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The Collaborative Science Project is a compulsory part of the IB Diploma, and the current SFC1 IB students were off timetable to complete it last week.

This 10-hour project over two days delved into the environmental impacts of various aspects of school life, aiming to develop students’ conceptual understanding, analytical skills, and problem solving abilities, while also enhancing their communication and collaboration skills. All rooted in the principles of the UN Sustainable Development Goal 13, which focuses on climate action, the project posed the big question: “How can the experimental sciences lead to sustainable development in our school?”

Students worked in groups of five or six, each selecting a theme such as uniform, catering, travel, or device use. These themes served as the basis for their investigations into the environmental impacts of different school practices. One key objective was to compare the carbon footprints of boarding students versus day students, examining whether walking to school every day, as opposed to driving, could offset the longer journeys home during holidays. Another theme explored the environmental impact of using devices in the classroom compared to traditional paper. Additionally, students evaluated the benefits of Meat-Free Mondays and whether the environmental impact varied depending on the meat alternatives served. The project also prompted an inquiry into the sustainability of uniform policies, assessing whether they had a positive or negative environmental impact.

Throughout the project, students integrated factual, procedural, and conceptual knowledge, becoming active and engaged global citizens, which are all key parts of the IB learner profile. They developed skills in teamwork, negotiation and leadership, and gained a deeper appreciation of the broader implications of science and technology.

By addressing real world problems through the lens of science, students not only enhanced their academic skills but also their understanding of the interconnectedness between regional, national, and local communities.

Luna, SFC1

I found the IB Collaborative Science Project to be a rare and yet substantial team project. I really enjoyed being able to form complex ideas by melding individuals’ thoughts together, the essence of teamwork. I found it fascinating seeing what each team viewed as the most urgent area of improvement at CLC, our team deciding to take on transportation.

I was mesmerized by the integration of sciences, especially chemistry and biology, in taking on the issue of climate change, with solutions ranging from mushroom textiles, community buses, to removing school device systems to preserve battery life. The pure range of proposals was truly mind opening, reminding me that the world around us is always capable of change for the better.

Anna, SFC1

After giving the presentation in front of people, I feel more confident in my speaking skills and have a better understanding of how to choose the key information that has to be sent across to the audience.

Janice, SFC1

We decided to investigate the sustainability of school uniform policies through a scientific lens, specifically in CLC and in general, by comparing the environmental impacts of uniform policies with those of casual wear. This was a very rewarding experience as we could research and work collaboratively to examine the sustainability of the textiles industry through the different perspectives of various sciences, thus offering us a holistic and interdisciplinary understanding of our chosen topic.

We came up with a tangible project of repurposing old uniform into new products for sale, with the profits donated to climate charities, to tackle the negative impacts of uniform including issues like waste. Overall, this was a stimulating experience as it encouraged us to look beyond textbooks and the curriculum, and instead apply what we have learnt both inside and outside lessons to find feasible solutions to pressing real-world problems.

Mrs Mackenzie, Teacher of Chemistry