenting with different numbers of seeds in a can. Students who participated in the activity, including those who guessed the correct answer were very unsure of their answer showing that they indeed found it very difficult to estimate the number of objects without the aid of sight.

“Braille Deciphering”

Only 12 tutor groups participated in this activity but this may have been due to the time needed for the activity to be completed and it was unable to be carried the week after the event due to the sudden switch to online learning. Of those who did participate in the activity, there were a surprising number of students who were unable to describe the braille accurately, suggesting a lack of understanding regarding the precision required that we alerted them of through this activity. Students found it very challenging with the fastest record being 3 minutes as opposed to the several seconds it would have taken them to figure out the word by reading it. Students commented that the activity was “very innovative and fun but also very challenging”. The Kuca MaD Heads also explained the activity to several tutor groups and were able to inform them of what a cataract and what glaucoma is. There were a very small number of students who had come across these terms and did not know that blindness could be acquired.

“Trace the Airplane!”

After tracing the airplane, we asked participants several questions: How hard was it (all participants answered 8-10), was it harder than you had expected (majority of participants said yes) and whether they knew what cause we were supporting(majority of participants once again did not know the answer to this so we informed them of what Orbis was and told them to picture this. Some participants found the activity so enjoyable that they wanted to attempt the activity multiple times and found it surprisingly difficult to improve from their previous attempts. A total of 161 students and several teachers participated in the event. Many young students did not know we were supporting Orbis or what Orbis was. We were able to individually explain to many students the importance of eyesight and being supportive of those with visual impairments after they completed the activity

Kahoot related to eyesight

Included facts about acquired blindness to put more emphasis on the concept that screen time can have adverse effects on one’s eyesight and how in a world where we rely heavily on electronics we should prioritize our health as not doing so could have detrimental effects on us. 50 tutor groups participated in this activity and some of the comments were “I guessed the answers for all questions” as well as “it was fun and surprising"