Showcase
HIGH SCHOOL
A) Evidence
Student Project Viva Presentations: Entrepreneurship / Business Venture Project
Focus Clip
Students developed original business or social enterprise concepts connected to real-world problems, personal interests, and community needs. Through the viva format, learners presented their ideas to an authentic audience, explained their research, justified design and business decisions, and responded to teacher questioning. Selected examples show learners exercising voice and choice in what they investigated and how they demonstrated learning. Several students also described prototyping, user feedback, market research, risk analysis, and future improvements, providing evidence of self-directed exploration, research, and discovery aligned with LP5.
Strongest single clip to showcase:
I would prioritize Murad’s digital student planner, especially 26:12–27:27. It clearly shows the student went beyond presenting an idea. He says he:
B) Evidence
Ancient China Lesson — student role-choice discussion
Focus Clip
This clip provides emerging evidence of LP5. Learners are given an opportunity to make a choice, explain their thinking, and participate actively in meaning-making rather than only receiving content. The autonomy is teacher-framed rather than fully student-directed, but students demonstrate engagement through personal reasoning, questioning, and interpretation of historical roles and challenges.
C) Evidence
Power of Media / Podcast Project Introduction: student voice, interest, and media choices
Focus Clip
Students actively discuss podcasts, media influence, social media, digital identity, and the type of content they would create if they became media creators. Learners connect the topic to personal interests such as books, art, photography, Islam, cooking, travel, storytelling, and podcasts. They ask questions, share opinions, challenge one another respectfully, and explain their thinking about the positive and negative impact of media.
The teacher acts mainly as a facilitator by prompting student responses, inviting different perspectives, and connecting students’ ideas to the upcoming podcast project. The autonomy is partly teacher-framed, but students show strong engagement, personal investment, and emerging voice and choice in how they might use media to communicate a message.
Strongest single clip to showcase: I would prioritize the section where students discuss what type of media content they would create, especially around 39:25–46:36. This section clearly shows students using personal interests, strengths, and values to shape possible media products. For example, students mention:
Creating BookTok/BookTube content.
Using humor to educate others.
Sharing artwork or fan art.
Creating Islamic educational videos.
Using photography or aesthetic posts while protecting privacy.
Choosing simple, meaningful content rather than oversharing.
D) Evidence
Climate Change lesson: student discussion, questioning, and solution-thinking
Focus Clip
Students actively participate in a discussion about climate change, human impact, greenhouse gases, energy use, fossil fuels, AI/server water use, transportation, deforestation, and possible solutions. Learners ask questions, challenge ideas, explain their reasoning, and bring in their own prior knowledge about technology, vehicles, renewable energy, batteries, and carbon emissions.
The teacher uses Mentimeter, open-ended prompts, visuals, and real-world examples to invite student thinking and discussion. Students show engagement by debating whether climate change is mainly caused by humans, questioning the practicality of small lifestyle changes, and suggesting possible solutions such as renewable energy, recycling, reducing water waste, reforestation, and alternative fuels. The autonomy is mostly teacher-framed, but students demonstrate voice, curiosity, personal reasoning, and some independent problem-solving.
Strongest Clip to Showcase: I would prioritize the section around 20:59–22:26, where a student asks what could be done to stop climate change and another student proposes a possible fuel solution using existing carbon dioxide, hydrogen, and renewable electricity. This moment clearly shows the student going beyond basic instructions by:
Asking a genuine problem-solving question.
Applying prior knowledge about renewable energy and fuel systems.
Proposing a possible solution.
Explaining the reasoning behind the idea.
Engaging in scientific discussion with the teacher and peers.
A second strong section is 44:53–46:23, where students debate whether small changes, such as switching from plastic to paper straws, actually make a meaningful difference. This shows student voice, critical thinking, and personal judgment about real-world environmental action.
E) Evidence
Science lesson: lenses, magnification, and student clarification questions
Focus Clip
This clip provides moderate evidence of LP5: Learner Engagement and Autonomy. Students actively engage with a challenging science concept related to converging and diverging lenses, focal points, magnification, mirrors, and the human eye. Several learners ask clarification questions when they do not understand, explain their own ways of remembering concepts, and connect the learning to real-world examples such as security cameras, magnifying glasses, spoons, microscopes, telescopes, solar cookers, phones, cameras, and eyesight.
The teacher responds to student confusion by reteaching the concept, using diagrams, examples, humour, and student questions to guide the lesson. Students show autonomy mainly through help-seeking, questioning, explaining their thinking, and monitoring their own understanding. The lesson is mostly teacher-directed, but there is meaningful evidence of students taking responsibility for clarifying misconceptions and improving their understanding.
Strongest single clip to showcase: I would prioritize the section around 12:31–18:30, where students openly say they do not understand lenses and the teacher reteaches converging and diverging lenses. This section shows students:
Identifying their own learning gap
Asking for clarification
Creating a memory strategy for “diverging”
Asking where lenses are used in real life
Connecting the concept to microscopes, telescopes, solar cookers, and focal points
Restating the difference between diverging and converging lenses in their own words.
A second useful section is 24:46–33:56, where students question the idea of focal points and image formation. This moment shows persistence, help-seeking, and students explaining what still confuses them until the concept becomes clearer.
