A warm late-summer breeze follows our younger students as they move to new classrooms.
This season,
we see the older children's efforts blossom, the golden yield of their hard work.
We take pride not only in these achievements but in the quiet grit that lifts them upward.
夏末的风还带着温度，
一群身影正从幼儿园的庭院迈向小学的课堂。
高年级孩子们的努力也结出了累累硕果，
在时间长河里留下金色印记。
我们为你们骄傲，不仅因为结果，
更因为那份向上生长的力量。
This is where you question, reflect,
and create; where wisdom ignites,
quietly intense, like the rising sun.
May your roots grow as deep as a pine,
and may you rise each day with its steadfast grace.
课堂里，
你们提问、思考、创造，智慧悄然点燃的刹那，
明亮而炽热。
愿你们始终如松，扎根深厚、枝叶正盛。
始终如日，温暖坚定、
日日新生。
The first week of school is always an exciting time, full of new faces, routines, and discoveries. To kick off the year in a meaningful way, our ECE students created self-portraits.
开学第一周充满了新鲜感、新面孔、新节奏，处处是惊喜。为了让新学期的开始更有意义，K班小朋友们开展了一项特别活动——创作自画像。
Each child had a recent photograph of themselves to reference as they worked. They began by carefully studying their photo, noticing the little details that make them unique, such as the shape of their smile, the color of their hair, the way they wear their favorite headband or shirt. With pencils, the students sketched their portraits onto canvas, practicing careful observation and patience. Once their sketches were complete, they traced their outlines with markers and added color, making thoughtful choices to capture their true selves.
每位孩子以一张自己的近照为参考。他们先认真端详照片，观察独特之处，如发色、微笑的弧度或心爱的发夹和衣衫。接着，他们用铅笔在画布上勾勒轮廓，锻炼观察力和耐心。草图完成后，再用马克笔描绘上色，努力用色彩还原最真实的自己。
This project went beyond simply making art. It gave students a chance to explore their identities and recognize that everyone in our classroom is special in their own way. As students worked, conversations sparked about similarities and differences: how some of us have long hair while others have short hair, or how we all have different favorite colors. These discussions created natural moments for students to appreciate diversity and learn that every detail, no matter how big or small, is something to celebrate.
在老师眼里，这不止是一次美术探索活动，更需要孩子们在发现“我是谁”的过程中，意识到：教室里每个伙伴都是特殊的存在。创作中，他们聊起彼此异同，头发的长度、喜爱的颜色，也在不知不觉中学会欣赏差异，珍视自身每一个值得庆祝的小特点。
Now, our classroom walls are lined with vibrant self-portraits, each one a reflection of the unique individuals who fill our room with curiosity, kindness, and energy. These displays remind us daily that while we are all part of one community, each of us brings something special that makes our class stronger.
如今，K班教室里挂满了自画像，每一幅都生动地诉说着一个故事。正是孩子们用好奇心、善良与活力照亮了整个空间。这些作品也时刻提醒着大家：班级因每个人的独特而更加丰富。
By celebrating themselves and each other, students are beginning to build confidence, empathy, and a sense of pride in who they are. We look forward to watching their creativity and self-awareness grow as they continue to discover more about themselves and their classmates throughout the year.
肯定自己，欣赏他人。孩子们通过艺术创作慢慢建立自信、共情力和自我认同感。老师们也期待着在往后的时光里，继续见证他们勇敢创作、认识自我，也读懂身边的小伙伴。
Moving from ECE to Primary is a big step, both exciting and overwhelming, for children and parents. The whole world has suddenly expanded around them. The way they are accustomed to learning has completely shifted. There are far more structures, new routines, greater responsibilities, and higher expectations. It's natural for them to feel nervous making new friends, learning new rules, or navigating a larger school. They may come home tired, have trouble keeping up with belongings, or feel unsure about their new roles.
从幼儿园过渡到小学，对孩子和家长来说，可能是一段既充满期待又难免忐忑的经历。不经意间，孩子们发现周遭的世界变大了，同时面临着全新的学习方式：规则更多、作息更新、责任增加、期望拔高。他们会担心交不到新朋友、不熟悉校园环境，或是记不住那么多规范。漫长的在校时间容易让孩子疲倦，管理个人物品等小细节也会带来心理压力。
To help children adjust to these changes, G1 teachers work hard to make the first week feel welcoming and safe. This period is known as 'Week Zero'. Teachers gently introduce new routines while incorporating familiar activities, and connect with each child through their interests and strengths. With consistent encouragement and opportunities to share feelings, teachers help students express themselves and feel supported throughout this transition.
为帮助他们更好地适应，一年级教师团队用心地营造安全、友好的第一周校园生活，称之为”预备周”。老师们在引入新常规的同时融入部分孩子们熟悉的活动，通过每个孩子兴趣点和优势建立对话，持续给予鼓励并提供分享感受的机会，从而帮助学生在过渡期内更好地表达自我，感受到全方位的支持。
However, this transition doesn't end at dismissal. It’s important to continue the support at home and parents can help in many ways, such as by engaging in open conversations about their emotions, encouraging children to embrace change and look forward to the exciting things that lie ahead for this academic year.
然而，放学并不意味着过渡的结束，回家的持续支持同样关键。家长可以与孩子并排坐在沙发上，聊聊感受，鼓励他们积极拥抱变化、期待新学期。
Meanwhile, building confidence through practical tasks, such as having them pack their own bag, prepare their uniform the night before, or practice tying shoelaces. All of these can foster independence and reduce anxiety. Keep your routines at home consistent as too much change at once could prolong the transition period for your children. Remember to celebrate the small things and always listen to their worries and reassure them that your belief in their capabilities will never waver.
日常培养信心和独立性也很重要，比如让孩子自己整理书包、提前准备校服或练习系鞋带。保持家庭作息稳定有助于避免过渡期延长。别忘了为每一个小进步喝彩，耐心倾听他们的担忧，并让他们始终感受到：父母相信他们能做到。
This transition period is a big leap, but it's also a time of incredible growth. Through collaborating with parents, we can give children the confidence, resilience, and joy they need to embrace this new adventure. Here’s to cheering on our little PANDAS!
过渡期是一个跨越，但也时常伴随着意想不到的成长。相信我们可以一起赋予孩子迎接新挑战所需的信心、韧性与快乐。
Monday's lesson was adapted fromImage Grammarby Harry Noden, a teaching text Mr. Records first encountered about ten years ago. Since then, he has used this approach many times across creative writing curricula from middle to high schools.
本周八年级英语课教学以语言学者Harry Noden所著的《意象语法》 （Image Grammar）为基础。Mr. Records大约十年前首次接触这本教学专著，此后在其初高中创意写作课程中多次运用书中所提及的方法论。
The lesson focuses on teaching students how to produce vivid imagery through specific grammatical structures, rather than simply analyzing what good imagery looks like. Too often, instruction on imagery stops at what it should achieve (engaging the senses, creating visualization) but neglects how to actually construct it. This approach gives students, especially those who struggle with creativity, a logical framework for writing imaginatively.
本节课的核心在于，学生需通过特定语法结构创造生动的意象，而非单纯赏析优秀意象的特点。多数意象教学仅停留在目标层面（调动感官、构建画面），却忽视了实现的方法。而这种教学法恰好为学生提供了富有逻辑的写作框架。
The class operates as a back-and-forth between teacherand small groups, with students moving through several "Do-And-Share" levels of understanding. Step by step, they practiced constructing sentences using three core grammatical strategies: appositives, participles, and absolutes, which allow them to generate evocative images without having to overthink word choice. In these structures, any level of English ability is applicable, so the lesson differentiates well.
Mr. Records采用师生小组互动模式，引导学生通过层层递进的“实践和分享”，逐步练习，运用同位语、分词结构以及独立主格建完整长句。这三种语法结构让学生无需纠结措辞，且适用于不同能力的英语习得者，实现差异化教学。
By the end of the lesson, students gain practical strategies for crafting sensory detail for still and active imagery. The logical focus of the activity enables broad participation—students who might normally feel "uncreative" discover that they can, in fact, write with vivid imagery through grammatical structures. The lesson ends with students submitting one single sentence that demonstrates all three image grammar structures applied to a single sentence.
课程结束时，学生已基本掌握为静态与动态意象构筑感官细节的策略。这种重逻辑的教学方式使学生的参与度大幅提升。他们惊喜地发现自己其实也能利用语法结构写出生动的意象。课程最终以学生提交结合三种语法结构的单句作结。
For the coming benchmark, these G8 students will have to write a short story based on an unseen prompt in a timed setting. In the rubric that scores their response, creative writing detail and imagery are heavily weighted. Learning these practical applications of grammatical structures that support imagery makes it much easier for them to include imagery in their response, as it scaffolds the process and supports their creativity.
即将到来的基准测试要求八年级学生在限时条件下根据陌生命题创作短篇故事，创意写作细节与意象呈现评分权重很高。通过学习这些支撑意象构建的语法应用技巧， Mr. Records期待同学们能够轻松地在文章中融入意象，释放创造力。
A team of three high school students from BIBCD had the honor of representing our school at the WYF-FELS National Economic Challenge in Hong Kong this past summer, where they achieved the highest distinction: the Overall Team Gold Award. This challenge provides a premier platform for high schoolers to apply their knowledge of economics, compete with their peers on a national and global scale.
今年夏天，学校三名高中生赴香港参加经济学挑战赛，经过激烈角逐，最终斩获团体金奖，谨向他们致以热烈祝贺！WYF-FELS经济学挑战赛作为国际赛事，为全球高中生提供运用经济学知识、与国内外同龄人竞技的广阔平台。
Per Henry C., participating in the HK global round was a tumultuous experience. From the focused intensity of the regionals to the energetic nationals and the final global round, each step he saw a team pressing forward, each time exceeding expectations. To him and teammates, the final reward was a complete surprise.
Henry C.表示，在香港参加全球决赛的经历至今让他难以忘怀。从地区赛的全力以赴，到全国赛的斗志昂扬，最终站上全球赛的现场，他亲眼见证团队不断突破，超越预期。最终斩获金奖时，所有成员都惊喜万分。
The team worked like a well-oiled machine throughout and there were many people along the way that contributed to the success, besides the hard work and dedication of his teammates, Krish M. and Daniel L.. Mr. Vorhies provided guidance in the year and accompanied them through the nationals; another teacher was there to resolve their logistic issues; Henry would also like to give credit to the parents, without their support, all of this would not have been possible.
整支队伍始终如精密的仪器般高效协作。除了团队成员Krish M.和Daniel L.自身的努力与配合，还有许多人在背后默默提供支持：Mr. Vorhies一整年中给予专业指导并全程陪同参与全国赛；另一位导师负责解决后勤保障；Henry C.也特别提到，若没有各自家庭成员的全力支持，这一切都不可能实现。
One of the highlights of the experience was the energy of the live rounds. Standing before the judges, knowing they had only minutes to present ideas, was both nerve-wracking and exhilarating. In those moments, teamwork mattered most.
回想当时现场回合较量的激烈氛围，他们站在评委面前，只有几分钟时间阐述观点，但那种思维交锋带来的紧张和兴奋，让他们深刻明白团队协作的意义。
As for Daniel L., this journey and the bonds they formed were a greater accomplishment than the final result. He is also grateful to the team's mentor, Mr. Vorhies, who guided them through it all and was the teacher who taught them everything they knew about economics. Daniel considers himself lucky to have learned from him.
对Daniel L.来说，相比最终成绩，他更珍视整个备赛过程中建立的团队情谊。他特别感谢指导老师Mr. Vorhies，不仅是带领他们完成比赛的导师，更是整个团队的经济学启蒙者。
Krish M. also shared, to be around other young scholars with similar interests and passion was really inspiring, and there were a lot of interesting conversations happening. They were challenged on economics concepts, as well as their ability to think critically about the modern world and its economic problems.
Krish M.则分享道，与志趣相投的年轻学子相聚一堂，彼此间激发了无数引发深思的对话。赛事不仅考验经济学理论掌握程度，更挑战了他们对当代世界经济问题的批判性思考能力。
In the end, the reward and the friends they made along the way made the entire experience profoundly worthwhile.
沉甸甸的奖章与途中收获的友谊，让这段经历显得弥足珍贵。
This summer, our Chinese debate teams excelled at two major tournaments: the Chinese Debate Championship and the Global Youth Chinese Debate Competition. With outstanding language expression and logical thinking, they achieved multiple honors.
暑假期间学校中文辩论队先后跟随老师参与华语辩论锦标赛和环球青少年中文辩论赛，凭借出色的语言表达与逻辑思维荣获多项殊荣。
At the national finals of the Chinese Debate Championship, which gathers top debaters from across China, our team earned third place overall and the Group Champion award. On stage, five students were awarded Best Debater for their analytical skills and compelling delivery.
华语辩论锦标赛全国总决赛作为国内高水平中文辩论赛事，汇聚了来自全国优秀中小学生辩论队。我们的辩论队员们以扎实的思辨功底、敏锐的临场反应与团队配合，在众多队伍中脱颖而出，获全国三等奖及小组冠军。赛场上，五位同学敏锐捕捉对方论点漏洞，以清晰的论据和从容的台风赢得赞誉，荣获“最佳辩手”称号。
Our student debate teams also competed at the Global Youth Chinese Debate Competition in Zhuhai, which features elite debaters from around the world. One of our squads won the primary division championship and a group title, while another secured fourth place overall. Eleven students received Best Debater honors.
而在珠海举行的环球青少年中文辩论赛吸引了来自国内外的众多辩论精英。我校两支辩论队伍以综合实力在小学组中一路过关斩将，其中一支队伍勇夺小学组总决赛冠军及小组冠军；另一支队伍则获得小学组总决赛殿军。十一名同学荣获“最佳辩手”称号。
Throughout the intense ten-day training and competition period, our students learned that debate is less about overpowering opponents and more about expanding perspectives through intellectual exchange.
从集训到决赛，十天虽短，却足以让一群少年明白：辩论的意义，不在于说服对手，而在于在思想的交锋中看见更广阔的世界。
In the meantime, our debate coaches provided steadfast support, guiding, listening, and encouraging the team every step of the way. We hope our debaters continue to harness the power of language and critical thinking to grow into more confident, collaborative, and conscious global thinkers.
备赛的日子里，中文组老师们既是指导者，也是倾听者。深夜改稿时的灯光、失利时的安慰、胜利后的击掌，都让师生建立了深厚的联结。希望孩子们继续怀揣热爱，在语言的力量中，成长为更勇敢、更清醒、更懂合作的自己，用思辨理解世界。
This week, all students from kindergarten through 8th grade completed their first MAP test of the academic year under guidance. MAP is a computer-adaptive test that functions like a thoughtful instructor, adjusting correspondingly based on how a student performs. This can deliver an accurate snapshot of student academic trajectory.
本周幼儿园K班至八年级所有学生完成了学年第一轮MAP（学业进度评估测验），整个过程在老师的引导下井然有序。MAP是一种自适应的成长型测试，它就像一位贴心的老师，能根据学生每一道的回答灵活调整接下来的题目。
For teachers, MAP goes beyond scores and serves as an essential tool to guide instructional planning. Administered twice a year in September and May (Three times for students from K to G2), it helps track growth across key developmental phases, informing both group-level strategies and individual interventions.
在老师的眼里，MAP并不仅仅意味着学业评估，更是指导和调整下一步课堂教学的依据。MAP考试通常在九月和次年五月进行（K至二年级学生每年三次，分别是在九月，次年一月和五月），综合数据变化，可以帮助老师们看清楚每位孩子在不同年级的纵向进步情况以及整个学年的成长曲线。
Teachers concentrate on reading and language usage data to identify strengths, monitor growth, and pinpoint areas where support is needed. This detailed insight allows them to tailor lessons so as to enhance comprehension, recommend just-right reading materials, and scaffold learning so every child can grow with confidence.
每次测试之后，主科老师们会着重分析阅读和语言使用数据，识别每个孩子的优势，也会及时关注到需要额外帮助的领域。在日常教学中，老师们会通过观察所得为孩子提供特定且适时的支持，帮助他们更好地听懂、吸收授课内容与核心学科知识。同时，老师也会推荐贴合当前孩子个人认知程度的读物，一步步为搭建起语言学习的阶梯。
Like a learning GPS, MAP helps families monitor progress and plan next steps. The focus is on personal growth, not comparison. We hope it helps each child gain confidence and learn at their own pace, nurturing the unique potential within each student.
MAP恰如一个成长记录仪，记录孩子一步步走过的成长轨迹。考试目的并非比较学生之间的差异，而是为了后续学习规划提供支撑。希望通过这样的评估，让孩子自信地判断学习能力，在自己的节奏闪闪发光。
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