BSP Morning Assembly Talk 游刃2025

Department: CLC

Leaders: Cai Yifei

Members: Sun Heyu

1.  What was the current need/gap that you were addressing?

The project aimed to address the limited school-wide engagement with bicultural issues and the relatively low awareness of contemporary China, East–West cultural differences, and global current affairs among students. Although BSP scholars had valuable perspectives, there was no consistent and accessible platform for them to share these insights with the broader student body. The gap lay in making bicultural knowledge relevant, appealing, and visible to all students—not just those in the BSP programme.

2.  How had it been experimented and enacted?

In 2025, the team implemented five bicultural sharings throughout the year, each lasting 3–4 minutes and delivered by two Secondary 4 BSP scholars. Students selected their own topics—ranging from current affairs to East–West cultural contrasts—and created short, engaging presentations. Compared with the previous year, this cycle experimented with several improvements: More compelling and timely topics that better captured students’ interest. Use of pre-recorded videos to diversify presentation formats and improve storytelling. Post-sharing quiz segments with small prizes to increase interactivity and reinforce key messages. Posting of topic highlights and related content on the school’s IG account, enabling continued engagement and allowing students to explore further at their own pace. These enhancements created a more dynamic and multimodal presentation experience.

3.  Which group(s) had benefited?

Students (Entire Cohort), All Teaching Staff

4.  What was the positive impact?

The project generated several clear benefits for students: Greater school-wide interest in bicultural topics, especially due to more relatable and timely content. Expanded cultural and global awareness, as students were exposed to diverse perspectives beyond their curriculum. Higher engagement during morning assemblies, supported by videos, quizzes, and social media follow-ups. Increased visibility and confidence for BSP scholars, who developed communication, research, and presentation skills. Overall, the initiative contributed meaningfully to nurturing a more biculturally aware and globally curious student community.

5.  What is a future need that this IdEas@work could meet?

Looking ahead, the initiative can continue to evolve to meet new student needs and strengthen its educational value. One key direction is to integrate students’ SIA and BSP class discussions or assignments into the selection of sharing topics. This approach serves two purposes: it allows students’ academic work and ideas to gain further recognition on a school-wide platform, and it stimulates deeper reflection among their peers by exposing them to authentic student perspectives. In addition, the project could expand to: Deepen student-led inquiry, such as involving juniors in proposing or co-developing topics. Broaden outreach, for instance through short-form follow-up videos or IG highlights. Enhance intercultural competency building, aligning with school-wide global citizenship goals. Amplify student voice, by inviting participation from other levels or programmes. These developments would help sustain the initiative and increase its long-term impact on bicultural awareness across the school.