On Return
What would Aloni need to bring back to make the trip worth it?
Measuring the Value of the Expedition
An important part of the planning is always identifying what meaningful impact looks like.Going on the expedition creates meaningful educational and systemic value by shifting the focus from simple participation to lasting institutional impact. Key outcomes include:
Student Impact: Enhancing student engagements and fostering student-led actions resulting from the expedition.
Curriculum & Resources: Building direct curriculum connections, bringing back valuable resources for teachers, and ensuring long-term integration into College programmes.
Educator Professional Learning: Driving educator professional growth and expanding wider networks through leadership.
Partnerships & Community: Establishing new partnerships, driving cross-campus engagement, and contributing to sustainability learning beyond UWCSEA.
Pre-Expedition Engagements
This will use a playful, age-appropriate approach, potentially linked to Halloween and possibly including Aloni appearing dressed as a penguin, for Grade Level assemblies.
The tone should be: intriguing, joyful, hopeful, imaginative and grounded in real science and stewardship
The key message is that caring for somewhere begins with becoming curious about it. The expedition can become something Primary students follow rather than simply hear about afterwards.
Post-Expedition Learning
On return, Aloni can reconnect with Primary students through:
stories and photographs
observations from the expedition
wildlife and ecosystem learning
questions students asked before the trip
reflections on what surprised her
simple stewardship actions
links between Antarctica and Singapore
This allows students to experience the journey as a learning arc rather than a one-off assembly.
PRIMARY SCHOOL
Key framing
For Primary School, the emphasis will be on: Curiosity, wonder, hope and stewardship.
Antarctica can first be introduced as a place of extraordinary natural wonder and global importance.
Possible questions include:
What is Antarctica like?
What lives there?
Why is it important?
Why should we care about a place so far away from Singapore?
What should Aloni look for while she is there?
What questions would we like her to bring back answers to?
The intention is to build emotional connection and curiosity before introducing more complex ideas.
HIGH SCHOOL
Key framing
For High School, the expedition becomes a much more explicit provocation around: Ethics, Systems Thinking, Leadership and the tension between values and action.
The central question is: Should I even be going to Antarctica?
This will form part of Aloni’s contribution to the Grade 11 IB Systems Transformation course within the Change-makers unit. The educational value lies partly in the fact that this is not a hypothetical dilemma. It is a live decision that Aloni herself has had to navigate over several months.
Pre-Expedition Engagement
Calculating Impact
How do we measure whether the educational and systemic value created by the expedition justifies its environmental footprint?
Ethical Governance
Who has the legitimacy to decide when high-carbon travel is justified? What frameworks should guide such decisions?
The Burden of Proof
If someone undertakes environmentally costly travel in the name of sustainability, education or leadership, what tangible outcomes should they be expected to deliver afterwards?
Integrity versus Influence
Is declining an opportunity in order to maintain personal carbon integrity necessarily more values-aligned than stepping into a position where greater influence may be possible?
Intention versus Impact
Can good intentions compensate for environmental impact? If not, how should they be weighed?
Leadership and Accountability
What responsibilities come with accepting a high-profile opportunity in the name of sustainability?
Post-Expedition Learning
To be determined - coming soon!
MIDDLE SCHOOL
Key framing
For Middle School, the story can move from wonder and stewardship into: Geopolitics, shared responsibility and international cooperation.
Antarctica provides an unusually powerful lens through which to explore questions about how humans govern shared places and systems.
Possible themes and provocations include:
who governs Antarctica?
international cooperation
science diplomacy
competing national interests
climate responsibility
resource use
collective decision-making
the future of the Antarctic Treaty system
Post-Expedition Learning
Middle School MUN Conference 2027
Following her return from Antarctica, Aloni is scheduled to deliver a keynote address on Saturday 16 January to approximately 550 MUN students from across Singapore.
This provides a strong opportunity to connect her first-hand experience with geopolitical discussion. The session can explore Antarctica not simply as an environmental issue, but as a case study in diplomacy, international governance, cooperation, conflict avoidance, scientific collaboration and shared global responsibility
Because Aloni will have recently returned from the continent, Middle School students can engage with these questions through current observations and lived experience rather than as a purely theoretical case study.
IMPACT REPORT
Coming Soon
