learner profile attributes
As a school, we believe it is important that every aspect of learning permeate all areas of the school community. It is our responsibility as members of society to raise social awareness and to demonstrate this in all aspects of our work. Through MAD we aim to develop an awareness and compassionate mindset in our students and school community. In addition to this we strive to change ourselves, other peoples' lives, and the environment for the better.
This begins with the school community, and widens to include the local and global community.
All students are required to take part in 'SIS goes MaD', which is normally scheduled around October. As a school, we place strong emphasis on enriching the curriculum and offering a broader education with off-site and residential experiences, both within Hong Kong and overseas. These activities change young people. They change attitudes and motivation, relationships within school and provide powerful learning opportunities. Ultimately, we want our students to make a difference to themselves and in the world.
In 2016 the year 12 trips include:
- Laos
- Sulawesi
- Kota Kinabalu
- Melaka
- Bacolod / Bohol / Dumaguete
- Local: Social Inclusion
Even on the local trip intercultural understanding can be developed. This program aims to give students an appreciation of the difficulties facing groups who are culturally excluded in Hong Kong, and makes the case for creating a harmonious and tolerant society. Through interacting with refugees and ethnic minorities, students will gain an understanding of how economic, linguistic and sometimes legal circumstances combine to prevent full participation by these groups in Hong Kong’s economic and civil society. Over the course of 5 days students will take part in workshops in our partners’ premises and at various locations throughout Hong Kong.
Your Task:
Create a video diary under the theme ‘Me & You’. Your diary should aim to cover all of the criteria listed below.
Students should plan which elements of the criteria should be completed pre-visit, during the visit and which elements post-visit, students can then organise a timeline accordingly. Areas of research & reflection will also be necessary.
Criteria for Presentation:
How does our past influence our future?
- What commonalities can be found between your cultural group and another cultural group?
- What is an “average” working day in different cultural settings?
Assumptions, values and attitudes
- What does your culture value? Do you share these values?
- How can general assumptions of a culture affect intercultural relationships?
Social norms and behaviours
- Why are certain behaviours acceptable in one context but not another?
Language and customs
- How can cultural diversity create communication barriers?
Perspectives
- Where do personal perspectives originate?
- Why does prejudice exist?
Commonalities and differences
- What does inequality look like today?
- To what extent could there be a one-world culture?
Interactions
- What positive outcomes come from engaging with other cultures?
What do we mean by ethics?
- Outline the three main areas of ethics: meta-ethics, normative ethics and applied ethics.
What criteria might we use to make ethical decisions?
- the person’s motive, the consequences of the action, respect for justice, the greatest good for the greatest number, respecting individual rights, religious teachings, social and cultural expectations, our ethical intuition, public opinion, or other considerations.
What effects can free trade have on working and environmental conditions in low-income countries? How does this compare to fairtrade?
What attributes would you consider essential or critical for everyday life, both personally and professionally?
Integrated links with career-related studies
BTEC Art: art in culture, history, visual communication and expression, use of photography
BTEC Media: video blog, software usage, technological advancements in culture, change
BTEC Business: ethics, leadership styles, ownership types, globalisation, sustainability, economic environments.
BTEC Sport: exercise, health, lifestyle, diet & nutrition, body types.
SUBMISSION DEADLINE: 13 / 12 / 17
Assessment Rubric
Below is the rubric that your project will be assessed against, you should use this to inform your planning. Evidence will be given back to you via Google Classroom.
Below is the rubric that your project will be assessed against, you should use this to inform your planning. Evidence will be given back to you via Google Classroom.
Grading /20
A = 17+
B = 13 - 16
C = 9 - 13
D = 5 - 8
A = 17+
B = 13 - 16
C = 9 - 13
D = 5 - 8
Lesson Timelines
| pps_half_term_1.pdf |
| pps_half_term_2.pdf |
LESSON 1'Culture & Me: An Introduction'
1) What do we understand by the word 'culture'? Word association 2) How is your culture 'shaped'? (links to LD) 3) What is intercultural awareness? 4) What are the skills that make up intercultural awareness? 5) Hybridity Theory, does this apply to 'YOU & ME'? 6) Criteria for Presentation - 'YOU & ME', let's focus on the ME. 7) Start your script, section 'Culture & Me: An Introduction' |
Lesson 2Culture & Me: Career-Related Study'.
In this lesson you will investigate how your area of career-related studies is impacted by your culture or cultures. I will ask you to sit in subject groups to offer help and support to each other. For example: BTEC Art: art in culture, history, visual communication and expression, use of photography BTEC Media: advanced video blogging, software usage, technological advancements in culture, change BTEC Business: ethics, leadership styles, ownership types, globalisation, sustainability, economic environments. BTEC Sport: exercise, health, lifestyle, diet & nutrition, body types. Mind-map as a group using a half-section of whiteboard, how can you elaborate on each strand of the map? Again, this mind-map should form the basis of your video script. What accompanying images can represent your script? Continue with your script after section 'Culture & Me: An Introduction'. This next section should be called "Culture & Me: Career-Related Study'. - Summarise your mind maps on how culture influences sport / media / art / business and how they influence it. - Be specific to your chosen culture, make examples. |
Lesson 3'Preparing to Meet'
So far you have been creating a script about ME and have commenced 2x sections: - 'Culture & Me: An Introduction'. - 'Culture & Me: Career-Related Study' Today, we need to move away from ME and onto YOU (a person from any other cultural background). This lesson is essential in preparing you for your MAD week trips where you can interview / informally chat with the subject of your project. I would like you to finalise a list of questions that you wish to further research into (from the perspective of both YOU and ME). I have attached an example mind-map below, you can of course use or adapt any of the 'general' questions but your career-related questions must be individual to you. Consider HOW you will record your responses and WHO you would like your subject to be. |
