BIS students are engaging in hands-on, interdisciplinary learning at every stage. Our youngest EYFS learners explore language and cultural traditions through immersive activities, Year 2 students investigate fairness and teamwork through collaborative games, and secondary AEP students apply English to research, environmental projects, and real-world problem-solving. Project-based learning develops critical thinking, communication, and problem-solving skills, equipping students to connect classroom knowledge with meaningful, real-life experiences.
Kindergarten Pre-nursery Class: Spring Festival & Ancient Poetry Teaching
Written by Ms. Minnie, February 2026
Pre-nursery class has achieved delightful results in the themed teaching of the Spring Festival and daily ancient poetry learning, tailored to the young children’s cognitive characteristics. For the Spring Festival, we designed interesting activities like making red envelopes, pasting paper-couplets and simulating New Year greetings. The children not only recognized traditional festival elements but also learned to say festive blessings, feeling the warmth and joy of Chinese New Year.
In ancient poetry teaching, we selected short, rhythmic classic poems with simple words, and taught them through recitation with actions, picture matching and nursery rhymes. The kids can fluently recite several familiar poems, and gradually develop a sense of language rhythm. These activities not only cultivate the children’s interest in traditional culture but also lay a gentle foundation for their language development and aesthetic perception, letting them gain happiness and growth in immersive learning.
Written by Mr. Russell, February 2026In Global Perspectives, our Year 2 Tigers have been exploring big ideas through hands-on, project-based learning as part of their Sports and Games unit. Using physical games as their starting point, students first experienced activities with unclear or unfair rules. Rather than being told what fairness looks like, they felt it. Confusion, frustration, and disagreement became powerful learning tools.
From there, learners worked collaboratively to refine each game, clarifying rules and adjusting them to make play more fair for everyone involved. After testing their changes, students reflected on how clearer rules affected enjoyment, participation, and teamwork.
Building on these experiences, the Tigers are now designing their own P.E. games and drills to be taught to other peer groups. Each game must be fun, fair, and clearly structured, with simple instructions that others can follow. After leading their peers, students reflect on what worked well, what was challenging, and whether their game achieved its goals.
Through discussion, these ideas of fairness and rules are being connected to real-life situations, helping students see how clear expectations and fairness matter far beyond the playground. This unit highlights how play, reflection, and collaboration can develop thoughtful, empathetic learners who understand that fairness is something we build together.
Secondary AEP: Bringing Language Learning into Real Life
Written by Ms. Phoebe, February 2026
This month, our students have explored themes that bridge language with tangible life experiences. In AEP7-8 (Outdoor Activities), we ventured into the world of diverse hobbies and sports, from outdoor exploration like hiking and kayaking to sports like rugby and volleyball. Students researched, designed, and presented informative posters that detailed specific activities—explaining their methods, required gear, and vital safety precautions—thereby merging language learning with real-world skills and planning.
AEP9-10 (The World We Live In) expanded into a multidisciplinary exploration. We examined pressing environmental and ecological issues, compared how different countries and cultures interact with their natural resources, and focused on renewable energy solutions. Students synthesized this knowledge into posters, arguing for sustainable practices while appreciating global perspectives. This journey equipped them with the language to discuss, critique, and envision the future of our planet.
Both classes participated in Student-as-Teacher sessions. This approach is rooted in peer teaching and active learning. Its core purpose is to transform students from passive recipients into active organizers, thereby deepening their understanding. By assuming the teacher’s role, students gain confidence, empathy for the learning process, and a stronger sense of ownership over their education, making the classroom a more dynamic and engaged community.
Post time: Mar-19-2026
