At the start of the year, Grade 9 students were invited to step into the role of ethnographers. Their challenge was to tell a human story from Tai O, focusing on either the built environment or food and heritage, and to communicate that story through a short-form video narrative.
Over the course of four weeks, students engaged in a rich project-based learning experience that moved far beyond traditional classroom study. They began by researching the history and cultural significance of Tai O and learning from guest speakers. They then visited Tai O, where they interviewed local residents and gathered stories firsthand. Along the way, students developed new technical skills in video editing before producing their final short-form narratives.
At the showcase, students presented their videos to classmates and a panel of judges. Their learning did not end with the screening. They were also expected to defend their choices, demonstrate their understanding, and respond thoughtfully to live questions. Finally, students reflected on their own growth and assessed one another using a rubric focused on both content and skills.
The impact of the project can be seen clearly through the experiences of two Grade 9 students.
Brad, who has been part of the DSHK community since Little Dalton, shared how the project shifted his perspective. Although he has lived in Hong Kong his whole life, he had always thought of Tai O as a fishing village that represented another time. After meeting villagers and hearing their stories, Brad wanted his group’s video to communicate a story of strength. More than that, he wanted viewers to feel a responsibility to protect and preserve the way of life in Tai O. For Brad, this was not simply a research project or a polished video. It was a moment of perspective-taking that helped him see himself as an advocate.
Hilary, who joined the DSHK community this year, experienced a different but equally meaningful kind of growth. Before the project, she felt nervous about interviewing strangers and anxious about speaking publicly in front of large groups. Through the Tai O project, she had to step outside her comfort zone. By the end, Hilary shared that she felt more confident interviewing people and more comfortable presenting to an audience. While public speaking still makes her nervous, she knows she is capable of doing it.
This four-week project did much more than teach students historical or cultural content. It challenged their thinking, expanded their perspectives, strengthened their communication skills, and helped cultivate confidence, empathy, and advocacy. These are life skills that will serve students far beyond their time at DSHK and even university.
Project-based learning matters because it gives students opportunities to engage with real people, real places, and real questions. In doing so, it helps them understand not only the world around them, but also the kind of people they are becoming.
Featuring: one selected group work from this PBL unit
