This semester, Grade 10 Pre-DP students took the initiative to plan and lead the Morning Program, demonstrating strong student agency within the school community. During Presentation Day, the House Group reviewed several campus activities, including the balloon-stomping game, Halloween celebrations, the school anniversary competitions, and an off-campus visit to the archives museum.

Students particularly reflected on the importance of administrative preparation. Through discussions on planning, task distribution, and execution, they recognized that thorough preparation and clear roles can significantly improve the smooth implementation of activities and strengthen their ability to respond to unexpected situations.

Through these experiences, students developed teamwork and problem-solving skills while demonstrating the values of Collaboration and Resilience.

As part of the student-led Morning Program, the SEL (Social Emotional Learning) Group guided peers through activities that focused on emotional awareness and interpersonal understanding. During the presentation, students reflected on activities such as the “Emotion Emoji” exercise and the “Circle of Strengths.”

Through these activities, students practiced recognizing emotions, understanding their personal strengths, and expressing their ideas while listening to others. Student leaders also revisited the core concepts of SEL and highlighted the importance of emotional management and mutual understanding.

These learning experiences strengthened students’ self-awareness and interpersonal skills while embodying the values of Respect and Self-discipline.

During the Morning Program, the Forum Group facilitated discussions on a range of public issues, encouraging thoughtful dialogue and an understanding of diverse perspectives. Topics this semester included Indigenous admission policies, comparisons of different economic systems, and discussions related to political perspectives and public issues.

While exploring the Indigenous admission policy, students learned that the system is designed based on constitutional principles of support and protection, balancing educational equity with the preservation of Indigenous culture.

Students also introduced the basic concepts and historical backgrounds of different economic systems through research presentations. The focus of these discussions was not to evaluate systems, but to help students practice researching information, analyzing perspectives, and engaging in respectful dialogue.

Through these activities, students learned to listen to diverse viewpoints and participate in open discussions, fostering Respect and a broader global perspective.

During the presentation, the Club Group reviewed the achievements of student clubs throughout the semester and announced the official establishment of the school’s Leo Club.

The club aims to promote diverse community service initiatives and encourage students to engage with the wider community, broaden their perspectives, and develop a strong sense of social responsibility.

Through club participation and service learning, students gain practical experience in teamwork and problem-solving while building perseverance through challenges, reflecting the values of Collaboration and Resilience.