As we find ourselves just over three weeks into the school year at ICHK, I am delighted to share some reflections on what has been an excellent start.
At ICHK, we believe that a positive, engaging beginning to the school year is a cornerstone of successful learning. The first impressions our students gain on entering shape their perceptions of our school and affirm our commitment to living our core values of growth, courage and support of others. I am proud to say that our community has embraced this commitment wholeheartedly.
One of the most critical aspects of the ICHK environment is ensuring that students, teachers, staff, and parents feel valued and welcome. During our first assembly, I had the privilege of addressing the entire school to articulate what ‘community’ at ICHK truly represents, delving into how each of us, both students and adults, strives to recognise what makes our community successful, understands what positive actions within our community look like, and prioritises the well-being of ourselves and others around us.
Particularly noteworthy this year is the outstanding integration of our Year 7 students, who have transitioned into secondary school with remarkable ease. They have quickly formed new friendships and settled into positive learning routines. Feedback from our dedicated teachers and support staff has been unanimous in its praise of this group of young individuals. It fills us with excitement to observe how well they have started, and we are absolutely committed to seeing them continue to thrive throughout their years at ICHK.
In the context of our students' remarkable adjustment, it's essential to acknowledge the foundational work done by the primary schools. Post-COVID-19, these schools have worked with great diligence to provide opportunities to reestablish social and community connections, alongside reinforcing positive learning routines. Their efforts have played a significant role in the seamless transition of our students.
Over the past three weeks, I have visited classrooms, conversed with students across all the year groups, and gathered impressions about their early experiences at ICHK so far this year. The positive energy has been infectious and I am looking forward to seeing what these happy confident and intelligent warriors will make of the myriad opportunities ahead.
From Year 7 Human Technologies to Year 13 Theory of Knowledge - how are they connected?
In Year 7 Human Technologies, we have been exploring the meaning of the word “technology”, and how a true understanding of this word would help us understand what this subject is all about.
We began our very first exploration into the word “technology” with a simple thinking routine called “Chalk-talk”. Here students were put into small groups and given a short period of time to write out their understandings, thoughts and associations of the word on their whiteboard surfaces. However, there was one rule that students had to obey - they had to do this in silence. In other words, they had to communicate with their group members through writing, or through body language only. They then rotated through the different tables and commented on other groups’ contributions, but still did so in silence.
This proved to be a powerful activity - students were really thinking deeply about how they would define technology, and gave some examples. Initially, for most students, the word “technology” conjures the newest gadgets and devices, AI, and other new softwares and physical technologies. However, through a series of follow-up discussions, we concluded that the word means much more than just gadgets and devices. It offers a far rounder picture of both the physical and abstract tools that humans can acquire and use.
From using materials technologies such as a pen to communicate with others, to using language as a cognitive technology to think and express oneself, to shaking someone’s hand when one makes a new friend, Human Technologies invites students to explore the art and craft of being a human being through five different domains.
On that note, I had the pleasure of attending our Year 13s' IB Theory of Knowledge (TOK) exhibition last week, where I witnessed the application of the Human Technologies model in action.
For context, the TOK exhibition forms part of an IB Diploma student’s learning programme. It involves students choosing different objects in response to one of many prescribed question prompts, and writing a commentary to demonstrate how TOK concepts manifest in the real world.
I visited many students’ exhibition booths and was very impressed by the quality of thinking that went into producing their work. The TOK question prompts explored include, for example, “How important are material tools in the production or acquisition of knowledge?” and “How can we distinguish between knowledge, belief and opinion?”.
With the former question, one of the students looked into how a material technology, namely a pen, can play important roles in the acquisition of knowledge. On the one hand, it is a material technology he uses to take notes, learn, and write assignments with; but on the other hand, it was a gift from a family member which has real sentimental values to him, and therefore falls into the spiritual technology domain, as using it brings him joy. When he encounters challenging moments in his independent academic work, this pen would remind him of these values and help motivate him to continue with the work. To me, this is a real testament to the Human Technologies work that the student has engaged in since joining ICHK in Year 7.
With the second sample TOK question prompt of “How can we distinguish between knowledge, belief and opinion? “, one of the students explored how knowledge can have its own limitations, especially when one does not look at it with a time-sensitive and critical lens. The example they used was related to how our knowledge of the structure of the globe has changed over time, with what we consider as “knowledge” and factual, evolving in the process.
Through the spiral design of the curriculum, the subject evolution and change is visited, and revisited, at different points in the curriculum, as a big part of understanding the art and craft of being human beings relies heavily on having a picture of how we have reached where we are now as a unique species inhabiting this planet. The Scientific Revolution, for example, is explored as part of the Year 7 Human Technologies curriculum, to help students develop an understanding of how that pivotal moment in history really changed how people think about the world around them.
As a teacher of Human Technologies, I am very much looking forward to seeing it continuing to develop at ICHK. This is a “subject” that is much more than a “subject”. It is an overarching framework that invites students, teachers, parents and all of our community members to think beyond the boundaries of subject areas. By making connections between them, we will continue to help our students develop their understanding of “How to human well - the art and craft of being a human being”.
Flora Lai
Deputy Head of School
Students have been learning about live stream TV at a special workshop this week.
Head of the SMT Emma White organised for three members to visit the ISF Academy, to find out how they run their successful TV channel.
They were given insights into video production, broadcasting techniques and live programming. They also learned about the different roles in a production team, lighting setups and sound engineering.
It was a wonderful learning experience for the students, who are now thinking about how they could set up their own studio at ICHK.
The SMT is a designated student group which works closely with the SRC as a student-led collective. The students bring their creative talents to a variety of school initiatives and are currently working on the next issue of Insight Magazine - the Connectivity Issue.
If you would like to produce a piece of media relating to this topic, please send your submissions to smt@ichk.edu.hk no later than Monday 11th November. All contributions are welcome. Don’t be shy, send something in!
ICHK Secondary
Email: info@ichk.edu.hk
Website: https://www.ichk.edu.hk/
Location: International College Hong Kong (nt), Hong Kong
Phone: +(852) 2655-9018
Facebook: https://www.facebook.com/ICHKSecondary
