In this unit on Tradition the Year 8s had a unique opportunity to investigate tourism first hand in Bali, on their residential trip. They were able to develop their knowledge of the negative impacts of tourism on the local people and environment, then develop their knowledge and understanding of how to reduce these negatives and be more sustainable. They are applying this now to create their own eco-tourism resort, constructing a tourist resort that protects the local people’s culture and environment.
Year 8 have been working in teams this week to create slam poems or short dramas about their observations of the signs of chemical reactions. Learners carried out team investigations of different chemical reactions, making predictions of the signs they might see and then made observations during their experiments. I’m looking forward to seeing their observations from a dramatic perspective!
Learners explored how cultural beliefs and customs from the past still resonate in every part of life. Learners researched a traditional art they were interested in and created a painting based off of this tradition. Learners then presented their PowerPoint and artwork showing their interpretation and knowledge of their new learned tradition.
Year 8 have continued their hard work by practicing their decimal skills which includes adding and subtracting decimals as well as multiplying and dividing decimals by 10, 100, 1000 etc. They even investigated the trickier decimal conceptions such as multiplying and dividing decimals by 0.1, 0.01 etc. The learners put all the skills they learnt in class into practice by trying to complete a Tarzia Puzzle which is a mathematical jigsaw which requires problem solving and a lot of patience.
The Year 8 learners have been learning about music literacy during their music lessons. They learned to read notes on the staff, to recognise note values and simple time signatures.
Through the Tradition unit, learners studied four traditional dances: The Lion Dance (South-East Asia, particularly China), the Ceilidh (Scotland), the Haka (New Zealand) and the Gumboot Dance (South Africa). For each dance, learners learnt the steps involved and the history behind the dance. We investigated the reasons why the dances still have a powerful effect on people today. At the end of each task, learners recorded their learning by choreographing their own version of the dance. Their enthusiasm, passion and focus was incredible and their enjoyment throughout this unit was clear to see.