9月14日-18日，“圆点艺术展”正式启幕。受“国际圆点日”启发，我校幼儿部与小学部学生以一颗圆点为起点，带着超凡想像力和艺术创作欲，共同探索艺术表达的多元可能，将学校大堂楼梯变成了艺术与创意的舞台。

Each grade brought its own creative approach. ECE and Grade 1 experimented with 3D dots and mini sculptures, while Grade 2 and Grade 3 explored movement, color, and expressive marks inspired by Vincent van Gogh’s The Starry Night. Grade 4 discovered Australian Aboriginal art, using symbols, animals, and dot techniques to tell visual stories. Grade 5 looked to Yayoi Kusama for inspiration, creating their own imaginative 3D flowers.

展览呈现了各年级学生独特的作品：幼儿部与一年级学生尝试创作立体圆点和迷你雕塑；二、三年级以梵高《星月夜》为参照，探索动感、色彩与富有表现力的笔触；四年级引入澳大利亚原住民的艺术技法，用符号、动物和圆点完成视觉叙事；五年级以草间弥生的作品为灵感，制作出奇幻的立体花朵。

Together, their individual artworks transformed the staircase into one joyful collaborative installation—a celebration of creativity, individuality, and our BISZ community. A special thank-you to our teachers, staff, students, and Art Medal students who helped bring the exhibition to life! One dot. Hundreds of ideas. One colorful BISZ community.

孩子们的作品汇聚在一起，将学校大堂楼梯变成了一件鲜活欢乐的集体艺术装置，展现了我校学生的奇思妙想、个性表达以及校园协作精神。这场充满惊喜创意的展览离不开学校教职员工、全体参与学生及艺术奖章项目同学的用心付出——小小圆点，萌发万千创想；多彩校园，艺术在此共生。

Pre-K2 Cs has recently taken on the learning topic of “All About Me.” At first, we started the project by drawing around our bodies, learning names of body parts. Next, we started to learn more about our senses and practiced with sensory bottles and a sensory walk in the school’s gardens. Then, we continued to learn about feelings, with a focus on the names of the feelings and how our bodies look and feel when we experience different emotions. We also made cards of feeling words and practiced fine motor skills, adding sentences to our project about ourselves, our feelings, and our friends. The project will be completed with an addition of our family before the Mid-Autumn Festival. We can’t wait to share our final project with you.

幼儿部Pre-K2 Cs班的孩子们近期围绕“关于我自己”的幼儿自我认知主题展开了学习。孩子们从描摹自己的身体轮廓开始，一边画、一边认识身体各部位的规范名称；随后通过感官瓶、花园“感官漫步”等活动完成感官能力的探索与运用。在此基础上，课程进一步延伸至情绪探索：引导幼儿识别不同情绪的名称，观察并感知自己在不同情绪状态下身体的外在表现和内在感受。孩子们制作了情绪词卡，在手工操作中锻炼了精细动作，并将与自我认知、情绪表达、同伴交往的相关短句整合到作品中。中秋节前，我们还会把“我的家人”这个温暖板块加入其中，完成整个项目的学习。让我们一起期待孩子们最终呈现的完整作品！

To help parents build a clear, research-informed understanding of bullying, and to work hand in hand in supporting their children’s wellbeing and development, Mr. Hartley, our Vice Head of School and Head of Primary, and Ms. Amanda, our Primary School Counselor, led 3 coffee morning workshops titled “Say No to School Bullying” for our primary school parents from September 15 to 17.

本周二至周四，学校副校长兼小学部主任 Mr. Hartley 与小学部心理老师 Ms. Amanda共同主持开展了以 “拒绝校园霸凌” 为主题的小学部各年级家长咖啡茶话会，帮助家长科学识别校园霸凌，携手守护孩子健康成长。

During the workshop, both teachers and parents unpacked what “bullying” actually is and the different forms it can take. Using three scenarios, they practiced telling the difference among bullying, general misconduct, and everyday interpersonal conflict. These scenarios also gave parents a window into our school’s full system for bullying prevention and intervention.

在茶话会中，老师们和家长一起拆解霸凌的定义与不同类型，通过典型的情境案例引导家长理解霸凌行为、一般不良行为及日常人际冲突的特征和区别，同时，帮助家长了解学校在霸凌预防与干预方面的完整机制。

Drawing on his years in education, Mr. Hartley spoke to parents about the importance of trust and timely communication between school and parents. In the discussion that followed, parents shared their thoughts with each other and explored ways to address the issue. We hope this workshop can serve as a bridge of communication and trust between home and school, and as a step towards building a safe, caring, and respectful learning environment for every child.

Mr. Hartley结合自身多年的教育经验，强调了家校互信、常态化沟通对于帮助孩子建立同理心与责任意识的重要性。在随后的讨论环节，家长们互相交流心得、积极分享经验。本次活动有效搭建起了家校双向沟通与信任联结的桥梁，进一步推动家校协同育人，共同为孩子们构建安全、互相关爱和尊重的校园成长环境。

Over the next few weeks, Primary School will also roll out a series of anti-bullying lessons through the Mental Health class across all grade levels. Through social-emotional learning, these lessons aim to help our students better understand how to respect differences, protect themselves, and find the courage to ask for help – ultimately helping our campus remain a place where every child can thrive.

未来几周，小学部会把反霸凌主题融入各年级的心理健康课堂，以社交情感学习为路径，帮助孩子们学会看见差异、尊重同伴、保护自己，让校园始终是每个孩子都能放心茁壮成长的天地。

In this week’s Grade 4 English class, students explored concrete poetry, also known as shape poetry, where the arrangement of words helps create a visual representation of the poem’s subject. Under the instruction of their English SETs, students learned how poets combine descriptive language, imagery, and creative word placement to convey ideas and feelings in a unique way.

本周，四年级英语课堂引入特色文学体裁教学，带领学生认识“具象诗”（又称“图像诗”）这一特殊诗歌形式。具象诗通过对文字的创意排列，呈现与诗歌主题高度契合的视觉形象。在老师的指导下，学生们学习了诗人是如何把生动的描写、鲜活的意象与别出心裁的文字布局结合，以独特的方式传递思想与情感。

After examining examples of concrete poems, students had the opportunity to create their own. They selected a topic, experimented with language, and arranged their words into a shape that connected to their poems’ meaning. This hands-on activity gave students a fun and creative way to apply what they have been learning about the poetry, and to show that how a poem looks can sometimes be just as meaningful as the words themselves.

在完成范例赏析后，学生们创作了属于自己的具象诗。他们自主选定主题，反复尝试不同的英语表达，并把文字排列组合成与诗歌意义相呼应的视觉形状。这项创作实践让孩子们以有趣又有创意的形式应用所学的诗歌知识，还惊喜地发现：诗歌的视觉形式有时与文字内容一样藏着深意。

Middle School students have recently completed their MAP Growth testing in Reading and Language Usage. MAP is a computer-adaptive assessment created by NWEA that measures reading comprehension, vocabulary, grammar, and writing conventions. Unlike traditional tests, it adjusts the difficulty of each question in real time: answer correctly, the next question will get harder; answer incorrectly, it will get easier. This pinpoints each student’s exact instructional level, regardless of grade.

近日，初中部学生完成了阅读和语言运用的MAP成长测评。MAP（Measures of Academic Progress，学术成长测评）是由NWEA研发的计算机自适应测评，用于测量学生的阅读理解、词汇量、语法与写作规范。与传统测试不同，MAP有很强的自适应性，会根据学生的答题水平实时进行调整：学生答对一道题，下一道题会更具挑战性；答错一道题，下一道题就会容易些。这种机制能够不受年级限制，精准判定学生的学术水平。

Middle school is a critical window for literacy development, and MAP gives teachers a clear picture of where each student stands and how much they have grown. It is not a pass-or-fail and does not affect grades; its purpose is to reveal what students are ready to learn next. The data helps teachers set personalized goals and provide the right level of challenge or support. Seeing concrete evidence of their strengths and growth areas also motivates students to take ownership of their learning.

初中阶段是读写能力发展的关键期，而MAP测评能让老师清楚了解学生的学术水平现状以及成长情况，不设及格线，不计入在校成绩，旨在帮助老师能更具针对性地进行备课，因材施教，为学生提供适配的挑战与学业支持，同时，学生能够看到自身优势与成长空间，更有动力为自己的学习负责。

Parents can also support growth at home in simple and consistent ways: 20 to 30 minutes of daily reading in English builds vocabulary antd stamina over time, open-ended questions such as “What do you think will happen next?” help strengthen comprehension, and small habits like discussing new words at dinner reinforce skills MAP measures.

家长在家也可以通过简单但可持续的方式支持孩子学术成长：鼓励孩子每天坚持阅读英文20至30分钟，在日积月累中，实现词汇量与阅读耐力的稳步提升；向孩子提出“你觉得接下来会发生什么”这类开放性问题，帮助锻炼孩子的理解能力；利用用餐等碎片化时间与孩子聊聊新学的单词等，也能在潜移默化中帮助孩子巩固MAP评估所考察的各项技能。

This quarter, our students brought the warmth of the film Once Upon a Time in the Middle East to life by recreating Xu Fu’s pilaf, a humble meal that became a symbol of hope in a war-torn world. For our high schoolers, who often juggle academic pressures with future uncertainties, this hands-on project offered something truly valuable: a chance to learn by doing, and to connect with others through a shared experience.

本学季，同学们通过复刻徐福的特色抓饭，将电影《欢迎来龙餐馆》传递的人文温度带入校园。这道看似平凡的食物，在战火纷飞的世界里成为了希望的象征。而对于日常课业繁忙的高中生而言，亲手制作抓饭的实践项目不仅是掌握新的技能，更是在共同经历中加深与伙伴们的情感联结。

While they were chopping, stirring and tasting the plates, students also reflected on the origins of each ingredient, and how easily we take food for granted in this era of peace. The film gently reminds us that education is not only about finding the right answers, but also about growing into open-minded, reflective, and caring individuals. This dish taught our students that a simple meal, made with care, can bring people together, inspire gratitude for what we have had, and carry a quiet message of peace.

在切菜、翻炒和品尝之余，同学们跳出操作层面，思考各类食材的来处，并反思我们是否应该轻易地将食物视为理所当然的馈赠。这部影片无声地提醒着我们：教育不只是寻求正确答案，更在于成长为一个具有开放思想、能独立思辨、心怀善意的完整个体。这道菜让同学们懂得，一份用心准备的简单餐食，能有效拉近人和人的距离，唤起我们对当下所拥有的一切心怀感恩的意识，也传递出一份宁静的和平心愿。