{"id":516,"date":"2026-02-01T22:56:54","date_gmt":"2026-02-01T22:56:54","guid":{"rendered":"https:\/\/uhis.or.kr\/mrdunn-25-26\/?p=516"},"modified":"2026-02-01T22:56:54","modified_gmt":"2026-02-01T22:56:54","slug":"mr-dunns-class-update-t2-w4","status":"publish","type":"post","link":"https:\/\/uhis.or.kr\/mrdunn-25-26\/2026\/02\/01\/mr-dunns-class-update-t2-w4\/","title":{"rendered":"Mr Dunn’s Class Update T2 W4"},"content":{"rendered":"\n

It was another busy and productive week for the Year 7,8,9 class. Here are some highlight from the week’s learning.<\/p>\n\n\n\n

In the final stages of the Macbeth unit, students explored Macbeth\u2019s increasing isolation and reliance on the witches, analysing the new prophecies and how they influence his violent decisions, including the murder of Macduff\u2019s family. They then studied Malcolm and Macduff, focusing on ideas of kingship, loyalty, and how Malcolm tests Macduff\u2019s honesty to prove his suitability as a future king. Lessons moved on to Lady Macbeth\u2019s decline in Act 5, where students examined her sleepwalking scene and analysed how guilt and conscience overwhelm her. The class then explored the final scenes of the play, analysing Macbeth\u2019s mindset and evaluating how audiences are encouraged to view him at the end of the tragedy. The unit concluded with a lesson on Macbeth as a Shakespearean tragedy, where students revisited key moments, themes, and characters to evaluate whether Macbeth can be considered a tragic hero and how Shakespeare uses the conventions of tragedy to impact the audience.<\/p>\n\n\n\n

In History, students learned about the Suffragette movement, focusing on key figures and the tactics they used to campaign for the vote. They worked together to create a large poster showing important leaders, methods of protest and the slogan \u201cDeeds, not words,\u201d and evaluated how effective these actions were in helping women gain attention and challenge opposition.<\/p>\n\n\n\n

In Geography, students completed their final task by learning about human rights and how these apply to refugees and displaced people. They read and discussed key ideas from the Universal Declaration of Human Rights, identifying which rights are especially important for children, such as safety, education, and housing. Students considered how these rights can be difficult to access for people who have been forced to move, and explored how organisations, communities, and governments can help protect these rights. They also helped put together a display of their previous research.<\/p>\n\n\n\n

In Science, students consolidated and reflected on their learning about forces and motion. They explained how forces such as gravity and friction affect movement, using examples from their ramp investigations and rollercoaster designs. Through diagrams, explanations and discussion, students demonstrated how understanding forces helps solve real-world challenges, linking their scientific learning back to the unit\u2019s Big Idea.<\/p>\n\n\n\n

Year 8<\/strong><\/p>\n\n\n\n

Fractions and Percentages<\/strong><\/p>\n\n\n\n