长线规划成就梦校之路 | 康德双语直播回顾

Mrs. Grace Zheng:

In SCBS, continuum is through and through. It is not just vertical in grades one through twelve. It also includes the horizontal in everyday teaching. In my day-to-day teaching, vertical means that the school has articulated courses from elementary to middle to high school. For example, students from primary school are invited to the middle school during phase times to experience the curriculum, such as the recent Primary and Middle School Immersion Weekthat the G5 students are having this week.

In this process, the main purpose is to let students feel the difference between primary school and middle school, so that they can think about adjusting their life and learning state, which can also help them adapt to the life and learning rhythm of middle school more quickly.

Mrs. Grace Zheng:

At the middle school level, students will have more space to improve their learning abilities. We give advice to students on an individual basis. For example, there are some IGCSE courses in G9, and we will advise and support students according to their ability so that they can study individual subjects earlier. This will give them more time and space to do other areas of study. These are some of the features of SCBS Middle School curriculum.

Firstly, one of the advantages of the SCBS Continuum is that the school also gives some competitions that are only available at the high school level for those students who are academically inclined. In terms of vertical coherence, for example, several students in G9 went directly to represent the school on a team with high school students to compete in the HIMCM in the USA and won second place.

Secondly, STEM is very popular as cross-curricular teaching in subject areas. In terms of the advantages of horizontal coherence, in the school' G9 foreign curriculum, each subject teacher in the science team leads our STEM curriculum separately.

In making water rockets in the STEM class, students start with the basics of the subjects which they are learning in biology, chemistry, and physics, and move from making engineering drawings to find materials, to working collaboratively to complete them, and finally presenting them through a class presentation. This STEM project-based learning has taken root in our daily teaching. In the liberal arts, the school's young teachers have developed an interdisciplinary curriculum in the humanities, leading students in the study of classical Chinese literary poetry to explore the reasons for stylistic differences in poetry from a variety of perspectives, including geography, history, and customs. The teacher will guide students to collect, integrate and analyse information. In this transversal approach, students' interest in learning is stimulated and their ability to learn is nurtured, and this initiative to learn is a skill that can last throughout their lives.

Another kind of coherence is reflected in school activities, student club activities and students' four houses management skills. SCBS' horizontal, vertical and three-dimensional integration is based on the vertical development of the student's age, with an academic focus, taking into account the student's individual strengths and general abilities, and is carefully designed at each specific stage of the twelve-year teaching and learning process, and can have an impact on the student's long future life path.

Mrs. Grace Zheng:

At SCBS, the primary school level focuses on developing a sense of rules for adapting to different environments and developing good study habits. SCBS is founded on academics, so students' academics are at the core, with a focus on the foundation of bilingualism. In addition to academics, we believe that the main task of primary school is to maintain a positive attitude towards all positive things.

At the middle school level, the focus is on the acquisition of a wide range of knowledge, with all the national curricula for compulsory education, a well-designed school-based curriculum, a variety of interest-based extension programmes, and a diversity of activities at all levels of the school. While acquiring knowledge, students develop their time management skills.

Time management skills are the foundation of high school studies. Our IGCSE programmes, for example, are chosen by students at the high school level according to their personalities, preferences and strengths. They are expected to further develop their academic activities according to their choice of specialism. This includes standardised grades, competitions in their field of study and activities that develop personal leadership and executive skills.

We have always placed great emphasis on cultivating students' interests and hobbies, and I was not surprised to learn that Luca was offered a place in Physics at Imperial College London, as it is in the same vein, and I am really happy for him that he was well-prepared for practice in middle school, and that he has found his interest and realised his dream through practice at school.

Luca：

I think interest is one of the most important things in my learning path. As one the first students to enter the school after it opened, apart from studying, the school recommended me to take part in different competitions and activities, for example, when I was in middle school, I won awards such as BPhO Top Gold, AMC 12 Distinguish, UKMT Gold, FTC, etc. I also won the Best Idea Award of G7 in the "Innovation Award" activity competition organised by the physics team of the school.  This has helped me to develop my interest in learning. Participating in these competitions has helped me to develop my time management skills and at the same time, I have been able to learn at a good pace.

Vanessa's mum：

I believe that the most important and inseparable thing about school is two things: one is teaching and the other is nurturing. At the same time, it is also important for children to acquire a sense of balance in learning during the learning stage. This is because in my eyes, a child's learning, attitude towards the world, approach, character and personal abilities are equally important.

SCBS fulfils my needs, academically. The school has weekly tests as well as a serious and reasonable curriculum for both Chinese and foreign knowledge. I know from some parents of current students that the school is very serious about academics.

Also, I think. It is very obvious to me that my child has built up a strong self-confidence and become more and more self-assured during her year of study at SCBS. She got more positive feelings and positivity from the whole learning process, and her grades were rising, then I was very pleased as a parent.

The Children's Day event was Vanessa's first performance. The school encouraged the children to plan their own activities, sign up for their own programmes, rehearse their own performances and write their own hosting crosstalk. I think that compared to a normal debriefing-style performance, I feel that this kind of activity, where the whole thing is child-led and the teacher assists from the side, exercises and develops the children's organisational skills, teamwork skills and leadership skills. So from both the parents' and the children's point of view, we both felt that this year's experience was very good.