Driving Question:

How can we use multimedia literary expression to tell the story of conservation of biodiversity in Brazil?

Module Summary:

The teacher-led module “Narrative of Life” explores how storytelling can be used to communicate the importance of biodiversity conservation in Brazil. Guided by the driving question, how can we use multimedia literary pieces to tell the story of conservation of biodiversity in Brazil, students investigate environmental issues through creative expression, combining research with artistic interpretation to raise awareness about human impact on nature.

Throughout the module, students participate in a range of field experiences, workshops, and expert-led sessions that deepen their understanding of conservation and storytelling. Learners engage with professionals such as an agroforestry project leader, take part in poetry and vocal workshops, and join a boat expedition with a marine bioacoustics expert. A key highlight of the module is a week spent in the Amazon, where students gain firsthand insight into biodiversity and conservation efforts, supported by local organizations and experts.

In their final projects, students create immersive multimedia literary pieces that communicate environmental narratives in creative ways. These projects include performances, writing, and audiovisual storytelling that aim to inspire awareness and action. For example, students present works such as a song that personifies nature to highlight the impact of human exploitation, using artistic expression to convey complex environmental issues. Through this interdisciplinary approach, the module emphasizes the power of storytelling in driving meaningful change and fostering a deeper connection to the natural world.

Driving Question:

To what extent does football contribute to Brazil’s economy?

Module Summary:

The teacher-led module “Footballnomics” explores the cultural, social, and economic impact of football in Brazil. Guided by the driving question, to what extent does Brazilian football impact its economy, students investigate how football shapes communities and contributes to economic systems. The module highlights football not only as a sport, but as a powerful social force that connects people and influences national identity.

Throughout the module, students engage in experiential learning, field visits, and academic study to better understand football’s role in Brazilian society. Learners participate in activities such as playing beach football, attending live matches, visiting stadiums, and exploring favelas, gaining firsthand insight into how football is embedded in everyday life. They also collaborate with organizations that use football as a tool to support youth and provide safe community spaces.

Academically, students explore both the economics and psychology of football, including topics such as supply and demand, financial systems within the sport, marketing strategies, and concepts like tribalism in fan culture. The module is further enriched by guest speakers, including former professional players, coaches, and advocates addressing issues such as racism in football and the global influence of the sport. In their final projects, students apply their learning by creating games and simulations that reflect the economic and strategic aspects of football, demonstrating how the sport operates both on and off the field.

Driving Question:

How can I contribute to solving a problem in my local community?

Project Summary:

The Service Project “Emergency Box” focuses on improving emergency preparedness in the Township of Georgian Bay, Ontario, where many residents live far from hospitals and first responders. Through this project, Maya G. examines how remote communities face increased risks during medical emergencies due to long response times and limited access to life-saving equipment.

In this project, Maya G. investigates how the lack of nearby emergency services can lead to higher risks of fatalities and long-term health complications. Her proposed solution is the installation of community emergency boxes containing critical first-aid equipment such as an AED (defibrillator), EpiPens, naloxone for drug overdoses, snake bite kits, and other medical supplies. Maya has already taken concrete steps toward implementing this solution by writing and presenting a motion to the Township of Georgian Bay council, which has passed its first round of approval and is currently under review by staff.

A key component of the project is ensuring that these emergency boxes are strategically placed and accessible, with the first proposed location near Gibson Lake, where both road-access and water-access cottages could reach the equipment within minutes. Maya also emphasizes the importance of public awareness and education, explaining that community members must know where the boxes are located and how to use the equipment. Her long-term goal is to expand the initiative to more lakes across the township and potentially throughout Ontario, improving emergency response in remote communities.

Driving Question:

How can we improve earthquakes preparedness in Vancouver through collaboration and innovation?

Module Summary:

The teacher-led module “Quake Quest” explores the science, history, and societal impact of earthquakes in Vancouver and the surrounding region. Guided by the driving question, how can we improve earthquake preparedness in Vancouver through collaboration and innovation, students investigate the risks associated with seismic activity and the strategies communities use to prepare for and respond to natural disasters. The module emphasizes interdisciplinary learning, combining science, mathematics, history, and technology to better understand earthquake preparedness.

Throughout the module, students learn from guest speakers, field experiences, and hands-on investigations that deepen their understanding of earthquakes and disaster response. Students explore Indigenous knowledge through stories such as the Thunderbird and Whale, which help explain natural phenomena and preserve historical records of seismic events. They also receive training in emergency preparedness from Christine Bodnarchuk of the BC Earthquake Alliance, learning essential safety practices such as “Drop, Cover, and Hold On.” Additional speakers introduce topics including search-and-rescue operations with trained dogs, artificial intelligence in disaster response, and the role of satellite data in detecting ground movement after earthquakes.

Students also participate in experiential learning opportunities, including visits to local geological landmarks along the Sea-to-Sky corridor and the Museum of Anthropology, where they explore both the geological causes of earthquakes and their cultural and historical impacts. In their final assessments, students apply their learning by creating tabletop games that incorporate earthquake science and probability concepts, as well as developing AI-based proposals aimed at improving earthquake preparedness, response, and recovery. Through these projects, students demonstrate how collaboration, technology, and education can help communities better prepare for future seismic events.

Driving Question:

How can we understand the impact of equity and Canadian policies on the unhoused populations of Vancouver to propose new policies?

Module Summary:

The teacher-led module “Roof Rights” explores the challenges of housing affordability and homelessness in Vancouver. Guided by the driving question, how can we understand the impact of equity and Canadian policies on Vancouver’s homeless population in order to propose new policies, students investigate the social, economic, and political factors that shape housing access in the city. The module encourages learners to analyze real-world systems and develop policy-based solutions to address the housing and homelessness crisis.

Throughout the module, students conduct independent research, field visits, and discussions with experts to better understand the issue. Learners visit sites such as the Chinatown Foundation and East Hastings, where they observe initiatives focused on supporting unhoused individuals and revitalizing communities. They also explore other areas of Vancouver, including Deep Cove, to examine the contrast between neighborhoods with high livability and those facing significant housing challenges. These experiences help students understand how access to services, resources, and inclusive infrastructure shapes quality of life in urban environments.

Students also learn from guest speakers and researchers who share insights into homelessness, drug policy, and social support systems in Vancouver. Speakers include filmmaker Dominic Streeter, author Travis Lupick, and researcher Jing Xue, who discuss topics such as substance use, safe injection sites, and experimental housing initiatives. The module culminates with students developing policy proposals aimed at improving support systems for unhoused populations, addressing areas such as community centers, rehabilitation programs, mental health resources, and housing assistance.

Driving Question:

How can we apply our learning of indigenous environmental advocacy in Canada to create a sustainable NGO in our home country?

Module Summary:

The teacher-led module “Beyond Existing” explores the intersection of Indigenous environmental advocacy and NGO development in Canada. During the module, students examine how Indigenous perspectives, histories, and cultural traditions shape approaches to environmental stewardship and community advocacy. The module challenges students to consider how these lessons can be applied globally by asking the driving question: how can students use their learning about Indigenous environmental advocacy in Canada to create a sustainable NGO in their home countries?

Throughout the module, students engage in an immersive learning experience that combines research, workshops, guest speakers, and field experiences. Learners begin by building foundational knowledge about Indigenous history, culture, and social narratives in Canada before exploring real-world examples of advocacy and nonprofit work. Students also travel to Bowen Island, where they meet Indigenous artist and storyteller Simon James and learn about cultural practices such as totem pole carving, as well as visit the Chinatown Storytelling Centre to explore the relationship between governments and NGOs.

In the later stages of the module, students participate in workshops focused on NGO development and social entrepreneurship, learning how to craft mission statements, develop a theory of change, and frame social issues effectively. Students also meet leaders such as Chloë Fraser, an environmental advocate and TGS alumna, and community figures including Karlen Thomas and Manvi Bhalla, who share their experiences in advocacy and nonprofit leadership. The module culminates in a charity ball event, where students pitch their NGO ideas to a panel of guests in order to secure support for their initiatives and demonstrate how they can apply their learning to create meaningful change.

Driving Question:

How might I refurbish a van to a standard at which I can comfortably travel, live, and thrive in ?

Project Summary:

Sally, a grade 12 student from the UK, has always had a passion for adventure and the outdoors. Whether playing rugby, helping in the garden, or camping, she was often found outside, regardless of the weather. This love for nature inspired her mastery project: transforming a cargo van into a tiny home on wheels, aptly named “Vroom Room.”

The project began with Sally purchasing a 2016 Renault Kangoo van, which she named Reggie. The process was lengthy, involving careful consideration of mileage, age, and build size. Once she had the van, Sally embarked on learning interior design, focusing on color schemes and creating electrical systems, particularly solar-powered ones. She developed a 3D model using an analogous color scheme with yellows, greens, and oranges.

Sally faced significant challenges, especially with the electrical system. Despite seeking help from friends experienced in robotics, she had to experiment repeatedly before successfully creating a dual system powered by solar energy and the van’s starter battery. This system now supports a fridge, USB ports, spotlights, and a water pump.

The construction phase involved measuring, cutting, insulating, and wiring the van. Sally encountered multiple obstacles, such as ensuring the wiring wouldn’t break from the van’s vibrations and addressing condensation issues to prevent mold. Time constraints also pressured her, but with the help of an external mentor specializing in furniture design, she completed the interior furnishings swiftly.

With the assistance of another mentor in renewable engineering, Sally learned wiring, soldering, and connecting systems. After overcoming numerous hurdles, she successfully transformed the bare cargo van into a functional tiny home. The finished van includes a bed, foldable tables, flowing water, and fully operational electrics.

Driving Question:

How can I promote political and civic education in my local community in Belo Horizonte through engaging workshops for young people?

Product output from this module:

A curriculum created by me to teach political education and securing external funding to allow for its implementation.

Project Summary:

Luiza, a senior from Brazil, has always been passionate about politics. Her Service Learning Mastery project, “Agents of Change: Empowering Brazilian Youth through Political Education,” stemmed from her concern about the political apathy prevalent in Brazil. Statistics show that two-thirds of the Brazilian population feel disconnected from politics, posing a threat to the country’s democracy.

Through the service learning curriculum, Luiza delved into this issue, discovering that the root cause of political apathy was a lack of political education. She conducted a strategic statistics project, engaging with young people in her community to understand their views on politics and education’s role in shaping political engagement. She found that politics were not effectively communicated to young people, making it difficult for them to see their potential impact.

To address this, Luiza aimed to promote political and civic education through engaging workshops for young people. She invested time in learning about politics and education, drawing inspiration from Paulo Freire’s critical pedagogy, which emphasizes active, reflective learning rather than traditional, passive education.

Luiza designed a three-lesson plan focusing on public policy creation in Brazil, emphasizing hands-on, interactive activities. The first session introduced students to politics and democratic values, encouraging them to see themselves as current political agents. The second session involved analyzing local issues and developing solutions. In the final session, students implemented their solutions to effect change in their community.

Securing an international grant through Civics Unplugged, Luiza conducted her workshops with 20 students at an NGO in her hometown. Initially, students associated politics with corruption, but by the end, they saw it as a means for social change and collective effort. They identified and addressed hygiene issues at the NGO, benefiting 400 students.

Luiza found the project both challenging and rewarding, witnessing significant personal growth and the empowerment of other students. She expressed gratitude to her teachers, mentors, and the NGO for their support and belief in her vision.

Driving Question:

How can I promote global awareness in New Zealand youth through teaching primary school students about different countries and cultures around the world?

Product output from this module:

A collection of classes I have taught and lesson plans inspired by the classes I teach and the different countries. 

Module Summary:

Rianon, from New Zealand, undertook a service learning project called “Beyond NZ” to address the lack of global awareness among New Zealand primary school students. Geographic isolation has made New Zealand a peaceful country but has also limited its interaction with the rest of the world. Rianon observed that New Zealand’s education, especially at the primary level, is heavily focused on local content, leading to cultural insensitivity, limited problem-solving skills, and ineffective communication.

To tackle this issue, Rianon reconnected with her old primary school, where her former teacher became her external mentor. She observed his teaching methods and then taught classes herself. Her goal was to inspire interest in global awareness through engaging and fun lessons about different countries. Rianon taught six classes with three different teachers, totaling eight hours of teaching time. The students, aged 8 to 9, were taught about Botswana, South Korea, and India.

For Botswana, Rianon shared personal stories from her travels and had the students create informational posters. The South Korea lesson included fun facts and cultural traditions, and the students planned their own trips. The India lesson focused on cultural diversity and celebrations, ending with a competitive quiz.

Rianon used visual communication and collaborative activities to keep the students engaged. Although she acknowledges that the project didn’t change the primary school education system, it successfully made the world seem a little closer for these children in Devonport, New Zealand.

Driving Question:

How might we demonstrate the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness while attending TGS?

Project Summary:

Andrea, David, and Doeun presented their project, “Building Grit Through Physical Education,” highlighting how physical activity at TGS fosters resilience, community, and personal growth. Each shared personal anecdotes illustrating their journeys through physical challenges and the support they received from their peers and mentors.

David shared his experience of running a quarter marathon in Greece despite a shin splint, emphasizing how community support helped him recover and persevere. Doeun recounted her struggle to maintain physical activity, ultimately achieving a 10K run through persistence and encouragement from friends. Andrea discussed her fencing project across different countries, overcoming challenges like adapting to new teachers and techniques, and how sports can unite people regardless of cultural differences.

The trio emphasized the importance of community in PE, citing their weekly “tough tummy time” sessions led by their PE coach, Shasta, which fostered a sense of togetherness. They also highlighted student-led sports sessions, where students like Aryna, Luiza, Sally, and Liam took on leadership roles to coach and support their peers, developing personal skills and contributing to the community.

The project showcased how TGS’s physical education program instills values such as grit, ubuntu (togetherness), and responsibility, leaving a lasting impact on the students.