International Relations

The Global Citizen Student Ambassador Program is an ambitious initiative that recruits young ‘change makers’ at schools across Australia and New Zealand to help develop global competence among young people. In June, its representatives used Wenona’s Global Diversity Club as an example of successful global thinking in action by screening a video made by its Captains at the International Conference for Transformative Education for Global Citizenship. “Ours is a safe and inclusive environment that provides opportunities to build friendships across year groups, leadership skills and a strong student voice,” Ivy Wang, Georgina Hammett, Valentina Holland, and Nashara Jayasuriya told the large audience in their recorded presentation.

Wenona’s Global Diversity Club was established in 2019 and now has around 40 signed-up members from Years 7 to 12. Its efforts have contributed to an increased understanding and celebration of diversity in all its aspects across campus.

As part of the 2022 Global Citizen Student Ambassador

Program, run by Meg Languages, Ivy, Georgie, Valentina and Nashara met with student leaders from a variety of schools via Zoom three or four times a term. They received presentations from people making a difference on global issues around the country, ideas for global-oriented school activities and scaffolds on how to implement them, as well as leadership training. Their work culminated on 24 November with a public presentation on the outcomes of their efforts.

A central activity of the Global Diversity Club was the creation of a video about diversity in all its forms, featuring interviews with Wenona students and staff.

International Classroom Collaborations

Year 12 Science Extension students acted globally through an educational partnership with students at Yashiro High School in Japan. Both sets of young people improved their intercultural and scientific understanding by presenting the findings of their investigations to each other over Zoom. Their relevant and timely topics included the impact of chemical interventions to preserve the freshness of vegetables and a comparison of drug delivery methods in cancer therapy.

Years 9 and 10 Spanish students made friends and improved their language skills through a partnership with the Kipling Campus Irapuato school in Mexico. Every week during the first half of the year, they engaged in dialogue via Padlet to improve every aspect of their Spanish learning. In the latter part of the year, they chatted with peers in Chile, Argentina and Spain. “It has been very motivating to see how this platform for communication has given students a sense of purpose in their Spanish lessons. Access to native speakers inspired their written language development as well,” said teacher Kati Varela. “It was especially interesting because their culture is so different from ours and so distinct. I now know a lot now about Mexican dancing and food as well as improving my Spanish!” said Sophie. “It’s different when you speak to a real person, and you know they are your age – it definitely makes Spanish more enjoyable for me,” said Sarah.

And not to be left out … students studying French in Years 10 and 11 held their own conversation sessions with peers in France and Canada.